What is an example of faulty stimulus control exhibited by Kyoko?

What is an example of faulty stimulus control exhibited by Kyoko?

• A. Walking out when the bell rings
• B. Walking out when the teacher's phone rings only
• C. Responding correctly to all classroom cues
• D. Stopping all behaviors in class

Answer: (B)

The example of faulty stimulus control is demonstrated by the behavior of walking out when only the teacher's phone rings. This indicates that Kyoko has learned to associate a specific stimulus (the ringing of the teacher's phone) with the response of leaving the classroom, but this association may be misplaced or inappropriate. In effective stimulus control, a person should respond to a variety of cues that signal a particular behavior, while distinguishing between situations that require different responses. In this case, by only responding to the teacher's phone ring, Kyoko is not demonstrating proper response management to broader classroom signals such as the classroom bell, which signifies an expected action, like transitioning activities or ending a class. This reflects how stimulus control can become faulty if a learner responds to a narrow or irrelevant cue instead of the relevant ones that appropriately regulate behavior in a given context. Hence, this specific prompt leads to a limited range of responses and indicates a misunderstanding about which stimuli should actually prompt the behavior of leaving the classroom.

The example of faulty stimulus control is demonstrated by the behavior of walking out when only the teacher's phone rings. This indicates that Kyoko has learned to associate a specific stimulus (the ringing of the teacher's phone) with the response of leaving the classroom, but this association may be misplaced or inappropriate.

In effective stimulus control, a person should respond to a variety of cues that signal a particular behavior, while distinguishing between situations that require different responses. In this case, by only responding to the teacher's phone ring, Kyoko is not demonstrating proper response management to broader classroom signals such as the classroom bell, which signifies an expected action, like transitioning activities or ending a class.

This reflects how stimulus control can become faulty if a learner responds to a narrow or irrelevant cue instead of the relevant ones that appropriately regulate behavior in a given context. Hence, this specific prompt leads to a limited range of responses and indicates a misunderstanding about which stimuli should actually prompt the behavior of leaving the classroom.