Stimulus events can be discussed in terms of their features and relationships to behavior (physical, temporal, and functional). Changes in stimuli occur both as antecedent and consequence events, which affect an individual's response. Think about some of your own response patterns that occur. Within a specific example, identify a set of antecedent stimuli that would demonstrate a stimulus class that influences your response(s), clearly explaining what establishes those stimuli as a stimulus class. Next, discuss your current response(s) to that stimulus class that make up a functional or structural response. Are there other responses that would fit to create a response class? Finally, what specific environmental modifications could you make to alter the stimulus-response relationship? Review two of your classmates' responses using the following ideas as a guide: Does the peer's example provide an accurate example of a stimulus class? Are the response class examples clearly and accurately stated? What suggestions do you have for environmental modifications given this stimulus-response relationship? Ask at least one thoughtful follow-up question
The Correct Answer and Explanation is:
Explanation:
A common example of a stimulus class influencing behavior can be observed in the response pattern of checking a phone upon receiving notifications. The antecedent stimuli that form a stimulus class include the sound of a notification chime, the vibration of the phone, and the flashing screen. These stimuli are part of the same class because they share a common physical property (all emanate from the phone) and have a functional similarity—they signal the arrival of a message or alert and consistently elicit the same type of response.
The current response to this stimulus class is the behavior of checking the phone. This response can be classified as a functional response, as it serves the function of obtaining information or social interaction. Structurally, the behavior may involve reaching for the phone, unlocking the screen, and opening the notification application. These are specific, observable physical actions that constitute the behavior.
Additional behaviors that could be part of a response class include ignoring the notification, glancing at the screen without unlocking the phone, or asking someone nearby if they heard the same sound. These responses, while physically different, belong to the same class because they are all evoked by the same stimulus class and may serve a similar function, such as seeking or filtering information.
To modify the stimulus-response relationship, specific environmental modifications could be implemented. For instance, turning off notification sounds or enabling “Do Not Disturb” mode would remove or alter the antecedent stimuli, decreasing the likelihood of the automatic response. Another strategy could be to place the phone out of reach or in another room to increase response effort, thereby reducing the frequency of phone-checking behavior. These changes reduce the salience or accessibility of the stimuli, disrupting the established behavior pattern.
