| 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? |
|---|---|
Vary instructors and settings, Natural Environment Teaching, script fading | Scripts might include visual cues or the use of an AAC |
use BST to teach conversational skills | more practice |
decide on prompt fading | use of multiple examplars |
May use a preference survey and observe the environment | |
Keep the stimuli the same between environments | |
. | . |
a | a |
n/a | n/a |
Make sure there are multiple exemplars so the skill can be generalized | Use a frame, audio prompts, textual prompts |
Train multiple exemplars | Teach a frame |
BST it up! | BST with some extra prompts that you fade commensurate with learner progress! |
multiple exemplar training, reinforcement, in-peer training | visual cues, more prompting, dense schedule of reinforcement, systematic fading, multiple exemplar training, training in the natural environment |
Multiple exemplars | use differential reinforcement for new topics |
Multiple Exemplar Training, Train Across Multiple People | Modify Prompting Strategies, Teach One Skill at a Time with Extended Practice |
More exemplars during training | |
Teach relational frames. | Pair relational frames with visual or auditory prompts; teach exemplars and non-exemplars. |
Social validity | Audio prompts |
plan for generalization | adapt to a lower leverl |
? | ? |
run programs in various settings, with various people, covering various topics | practice in home setting and relevant environments the learners frequently go to |
peer observation | practice with audio prompts |
conversation probes | BST for teaching |
seeing what conversational prompts may work with peers and then with siblings or vice versa. Also, what conversational prompts could work out in the community. | Teaching them specific frames. |
script fading | audio scripts |
meet with the school team and interview parents/observe a social event | |
| 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? |
