physically help imitate, reward successive approximations compliance o reward compliance with commands (ex. sit, wait, etc.) o punishment (ex. loud reprimand) for non-compliance language o reinforce any vocal utterance o reinforce when vocalizations follow therapist speech o reinforce when vocalizations approximate speech o teach phonemes and how to combine them o teach to words to label objects Communication Skills altering adult language to communicate clearly with child: o make instructions simple and concise o avoid metaphor, slang, colloquialisms o assumption is that you have been misunderstood if request is not complied with or there is an upsurge in echolalia, anxiety, disruptive behavior o augment with written or pictorial cues create alternative communication systems o signing
PSYCH 317 o pictures/photos o writing individualized sets of stimuli that are readily accessible and require the child to actively engage/generate their communication o note computerized systems with emphasis on reciprocal interaction notes: o children learn signs but still have problems with generalization o quality is also often still stereotyped, repetitive, and aimed at achieving immediate needs (not used to share experiences, express feelings/emotions, communicate spontaneous/reciprocal way) Developing Schedules key is highly structured, visually based instructional system create schedule of behavior but give choices as to the order in which they are carried out ex. chronicles the steps to using the washroom Teaching Social Skills Social Stories Provide info on what people in a situation are doing, thinking or feeling Enables child to recognize the overall pattern or Gestalt within and between social situation
PSYCH 317 oDescribe sequence of events & identify social cues and their meaning Relevant cues: Where? Who? What? Videos:
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- Winter '17
- Paula Cerveny
- high-functioning autism