EDF 6229 Module 6 Assignment Instructions and Template Jan 2024

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University of West Florida *

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6229

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Sociology

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Feb 20, 2024

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docx

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Uploaded by CountCobra2465

Assignment Template Skill: The learner is shown a flashcard with a picture of an item from one of seven categories (colors, shapes, animals, clothing, furniture, vehicles, toys) and is asked to state the category the item belongs to (e.g., the child is shown a picture of a dog and responses “animal”). Pinpoint: [Write a pinpoint for this skill] ( 4 points) See-says picture on flashcard in Direct Therapy Possible Changes – List one change in each category and describe how you would administer the change. State whether the intervention makes the tasks easier or more challenging (3 points each).  Antecedent Change: The learner continually mixes the square and rectangle when shown those cards. An antecedent change that I could use would be priming. Before beginning the exercise, I will have two different cards that are square and rectangle, and we will go over those two cards for a short time before beginning to time them on all the flashcards. This would make the tasks easier for the child in that before beginning the exercise they had the two mixed up and gone over several times before adding the other cards.  Level Change: The learner is unable to complete the seven categories for this exercise. The intervention I would use for this is reducing the exemplars. I would have them do three categories and work them up to having seven categories. This would make it easier for the learner in that they have fewer categories to learn at one time.  Stimulus Change: The learning environment is constantly changing. The RBT is unable to keep the flashcards with her (reason for environment changing doing SBT). Stimulus change would be something interactive, such as a slide show on an iPad. This one is more EDF 6229 Module 6 Assignment

dependent on the child, whether it is harder or easier. I have had learners who do not do well with having an iPad as their learning device. If you want to keep the flashcard, making it smaller would be a stimulus change. This would make it more challenging for the learner because they would have to pay closer attention to the material. If the learner was able to complete the flashcards in a set time. If we replaced the flashcards with a worksheet, the learner would go at their own pace, removing the ceiling. This would make it harder for them. _____________________________________________________________________________ _____________ Skill: Rapid Automatic Naming (RAN)- The learner is shown a worksheet with rows of pictures and must state the name of each image. Pinpoint: [Write a pinpoint for this skill] ( 4 points) See-says picture on worksheet Possible Changes - List at least one change in each category and describe how you would administer the change. State whether the intervention makes the tasks easier or more challenging (3 points each). ● Antecedent Change: If the learner does not know one of the pictures. I could use the “prompt during practice” as my antecedent change. Before the learner states what the picture describes, I would provide that information. This would make the task easier for the learner and they would be less likely to skip pictures due to losing their place. ● Level Change: Example: T he learner has probed out of the first level of RAN of having 5 rows of pictures. For this, I would slice forward. Slicing forward is an example of level change that will make the task more challenging. I would use this method when the learner has shown that they can say the pictures in the target time. I would add to the rows that they must complete. ● Stimulus Change: The learner cannot follow the rows of pictures due to their age (young and unable to follow along). For this scenario, I would slice back to help the learner. Slice back would be using flashcards for those who are just beginning to learn the skill of naming pictures. This would make it easier for the learner. REVISED JAN 2024

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