Stimulus Control and Instructional Design Part 1
-
Register
- Learner - Free!
About the Course
According to Skinner (1938), stimuli that accompany or precede responses that are reinforced can come to influence those responses in important and often complex ways. Stimuli with complex features may result in only one aspect or feature of that stimulus gaining control over the behavior (Rincover & Koegel, 1975). Individuals with autism may require that behavioral interventions include carefully planned contingencies to ensure the proper development of stimulus control, including discrimination, generalization, and concept formation. Thus, stimuli used within behavioral intervention must be systematically used and carefully designed to maximize the client’s outcomes and promote discrimination, generalization, and maintenance of the skills taught.
About Chrissy Barosky
MA in Applied Behavior Analysis and Education; Teachers College, Columbia University
BS in Human Services, Northeastern University
Chrissy Barosky joined Bierman ABA in 2013 as a Behavior Analyst and is now the Chief Clinical Officer. Chrissy has been working in the field of ABA as a practicing Behavior Analyst since 2008, and before that, in the field of developmental disabilities since 2005. Before working in the center-based setting at Bierman, Chrissy worked in home-based ABA settings and consulted in schools and as a special educator. In addition to overseeing all clinical operations at Bierman ABA, Chrissy is also Adjunct Faculty at Simmons University and Endicott College, where she teaches masters level courses on verbal behavior, behavior analytic methodologies and organizational behavior management (OBM). Chrissy obtained her bachelor’s degree from Northeastern University in Human Services, her master's degree from Columbia University in Applied Behavior Analysis and Education, and is completing her Doctorate in Behavior Analysis at Simmons University. Chrissy’s research interests are in Verbal Behavior, specifically in early language acquisition and how it ties into joint attention and staff training and its impact on client outcomes. Chrissy has presented at various local and national conferences, including the Association for Behavior Analysis International.
Important Note: The system only counts minutes spent viewing a video when you can see it. If you start the video and minimize the window so it keeps playing while you listen, that time does not count as viewing. If you start the video but cover it with another window, that time does not count as viewing. If you start the video but select a different tab, that time does not count as viewing. The video window must be your computer's selected and active window, or that time will not count as viewing. All viewing time is cumulative. So, if it takes 8 viewing sessions to watch the video, the platform will add up each session towards the minimum viewing time.
