Thank you! Your submission has been received!
Oops! Something went wrong while submitting the form.

Discriminative Stimulus in ABA Therapy

July 15, 2024
Written by:
Guest Author:
Brian Curley
This is a guest post written by:
Brian Curley
INCLUDED DOWNLOADS
Download
Download
Download

A discriminative stimulus or “SD” is a sign that signals reinforcement is available to the learner based on what has happened in the past. It helps individuals realize what they should do in a specific situation to access that reinforcement. It is an important aspect of Applied Behavior Analysis (ABA) - a well-established scientific approach to enhancing the cognitive, verbal, communication, and social skills of all people, including those with behavioral disorders such as autism spectrum disorder. The use of discriminative stimulus in ABA helps reduce problematic behaviors and encourages positive and desired outcomes.

What is Discriminative Stimulus in ABA Therapy?

In ABA, a therapist may use a discriminative stimulus to form a connection between a cue and a desired behavior. If the learner engages in the desired behavior, that behavior is reinforced, and this strengthens the link between the action and the prompt. Therefore, three components are involved when teaching using discriminative stimuli: the prompt or stimulus, the desired behavior, and the reinforcement.

For example, if an individual does not like wet hands, a towel is a cue to dry hands after washing them; when a learner dries their hand with the towel, they may receive praise but, most importantly, they don’t have to deal with the uneasy feeling of having wet hands. This principle, which is also utilized in occupational therapy to enhance daily living skills development, illustrates how effective cues can facilitate desired behaviors.. Let’s see where the components of discriminative stimuli teaching fit in for this example:

  1. The prompt or stimulus: handing out the towel or placing it next to the sink.
  2. The desired behavior: use the hand towel to wipe hands dry.
  3. Reinforcement: praise and having dry hands.

Over time, and with practice and stimulus fading, people become capable of completing the task without any cues or external assistance. In this example, this would mean the person can dry their hands with any towel instead of that particular one that was offered initially, or dry hands with a towel even if it is not placed in sight because they have learned that drying hands with a towel can release them from the uneasy feeling of wet hands, and they know where to look for a towel.

Examples of Discriminative Stimuli

Discriminative stimuli can take various forms - effectiveness depends on the context and also the skill level of the learner. For example,

  • Verbal cues: these are spoken instructions such as “Please stop writing” or “please close the door” that people can respond to.
  • Auditory signals: these refer to sounds that signal a learner to take a specific action such as the phone ringing means someone is calling or the doorbell ringing means someone is at the door.
  • Visual signs: these are objects, pictures, gestures, or actions that can direct an individual to take the desired course of action. For example, a red light/traffic signal means all cars going that direction must stop.
  • Environmental prompts: these are changes in the environment such as rain or the onset of night that signal people to perform a specific action. For example, putting on a rain coat when it rains or coming inside when it gets dark.

Examples of Discriminative Stimuli in Everyday Life

Discriminative stimuli signal that it’s time  to perform simple tasks such as asking for a glass of water or using the bathroom. Understanding the role of SDs is helpful for those who work with people with developmental disorders such as autism who may struggle with day-to-day activities. The table below shows some common examples of what discriminative stimulus looks like in everyday life.

SD Desired Behavior Reason
Giving a hairbrush to a child The child brushes their hair The child is more likely to brush their hair when they have a hairbrush in hand, than otherwise.
Placing a jug of juice on the table The child asks for juice/drinks it The child is less likely to ask for juice when it is not placed in front of them.
Getting shoes out when the child wants to go outside Learning to put shoes on before going out. The child will see the connection between going out and wearing shoes and learn to put on shoes every time they want to go out.
“Quiet” sign in a library The child uses a quiet voice The child learns to be quiet in this environment but that it is okay to be loud in other environments, such as outside.

Importance of Discriminative Stimuli in ABA

Using discriminative stimuli is beneficial in ABA therapy, especially for autistic individuals or those who may need to be specifically taught what the signals mean rather than picking up the knowledge organically. For those who struggle with verbal communication, expressing their feelings and preferences, and understanding social cues, working with an ABA therapist can help them learn how they are expected to respond or behave in a certain situation to prevent episodes of social awkwardness and get the most out of education as well as daily life.

When teaching using discriminative stimuli, therapists generally provide reinforcement almost instantly for correct responses, reassuring the learner that they are on the right track and boosting their confidence.

Lastly, in a world of unpredictability, discriminative stimuli creates a pattern, a sure and fool-proof reward situation for individuals. They know the stimulus, and they know the response they are going to get when they act on that signal. This surety reduces anxiety and confusion, and promotes independence in autistic individuals, which is important for them to lead happy and fulfilling lives.

Conclusion

Discriminative stimuli are crucial in assisting therapists achieve successful outcomes with people with behavioral disorders. It is simple and effective, and it helps people learn new skills, enhance communication, express preferences, and increase confidence. The element of instant reinforcement propels the confidence in learners as they enjoy rewards or praise for successfully completing a task.

INCLUDED DOWNLOADS
Download
Download
Download
UPCOMING GROUP WEBINARS

Integration-Specific Demos

Dec 11
3:30 pm
AlohaABA
Dec 12
3:00 pm
Calmanac
Jan 15
2:00 pm
MeasurePM
Brian Curley
Chief Creative Officer
at
Motivity

Schedule a time to meet with a clinical professional.

Every support team member at Motivity is a BCBA.
Trusted by over 500+ organizations
Company logoCompany logoCompany logoCompany logoCompany logo