Author Question: Identify at least 3 ways that a learner could have difficulty with SDs that signal incorrect ... (Read 74 times)

kwoodring · **on:** Jun 20, 2018

Identify at least 3 ways that a learner could have difficulty with SDs that signal incorrect performance in a behavioral chain and how you would go about correcting these problems. Specifically, what changes would you make to the environment or task analysis to correct the problem?

What will be an ideal response?

Question 2

Assume you want to teach an individual how to use a public telephone. You conduct a task analysis of the skill and end up with the following steps:

i. Locate the telephone
ii. Find the telephone number
iii. Choose the correct change
iv. Pick up receiver in left hand
v. Put receiver to ear and listen for dial tone
vi. Insert first coin
vii. Insert second coin
viii. Dial 7-digit number
ix. Wait for telephone to ring a minimum of 5 times
x. If someone answers, initiate conversation
xi. If telephone is busy or no one answers, hang up and collect money
Carefully describe how you would implement forward, backward, and total-task chaining for this task analysis.

mathjasmine · **Reply #1 on:** Jun 20, 2018

Answer to Question 1

Example answers could be: An SD occurs at the right point in a sequenceremedy, rearrange the sequence of the task analysis. A similar SD in close temporal proximity to the target SD is cuing an incorrect responseremedy, separate the two problematic SD s. An irrelevant SD could be interferingremedy, discrimination training. SD s in the natural setting could be different from those in the training settingremedy, incorporate similar SD s into both settings or do some training in the natural setting. Novel stimuli in the environment are competing with relevant stimuliremedy, discrimination training.

Answer to Question 2

When describing the forward chaining procedure, the student should have the learner begin by completing Step 1, then 1 and 2, and so on. When describing backward chaining, the student should have the learner begin by completing the last step, then the last two steps, and so on. When describing total-task chaining, the student should have the learner completing all steps, with the necessary level of assistance from the trainer on each step.