| How might the behavior analyst use observations of the client's peers to create a program that is more useful to the client's actual interactions with peers? | Are there any other ways to leverage observation of the client or the client's peers to create a program that is most useful to the client? |
|---|---|
Determine the typical responses of peers to teach phrases and comments that will be applicable | Determine what the client already does and how peers typically respond |
use the data from observations to create lists of scripts that are more socially valid | |
Use the observations to better define a target behavior in-line with how same aged peers act during conversations/interactions. | Use observations to inform scripts/frames that are specific to a client's common experiences. |
By identifying common phrases stated by peers to be integrated into taught questions | Involve all peers in play based observation where you teach all peers the rules of what questions can be asked when it is silent during conversation |
Include peer responses within the teaching methods. Include peers in a group lesson. | Conduct observations in the natural environment prior to intervening. |
The BCBA can take note of topics of interest of peers, phrases/slang and common language used by the peers. | See above. |
Use observations to set mastery criteria and the overall goal | provide criteria for correct resonse and to set up exemplars |
to find out what interests that age group has | reinforcement and rule setting |
Identify engaging topics, natural opportunities, role plays with peers, peer feedback, social validity measures, video analysis | peer preferences, naturalistic observations, feedback from peers, role-plays with peers, video analysis, social validity measures. |
questions to ask when there is a period of silence during conversation. | The behavior analyst recognizes that he was missing social validity data in his development of the program and decides to go back and make some refinements. |
real scenarios | |
Utilize current phrases peers use | Modeling |
Watch what they say and imitate, | Ask the peers (or client - depending) directly |
See what is of interest to the peers | You can see if there are other ways of communicating (body language...) |
Get a frequency count of all interactions with typically developing peers and get a norm rating. | not sure |
observe the peers similar in age and collect data on how those peers are engaging with each other. We should not assume that we know how others make friends or engage with each other. The program targets should be created on how the peers in that environment are interacting with each other. | Collect data on the interest of the peers and teach the client to ask questions related to that. Or conduct more sessions related to the interests of those peers, and conducting more sessions on observing peers to identify their interest |
Generalization | Prompts |
Observe what disinterest may look like for peers. Observe how often periods of silence occur in natural contexts. Observe how many peers interact at the same time. | Observe what stimulus can remain the same between teaching and generalization sessions. |
Creating more meaningful questions | Age appropriate |
Social validity data will help guide what types of questions to teach | Yes observation of peers will help with social validity |
they can find what is actually valuable to peers | |
Able to identify what peers are really talking about. | Ask others |
Review peer behavior and also topics of interest to the peers note if there are time delays between discussion of topics during a conversation | Consider a video model of the conversation to use with client when teaching |
Behavior analyst should take into account the interests of the client’s peers so they can be more willing to talk. Teach talking about preferred and non preferred topics so that conversations can be held. | Take notes on what kind of topics the clients peers are having and what their interests are. This way, they can practice talking about some of those topics and learning a little bit about them too. |
figure out what the interests and common jargon used is | get feedback from the peers or adults |
| How might the behavior analyst use observations of the client's peers to create a program that is more useful to the client's actual interactions with peers? | Are there any other ways to leverage observation of the client or the client's peers to create a program that is most useful to the client? |
