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Evaluating Skill Teaching in Therapy

The document outlines a series of questions to evaluate the effectiveness of a program in teaching essential skills such as distress tolerance and social interaction. It emphasizes the importance of checking in with families and clients, and suggests alternative approaches if the current methods are not effective. The document also highlights the need to assess the client's engagement with tasks and the impact of reinforcement strategies.

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m.schmitt
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6 views2 pages

Evaluating Skill Teaching in Therapy

The document outlines a series of questions to evaluate the effectiveness of a program in teaching essential skills such as distress tolerance and social interaction. It emphasizes the importance of checking in with families and clients, and suggests alternative approaches if the current methods are not effective. The document also highlights the need to assess the client's engagement with tasks and the impact of reinforcement strategies.

Uploaded by

m.schmitt
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Program: ______________________

yes no
Are we actually teaching
that skill featured in the Awesome, then stop here That’s ok, keep going
program?
Is that skill socially
significant? Meaning are we Awesome, then stop here That’s ok, keep going
noticing that the client is
unable to participate in
family routines, cultural
practices, learning
opportunities in other
settings because the client
is missing THAT skill?
(matching, imitation, etc.).
Has the BCBA checked in
with family, school, and the
client themselves?
Are we actually teaching
distress tolerance? Which aspect of the activity That’s ok, keep going
is distressing? Can we
teach tolerance using a
different program from
another angle or multiple
other angles?
Are we actually teaching
value of social interaction? When is the client That’s ok, keep going
happiest? Do other people
tend to interrupt that
time/activity or effectively
pair themselves with those
activities? Does the client
approach or look to other
people or do they avoid
others? Could we use a
different program from
another angle or multiple
other angles?
Are we actually teaching
tolerance of faded Will the client refuse to That’s ok. Reach out to
reinforcement? engage in tasks which they someone who knows how
have previously to run a single-subject
demonstrated they can reversal design for a
complete unless “higher second opinion. Get
pay” (higher curious about this process
reinforcement) is offered? and ask questions.
Does a lack of a highly
preferred, known reinforcer
decrease the likelihood of
the client engaging in the
correct behavior? Is there a
different way we can
approach fading
reinforcement?

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