StrategiesConvos_2

Recent research suggests several strategies that can help learners more accurately discriminate pleasant comments during BST. The clinician can incorporate multiple exemplar training by presenting a variety of pleasant and non-pleasant examples so the learner becomes more sensitive to the relevant features of each. Using differential observing responses—such as having the learner identify whether sample comments are pleasant or not before generating her own—can strengthen attention to the cues that define appropriate responses. Errorless or reduced-error teaching procedures may also be used by beginning with clear, obvious examples and gradually introducing more subtle ones as the learner demonstrates success. Visual rules or simple checklists outlining what typically makes a comment pleasant can guide the learner during practice. These strategies, combined with specific differential reinforcement for accurate responding, can support more successful and natural production of pleasant conversational comments.

The technique can be adapted for learners whose assessment and learning history indicate more limited discrimination skills or slower acquisition by increasing structure, support, and teaching intensity. For these learners, the clinician may begin with very clear, highly contrasted examples of pleasant versus non-pleasant comments and use stronger prompting, such as modeling or errorless teaching, to reduce incorrect responding. Visual cues, simplified checklists, or color-coded examples can help highlight the critical features of pleasant comments. Additional practice with differential observing responses—such as labeling examples before generating their own—may be necessary to strengthen attention to relevant cues. Teaching may also proceed in smaller steps, ensuring mastery at each level before increasing complexity. Consistent reinforcement for accurate discrimination and use of varied exemplars across settings and partners can further support generalization for learners who require more scaffolded instruction.

Use reinforcement for correct responses only

Use more prompts

NA

NA

Framing and phrases

Added visual supports

BST rehearsing examples and non-examples of pleasant, neutral, and negative comments. Use rules to clarify and frame.

Using audio prompt frames that can be fade.

use scripts

no

prompting, acceptance to errors

scripted prompt, written prompt

One technique supported by recent research is to incorporate **differential reinforcement with model-based prompting**, in which the clinician provides clear models of pleasant comments before the learner attempts her own and delivers reinforcement only for comments that meet the pleasant-comment criteria. Another helpful strategy is **errorless learning**, where the clinician prompts early and often to prevent the learner from producing neutral or unpleasant comments, then gradually fades prompts as the learner becomes more successful. Research also supports using **multiple exemplar training**, exposing the learner to varied examples of pleasant comments so she has a broader repertoire to draw from and is less likely to make errors. Finally, **video modeling** can reduce frustration by allowing the learner to observe correct examples before practicing, improving accuracy and confidence. These approaches can help minimize errors, increase success, and reduce the learner’s frustration during BST.

For learners with an assessment and learning history generally classified as lower-functioning, the BST procedure can be adapted by increasing structure, reducing opportunities for errors, and providing more intensive support during each step of the skill. The clinician can use highly **errorless learning procedures**, such as providing immediate, strong prompts (e.g., model prompts or full verbal prompts) before the learner attempts to construct a pleasant comment, preventing neutral or unpleasant responses from occurring in the first place. Comments can also be broken down into smaller, teachable components—such as identifying a positive feature, adding a brief compliment, and using a friendly tone—allowing the learner to practice one component at a time with frequent reinforcement. Visual aids, simplified scripts, or fill-in-the-blank formats may further support understanding. The clinician should also provide **more frequent reinforcement**, shorter teaching trials, and repeated practice across highly structured scenarios before attempting more naturalistic conversations. By increasing support and reducing task complexity, lower-functioning learners can experience greater success and less frustration while still benefiting from the BST framework.

Script fading

Using higher restrictive prompts at first

Self monitoring, teach frames

audio prompts, modification to materials

Use BST to teach specific skills more carefully

Allow multiple variables to remain the same initially across settings.

make a list of all different phrases a learner can use to reference and study on a set of paper and also have the learner involved in coming up with phrases too to add to the list.

teach a frame that is different or unique to add to responses

use frames

use audio frames