ABA Exam CoachLessons · G. Behavior-Change Procedures
G.9 · Modeling and imitation
Show it, then let them do it. Modeling sounds simple, but whether it works depends on who you pick as the model, what the learner can already do, and how you check that it worked. Let's break it down.
Key takeaway
A response counts as imitation only when it looks like the model, happens soon after it, and is controlled by the model. To design modeling, pick a model the learner is likely to imitate (similar, competent, or high status, ideally with visible reinforcement), and check that the learner attends to models and already imitates. Then reinforce accurate imitation right away and plan to fade the model. To evaluate it, measure imitation directly and repeatedly, and probe for generalization and maintenance.
A response counts as imitation only when it looks like the model, happens soon after it, and is controlled by the model. To design modeling, pick a model the learner is likely to imitate (similar, competent, or high status, ideally with visible reinforcement), and check that the learner attends to models and already imitates. Then reinforce accurate imitation right away and plan to fade the model. To evaluate it, measure imitation directly and repeatedly, and probe for generalization and maintenance.
Members get the full lesson video, notes and a 5-question test
The video walks through the idea, worked examples, the trap people fall into and an exam-style question. The notes and the checkpoint come with it, and your results feed your Where to focus plan.