| |
| Amelia could receive training via social stories or video modeling.
Opportunities for interacting designed around Amelia's interest could be presented via club activities.
|
| The need for meaningful engagement with peers- teach social skills; conversation skills, games that will make the student come more in contact with meaningful interactions.
|
| Incorporate the student's interests into social opportunities.
Target specific skills that are needed.
If classroom staff are struggling, offer assistance in developing programs.
|
| We could use social stories to teach Amalia how she could interact with her peers. First appropriate responses should be identified through observation of peers, social skill training could be important and activities for the whole class
|
| The teacher needs some support with implementing interventions and providing social opportunities. The behavior analyst can identify and review areas of support such as providing opportunities.for socialization and teaching the class how to interact with each other to teach both the class and Amelia. Group initiatives and whole contingencies can be utilized to teach social skills.
|
| |
| Classroom staff struggle to achieve inclusion, Instruct staff on simple strategies to engage the student.Provide 1:1 staff instructions on how to facilitate social interaction.
|
| social validation through peer observation
target specific social skills
utilize peer groups
ecological assessment
whole class initiatives
offer staff assistance
|
| Arrange the environment, change adult responses, train classroom staff and peers how to facilitate interest-based interactions with the included student.
|
| Pair Amelia up with a peer
Plan whole group activities that promote conversation and peer interaction.
Allow For cooperative leaning activities
|
| BST for social engagement with the teacher
|
| |
| Ask teachers about their concerns
Instruct staff on simple strategies for engaging the student
Provide instruction to 1:1 staff on how to facilitate social interaction
Offer assistance for developing programs
Offer assistance for identifying adaptations
|
| Cooperative learning
Incorporating interests into social opportunities
Social validation of how peers act, what they talk about
|
| engaging peers
|
| |
| Social acceptance / making friends, Incorporating interests into social opportunities
|
| |
| Social stories before going to class, teaching peers to interact, group contingencies
|
| Institute a BST program for the learner one on one using social stories and video modeling and in vivo. Have learner participate in a peer group where learners interests are identified. Target special skills, such as conversation,
|
| Peer pairing, skill training on conversations
|
| offer assistance with developing a programs
|
| The BCBA can share data on baseline social interactions (i.e. initiations and responses to peers) and then provide training to the teacher and support staff on how to best facilitate social interactions during more open-ended periods of the day (e.g. lunch, recess, group work). A GIG might be helpful in engaging the whole class without singling out Amelia.
|
| |
