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Fading: a gradual change, on successive trials, of a stimulus that controls a response, so that the response eventually occurs to a partially changed or completely new stimulus. Fading often involves using fewer and fewer prompts, verbal direction, or adult intervention in teaching a behavior. Fading occurs along a variety of dimensions of the stimulus: e.g. • the loudness of the direction • the length of the direction—from full command to just cue words • the number of prompts • the pressure of a teacher’s hand on a students hand in learning to print • the number or clarity of dots to connect in learning to form letters Fading facilitates errorless transfer of discrimination. It was once believed that making mistakes was important to know what not to do. However, it is undesirable because: • errors consume valuable time • the occurrence of one error increases the likelihood of other occurrences of the error • and the non-reinforcement that occurs when errors are being extinguished often produce emotional side effects. How fading differs from shaping: Shaping involves reinforcement of slight changes in a behavior so that it gradually comes to resemble a desired target behavior.
Approximate Word count = 730
Approximate Pages = 2.9
(250 words per page double spaced)
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