Analogue Procedures

Analogue Procedures-also called Discrete Trail Training

• Out of natural environment
• Highly structured sessions, initiated and paced according to the teacher’s plan (one on one setting, use same stimuli selected by teacher)
• Artificial reinforcers (not related to stimulus) –YOU CAN GIVE EXAMPLE HERE
• Only one acceptable response
• Teachers use the same prompts over and over
• Fading of reinforcers necessary

Problems:

• responding under the control of only a few stimuli (ie. specific people, situations and tasks) because it doesn’t allow for generation.

• Fading of reinforcing necessary

Benefit

• Useful at teaching new or complex skills
• Good at teaching complex and conditional discriminations Naturalistic Procedures
• Loosely structured
• Use variations of naturalistic stimuli selected by child
• Natural reinforcers
• Variety of teacher prompts
• No predetermined order of responses
• Variety of settings
• Initiated and paced by the child
• Fading of reinforcers not necessary

Problems

• Sacrifices specific control for generalization.

Benefit

• Generalization due to variety of stimuli and variety of rewards

Incidental Teaching

• Child initiates trial stimulus. See example p.704
• OR teacher can initiate trial by presenting stimuli
• Training diversely
• Cue is given and child responds
• Response to the child’s behavior is followed by a pause-end of trial
• Behavior rewarded by access to the preferred object
• Teacher waits for child to start a new learning trial or starts a new one by presenting a motivational stimulus

Pivotal Response
Goals of PRT are:
a) Teach the child to be responsive to multiple learning opportunities taking place in naturalistic settings by giving multiple examples.
b) Decrease the need for constant coaching and directing of child behavior
c) Decrease the time the child is removed from natural setting, using diverse stimuli
• Motivation is another pivotal area