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Stimulus-Stimulus Pairing

Stimulus-Stimulus Pairing. A Conceptual Analysis Presented by Ira Rinn. Organization. Sources Description of Stimulus-Stimulus Pairing (SSP) Relevant Terms Types of Conditioning Conceptual Analysis of SSP Q and A References. Sources. PsycINFO

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Stimulus-Stimulus Pairing

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  1. Stimulus-Stimulus Pairing A Conceptual Analysis Presented by Ira Rinn

  2. Organization • Sources • Description of Stimulus-Stimulus Pairing (SSP) • Relevant Terms • Types of Conditioning • Conceptual Analysis of SSP • Q and A • References

  3. Sources • PsycINFO “stimulus-stimulus pairing” = 11 articles (most were inaccessible) • Google “stimulus-stimulus pairing” = 3 articles could be accessed • Sundberg Presentation slides

  4. Description of Stimulus-Stimulus Pairing • Stimulus-Stimulus Pairing is a process for promoting spontaneous vocalizations • The basics: • Learner engages in reinforcing activity (observations/preference assessments) • Instructor emits a vocal stimulus (repeatedly) • Learner emits same vocal stimulus… due to its being pairing with the reinforcing activity • Instructor makes no significant attempt to reinforce response

  5. Variations of SSP • Instructor emits vocal stimulus before (and only before) the learner gains access to the established reinforcer • If providing an edible – the instructor emits the vocal stimulus before, during, and after the provision of the edible • A variable schedule of emissions (not models) are employed per time interval

  6. A few important terms… • So how does Stimulus-Stimulus Pairing relate to Classical Conditioning? • Classical conditioning builds associations that elicit reflexive responses • Operant conditioning builds associations that evoke learned responses (via consequences) • Reinforcer conditioning builds associations that develop the reinforcing capacity of stimuli (NS functions as PR) WHERE DOES SSP FIT IN?

  7. Classical (Respondent) Conditioning: The Reflex

  8. Classical Conditioning: How to do it? • Types of Conditioning • Forward – NS precedes US • Backward – NS follows US • Simultaneous – NS and US occur/presented at once Associations require consistent pairings • Which one works best?

  9. Classical Conditioning: Building the Association

  10. Classical Conditioning: Conditioning Complete

  11. Are SSP and Classical Conditioning the Same? • Any Ideas? • Is the learned response in SSP a reflex? • Are we manipulating the stimuli that elicit the response? • Well then WHAT IS IT!?

  12. Operant Conditioning: The Training

  13. Operant Conditioning: The Result

  14. Is SSP the same as Operant Conditioning? • Ideas? • Are we developing the stimulus control of a formerly neutral stimulus? • Is the response maintained by a separate consequence?

  15. Conditioned Reinforcement: Before Conditioning…

  16. Conditioned Reinforcement: During Conditioning…

  17. Conditioned Reinforcement: Conditioning Complete

  18. So what about Stimulus-Stimulus Pairing!? • Stimulus-Stimulus Pairing is a way to develop a reinforcer via classical-conditioning methods (but we’re not done yet!) • SSP turns an NS into a CR through pairing procedures borrowed from classical conditioning (forward, backward, simultaneous) • So what’s the big deal?

  19. The Big Deal is… • Because when reinforcer conditioning is normally done, the NS is a stimulus that we control, not a response the learner emits freely • We condition reinforcers so that we can provide them when appropriate – here there’s no reinforcer provided… • So what is it called when a response is reinforcing in-and-of-itself? When the response and consequence are one in the same – inseparable?

  20. Automatic Reinforcement • When a response produces (or simply is) its own reinforcer – we call it “automatic reinforcement” • No additional stimuli is provided by the environment • Examples? • So what does that make Stimulus-Stimulus Pairing?

  21. So that makes SSP… (drum-roll) • SSP is a conditioning procedure that attempts to make verbal responses automatically reinforcing • So why don’t we all use it? • From a conceptual standpoint, its problem might be that the association being built is with the instructor’s verbal response • There can’t be automatic reinforcement until the student emits the response • What do YOU think?

  22. Q and A • Convinced or skeptical? • Would you use it? • Why? Why not? • In what situations, with what learners? • Would parents like it? • If it’s ABA-based, why is the field (at large) reluctant to consider using (or at least studying) it?

  23. References • Evaluating Stimulus-Stimulus Pairing and Direct Reinforcement in the Establishment of an Echoic Repertoire of Children Diagnosed with Autism. Barbara E. Esch, James E. Carr, and Jack Michael The Analysis of Verbal Behavior 2005, 21, 43–58 • Effects of a Stimulus–Stimulus Pairing Procedure on Conditioning Vocal Sounds as Reinforcers So-Young Yoon and Gina M. BennettThe Analysis of Verbal Behavior 2000, 17, 75–88 • The Effects of a Stimulus-Stimulus Pairing Procedure on the Acquisition of Conditioned Reinforcement on Observing and Manipulating Stimuli by Young Children with Autism Jennifer M. Longano and R. Douglas Greer Journal Early and Intensive Behavior Intervention, 2006, vol. 3

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