| How might the behavior analyst use observations of the client's peers to create a program that is more useful to the client's actual interactions with peers? | Are there any other ways to leverage observation of the client or the client's peers to create a program that is most useful to the client? |
|---|---|
Observe what disinterest may look like for peers. Observe how often periods of silence occur in natural contexts. Observe how many peers interact at the same time. | Observe what stimulus can remain the same between teaching and generalization sessions. |
Creating more meaningful questions | Age appropriate |
Social validity data will help guide what types of questions to teach | Yes observation of peers will help with social validity |
they can find what is actually valuable to peers | |
Able to identify what peers are really talking about. | Ask others |
Review peer behavior and also topics of interest to the peers note if there are time delays between discussion of topics during a conversation | Consider a video model of the conversation to use with client when teaching |
Behavior analyst should take into account the interests of the client’s peers so they can be more willing to talk. Teach talking about preferred and non preferred topics so that conversations can be held. | Take notes on what kind of topics the clients peers are having and what their interests are. This way, they can practice talking about some of those topics and learning a little bit about them too. |
figure out what the interests and common jargon used is | get feedback from the peers or adults |
Find out what peers are interested in. Observe peer's conversations to see what they typically talk about. | Offer incentives for continued conversation. |
-observe activities and topics that peers are interested in and engage in throughout the observation | |
they can tailor conversation starters based on the peers current interests | interview the peers on what is going wrong |
you can observe to find common motivation activites and prep and preview the activity | Take data on deficits and skills acquired so that you can target appropriate areas |
Gauge the peers responses and teach to those comments. | Frame |
Observe how the peers interact and popular topics of conversations. | . |
n/a | n/a |
Observe peers to see which questions are socially valid for typically developing individuals of the client's age. Teach the client those comments/questions. | Observe peers to inform teaching the client how to respond in an age appropriate manner |
Teach questions similar to those asked by peers during the observation | |
Observe same-age peers of client for their social cues | Yes |
making the scripts socially valid, gradual and systematic fading, and promoting generalization | training in examples and nonexamples, generalization, reinforcement |
The behavior analyst might need to also train the peers on the programs | Access which questions might be most relevant to teach the learner based on peer's interests |
Observe the client’s peer group in natural social settings | Observe how peers appropriately end conversations or correct conversational missteps (e.g., if they say something off-topic, how do they recover?). |
•undestanding Cues-program | More exemplars |
Monitor peer responses, number of reciprocal interactions, and common topics of conversation. | Observe and record common nonverbal communications that may be unique to the client's peer population. |
Develop new frames, change reinforcement level | Find commonalities |
he can create scripts based on natural interactions | you can interview peers |
| How might the behavior analyst use observations of the client's peers to create a program that is more useful to the client's actual interactions with peers? | Are there any other ways to leverage observation of the client or the client's peers to create a program that is most useful to the client? |
