Introduction
One of the most fundamental processes in the acquisition of new skills in Applied Behavior Analysis (ABA) is referred to as stimulus control transfer. Whether you are training an individual on the autism spectrum or teaching a person new behaviors, mastering the art of effectively transferring control from prompts to the environment or naturally occurring stimuli is the key to eventual success.
This article explores stimulus control transfer in ABA, why it matters, how it works, and evidence-based ways of successfully implementing it. We will also add examples, mistakes to watch out for, and how the term applies to Registered Behavior Technician (RBT) skills and ABA practices in general.
What is Stimulus Control in ABA?
Stimulus control hypothesis is the situation in which specific behavior is more likely to occur with a particular stimulus due to the reinforcement history. For example:
- A child greets when he observes someone waving at him.
- A pupil begins to write when he hears, “It’s time to start.”.
In such cases, the behavior (greeting, writing) occurs in the presence of particular stimuli (a wave, an instructional word) because they’ve been given reinforcement time and again.
Definition:
Stimulus control is present when the presence (or absence) of a stimulus consistently affects the likelihood of a behavior occurring.
A behavior is under stimulus control when it always happens in the presence of a particular discriminative stimulus (SD) and never when it’s not present.
What is Stimulus Control Transfer?
Stimulus control transfer is the procedure of training a person to respond accurately to a natural cue or discriminative stimulus (SD) without needing further prompts.
Why It Matters
In the majority of ABA instructional procedures, specifically early instruction or discrete trial training (DTT), prompts are used to guide correct responding. Prompts are not natural and will not occur in the external environment, however. The long-term goal is always to eliminate the prompts and have the student respond to natural environmental stimuli. As an example:
We might first instruct a child to say “apple” when he sees a picture, using a verbal prompt (“say apple”). With stimulus control transfer, the child will eventually say “apple” upon being asked with the picture without a prompt.
Components of Stimulus Control Transfer
Stimulus control transfer contains a few components:
1. Discriminative Stimulus (SD)
The SD is the cue or instruction that makes it clear that reinforcement will be given for a specific behavior. Example: “Touch your nose.”
2. Prompt
Prompts are cues or support given to make a correct response more probable. Types of prompts:
- Verbal
- Gestural
- Modeling
- Physical
- Visual
3. Reinforcement
Correct responses under the SD are reinforced to make them occur in the future.
4. Prompt Fading
Gradually fading the prompt to the point that the SD itself elicits the correct response.
Prompting and Fading: The Heart of Stimulus Control Transfer
Successful prompt fading is the middle ground between prompting and independence. ABA utilizes several prompt fading strategies in order to transfer stimulus control.
Common Prompt Fading Strategies
1. Most-to-Least Prompting (MTL)
Start with the most intrusive prompt (e.g., physical guidance) and then fade out to less intrusive prompts. Example: Full physical → Partial physical → Model → Gesture → Independent
Use case: Most appropriate for high-support learners at the start.
2. Least-to-Most Prompting (LTM)
Start with the minimal prompt and include support only if the learner is not responding correctly. Example:
Wait for independent response → Gesture → Model → Physical
Use case: Facilitates independence, generally used with older learners.
3. Time Delay
Introduce a time lag between the SD and the prompt to encourage independent responding. Constant time delay: Consistent delay (e.g., always delay for 3 seconds).
Progressive time delay: Progressively increase the delay across sessions.
4. Graduated Guidance
Use physical prompting and successively reduce the level of guidance through the response. Stimulus Fading
Stimulus fading is another procedure used to transfer stimulus control but usually when the stimulus itself has to be changed.
Example:
Training color discrimination by fading from a strongly emphasized letter “A” to a standard black letter.
This procedure works by gradually changing the stimulus (e.g., changing color, size, or brightness) until there remains only the unaltered stimulus.
Errorless Learning and Stimulus Control
Errorless learning is an ABA technique that prevents the chance of error in instruction. It uses immediate prompting and systematic fading to create success, so it is highly effective for early skill acquisition. Benefits:
- Fewer errors
- Faster improved acquisition
- More confidence and motivation
In errorless learning, stimulus control is transferred in a controlled, supportive way that leads to fewer problem behavior or frustration.
