During the fourth week of intervention, my practicum student met his behavioral goal within the self-contained classroom. During the first few weeks of intervention I used a Social StoryTM intervention, followed by positive reinforcement for the target behavior. After last week’s observation of resistance to the Social StoryTM; intervention planning shifted towards priming and using first next charts. The behavior continued to be reinforced using a token economy on a fixed interval schedule every five minutes.
The first observation from this week, is attentive listening skills have not generalized into the general education setting during science and social studies class. In order for mastery the child must perform the skill under the following conditions: without adult prompts, across different social groupings, and …show more content…
The tape was edited to only include the specific targeted skill, and weak performances and external prompts were removed (Mayerm, Sulzer-Azaroff, Wallace, 2014). The video was viewed directly before phonics instruction for three days. His positivity towards the video was promising, and he would repeat phrases from the video the rest of the school day.
Echolalia, “the repetition of speech” (Volkmar & Wiesner, 2009, p.238), is commonly seen in students with autism. Shyne typically repeats phrases of interest throughout the entire school day. Recently he has been interested in repeating lines from the Social Story or video modeling, while other days the student repeats quotes from TV shows or books.
One alteration to the intervention will be thinning the existing schedule to a longer duration of time. Schedule thinning should be done gradually and the learner’s performance should be frequently evaluated. Ratio strain is a concern when the reinforcement schedule was thinned too fast, and can result with avoidance and aggression (Cooper, Heron, & Heward,
The first observation from this week, is attentive listening skills have not generalized into the general education setting during science and social studies class. In order for mastery the child must perform the skill under the following conditions: without adult prompts, across different social groupings, and …show more content…
The tape was edited to only include the specific targeted skill, and weak performances and external prompts were removed (Mayerm, Sulzer-Azaroff, Wallace, 2014). The video was viewed directly before phonics instruction for three days. His positivity towards the video was promising, and he would repeat phrases from the video the rest of the school day.
Echolalia, “the repetition of speech” (Volkmar & Wiesner, 2009, p.238), is commonly seen in students with autism. Shyne typically repeats phrases of interest throughout the entire school day. Recently he has been interested in repeating lines from the Social Story or video modeling, while other days the student repeats quotes from TV shows or books.
One alteration to the intervention will be thinning the existing schedule to a longer duration of time. Schedule thinning should be done gradually and the learner’s performance should be frequently evaluated. Ratio strain is a concern when the reinforcement schedule was thinned too fast, and can result with avoidance and aggression (Cooper, Heron, & Heward,