{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,30]],"date-time":"2026-07-30T06:26:22Z","timestamp":1785392782409,"version":"3.55.0"},"reference-count":27,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2013,2,27]],"date-time":"2013-02-27T00:00:00Z","timestamp":1361923200000},"content-version":"vor","delay-in-days":10590,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["J of App Behav Analysis"],"published-print":{"date-parts":[[1984,3]]},"abstract":"<jats:p>Stimulus shaping appears to be a highly successful way to teach discrimination skills. In stimulus shaping, the topographical configuration of the stimuli is gradually changed over trials so that discrimination is at first easy, and then gradually more difficult. Stimulus shaping procedures might also be effective for training visual\u2010motor tasks. Two experiments were conducted to assess the relative effectiveness of stimulus shaping and \u201ctraditional\u201d prompting procedures. Pegboard skills were trained in Experiment 1. In Experiment 2 a self\u2010care skill was trained, in which children learned to hang a toothbrush or a washcloth on a specific hook. Six low\u2010functioning retarded children were studied in each experiment, using a within\u2010subject alternating treatments design. Each participant received concurrent training on two related tasks, using stimulus shaping for one and a standard prompting procedure for the other. Training with the stimulus shaping procedure required less training time to criterion, always resulted in fewer errors, always required fewer and less intrusive therapist's prompts, and always resulted in greater density of reinforcement. These results demonstrate the value of stimulus shaping strategies for training visual\u2010motor skills.<\/jats:p>","DOI":"10.1901\/jaba.1984.17-23","type":"journal-article","created":{"date-parts":[[2006,3,2]],"date-time":"2006-03-02T15:36:36Z","timestamp":1141313796000},"page":"23-34","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":36,"title":["PROMPTING AND STIMULUS SHAPING PROCEDURES FOR TEACHING VISUAL\u2010MOTOR SKILLS TO RETARDED CHILDREN"],"prefix":"10.1002","volume":"17","author":[{"given":"Mark D.","family":"Mosk","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Bradley","family":"Bucher","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2013,2,27]]},"reference":[{"key":"e_1_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.1901\/jaba.1979.12-199"},{"key":"e_1_2_1_3_1","volume-title":"International review of research in mental retardation","author":"Bijou S. W.","year":"1968"},{"key":"e_1_2_1_4_1","first-page":"58","article-title":"The development of quality, quantity, and durability in the work performance of retarded students in a public school prevocational workshop","volume":"68","author":"Brown L.","year":"1972","journal-title":"Training School Bulletin"},{"key":"e_1_2_1_5_1","doi-asserted-by":"publisher","DOI":"10.1016\/0022-0965(74)90075-7"},{"key":"e_1_2_1_6_1","doi-asserted-by":"publisher","DOI":"10.1901\/jaba.1978.11-345"},{"key":"e_1_2_1_7_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF01531445"},{"key":"e_1_2_1_8_1","unstructured":"Goetz E. M. &Etzel B. C.(1977).A review of recent examples of discrimination learning research with children in which various manipulations of the S+ (correa choice) or S\u2014(incorrect choice) or both facilitated or failed to facilitate correa criterion\u2010level (final) responding. 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