Persistent error patterns sometimes develop when teaching new discriminations. These patterns can be adventitiously reinforced, especially during long periods of chance-level responding (including baseline). Such behaviors can interfere with learning a new discrimination. They can also disrupt already learned discriminations, if they re-emerge during teaching procedures that generate errors. We present an example of this process. Our goal was to teach a boy with intellectual disabilities to touch one of two shapes on a computer screen (in technical terms, a simple simultaneous discrimination). We used a size-fading procedure. The correct stimulus was at full size, and the incorrect-stimulus size increased in increments of 10 %. Performance was nearly error free up to and including 60 % of full size. In a probe session with the incorrect stimulus at full size, however, accuracy plummeted. Also, a pattern of switching between choices, which apparently had been established in classroom instruction, re-emerged. The switching pattern interfered with already-learned discriminations. Despite having previously mastered a fading step with the incorrect stimulus up to 60 %, we were unable to maintain consistently high accuracy beyond 20 % of full size. We refined the teaching program such that fading was done in smaller steps (5 %), and decisions to “step back” to a smaller incorrect stimulus were made after every 5—instead of 20—trials. Errors were rare, switching behavior stopped, and he mastered the discrimination. This is a practical example of the importance of designing instruction that prevents adventitious reinforcement of maladaptive discriminated response patterns by reducing errors during acquisition.
展开▼
