Developing New Behavior - Imitation

Front 1

Imitation

Back 1

1. Any physical movement may function as a model for imitation.
2. An imitative behavior must immediately follow the presentation of the model (e.g., within 3-5 seconds).
3. The model and the behavior must have formal similarity.
4. The model must be the controlling variable for an imitative behavior.

Front 2

Planned Models

Back 2

Prearranged antecedent stimuli that help learners acquire new skills or refine the topography of certain elements of existing skills.

Front 3

Unplanned Models

Back 3

All antecedent stimuli with the capacity to evoke imitation are potentially unplanned models.

Front 4

Formal Similarity

Back 4

Occurs when the model and the behavior physically resemble each other and are in the same sense mode (i.e., look alike, sounds alike).

Front 5

Immediacy

Back 5

Immediacy between the model and the imitative behavior is important, but a form of imitation may occur later in time in the context of everyday situations. This, however, is not imitation.

Front 6

Imitation Training (pp. 414-418; Striefel, 1974))

Back 6

1. Assessing and Teaching, if Necessary, Prerequisite Skills for Imitation Training
2. Selecting Models for Imitation Training
3. Pretesting
4. Sequencing the Selected Models for Training
5. Conducting Imitation Training

Front 7

Four Conditions for Imitation Training

Back 7

1. Pre-assessment
2. Training
3. Post-assessment
4. Probes for Imitative Behavior

Front 8

Guidelines for Imitation Training

Back 8

1. Keep training sessions brief (10-15 minutes).
2. Reinforce both prompted and imitative responses.
3. Pair verbal praise and attention with tangible reinforcers.
4. If progress breaks down, back up and move ahead slowly.
5. Keep a record.
6. Fade out verbal response prompts and physical guidance.