ASD Social: Clinical Applications IV

Are there peers to use during generalization after the behavior is learned with the RBT

• Use multiple exemplars, such as novel stimuli for each trial (i.e., Welsh, et al., 2019)
• Plan to test for generalization throughout training not just at the end (i.e., Wichnick-Gillis et al., 2019)
• Use a variety of response options (i.e., Grob et al., 2019)
• Conduct social validity observations of same-age peers to ensure techniques and prompts are acceptable to the generalized population (i.e., Peters & Thompson, 2015; observed same-age peers in order to determine the age group’s social cues for disinterest)

decide what conversational skills are important

• Keep one stimulus from training constant when probing generalization (i.e., Wichnick-Gillis, et al., 2019 used the same toys when probing generalization from school to home)