Modeling (Imitation Training)
When we are presented with a new assignment, we are likely to have a lot of questions about how to start the project. You may ask yourself, “What do I need to do here?” You may feel like you want to see exactly what needs to happen. We all like to watch others do something when we are learning it for the first time. (Think about learning to ride a bike or draw a happy face. These things are much easier to do if you have watched someone do it.) Typically developing children watch and imitate others all day long. A model is any antecedent (before the behavior) stimulus that is identical in form to the behavior. A model is a stimulus that the learner imitates. If we want the child to clap his/her hands, and we clap our hands while saying, “Do this,” we have provided a model. As mentioned in the previous section, a model is a type of prompt. Models are used in imitation training to help learners copy our behavior. Modeling is a powerful instructional tool that also can assist learners to master complex skills. For example, modeling can be used to teach appropriate behavior in social situations. A teacher might instruct a learner to “Do what your friends are doing,” when he/she looks lost during a transitional time while other students are cleaning up materials. Peers are a wonderful source of learning by modeling. Peers in a classroom can model appropriate ways to pay attention, complete an assignment, ask for help, and interact in all kinds of ways. Usually, we think of modeling as the imitation of people who are physically present. However, modeling also can be taught using videotapes. Video modeling has been shown to be a highly effective
technique for teaching play skills and some social skills. A learner might watch videotaped sequences of children playing imaginatively with a dollhouse, and then practice what was viewed. Because of the central importance of learning by observation, imitation training often is a major focus of early instruction. Learners need to be able to imitate very simple tasks, sequences of actions, and novel actions. When a learner has demonstrated the ability to widely imitate and to imitate novel actions, they often are said to have achieved generalized imitation (see page 45). This is an important goal for all learners. A child with this ability will be able to learn from classmates and other peers. Many ABA programs spend a lot of time during the initial phase of instruction teaching learners how to imitate. Later phases of instruction incorporate a variety of experiences to help the learner imitate in more real life situations. Another consideration is that learners with autism may not be initially motivated to learn these skills. Instructors should pay careful attention to the quality, quantity, and variety of reinforcement provided for progress. Much of children’s learning develops through imitation as they repeat what they hear and do what they see. Imitation is a valuable developmental achievement. The ability to consistently and fluently imitate others offers many benefits in all aspects of life.
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ABA Principles & Methods
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