| 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? |
|---|---|
Introduce a compliment frame | Teach the frame within an evocative situation |
Utilize a script, use prompts | use audio cues |
Change reinf schedule | Set a frame |
Set a frame | Scripts and fading |
teach example and non example | practice until mastery |
observe peers in natural setting for age appropriate phrases. | simplified frames |
Provide frames. Provide different types of prompts. Provide script fading. | The learners will master specific scripts with specific activities. Once mastered one variable can be changed to help increase generalization. Script fading. |
Provide textual scripts, Reinforce correct responses. Differentially reinforce correct unscripted responses. | Audio scripts. Textual scripts. Reinforcement of correct responses. Script fading. |
frames | audio recordings of the scripts |
Differentially reinforce appropriate responses. | Using audio prompts |
Teaching accepted vs not acceptec | Writing and audio |
The clinician could introduce script frames or a script sheet that would help increase how often the learner provides correct responses. | The learner could use audio instead of textual prompts, and scripts could be shortened to make them easier for the learner to learn. |
Utilize the script as a prompt to support the learner. | Gives direct phrases that the learner can read it listen to and imitate. |
Errorless Teaching and Prompting: Use immediate prompting and modeling before the learner attempts a comment, to prevent errors and reduce frustration. Over time, prompts can be faded. | For learners who might be classified as lower-functioning based on assessment and learning history, the technique can be adapted in the following ways to ensure accessibility and effectiveness: Use Simpler Frames and Language: Instead of complex sentence structures, teach short, concrete compliment frames (e.g., “Nice shirt,” “Good job”) that are easy to remember and produce. |
Reinforce different responses | Using social cards |
Add additional prompts | Using scripts |
Use DRA and positive reinforcement | Simplify Language and Use Visual Supports, Increase Prompting and Use Errorless Learning |
intermittent reinforcement | utilize chaining |
audio prompt | script fading |
Clinician will provide non-examples/examples | Lower response effort, using visuals |
? | ? |
. | . |
Use prompt or modeling. | Using assistive comunication |
scripts | video modeling |
tacting | tacting |
| 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? |
