Behavior-Change Procedures
Prompting and fading
Use prompts to occasion correct responding, then systematically fade them while reinforcing more independent responses.
Concept review facts
Use this block to decide whether the concept needs definition review, scenario practice, or missed-question repair.
What this concept means here
Use prompts to occasion correct responding, then systematically fade them while reinforcing more independent responses.
How it appears in questions
Address prompt dependence.
Best next action
If this concept is weak, practice Behavior-Change Procedures scenarios and write one correction rule after each miss.
How this shows up in scenario questions
- 1Address prompt dependence.
- 2Choose prompt fading over punishment.
- 3Transfer stimulus control to natural cues.
Common misconceptions
- Keeping strong prompts because errors are low.
- Removing all reinforcement abruptly.
- Treating prompt dependence as noncompliance.
Distractor patterns
- Maintain full verbal prompt indefinitely.
- Use response cost for prompted responses.
- Stop reinforcing all prompted responses at once.
Self-check before more practice
Can you define it without using the term itself?
If not, pause and rewrite the definition in plain language before answering more scenarios.
Can you spot the clue in a scenario stem?
Look for the data, timing, function, stakeholder, or ethical constraint that makes this concept relevant.
Can you reject the closest distractor?
A concept is not stable until you can explain why a plausible wrong answer is weaker.
Related terms
prompt dependencestimulus control transferdifferential reinforcement
Turn this concept into practice
Use this page as a weak-area checkpoint: practice related scenarios, then review missed answers and save a study plan from your results.
Related study guides
Related practice prompts
Practice moreBehavior, response, and response class: Stimulus control, discrimination, and generalization.
A client contacts two different consequences for the same response across settings, and responding shifts toward the setting with more reliable access. Across 4 sessions in service week 1, 3 observers recorded 17 minutes of observation in the telehealth caregiver meeting. The BCBA's interpretation should:
Stimulus and stimulus class: Stimulus control, discrimination, and generalization.
During early intervention clinic sessions, a 5-year-old learner completes asking for a break when one cue is present but not when a similar cue is used by another adult. Across 5 sessions in service week 1, one observer recorded 18 minutes of observation in the early intervention clinic. The data pattern suggests the BCBA should first:
Stimulus control examples: Stimulus control, discrimination, and generalization.
During community outing sessions, an adolescent completes waiting for access when one cue is present but not when a similar cue is used by another adult. Across 5 sessions in service week 2, 2 observers recorded 28 minutes of observation in the community outing. The data pattern suggests the BCBA should first:
Stimulus discrimination examples: Stimulus control, discrimination, and generalization.
A client contacts two different consequences for the same response across settings, and responding shifts toward the setting with more reliable access. Across 6 sessions in service week 2, 3 observers recorded 29 minutes of observation in the telehealth caregiver meeting. The BCBA's interpretation should:
Stimulus and response generalization: Stimulus control, discrimination, and generalization.
During early intervention clinic sessions, a 5-year-old learner completes asking for a break when one cue is present but not when a similar cue is used by another adult. Across 7 sessions in service week 2, one observer recorded 30 minutes of observation in the early intervention clinic. The data pattern suggests the BCBA should first:
More concepts in this domain
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