 So, let's look at some of the factors that are associated with this. First off, we have to identify the final desired stimulus. What is the goal that you're trying to transfer the control to? Make sure that that stimulus represents the real world, right, in which you want the behavior to occur. If I want a kid to respond to this statement of what's your name, then I'm not going to just say, hey, who are you? Maybe you will. Maybe you won't. I mean, a bad example, sorry, I mean, that's really one of those things. Who are you? You know, maybe that does work, all right? But you want that final desired stimulus to match exactly what the real world is like. So, again, in my woodworking stuff, if the final desired stimulus is to see a bumpy board, all right, so that's the stimulus, and then know what to do with your plane. And then actually go out and plane it and smooth that board out. When we're dealing with the prompts, all right? So we're going to, again, oftentimes we fade out the prompts, right? So the prompt is using an effective prompt at the beginning. And if that does not evoke the response that you want, then fading from there on out is not going to work. In other words, this simply says you need to have a good discriminative stimulus. It has to be a real SD. It has to be one that already is basically cues the appropriate response. All sorts of types of prompts here, physical ones, gestural ones, signaling, verbal, environmental, so on and so forth. All of those things I've kind of given examples of already. Gestures are interesting ones where you're just kind of signaling or thinking that a particular response is what you want, and you can fade that gesture out. Modeling, showing somebody what to do, verbal, we've already talked about, environmental, we've already talked about. We can also talk about something in the environment to make the response more likely. I'm trying to think of a good example of this one. I'm kind of drawing a blank here, but I think of this in terms of self-management, really, and it's not a perfect example of fading, but it'll work. On my computer, you may have heard the little thingy go off, right? The bing. I've got a couple of different sounds that are on there. One of them is for my schedule, if I've got a meeting coming up or something like that. So I have added that stimulus to the environment. That stimulus has pretty good control over my behavior. Ultimately, in fact, pretty good, and you guys are probably laughing because you know that I'm always late to class, right? But that's kind of the example that I'm getting at here, is that I've got a signal that says, hey, it's time to go to class, right? And it makes a particular noise. Ultimately, I should just know when to go to class, right? But because I get wrapped up in here, doing stuff like recording lectures, or failing to work on your test, or just drinking coffee, whatever it is, right? But I'll go to class, and then I'll be a little late. The idea is that prompt in the environment is going to make my response of being on time more likely. Some of the other stuff you can do with fading is to take a particular discriminative stimulus and make it more obvious. So that one of the things that I've done with my email actually is on my email client, all my emails are bolded if they're unread. Well, I changed it from just bold, regular, black font to bright blue. So now an unread email sticks out like a sore thumb. It's brighter than the blue that's on this slide. And it just sticks out there and says, oh, this needs your attention. And I believe it or not, every couple of months I changed the color. So the next color that I have on my list is hot pink. So hot pink is coming up. So that's the next one that's going to cue me to make the particular response of checking that email. And this is just about making that discriminative stimulus more obvious. As is true with most of this particular field, people want to know answers to questions like, how many steps does it take to fade a stimulus? Well, you know what? There is no rule. As many as it takes. I mean, that's the answer. How many steps? Well, as many as you need to make it happen. There is no rule. Doesn't say you have to have seven steps or 10 steps or 20 steps. Basically, what you have to do is simply watch the performance. If the new stimulus, the one that you're fading to, has control over the behavior, you're successful. If it doesn't, add more steps. Try and break it down a little further. Too many errors indicates that if a child's not making the appropriate responses, I'm going to use an example here of having them choose a color of pens. You've got two colors of pens, or multiple colors of pens, or something like that. And you're having them choose, identify a green pen or something. And they keep choosing the wrong one. Maybe you're asking them, and maybe you didn't make enough steps between the color green and the fact that the pen has a color as well. Maybe you didn't teach enough examples or something like that. And that's essentially what we're talking about here. So if the kid's making a lot of errors, chances are you're taking too big a step. You're making your changes too large. So if you go back to that example of the sevens, so maybe if I just went from the group of seven dots to the very faded out seven dots in the pattern of a seven with a seven written over it, maybe that's too big of a step. Maybe they won't be able to say the word seven when you show them that stimulus. Maybe they will, but if they don't, then you haven't added enough steps. And the other pitfall here is that too many steps will produce dependence on the prompt. They're going to require some sort of prompt in order to continue. So you're trying to teach them that skill of generalizing. It's really what this is about, is kind of teaching that generalization skill. And if you do too much support, this is like helping somebody too much, then it's going to backfire on you.