I enjoyed this informative video! The SD example provided here is more of an natural, environmental cue. A promoting system would be needed at first if the learner isn't able to respond to the DS. Gradually fading prompts would allow the learner to respond to the cue in the environment. I feel DS & prompting go hand in hand sometimes, it depends on the situation in the environment.
Hi Michelle, Yes you are very correct regarding that the Sd and prompting procedure go hand in hand. The point that I was trying to make that the prompting needs to be directed to responding correctly to the Sd, not that the person is doing what you tell them to do. Keith
I was intrigued by this video. It seems to say that even good things may be taken too far in the sense that a child may be too dependent on an SD. For example, a green light does not always mean to cross the street. It should mean to look both ways two times and then proceed with caution. Children should not be trained to constantly obey authority figures all the time considering that they could set themselves up for abuse or being duped as young adults. I suppose there should always be a balance and this is the story of my life as someone who is on the autism spectrum. One problem is solved and another one is created in its place in the effort to placate someone who offers criticism whether justified or ridiculous. I remember the insistence of my mother and father for me to get romantic led to being a victim of Catfishing in order to make up for lost time!
Hi Jesse, You bring up good point. There are positive exemplars (that the learner needs to respond to) and negative exemplars (that the learner should not respond to). For instance, in crossing the street, a walk signal, oncoming cars, cross walks are all positive Discriminative stimuli that the person should respond to, while parked cars or other people crossing are negative Discriminative stimuli that the person should ignore. Keith
