The Most Important Take-Away
The texts and procedures for the specific studies covered in this course serve as valuable field guides for clinicians who intend to implement the programs. While these texts will be archived in a folder for later reference, the main themes of the research articles can be readily explained at meetings, or to parents, or in an on-the-fly demonstration. The themes will begin here, and will continue to develop with the introduction of additional research throughout the course. In this way, we will leverage the effects of using multiple exemplars (which is also a theme of the studies).
Theme 1: Programming for Generalization
Standards for generalization in research have come a long way. These considerations are not only effective, they are simple to implement and actually make the procedures less rigid (e.g., allowing for distraction and novel stimuli).
PROCEDURAL CONSIDERATIONS TO PROMOTE GENERALIZATION
Welsh et al (2019)
- Two additional people were present for the trials to serve as distracters
- Novel person probes were conducted after all five senses were learned with the trainer
- Novel stimuli were used for each trial
- Trials were conducted across many rooms in the house
- FR-1 was changed to a VR-3 when 80% of the novel person probes were correct
- Posttraining procedures were implemented and included no prompting or reinforcement.
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Theme 2: Creative Social Validity
Social skills training really gains meaning when the procedures are informed by social validity measures. Many of the recent studies covered in this course actually neglect to consider social validity in the development of the training content and final review of the outcomes. In real life applications, social validity is the difference between a compelling data sheet and changing an individual’s life for the better.
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