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This discussion will focus on Emma, a four-year-old girl who has difficulties with communication according to her parents, teachers, and the ABLLS-R assessment. In the Unit 8 discussion, the deficits that Emma has in the area of communication will be addressed using a combination of Natural Environment Teaching (NET) and Discrete Trial Teaching (DTT). Yanchik et al. (2024) state that a combination of NET and DTT is effective in increasing the skills of individuals diagnosed with autism spectrum disorder (ASD) notably in the area of communication and other areas. The target skill addressed was manding for preferred items. Manding is defined as a vocalization of one or more words directed toward a therapist, without prompting, that is used to gain access to an item or activity. Examples include but are not limited to music, doll, or animal. Non-examples include any word that is unintelligible to the therapist, singing along to a song, or a sneeze. First, DTT was used to increase Emma’s vocal output with most to least prompting and prompt fading to help Emma become more independent. Then, NET was used to generalize the learned vocabulary by manding for items and activities that are preferred, i.e. dolls, music, or imitation games, by placing these items in view, but out of reach. Emma would be prompted to verbally request the item using mands to make the request, “say doll” with prompts being faded over time. NET encourages spontaneous communication and generalization since it occurs in natural situations with real objects or activities (Amsbary & AFIRM Team, 2025). Other strategies to help Emma generalize this skill across other stimuli and environments could include making the instructional setting similar to other settings (Cooper et al. 2020). To do this, I would involve Emma’s caregivers to identify items that are in her home that we could replicate in the center. For example, if she has a Bluey stuffed animal at home, we could make sure to have a Bluey stuffed animal at the center. Another strategy I would use is to involve two or more teachers or therapists (Cooper et al. 2020) as well as provide Emma’s caregivers with instructions regarding the implementation of this strategy at home, in the park, or in other places that they may frequent with Emma. This would help promote the use of manding as a form of communication in different environments with different people. Does your classmate’s plan for generalization make sense/sound appropriate? Evaluate the specific strategies that were suggested to promote generalization? Did your classmate discuss more than one aspect of generalization they would program for (i.e., stimulus and response generalization)?
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