 Greetings all year back this time we're going to talk about how we can kind of put some of what we've already learned into practice and how we can create some new behaviors and Change some existing ones and kind of tweak them a little bit first I'm going to have a little coffee as I look at that nice discriminative stimulus on my desk the questions Which one's warm here we go Well, that's kind of cheesy. You can see it. Do I even need to describe it? Take a look at what's on there. I mean if we were to If we were to describe that how would you describe it? I mean you're starting with a star and you're ending with a circle, right? So if we were to describe that process of change you're slowly changing one stimulus into another So essentially that's all we're going to do we're going to take one stimulus We're going to change it into another one and that stimulus can be all sorts of things So let's take a look a little further. All right, so gradual change of the stimulus over successive trials So Right off the bat. You should see a couple of things number one We're not going to make gigantic changes here and in number two what we're going to do is do this repeat key Okay, the over and over and over again. That's the success of trials part right from the exist existing discriminative stimulus to a different discriminative stimulus You're going to produce the same response. So the idea is here. You're trying to teach somebody to do something right and They're already engaging in them in the behavior that you want, but they're engaging in it at the wrong time Where they're engaging in it In one scenario, but not another and you're trying to get them to engage in that scenario I've got a bunch of examples On the next slide and we'll look at those here in a minute, but the basic idea is You know, are the one of the basic applications is if we you know oftentimes We're trying to get autistic kids to respond appropriately to particular stimuli We want those stimuli to be realistic things in the normal environment your book uses a good example about Say look like look at me. I think is what the book does or oh, I think the books is what's your name, right? So the child might be able to describe what says say what his name is or her name is in one context But not be able to answer the question So what we have to do with one of the procedures we could use is fading to address that particular thing Ultimately what we're talking about is transferring the control So we have one discriminative stimulus that has stimulus control over behavior Now we're going to transfer that stimulus control from from the original SD to a new one Typically speaking we're going to focus on one dimension of the stimulus shape Color, you know that type of thing right size Pattern blah blah blah, right and we're going to slowly change that dimension We can do auditory stuff as well, you know learning to discriminate Fine details and music stuff is is partially a fading process And there's all sorts of things that we're fading plays a role. So let's look at a couple of those Couple of those settings here after we get down this slide, right? But you can also fade across settings. So in other words teaching somebody to engage in it You know somebody's engaging in a particular behavior at home, but they're not doing it at school So you could fade out that home to school That's a pretty big fade that you would have to do but you could make something similar You could have a verbal cue at home or a visual cue at home And then you could bring that visual cue to school and slowly fade that visual cue out Maybe just a little piece of paper or a wristband or something who knows so let's look at some examples of fading