How to Answer Chose Case Study Questions (Complete Guide)

Understanding this question requires applying core subject principles.

What This Question Is About

This question relates to chose case study and requires a structured academic response.

How to Approach This Question

Break the problem into smaller parts and analyze each logically.

Key Explanation

This topic involves chose case study. A strong answer should include explanation, application, and examples.

Original Question

I chose Case Study 1: Emma. Emma is a four-year-old girl with limited peer interaction and underdeveloped communication skills. She also demonstrates challenges with listener responding and manding. While she is generally quiet and does not engage in disruptive or aggressive behaviors, her primary goals are to increase functional communication and social interaction skills. To support these goals, I would use Discrete Trial Training (DTT) to teach foundational skills and Natural Environment Teaching (NET) to promote generalization. DTT is an individualized, structured teaching method that breaks down complex skills into smaller, teachable units (Smith, 2001). It is often used to target communication, discrimination skills, and the management of maladaptive behaviors. In contrast, NET focuses on teaching within natural contexts where the skills would typically be applied (Chicago ABA Therapy, n.d.). According to Emma’s ABLLS-R assessment, she needs to strengthen her requesting, labeling, and intraverbal skills. This assessment identifies a learner’s strengths and weaknesses across various language and learning domains (Rehfeldt & Barnes-Holmes, 2009). Based on this, I would implement a manding skill acquisition goal during DTT. For example, Emma would be taught to verbally mand for a break by saying “I need a break” or “All done.” A non-example would be Emma pointing to a preferred activity without using verbal language. The goal would be for Emma to mand for a break with 80-100% accuracy across five consecutive sessions. Another manding target would involve requesting preferred items or activities. Emma would be provided with two preferred options and prompted to verbally choose one (e.g., “I want the doll” or “I want the teddy bear”). A non-example would be her pointing to the item without vocalizing her choice. This skill would also be considered mastered at 80-100% accuracy across five consecutive sessions. These manding skills can be generalized through NET by creating opportunities during unpreferred classroom activities, prompting Emma to ask for a break or a preferred item to reduce potential problem behaviors. Listener responding can also be targeted during both DTT and NET. One specific skill I would focus on is name response. The goal would be for Emma to orient toward the speaker when her name is called, from varying distances, with 80-100% success across 10 consecutive sessions. An example would be Emma turning toward the person who called her name; a non-example would be turning away or not responding. In natural settings, the teacher could call her name during transitions or routines to reinforce this skill. An intraverbal goal would be another valuable target to support Emma’s communication development. Intraverbals do not require visual stimuli and are easy to integrate into DTT. Since Emma is very quiet, sessions should be enthusiastic and engaging to increase participation. Familiar songs and phrases (e.g., “Ready, set, ____” or “1, 2, ____”) can make learning more fun. Intraverbals can also be used during transitions in natural environments, such as “It’s time to [work/play/eat].” By combining structured teaching with real-life application through DTT and NET, Emma will have more opportunities to build functional communication and social skills that are both meaningful and sustainable. 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.

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