Data: Technician worked with client in the library for two hours. To
initiate activity, technician verbally prompted DZ to ask for help/ a book from
the librarian. DZ successfully manded for help finding a book. Technician and
client sat at a table to read a preferred book as well as a non-preferred book.
Technician engaged DZ in intraverbal skill training activity while looking at
both books. Dz responded to questions and identified objects pictured in the
books. Technician used the preferred book as a reinforcer when Dz finished a nonpreferred
book. While in the library, Dz transitioned to a play area and engaged in
cooperative and parallel play. When prompted to say hello to child, Dz
exhibited receptive verbal skills by saying hello. Dz successfully shared toys
in the play area before transitioning back to the table to look at books. While
looking through multiple books and tacting activities, technician provided
verbal praise. Gestural and verbal prompts were given to compel eye contact
throughout the interaction with Dz. Although Dz displayed resistance through
verbal complaints, Dz was able to engage in joint attention with technician
throughout discrete trials. At the end of the session, Dz had difficulty
transitioning from the preferred book to the door and had a meltdown which
included crying, screaming and throwing himself on the floor until leaving the
library with brief moments of cooperation. Technician used a sticker as a
reinforcer during calm moments
Assessment: DZ displayed expressive and receptive language skills throughout the session and was able to display imitation by sitting and reading as well as cooperative and parallel play with other children. DZ had difficulty transitioning from preferred to non-preferred activities when little to no reinforcement was used.
Plan: In the next session, we will address transitioning to non-preferred activities as well as continue working toward proficient functional communication.
Assessment: DZ displayed expressive and receptive language skills throughout the session and was able to display imitation by sitting and reading as well as cooperative and parallel play with other children. DZ had difficulty transitioning from preferred to non-preferred activities when little to no reinforcement was used.
Plan: In the next session, we will address transitioning to non-preferred activities as well as continue working toward proficient functional communication.