| 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? |
|---|---|---|
| Intervention for perseverative speech (Kuntz et al., 2020) | teaching Katie alternative conversation repertoires | Identifying reinforcement |
| Competing stimulus | eh | eh |
| Intervention for perseverative speech (Kuntz et al., 2020) | Intervention | DRA |
| Intervention for perseverative speech (Kuntz et al., 2020) | ||
| Intervention for perseverative speech (Kuntz et al., 2020) | ||
| Intervention for perseverative speech (Kuntz et al., 2020) | The client is insisting on talking about her preferred topics but needs to be able to tolerate non-preferred topics as well to engage socially with others | The client's peers might accidentally reinforce the repetitive speech |
| Response interruption and redirection (RIRD) | Conversation session with a participating peer or other person who will interrupt and prompt to change topics throughout practice sessions. | Limited interest in other topics may make if difficult for the behavior to generalize to a natural setting. |
| Leveraging restrictive behavior for interactive play (Watkins et al., 2019) | ||
| Intervention for perseverative speech (Kuntz et al., 2020) | Direct teachiing of new subjects, research what peers are interested in, takes time. Deliver reinforcement consistenly. DO not get discouraged as this will take time. | generalization? prompt dependentcy |
| Choice-making intervention for restrictive behaviors (Fisher et al., 2019) | ||
| Intervention for perseverative speech (Kuntz et al., 2020) | Reinforce | Training |
| Intervention for perseverative speech (Kuntz et al., 2020) | We would teach Katie to identify the social cues by not looking at her and not responding to her when she does not engage in appropriate or on topic speech. | We need to teach not only the teachers, but her peers. |
| Augmented competing stimulus assessment (Hagopian et al., 2020) | • May be very useful in providing individuals access to programs and new environments (such as listening to headphones instead of self-talk at a vocational placement or chewing gum in the community instead of mouthing objects) | Behavior is maintained by automatic reinforcement and presents a problematic topography which might be replaced with an alternative response (interaction with stimuli) |
| Intervention for perseverative speech (Kuntz et al., 2020) | Kate can be taught social cues of peers of when they may become disinterested in conversation. Katie can be prompted and receive reinforcement for talking about peer's topics of interest. | Generalization may be difficult if the peer group has already decreased engaging with Katie due to past restricted conversations. |
| Intervention for perseverative speech (Kuntz et al., 2020) | ||
| Response interruption and redirection (RIRD) | ||
| Intervention for perseverative speech (Kuntz et al., 2020) | ||
| Intervention for perseverative speech (Kuntz et al., 2020) | The procedure involves an extinction procedure where eye contact and engagement is withdrawn for perseverative speech, a DRA (responding to comments, questions and back and forth engagement) for appropriate speech, and redirection and prompting when perseverative speech occurs. | There may be problem behaviour around the extinction or redirection and prompting. |
| Intervention for perseverative speech (Kuntz et al., 2020) | Is necessary a modeling of new interesting argument. In case the repetition of argument don't change the trainer need to stop the conversation. | Difficult conctat the reinforcer the first time |
| Response interruption and redirection (RIRD) | Block repetitive conversations Katie typically engages in and guide her to engage in more varied conversation skills. | Could reduce motivation to have conversations with others if preferred subjects are blocked. |
| Intervention for perseverative speech (Kuntz et al., 2020) | estinzione e rinforzo differieznale + prompting per discorsi appropriati | non ostacoli particolari |
| Intervention for perseverative speech (Kuntz et al., 2020) | This strategy is researched and has positive outcomes, all team members will need to implement similarly | There may be a social impact on katies life if not treated |
| Intervention for perseverative speech (Kuntz et al., 2020) | implementation has to be done with other individuals and practiced repeatedly | The child may feel discouraged and may be uninterested in others |
| Intervention for perseverative speech (Kuntz et al., 2020) | Minimize the attention during persistent speech, avoid eye contact or respond questions. | The generalization is unknow. |
| Intervention for perseverative speech (Kuntz et al., 2020) | -use the BST to train caregivers in responding to perseverative speech | obstacles may include is perseverative speech isn't being reinforced by attention and instead is automatically reinforced we may need to include additional interventions to support flexible conversations. |
| 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? |
