| 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? |
|---|---|
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 |
? | ? |
observe peers to develop more relevant targets to teach the learner | can use their interactions for video modeling examples |
topical list | if possible, pull one or more of the peers into an integrated setting for modeling and rehearsal |
use social validity date to find out what is actually important and useful to the client | ask the client |
To see what questions they are interested in responding to when typically developing peers are conversing. | Also to see what keeps conversations going. |
observe peers' responses, and analyze learner's progress with generalization. | interviews, parent input |
teach topics of interest to peers | pick up on phrases, body language, initiation styles |
incorporating common phrases the kids use | yes |
| 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? |
