| 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? |
|---|---|
Problem solving cards | Problem solving cards |
Self monitoring, video modeling | |
Use textual prompts | Use a variety of different kinds of prompts |
Provide prompt cards | Provide visual prompt sheets |
Rehearsal and feedback are repeated, trials continue until mastery is achieved or the session is over | Using the same stimuli in the same setting and then target generalization |
Teach using multiple exemplars. | Teach with fewer words |
Model | Teach in a contrived setting first, then shift to a natural setting |
Use BST to specifically target the comments that are neutral and/or unpleasant and provide frames for phrasing her compliments differently, such as "I like..." or I bet..." Provide practice opportunities until mastery. | Using audio prompts and higher rates of reinforcement. |
Create options | DRA |
self monitoring | use tokens |
Use many frames that can be considered pleasant comments during most conversations. | Use audio texts |
Go back and teach that part of the BST procedure for the program and offer a variety of novel ways of how to say things using framing. | Change the way in which you teach the skill so instead of using textual scripts use auditory or visual scripts that can be faded. |
Use frames, fade scripts | Visual prompts or auditory prompts |
keep full prompt in and provide fr1 reinforcement. provide multiple exemplars. conduct bst on this step. | use audio script |
Emphasize and reinforce any attempt at pleasant comments, even if they are not perfect. This can reduce frustration and encourage continued effort. | Use clear, concise language in modeling and instructions. Avoid complex phrases and ensure examples are straightforward. |
Select pleasent responses among different answers | |
a | a |
Teach flexible sentence structures that the learner can modify according to the context, facilitating the production of more appropriate and natural comments | Use shorter, more concrete phrases or single words that are easier to understand and produce. |
modeling the skill | breaking it down into smaller steps |
Anticipate and address frustration | Use errorless teaching early on to reduce opportunities for errors. |
one affective technique supported by recent research is script training with systematic script fading | for lower-functioning learners, script training can be adapted by incorporating visual supports, audio prompts and shorter simpler phases |
teaching a "frame" to use | "frames" can be adjusted by changing the language of the frame |
error correction | video modeling |
Try errorless learning strategies, such as most to least prompting, or use additional modeling | Practice using video models and chaining |
Appropriate responses are consistently reinforced | graduate from reading |
| 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? |
