StrategiesConvos_4

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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?
Keep the topics or activities used the same across both settings and new partners	Provide frames for the client to substitute words in
use multiple exemplars for a variety of scripts	teaching a frame for scripting
Ensure that they are using multiple exemplars whenever something is being scripted.	Use script frames
Behavior analyst should test conversational skills across different stimuli, people and environments	Probe generalization across one thing first, before programming for several things. For example, across stimuli instead of across stimuli and people
Teaching in multiple exemplars with BCBA prior to generalization with RBT	Teaching one exemplar with RBT only
Use a variable version of the stimuli that was used to teach the skill. Switch settings. Use multiple exemplars.	Teaching the frames or certain phrases/questions to asl from a script.
social validity	keep one variable consitent and generalize one compenonet at a time
multiple exemplars, multiple people, multiple settings	generalizing one thing at a time
Competency-Based Training Generalization Analysis Worksheet	simplified scripts, visual supports, frequent reinforcement, errorless learning, consistent routines, breaking down tasks into smaller steps.
conversational skills that the learner can practice during RBT visits	Before the behavior analyst implements the program she goes back to check whether there are adequate considerations for generalization.
	good examples
Generlaization across stimuli	Only change one stimuli at a time
Check with individual, Check with peers and family or school...observe	Check with individual, Check with peers and family or school...observe
probes vary reinforcement	provide a visual of prompts
Use multiple exemplars, but keep one of them constant during this phase.	Keep more than one exemplar constant
Involve a sibling or another peer that would be available during that time to ensure that the client is practicing with more than just one person, his RBT.	Initially have the learner practice the skill with his RBT, once mastered introduce the skill with another adult. Then start introducing other peers while still using prompting. Once it has been mastered with both adults and peers begin fading the prompts.
Interviews	Generalizations
Observe client with peers and assess what peers through social validity measures may be available for generalization sessions (e.g., siblings).	Using script frames may be useful during BST.
Observe, survey	Visuals, facilitated,
Observation of peer conversations Data on topics, how peers are conversing	Using script fading
use a variety of scripts from the beginning	provide a frame
Test	Test
Consider multiple examples of scripts for conversations during different environments	Consider master criteria before implementation in novel environments
Role play, using scripts and frames.	Start with us Please and short conversations like asking and answering factual questions so that the client could be prompted with the correct answers. Later, the client can engage in more difficult questions such as those regarding his feelings or other internal thoughts. Also, answering questions that occurred quite some time ago.
role playing in different settings	guide the learner on interactions across different settings
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?