Scripting Fact Sheet
Scripting (SC) involves presenting learners with a verbal and/or written description about a specific skill or situation that serves as a model for the learner. The main rationale of SC is to help learners anticipate what may occur during a given activity and improve their ability to appropriately participate in the activity. SC are practiced repeatedly before the skill is used in the actual situation. When learners are able to use the scripts successfully in actual situations, the script should be systematically faded. SC is often used in conjunction with modeling, prompting, and reinforcement. Qualifying Evidence SC meets evidence-based criteria with 1 group design and 8 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for preschoolers (3-5 years) to high school-age learners (15-18 years) with ASD. Outcomes SC can be used effectively to address social, communication, joint attention, play, cognitive, school-readiness, and vocational skills. Reference Fleury, V. P. (2013). Scripting (SC) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Response Interruption/Redirection Fact Sheet
Response interruption/redirection (RIR) involves the introduction of a prompt, comment, or other distractors when an interfering behavior is occurring that is designed to divert the learner’s attention away from the interfering behavior and results in its reduction. Specifically, RIR is used predominantly to address behaviors that are repetitive, stereotypical, and/or self-injurious. RIR often is implemented after a functional behavior assessment (FBA) has been conducted to identify the function of the interfering behavior. RIR is particularly useful with persistent interfering behaviors that occur in the absence of other people, in a number of different settings, and during a variety of tasks. These behaviors often are not maintained by attention or escape. Instead, they are more likely maintained by sensory reinforcement and are often resistant to intervention attempts. RIR is particularly effective with sensory-maintained behaviors because learners are interrupted from engaging in interfering behaviors and redirected to more appropriate, alternative behaviors. Qualifying Evidence RIR meets evidence-based criteria with 10 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for preschoolers (3-5 years) to young adults (19-22 years) with ASD. Outcomes RIR can be used effectively to address social, communication, behavior, play, school-readiness, and adaptive skills. Reference Boyd, B., & Wong, C. (2013). Response interruption/redirection (RIR) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Neitzel, J. (2009). Overview of response interruption/redirection. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Reinforcement Fact Sheet
Reinforcement (R+) is used to teach new skills and to increase behavior. Reinforcement estab- lishes the relationship between the learner’s behavior/use of skill and the consequence of that behavior/skill. This relationship is only reinforcing if the consequence increases the likelihood that the learner performs that behavior/skill. Reinforcement can be positive or negative. Positive reinforcement is the delivery of a reinforcer (i.e., something that the learner desires which may be tangible, edible, activity-based, interest-based, and so on) after the learner does the target skill or behavior. Positive reinforcement can also be implemented in the format of a token economy program. Token economy programs systematically give learners access to tokens when targeted behaviors/skills are used. These tokens are exchanged for desired objects or activities that rein- force the learners’ use of that behavior/skill. Negative reinforcement is the removal of an object or activity that the learner does not want (e.g., taking a break after finishing a set of math problems) when the learner does the identified behavior or skill. Reinforcement is a foundational evidence- based practice in that it is almost always used in conjunction with other evidence-based practices (e.g., prompting, pivotal response training, discrete trial teaching, functional communication training). Qualifying Evidence R+ meets evidence-based criteria with 43 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to young adults (19-22 years) with ASD. Outcomes R+ can be used effectively to address social, communication, behavior, joint attention, play, cognitive, school-readiness, academic, motor, adaptive, and vocational skills. Reference Kucharczyk, S. (2013). Reinforcement (R+) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Neitzel, J. (2009). Overview of reinforcement. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Prompting Fact Sheet
Prompting (PP) procedures include any help given to learners that assist them in using a specific skill. Verbal, gestural, or physical assistance is given to learners to assist them in acquiring or engaging in a targeted behavior or skill. Prompts are generally given by an adult or peer before or as a learner attempts to use a skill. These procedures are often used in conjunction with other evidence-based practices including time delay and reinforcement or are part of protocols for the use of other evidence-based practices such as pivotal response training, discrete trial teaching, and video modeling. Thus, prompting procedures are considered foundational to the use of many other evidence-based practices. Qualifying Evidence PP meets evidence-based criteria with 1 group design and 32 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to young adults (19-22 years) with ASD. Outcomes PP can be used effectively to address social, communication, behavior, joint attention, play, school-readiness, academic, motor, adaptive, and vocational skills. Reference Cox, A. W. (2013) Prompting (PP) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Neitzel, J., & Wolery, M. (2009). Overview of prompting. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Pivotal Response Training Fact Sheet
Pivotal response training (PRT) is a naturalistic intervention based on the principles of applied behavior analysis (ABA) to teach learners with autism spectrum disorders (ASD). PRT builds on learner initiative and interests, and is particularly effective for developing communication, language, play, and social behaviors. PRT was developed to create a more efficient and effective intervention by enhancing pivotal learning variables: motivation, responding to multiple cues, self-management, and self-initiations of social interactions. According to theory, these skills are pivotal because they are the foundational skills upon which learners with ASD can make wide- spread and generalized improvements in many other areas. Key procedures include child choice, reinforcement of attempts, incorporation of maintenance tasks, and direct/natural reinforcers contingent on appropriate behavior. Qualifying Evidence PRT meets evidence-based criteria with 1 group design and 7 single case design studies. Ages According to the evidence-based studies, this intervention has been effective for toddlers (0-2 years) to middle school-age learners (12-14 years) with ASD. Outcomes PRT can be used effectively to address social, communication, joint attention, and play skills. Reference Wong, C. (2013). Pivotal response training (PRT) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders. Adapted from: Vismara, L. A., & Bogin, J. (2009). Overview of pivotal response training. Sacramento: University of California at Davis School of Medicine, M.I.N.D. Institute, The National Professional Development Center on Autism Spectrum Disorders. |
AuthorKyle Bringhurst, MSW |
contact informationPhone: 435-705-8664
Email: kyle@arizonabehavioralservices.com Address: 3048 East Baseline Road Suite 107 Mesa, AZ 85204 |
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