| 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? |
|---|---|
Discuss before with various examples | Use pictures |
Use a different reinforcement. Use audio and/or contextual prompts. | Using contextual prompts and teaching a few scripts for those scenarios. |
use differential reinforcement to strengthen pleasant comments and provide errorless learning or prompting to reduce frustration, have a systemaic fade of prompts in place | use more modeling and prompting, incorporating visual supports, focusing on shorter phrases |
Redo the modeling phase of BST to provide more examples of "pleasant comments." Also provide examples of "neutral" and "unpleasant" comments and practice discrimination with reinforcement. | The framing of this question is offensive. |
teaching the learner to pick up on ques the conversation partner is disintered | provide rule clear example and nonexample |
use frames or scripts | auditory prompts |
nnn | nnn |
use scripts | use scripts |
Provide frames to assist with more appropriate comments | Use visuals of textual cues |
provide, review, and practice examples | audio scripts |
use errorless teaching in the form of visual prompts, auditory prompts. Provide differential reinforcement for not erroring | using auditory prompting or other ways of prompting |
use of frames | These techniques would be effective with script fading |
Use multiple exemplars for training | Use textual prompts or audio prompts for responses |
Start with easier tasks to build fluency and reduce frustration: Use high probability tasks of making clearly pleasant comments (e.g., “You did a great job on that report”) then progressively move to more open‐ended comments (“What you worked on was really interesting”). Use reinforcement for any comment that meets a minimal “pleasantness” threshold, gradually raising the criterion. | For learners with lower functioning levels, the clinician can adapt BST by simplifying language, adding visual and AAC supports, using shaping and prompt fading to reduce errors, and providing intensive reinforcement for approximations of pleasant comments. Modeling should be clear and concrete, discrimination training should explicitly teach “pleasantness,” and generalization should be carefully planned across natural settings. These adaptations maintain the structure of BST while ensuring accessibility, success, and dignity for the learner. |
using scripted frames and provide positive feedback for correct or unscripted responses. | using audio prompts. |
Continue to review common responses. Frame client's response and shape it to a more pleasant, using their same idea | Give them framed responses that are common for most scenarios |
Teach scripted responses first before expecting novel or unprompted responses. | Providing visual aides or additional cues to teach the skills. |
using a frame or providing learners with a frame in which to construct their compliments | giving more specific examples in the scripts and or frames |
No puedo precisar | Observando las interacciones entre sus compañeros |
Use of script frames | Provide visuals to go along with the script frames |
Vary the reinforcement and increase generalization practice with the verbal scripts | Add visuals and increase reinforcement |
Error correction and rehearsal | more intensive prompting |
model situation more | videos |
error correction | error correction does not allow the client to engage in incorrect or inappropriate |
Differential reinforcement/higher reinforcement for spontaneous responses, or even for on topic responses. Correction for inappropriate responses. | More frequent visual cues and prompts initially until fading can occur with correct responses. |
| 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? |