Examples of Stimulus Control Transfer in ABA
- Example 1: Teaching a Child to Say “Ball”
Initial SD: Therapist holds up ball. Prompt: “Say ball.” (verbal prompt)
Reinforcement: Child says “ball” → gets praise or play access.
Fading Strategy: Use time delay → phase out saying “say ball” → wait for independent response.
Final Outcome: Child says “ball” when shown the item, without prompting.
- Example 2: Teaching Classroom Routines
Target Behavior: Student initiates math worksheet when teacher announces, “Take out your math.”
Initial Prompt: Teacher also points to the worksheet (visual + verbal prompt).
Transfer Plan: Gradual fading of visual cue.
Final Outcome: Student initiates work independently on verbal cue.
Common Errors in Stimulus Control Transfer
Prompt Dependency:
Learner only initiates when the prompt is present.
Solution: Use systematic prompt fading and reinforcement of unprompted responses.
Inconsistent Prompting:
Variation of prompts used for same SD among staff.
Solution: Maintain consistency among team members with written procedures.
Inadequate Fading:
Prompts are not faded too quickly, stalling progress.
Solution: Monitor data and adjust fading schedules.
Excessive Use of Verbal Prompts:
Verbal prompts are hard to fade and lead to dependency.
Solution: Use a mixed-stimulus type strategy and plan ahead to fade early.
Data Collection for Stimulus Control Transfer
Data must be used to determine if stimulus control has actually been transferred or not.
What to Monitor:
– Type of prompt
– Level of independence
– Correct versus incorrect response
– Latency (time between SD and response)
Progress graphing allows for a visual description of the progress of the learner toward independent responding.
Role in Verbal Behavior and Natural Environment Teaching (NET)
Stimulus control transfer is central to Verbal Behavior (VB) and NET practice.
In VB, we prefer to teach manding, tacting, and intraverbals via heavily faded prompts.
In NET, we want the learner to respond to natural stimuli like a peer’s question or the occurrence of an item.
No matter if you are using table-top DTT or naturalistic instruction, the transfer of stimulus control is essential to allow the learners to do things on their own.
Stimulus Control Transfer and the RBT Exam
If you are preparing for the RBT exam, knowing about stimulus control transfer is essential. This is located under Task List Section D: Skill Acquisition. Key terms to study:
- SD (discriminative stimulus)
- Prompting and fading
- Stimulus control
- Generalization and maintenance
Sample RBT Practice Question:
Question: A behavior technician is teaching a client to say “cat” when the picture is shown. Initially, the technician utters, “Say cat” and shows the picture. Later, she no longer says “Say cat” and the child begins responding on his own. This is known as:
A) Stimulus fading
B) Stimulus control transfer
C) Discrimination training
D) Prompt dependency
Answer: B — This is the protocol for transferring stimulus control from a prompt to the natural SD.
Generalization and Maintenance
After transfer of stimulus control, generalization (responding in other environments or with other stimuli) and maintenance (long-term persistence in the behavior) should be assessed.
Strategies:
- Use multiple exemplars
- Vary instructors and settings
- Involve parents and caregivers in training
- Fade reinforcement gradually
Final Thoughts
Stimulus control transfer is at the heart of effective ABA instruction. Without it, students will become prompt-dependent and unable to apply their skills outside the training setting. By using structured prompting and fading procedures, therapists and behavior technicians can teach clients to respond appropriately to environmental cues — the ultimate goal of behavior intervention.
Whether you’re a BCBA, RBT, teacher, or caregiver, grasping this basic idea will increase your ability to teach, assist, and create lasting behavioral change.
FAQs
- What is an example of stimulus control transfer?
Holding a child accountable for responding to a picture of an item without a verbal cue after it has been used to establish the behavior initially is one familiar example.
- Is stimulus control the same as reinforcement?
No. Stimulus control occurs when a stimulus influences behavior due to past reinforcement, while reinforcement is the process that strengthens behavior.
- How can you determine stimulus control has been transferred?
- When the learner consistently responds correctly to the SD without assistance.
Transfer of stimulus control is a core process in ABA that guarantees skills are acquired autonomously and applied functionally. With meticulous planning, regular prompting, and systematic fading, professionals can teach people lifelong skills. It is essential for any behavior technician, educator, or trainer engaged in skill acquisition to know and understand this process.
