EDF 6223 EXAM 1 NEWEST VERSION -2025/2026- 100+
QUESTIONS AND VERIFIED ANSWERS 100% CORRECT
GUARANTEED SUCCESS
when is a controlling relation between the model's behavior and the imitator's
behavior inferred?
when a model evokes a similar behavior without a prior history of reinforcement
T/F: an imitative behavior is a new behavior that follows a novel antecedent event
true
formal similarity
occurs when the model's and the imitator's behavior physically resemble each
other and are in the same mode
what is the most important property defining imitation?
the controlling relation between a model's demonstration and a learner's
performance of topographically similar behavior
T/F: delayed behaviors replicating the topography of a model are imitative
false, a close temporal relationships between the model's performance and the
learner's behavior is an important feature of imitation
imitation training
a systematic, research-based set of steps for teaching a non-imitative learner to
imitate models of noel behavior
imitation training protocol (1): assess, and teach if necessary, prerequisite skills for
imitation training
,attending to the model is a prerequisite skill for imitation training. assess the skills
for a minimum of 3 sessions and begin training if assessment data shows
adequate attending skills
imitation training protocol (2):
practitioners may need to select and use about 25 behaviors as models during
imitation training. including gross motor and fine motor movements as models
provides learners with opportunities to develop more refined differentiation with
their imitative skills. initial training usually includes models of the movement of
body parts and the manipulation of physical objects
imitation training protocol (3): pretest
the learner's response to the selected models should be pretested:
1. prepare the learner's attending behaviors for the pretest
2. if using an object mode, place 1 in front of the learner and 1 in front of yourself
3. say the learner's name to start, and when the learner makes eye contact, say,
"do this"
4. present the model
5. immediately praise each response that has formal similarity to the model, and
deliver reinforcement ASAP
6. record the learner's response as correct, incorrect, or as an approximation of
the model
7. continue pretesting with the remaining models
imitation training protocol (4): sequence selected models for training
use the pretest to arrange the presentation sequence for the selected models,
arranging the sequence from the easiest to the most difficult models to imitate.
the first models selected are those that the learner imitated correctly on some,
but not all, of the pretest trials. the models that the learner responded to
incorrectly, but that approximated the model, are selected next. finally, the
, models that the learner failed to perform, or performed incorrectly, are the last to
be selected for training
conduct imitation training sessions: preassessment
use the first 3 models currently selected for training and present them 3 times
each in random order. if the learner's behavior has similarity to the model on all 3
presentations, that model is removed from the training. allows practitioners to
evaluate the learner's current performance on the models selected for training
that session, and to determine the learner's progress in learning to respond to the
model
conduct imitation training sessions: training
practitioners use repeated presentations of 1 of the 3 models used in the
preassessment. the model selected first is the one most often responded to
during the preassessment. if the learner made only approximations, the behavior
with the closest similarity to the model is selected first for training. training
continues until the learner responds to the model correctly on 5 consecutive trials
conduct imitation training sessions: postassessment
present 3 times each, 5 previously learned models and 5 models that are still
included in imitation training. remove a most recently learned behavior from
imitation training following 3 consecutive postassessments in which the learner
responds correctly without physical guidance to the model 14 out of the 15
opportunities. allows the practitioner to evaluate how well a learner performs the
previously and most recently learned behaviors
conduct imitation training sessions: probe for imitation with novel models
use approximately 5 nontrained, novel models to probe for occurrences of
imitation at the end of each imitation training session, or intermix the probes with
the training trials. uses the same procedures as the preassessment, but without
using the antecedent verbal response prompt or other forms of response prompts
guidelines for imitation training
QUESTIONS AND VERIFIED ANSWERS 100% CORRECT
GUARANTEED SUCCESS
when is a controlling relation between the model's behavior and the imitator's
behavior inferred?
when a model evokes a similar behavior without a prior history of reinforcement
T/F: an imitative behavior is a new behavior that follows a novel antecedent event
true
formal similarity
occurs when the model's and the imitator's behavior physically resemble each
other and are in the same mode
what is the most important property defining imitation?
the controlling relation between a model's demonstration and a learner's
performance of topographically similar behavior
T/F: delayed behaviors replicating the topography of a model are imitative
false, a close temporal relationships between the model's performance and the
learner's behavior is an important feature of imitation
imitation training
a systematic, research-based set of steps for teaching a non-imitative learner to
imitate models of noel behavior
imitation training protocol (1): assess, and teach if necessary, prerequisite skills for
imitation training
,attending to the model is a prerequisite skill for imitation training. assess the skills
for a minimum of 3 sessions and begin training if assessment data shows
adequate attending skills
imitation training protocol (2):
practitioners may need to select and use about 25 behaviors as models during
imitation training. including gross motor and fine motor movements as models
provides learners with opportunities to develop more refined differentiation with
their imitative skills. initial training usually includes models of the movement of
body parts and the manipulation of physical objects
imitation training protocol (3): pretest
the learner's response to the selected models should be pretested:
1. prepare the learner's attending behaviors for the pretest
2. if using an object mode, place 1 in front of the learner and 1 in front of yourself
3. say the learner's name to start, and when the learner makes eye contact, say,
"do this"
4. present the model
5. immediately praise each response that has formal similarity to the model, and
deliver reinforcement ASAP
6. record the learner's response as correct, incorrect, or as an approximation of
the model
7. continue pretesting with the remaining models
imitation training protocol (4): sequence selected models for training
use the pretest to arrange the presentation sequence for the selected models,
arranging the sequence from the easiest to the most difficult models to imitate.
the first models selected are those that the learner imitated correctly on some,
but not all, of the pretest trials. the models that the learner responded to
incorrectly, but that approximated the model, are selected next. finally, the
, models that the learner failed to perform, or performed incorrectly, are the last to
be selected for training
conduct imitation training sessions: preassessment
use the first 3 models currently selected for training and present them 3 times
each in random order. if the learner's behavior has similarity to the model on all 3
presentations, that model is removed from the training. allows practitioners to
evaluate the learner's current performance on the models selected for training
that session, and to determine the learner's progress in learning to respond to the
model
conduct imitation training sessions: training
practitioners use repeated presentations of 1 of the 3 models used in the
preassessment. the model selected first is the one most often responded to
during the preassessment. if the learner made only approximations, the behavior
with the closest similarity to the model is selected first for training. training
continues until the learner responds to the model correctly on 5 consecutive trials
conduct imitation training sessions: postassessment
present 3 times each, 5 previously learned models and 5 models that are still
included in imitation training. remove a most recently learned behavior from
imitation training following 3 consecutive postassessments in which the learner
responds correctly without physical guidance to the model 14 out of the 15
opportunities. allows the practitioner to evaluate how well a learner performs the
previously and most recently learned behaviors
conduct imitation training sessions: probe for imitation with novel models
use approximately 5 nontrained, novel models to probe for occurrences of
imitation at the end of each imitation training session, or intermix the probes with
the training trials. uses the same procedures as the preassessment, but without
using the antecedent verbal response prompt or other forms of response prompts
guidelines for imitation training
