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ABA last quiz

Terms in this set (18)

DTT can be used to teach AAC devices by first collecting baseline data on the skills the student currently has on the communication devices. This will determine the goals for the student based on what they can currently do on the devices. Then you would identify what reinforcers the child prefers and then solidify the reinforcer you would use to reinforce the student when they do the target behavior. The next step is to program the device. You need to consider what the child likes for reinforcers as well as the base line data. This will determine how many pictures are on the program at the beginning based on the students needs, then as the student gains fluency and improves using the communication the app can be modified to include more buttons and be more complex in speech. The next step is one-to-one teaching which is broken up into 5 parts. First you will establish motivation and have the reinforcer just in reach of the student but can disappear quickly as well. Then you would prompt the student to communicate once they see the reinforcer. Next you would slowly fade the prompts over time once the student gets more comfortable communicate. Next you need for there to be effort in responding after the initial phase since they find the communication an appropriate behavior now. Then the learner will need immediate feedback following the behavior that is reinforcing to them. There should be intertrial intervals to allow a pause after the reinforcement and the next trial and this allows for data to be collected. Data collection informs the teacher if the student is learning and if prompts need to continue or be decreased. There needs to be a mastery criterion developed to show that the student has learned the skill. Generalization is the last step and this is when the student can do the behavior in non-training situations so in different settings and subject areas.
Define the target skill behaviorally using a tool like checklists. This is to provide a rationale for the importance of the skill and describing what is needed to perform the skill.
Write a description of the skills covered in step 1. The checklist if used usually works. The worker can also be provided with a summary of different situations and what they should do. This focuses on what needs to be done to perform the target skill.
Trainer demonstrates the target skill and how to do it. This is modeling and this can be accomplished through role play with two trainers, or if only one trainer, a trainee can step in, but the trainer must be clear in what to do with that trainee. This can also be done through video modeling as well.
Trainees will rehearse the skill in a role play scenario like in the trainer demonstration. Depending on the trainee numbers every trainee must play the role of the worker, and everyone can watch it or if a customer is involved other trainees can play the customer.
Provide feedback to the trainees as they are performing the task themselves. This should be individualized supportive and corrective feedback. You would want to tell them what they are doing good, what they are doing wrong and what they can do to fix what they are doing wrong. Feedback should be given after a scenario has played out instead of interrupting in the middle of a scene.
This is when you repeat steps 4 and 5 until all trainees hit the level of mastery set by you. Trainers should have a criterion for performing all the steps or with identifying critical steps that must be performed.