Stage 4: Verbal Practice of Strategy Steps
The verbal practice of the strategy steps is when the clinician elicits the steps of this process from Kevin’s parents (Kent-Walsh & McNaughton, 2005). The clinician will say, “Can you tell me what we will say to ourselves when waiting for Kevin to respond? And what does that acronym (SOUL) stand for? How many seconds should you be waiting for him to respond? What happens if he does not respond after those five seconds?” These questions should only be used by the clinician when the parents cannot readily replicate the steps needed for this strategy to be effective. If they cannot review the steps, then the clinician should be quick to review the material and re-demonstrate the stages to this strategy.
Stage 5: Controlled Practice and Feedback
This fifth stage is an important part of the process. According to Kent-Walsh and …show more content…
If this strategy can spread to other environments, then it can ultimately be more effective and allow Kevin to feel more empowered by the process. The clinician could say, “Now we need to think of other settings where we could use this strategy. Where else do you think we could practice this strategy in order to further empower Kevin?” This allows the parents to provide a list of situations or environments that could be options to further generalize this targeted strategy. In a few weeks after this intervention has been completed, the clinicians could observe Kevin’s parents within other settings engaging with Kevin. They can then measure the pauses and determine if generalization has occurred. The AAC team has determined that it was successful after watching Kevin and his parents talking within a grocery store about what produce to buy for the week. The results showed that generalization was occurring and that Kevin’s parents were continuing to use the targeted strategy (See Appendix
The verbal practice of the strategy steps is when the clinician elicits the steps of this process from Kevin’s parents (Kent-Walsh & McNaughton, 2005). The clinician will say, “Can you tell me what we will say to ourselves when waiting for Kevin to respond? And what does that acronym (SOUL) stand for? How many seconds should you be waiting for him to respond? What happens if he does not respond after those five seconds?” These questions should only be used by the clinician when the parents cannot readily replicate the steps needed for this strategy to be effective. If they cannot review the steps, then the clinician should be quick to review the material and re-demonstrate the stages to this strategy.
Stage 5: Controlled Practice and Feedback
This fifth stage is an important part of the process. According to Kent-Walsh and …show more content…
If this strategy can spread to other environments, then it can ultimately be more effective and allow Kevin to feel more empowered by the process. The clinician could say, “Now we need to think of other settings where we could use this strategy. Where else do you think we could practice this strategy in order to further empower Kevin?” This allows the parents to provide a list of situations or environments that could be options to further generalize this targeted strategy. In a few weeks after this intervention has been completed, the clinicians could observe Kevin’s parents within other settings engaging with Kevin. They can then measure the pauses and determine if generalization has occurred. The AAC team has determined that it was successful after watching Kevin and his parents talking within a grocery store about what produce to buy for the week. The results showed that generalization was occurring and that Kevin’s parents were continuing to use the targeted strategy (See Appendix