Unit 8 Discussion

Peer1: During this video the professionals are trying to get Ally to be more social with her friends. They are trying to teach her to speak in her big girl voice to ask friends to play with her. The other children try to teacher her a hand clap game called Ms. Mary Mack. Ally has trouble speaking with the other children. She speaks in a low voice and it is hard for others to hear her. She seems to be looking at the professional a lot to look for approval or a cue to know what to do next. They have to prompt her to speak louder every time she needs to say something. She does not seem to have a whole lot of social skills and she is timid when she does. The professionals use many prompts in this video to get Ally to talk more and at a higher tone. She seems to be getting better through out the video. As the other children ask her to play games with her, she seems to enjoy herself more by singing along with the hand claps the other girl is teaching her. Other interventions the professionals could use with Ally are Social narratives. Social narratives are interventions that describe social situations in some detail by highlighting relevant cues and offering examples of appropriate responding. They are aimed at helping learners adjust to changes in routine and adapt their behaviors based on the social and physical cues of a situation, or to teach specific social skills or behaviors (Collet-Klingenberg, and Franzone, 2008). Social narratives would help Ally by teaching her how to be more social, talk louder, and learn responses to what others may be saying and/ or asking. This would be beneficial to Ally because she would get to do this before she engages in activities with others. It would allow her to build some confidence on knowing what to do in a social situation before it happens. It prepares her for the situation. Reference Collet-Klingenberg, L., & Franzone, E. (2008). Overview of social narratives. Madison, WI: The National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Peer2: One thing that stands out from Alley’s case is that she has some social skill problems. One is that she is not able to express herself. It is only until the teacher tells her to join the game that she does. Even when it is her time to play the game, she says nothing until the teacher guides her. Alley also caught up very fast when the teacher instructed her on what to do. At the end of the video, Alley seems to be improving since she can play the last game well, and she also lights up when doing it. One of the strategies that the teacher uses prompts, for instance, when Alley can express herself, the teacher gives her praise by saying “good job.” This motivates Alley that there is a lot of improvement at the end of the video (Cooper et al., 2013). The other thing that the teacher uses is signs. The teacher keeps pointing to the game when directing Alley on what to do. This makes it easy to understand what she is supposed to do. One of the interventions that teachers can use is video modeling. This will be a good way to help Alley learn since she can see tutorials on what is expected of her. Using video is also a fun way to keep her excited and eager to learn. Social narratives can also be used in this case. Social narratives are original stories by the instructor to give the student details by including their details. In this case, the teacher can use this approach by including Alleys’ details in the story (Jones and Love, 2013). References Cooper, J. O., Heron, T. E., Heward, W. L. (2019). Applied Behavior Analysis, 3rd Edition. [[VitalSource Bookshelf version]]. Retrieved from vbk://9780134798769 Jones, J., & Love, S. (2013). Living social: How to use social narratives as a behavior intervention. Journal on School Educational Technology, 8(3), 9–14. Retrieved from https://files.eric.ed.gov/fulltext/EJ1098311.pdf