FORMULATING AND USING EXAMPLE SETS
To teach the individual discriminations and operations that make up the SM system strategies, another powerful teaching tool is needed. That tool is the example set. It brings together a group of examples to teach the discrimination or operation of interest. This chapter illustrates how to go about designing and teaching SM behavior with example sets.
The design and use of example sets is not difficult--they are essentially a modification of the way statements and questions are used. Moreover, their use saves an immense amount of teaching time and makes it possible to teach a wide range of sophisticated discriminations and operations even to very young students.
There are two inclusive classes of examples. Modeled examples are instances of a complete or fragmentary contingency (condition, behavior, consequence). A modeled example illustrates a condition-behavior match or nonmatch that may or may not include a consequence. When a match is presented, it is called a positive modeled example; when a nonmatch is presented, it is called a negative modeled example. The function of modeled examples is to set the occasion for student learning or change. Usually a modeled example is simply called a model, positive or negative.
The second inclusive class, test examples, function to set the occasion for a demonstration of learning. Test examples are the conditions component of the modeled examples. If a condition is matching, relative to the class of