| Identify one or more techniques from recent research the clinician might use to address this clinical scenario. | How might the technique be adapted for learners with an assessment and learning history that might be generally classified as lower-functioning? |
|---|---|
Test | Test |
Review examples and non-examples | Practicing rehearse |
Provide examples and non examples. Practice and reinforce. | Start off by a simple one to two word comment. When giving these comments consistently, then introduce another simple comment. Next give options to what the client can say by writing them out or using visual cards and let client choose. Always reinforce positive comments with unnatural reinforcement and later to a more natural reinforcer |
switch to a VR schedule | utilize a thicker reinforcement schedule and stricter scripts |
-Use errorless teaching and error correction for neutral or unpleasant comments. | -Use audible prompts (pre-recorded) |
observe natural conversations to assist with rehearsing during BST | use audio prompts |
Provide a bank of scripted prompts | |
. | . |
n/a | n/a |
Use a frame and textual prompts. Have the learner tact which comments are pleasant, neutral, and unpleasant. | Heavy prompting with FR1 reinforcement schedule and slow fading |
Teach a frame that can be used for making comments | Teach non-verbal communication to respond "pleasantly" |
Love | Love & prompts |
training on different frames, multiple exemplar training, differential reinforcement | audio prompts, visual cues, immediate reinforcement, NCR |
Don't error correct, but differential reinforce pleasant comments | It provides reinforcement for neutral comments still, while shaping more pleasant comments through more reinforcement applied to those scenarios |
Multiple-Exemplar TrainingDifferential Reinforcement | simplified instruction, increased structure, and alternative communication supports |
• Switch to a VR schedule of reinforcement | |
Teach a relational frame and utilize 1:1 DRO | Pair with visual prompts that can also be faded. |
Video model, feneralization | Use audio prompts |
she may need to ask her supervisor | she would need to move it to a lower level of testing |
? | ? |
video modeling | add additional prompts as needed |
model the behavior first and then switch roles so the learner is successful | audio comments to listen to that provide a script |
Self-monitoring sheet after each trial with immediate feedback | more prompting and slower fading of prompts |
In sessions just work on how to make the comment pleasant (i.e. the non verbal cues that are making them feel neutral or unpleasant) and DR the pleasant cues. | They would need more reinforcement and maybe to practice with the facial expressions in the mirror. |
using textual or audio prompt for scripts | using audio or visual prompts |
| Identify one or more techniques from recent research the clinician might use to address this clinical scenario. | How might the technique be adapted for learners with an assessment and learning history that might be generally classified as lower-functioning? |
