Ms. Thomas operationally defined an outcome to determine her generalization lessons had been effective. She knew that inappropriate touching is taken very seriously, so she set her mastery criteria at 100% for this skill.

• When Jackson wants a hug from a known peer, he will ask “Can I hug you?” (or a similar question) and will only hug with peer permission on 10/10 opportunities.

Next, Ms. Thomas determined an instructional setting and method for this lesson. She decided to use explicit instruction with ample opportunities for Jackson to respond. Due to concern that Jackson would not get enough practice in a small group setting, she decided 1-1 instruction would be most effective. To maximize opportunities to respond, Ms. Thomas would utilize direct instruction to teach Jackson the target behavior.

• Instructional Setting: 1-1
• Instructional Method: Direct Instruction

Ms. Thomas then identified a support strategy and generalization tactic that would help reinforce this skill. Ms. Thomas thought that if Jackson’s request for a hug was declined, he would be sad. Therefore, she decided to create an embedded opportunity for this skill. Ms. Thomas would find willing peers to create opportunities for Jackson to request a hug, and these peers would give Jackson consent for hugging. These peers, who would be specially trained as peer coaches, would initially help reinforce Jackson and teach him to tolerate rejection from other peers in the future.

• Generalization Tactic: Embedded Opportunities
• Support Strategy: Peer coaching

Ms. Thomas’ Lesson on “Understanding Rules of Touch”

Utilizing 1:1 Direct Instruction

Ms. Thomas began the 1-1 direct instruction lesson by explaining to Jackson that though he liked hugging people, this behavior was only appropriate in certain situations. She told Jackson that he can hug close family members (his mom and dad), but he needs permission from others before he hugs them. She reminded Jackson that if he doesn’t know someone, it’s never appropriate to touch them. She also taught Jackson that it’s inappropriate to ask strangers for hugs.

Next, Ms. Thomas read a couple of scenarios to Jackson. In each scenario, she explained whether or not it was appropriate to ask for a hug. She then modeled a way to ask for a hug if it was appropriate. Finally, she explained that she would only hug the person if they gave her consent.

Ms. Thomas and Jackson then read through some scenarios together. They discussed whether asking for a hug was appropriate and what to do if someone did or did not consent to a hug after being asked. Finally, Jackson read through several scenarios on his own. He explained why it would be appropriate or inappropriate to ask for a hug. Then, he described how he would ask for a hug, and how he would know if hugging was appropriate.

Activating Peer Coaching

To activate the embedded opportunity, Ms. Thomas then met with a group of Jackson’s peers who often sat near him during the targeted activities. She asked them if they would be willing to give Jackson a hug if he asked them first, and the peers agreed. Ms. Thomas explained that Jackson was working on getting people’s permission before hugging them. She told the peers that Jackson should ask them for a hug and wait for them to say yes before hugging them. If he hugged them without asking, they would back away and tell him, “No thanks.” The peers practiced acting out Jackson’s and their own roles in responding to appropriate and inappropriate requests for hugs.