Eye Contact and Proximity

Prior to the probing and data collection of this goal, the student will need modeling as to how to have Silas make eye contact between other individuals using the controller or virtual reality aspects of the software. This needs to be accomplished in order to establish accurate baseline data. Baseline data is established when 10 trials of the skills are attempted and the data is recorded attempting to strive for 80% accuracy. Then, the practice/treatment plan and data collection to “master” the skill is established.

The student will be able to make direct eye contact (as a mand for attention) with a peer 3 times within a 5 minute timed session for 8 out of 10 trials.

The student will be able to make direct eye contact (as a mand for attention) with a peer with 3-5 peers, with 3-5 stimuli phrases presented in 2 or more environments for 8 out of 10 trials.

Once the teacher/peer is situated with the student in the Silas software in an age-appropriate setting that is a part of a student's schema or prior knowledge, the teacher/peer will call the student's name or ask a direct question. Some examples would include but are not limited to:

1. Hi ___________! (say child’s name)
2. Hi, __________ (say child’s name). I am excited to be at the ________ with you.
3. Hi, __________ (say child’s name) look at me!
4. What’s up _______________? (say child’s name)

The student would then be able to orient the eyes of Silas appropriately towards the other character(s) with whom he/she is interacting.

*Remember, it is important to vary the language/people/environments used with the student because scripts do not mimic real life circumstances to have a child use appropriate eye contact. Generalization must be taught and worked on both within the Silas software coupled with real-life practice.

Prior to the probing and data collection of this goal, the student will need modeling as to how to have Silas move and navigate in the various environments using the controller or virtual reality aspects of the software. This needs to be accomplished in order to establish accurate baseline data. Baseline data is established when 3 trials of the skills are attempted and the data is recorded. Then, the practice/treatment plan and data collection to “master” the skill is established.

The student will be able to navigate and stand within close proximity (measured by a 2 inch radius) to a peer prior at the beginning of a verbal exchange 4 out of 5 times when presented with one verbal stimuli.

The student will be able to navigate and stand within close proximity to a peer prior to the beginning of a verbal exchange when presented with 5 different stimuli, 3-5 peers and a minimum of 2 different environments.

Once the teacher/peer is situated with the student in the Silas software in an age-appropriate setting that is a part of a student's schema or prior knowledge, the teacher/peer will ensure that Silas and the student’s character are far apart in the environment (this will provide the student the opportunity to move within appropriate conversation proximity. The teacher/peer will then begin the conversation with some examples including but are not limited to:

1. Hi ___________! (say child’s name)
2. Hi, __________ (say child’s name). I am excited to be at the ________ with you.
3. Hi, __________ (say child’s name) look at me!
4. What’s up _______________? (say child’s name)

The student would then be able to orient the eyes of Silas appropriately towards the other character(s) with whom he/she is interacting.

*Remember, it is important to vary the language/people/environments used with the student because scripts do not mimic real life circumstances to have a child using appropriate eye contact. Generalization must be taught and worked on both within the Silas software coupled with real-life practice.

Protocols for intensive teaching in Applied Behavior Analysis requires a student to be able to transfer skills practiced in the Silas software to real-life situations. This curriculum and goals should be repeated in real life situations to ensure generalization and transfer.

The student will be able to make direct eye contact and navigate to stand within close proximity (measured by a 2 inch radius) to a peer prior at the beginning of a verbal exchange 4 out of 5 times when presented with one verbal stimuli.

The student will be able to make direct eye contact and navigate to stand within close proximity (measured by a 2 inch radius) to a peer prior at the beginning of a verbal exchange 4 out of 5 times when presented with 5 different stimuli, 3-5 peers and a minimum of 2 different environments.

1. Hi ___________! (say child’s name)
2. Hi, __________ (say child’s name). I am excited to be at the ________ with you.
3. Hi, __________ (say child’s name) look at me!
4. What’s up _______________? (say child’s name)