| 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? |
|---|---|
role play, rehearsal, feedback, script cues or frames | Picture cues, verbal cues, simple phrases or use of an AAC device |
Review correct and incorrect responses | Provide a frame to work from |
Use differential reinforcement when constructing pleasant comments. Use prompts to help lead towards pleasant comments vs unpleasant comments. | The use of prompts, reinforcement and scripts. |
Offer more reinforcement when there are no errors. | Use a token system as reinforcement. |
Target skills with natural scenarios and with shared preferred topics and use visuals as prompts | for lower functioning, visuals with pictures would serve as a prompt |
increase reinforcement | use visual pictures |
errorless teaching, systematic and strategic prompt fading | slower prompt fading, stimulus prompts to be considered as well to make prompts more saliant |
Setting the learner up for success by implementing intrusive prompting with different modes of prompt presentation. | The mode of prompt presentation should be shaped to meet the response requirement, also simplifying the response requirement to the learners comfortability to become more successful. Then fade with continued succes. |
Use video modeling and role-play with immediate feedback, incorporating visual prompts or example scripts of pleasant comments. | Simplify language, use picture cues or symbol cards, provide more frequent reinforcement, and break the skill into smaller steps with additional repetition. |
use self monitering,m use delayed fade, model and rehearse with feedback | Use like peers for training or siblings,use audio prompt and multiple exemplars |
Do a refresher BST rehearsal just concentrating on the error for contracting comments and then try with peers again. | |
video modeling | Provide prompt cards |
Use a prompt fading procedure by providing initial words for accurate response, incorporate multiple exemplars during training | Sentence starters could be incorporated into AAC device, non verbal cues to prompt response, |
use frames, BST for specific responses | use audio prompts |
model more | use more scripts and prompts with reinforcement |
Give a list of comments to review with open ended answers | teach |
differential reinforcement, rehersal | simply scripts and cue prompts |
provide script frames, more variety. use FR1 schedule of reinforcement for appropriate comments; | |
Self-monitor | Provide immediate feedback |
Script training | |
do not provide reinforcement | Reteach appropriate models |
Further BST specific to comments. Self management strategies. | Audio cues |
prompting | more visuals |
This seems like a good opportunity use script prompting. | We could use an audio prompt so that reading isn't required. |
- Use a prompt fading strategy such as providing a script and then removing words from the end | - use AAC devices as appropriate |
| 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? |
