| 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? |
|---|---|
apply BST methods | give examples and nonexamples |
Teach at school and probe generalization with siblings (or the other way around), Teach at the desk and probe generalization in the natural context, Teach with a particular set of stimuli and probe generalization with different materials | Use the same toys in teaching environment and home environment, use similar toys and pair with audio scripts, same scripts as in teaching enviornment |
Run the program is a different setting, see if similar stimuli and materials are being used. | Make the program catered to the specific client. Run in similar settings. |
Prompt fading | Modeling and prompt fading |
Social validity for program goals. What are topics of interest in generalization setting? | It may be adapted by changing the type of prompts: from textuals to pictures or audio, and considering more examples and non-examples, video modeling, and or feedback |
utilize the same set of activities across new environements | use multiple exemplars |
use multiple exemplars | using audio scripts |
Consider the procedure for script fading and introducing novel frames to start. There should be a procedure for systematically fade out the scripted frame by possibly dropping the last word of the script. Also, incorporating peers at school and siblings, if possible, at home to promote unscripted responses and generalization of conversational skills at school and home. | Modify the number of words incorporated in the frame. Use frames that the client is able to say. Use visual/textual prompts and practice the frame frequently. There should be a procedure for systematically fade out the scripted frame by possibly dropping the last word of the script. Also, think about keeping on constant stimulus during training that can transition as the client generalizes their conversation skill. |
Observe and take qualitative data on exchanges in the natural environment. | Provide visual scripts. Provide frames. |
Planning for multiple exemplars; check if there is a sibling or neighbors that you will be able to utilize. | Using scripts, frames or audio recordings. Video modeling |
VR schedule, prompt fading, use some stimuli in other environments | Audio |
Fade scripts to increase spontaneous responding | Using visual or auditory prompts to teach conversation skills and then fade. |
script training | audio scripts |
observation | individualized |
prompt peer interaction | Echoic prompting then fade |
Teaching across multiple exemplars but keeping scripting and some visual supports the same; fading supports | use audible cues, prompting and fading |
Multiple exemplars is one technique in recent research that involves using a variety of stimuli, environments, and people during the training process. In addition to this, to further promote generalization you can include use of distraction stimuli, probes in the natural environment, post training procedures where prompts and feedback are removed, transitioning to a variable schedule of reinforcement, maintenance follow-ups with booster sessions if needed | You may want to provide more prompts and error correction |
bvb | vvvvv |
| 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? |
