| 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? |
|---|---|
BST | component analysis |
A booster session | BST repeated until mastery then fading |
Change reinforcement | Reinforce with higher rates |
Give | |
frames | visuals |
Desirable frames | Use visuals |
Go back to tacting phase and reteach | FR 1 schedule |
modeling | |
Provide additional sessions on modeling and feedback. The learner can practice in a staged setting and get that immediate feedback. | Use prompts and repetition |
increase social validity | vr schedule / differential reinforcement |
focus on one type of response at at time, provide examples and nonexamples, use frames | use audio cues, visual cues |
provide modeling, rehearsal & feedback for only the types of responses that are being made in error, provide textual prompts, audio prompts | provide more prompts, increase bst for each type of response individually, desk to natural setting with some common variable to transfer to new setting/partner |
script frames | script fading |
Provide textual prompts. Utilize a self-monitoring sheet. Utilize a problem solving binder. | Auditory prompts with buttons to increase independence. Visuals instead of text on the binder and sheets. |
Use a checklist or prompt card of accurate or more pleasant comments the learner can utilize. | Using different modalities that the learner is familiar with, be that visual prompts or auditory prompts. |
increase prompts, errorless learning | prompt cards or a notebook |
Script frames | use audio scripts |
Self monitoring | Prompt with prompt fading |
Teach frames for constructing comments | use audio techniques |
Teach scripts | |
Provide different frames for the compliments. | |
Consider reteaching tacting of neutral, unpleasant and pleasant comments | Focus on increasing tact proficiency, teach one type of comment at a time |
Go back to teaching with the use of modeling. | Use of visual supports with pictures or scripts |
The BCBA can implement script frames to teach this skill. | If the learner is unable to read, BCBA can use audio scripts. |
frames and/or self-monitoring | prompting |
| 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? |
