| 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? |
|---|---|
script fading | video model |
textural prompts | size |
Priming | Make the prime a script frame |
Compassion-Focused Therapy (CFT), Acceptance and Commitment Therapy (ACT), or Cognitive Behavioral Therapy (CBT). These approaches can help clients reframe their relationship with mistakes, move beyond self-blame, and focus on constructive action | |
provide BST | Not sure |
Differential reinforcement | Utilize prompt hierarchy and fading procedures |
scripts examples and non examples | |
model multiple exemplars both appropriate and inappropriate | use textual prompts |
Observe her peers in the natural environment to determine what scripts are appropriate and socially significant to begin with. Also allow for her to self-moniter group interactions. | Use audio prompts inplace of written scripts. |
set up a more evocative scenario | repeated practice, obvious opportunities to provide compliments. The recipient be reinforcing the behavior. |
Errorless learning? | |
Differentially reinforce novel responses during training | Multiple exemplars |
The clinician might want to do a BST “refresher” course for the clinician which would include role playing/practice scenarios. | A BST session could be adapted for such an individual through the use of visual and/or video model supports. This would help keep the language consistent and provide support beyond verbal instruction. |
Help build the repertoire of go-to comments. | Pairing social cues with abstract reinforcers |
provide a 'frame' that helps the statements to sound positive across more opportunities | a framed statement can be taught to all learners, can be adapted for use with AAC devices |
A frame | Audio |
Reduce the number of pleasant compliment or shorten the phrases. Provide them with more opportunities so they can be successful | Using shorter phrases or an adapted communication system |
Provide a list of pleasant comments to create a frame | Role play scenarios and model for them |
rewording scripts ; error correction | using a pre-recorded audio and then having the learner repeat it |
Scripts | Visual prompts |
generalize prompt type | |
Provide rules and examples and non examples | Use visual prompts |
Self-monitoring | Unsure |
Do more extensive BST with these learners on the specific comments that they are having trouble with. Provide scripts that they may use, and feedback on their comments. Provide them with examples and non-examples of appropriate responses, and then also get them to identify appropriate vs. inappropriate responses in videos. | Simplify the responses to be concise and at their skill level. |
Provide more praise when she gives compliments. | Do tolerance training for things they find unpleasant. |
| 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? |
