DB Unit 8 PS-563

Developing Trial-Based and Free Operant Teaching Programs For this discussion, you may select from one of the following scenarios to design a teaching program using a combination of two methods presented in this week’s readings. For example, you might choose to incorporate EBI into your DTT program, use DTT for targeted teaching and NET to support generalization, or develop a plan that uses EBI as a basis to develop emergent relations. Your teaching program can focus on the acquisition of language, adaptive, or academic skills. Scenario A: Emma is a four-year-old girl who has been attending Sunshine Early Learning Center for six months. Her parents and teachers have noticed that she has difficulties with communication. She is generally quiet and tends to play alone, showing limited interaction with her peers. She does not engage in any disruptive or aggressive behaviors. Emma often struggles to express her needs and preferences verbally, and her listener responding skills are inconsistent. She enjoys playing games that involve imitation with preferred adults and listening to music. Emma also loves to play with stuffed animals and dolls. Emma's ABLLS-R assessment indicates communication deficits, particularly in requesting, labeling, and answering questions (intraverbals). While she has some strengths in visual performance and motor skills, her ability to engage in social and communication activities is limited. Emma benefits from visual and verbal prompts and requires consistent support to develop her communication skills. Targeted language interventions focusing on increasing her verbal requests, labeling, and spontaneous vocalizations will be essential in helping her progress. Scenario B: Ethan is a six-year-old child in a first-grade inclusion classroom who enjoys playing with his classmates and participating in physical activities. However, he struggles with early academic skills. Ethan has difficulty with literacy skills, including retaining sight words and matching words to pictures. He also struggles with basic math concepts, such as number recognition beyond the number 12. He has difficulty writing his name or spelling out words but can copy from text when provided with a written model. He often appears frustrated during academic tasks and has trouble keeping up with his peers. His parents have sought an assessment to better understand his academic challenges and to plan appropriate interventions. Ethan's ABLLS-R assessment indicates deficits in early academic skills, particularly in reading, writing, and basic math concepts. While he has strengths in areas like cooperation, visual performance, and some adaptive skills, his ability to perform academic tasks independently is limited. Ethan benefits from visual and verbal prompts and requires consistent support to develop his academic skills. Targeted interventions focusing on increasing his sight word and number recognition, improving his writing skills, will be essential in helping him progress. Additionally, incorporating engaging and interactive learning activities can help Ethan stay motivated and build confidence in his academic abilities. First, indicate the scenario that you are using to develop your teaching program. Then, include the following in your post: Determine which teaching strategies you will implement, with a brief rationale that is supported by the unit readings. Identify the target skill that you will teach, operationally define the skill, and write a measurable treatment goal. Provide a technological description of the teaching programs that you selected - use the evidence brief packets provided in the readings to support the development of your teaching strategies. Provide a brief review of social validity and cultural considerations that supported the procedures and selection of materials for the intervention.