| Identify a strategy that may be effective in this scenario. | When describing the treatment to caregivers or staff, what would you tell them to expect as far as implementation and outcomes? | What are the possible clinical obstacles you may encounter? |
|---|---|---|
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | Chance that engagement is temporary | May not be effective for all individuals |
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | ||
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | Though it looks like we are reinforcing the behavior we want to reduce, we are just using the target as a way to play with peers. | May take trial and error to identify specific target to reinforce, but should just need a little modeling. |
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | Goal is to promote peer engagement | Lack of interaction skills- individual rates of challenging behavior |
| Competing stimulus | eh | eh |
| Competing stimulus | It works | Uh oh |
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | ||
| Choice-making intervention for restrictive behaviors (Fisher et al., 2019) | Restrictive behaviors may initially increase | |
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | Incorporating all of their preferred interests can help them interact more appropriately rather than engaging in isolated social interactions | The type of music being used might not be appeasing to some of the clients |
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | We will add music to the environment where all three will be stimulated to interact with each other as each participant has a known behavior that can naturally contribute to dancing with ribbons and music. | It may be necessary to have staff model the hoped for interactions. The choice of the music and other personal inhibitions may be difficult to overcome. |
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | ||
| FA screening for automatically-reinforced behavior (Querim et al., 2013) | Staff or caregivers may need encouragement as they trial-and-error activities | Staff or caregivers may need encouragement as they trial-and-error activities |
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | ||
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | Be creative, find interests for the indivuduals, use that knowledge to engage some or all of the clients. | Finding an activity that all enjoy. |
| Competing stimulus | Not all clients may be interested in the competing stimulus | Lack of engagement by the clients |
| Competing stimulus | increased interest | child may not be interested |
| Response interruption and redirection (RIRD) | Teach them about replacement behaviors. | Some may not participate in the redirection. |
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | We use different stimuli to determine if their restrictive behaviors can become interactive play. | Not every stimulus will become interactive play. |
| Response interruption and redirection (RIRD) | • Restrictive procedure (operates as a positive punisher) | Useful for automatically-reinforced stereotypy that cannot be redirected without response-blocking. The prompts provide an alternative form of response-blocking that requires the individual to actively attend, rather than be passively redirected. |
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | Implementing a dance party can incorporate repetitive movements in a way that is still automatically reinforcing and encourage social interaction. | The adults may become bored of the activity quickly and generalization without staff support is unlikely. |
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | ||
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | Identifying activities that are similar to the restrictive behavior will allow the clients to access more opportunity for reinforcement and open up for additional group activities that are more socially acceptable. | maladaptive behavior, interactive play activities don't compete with the original restrictive behavior. Some modifications may be needed to modify the interactive play activities to be more reinforcing or engaging. |
| Competing stimulus | ||
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | This strategy leverages the interests of different individuals effectively so that they are more likely to be able to have positive and meaningful interactions. | Having an activity that incorporates all the individuals' interests equally. |
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | the three individual can interact and the restrictive behavior is automatically change in a possibility | The dance can be the future rigid behavior if is the only possibility give to change che first behavior |
| Identify a strategy that may be effective in this scenario. | When describing the treatment to caregivers or staff, what would you tell them to expect as far as implementation and outcomes? | What are the possible clinical obstacles you may encounter? |
