Ms. Jones wanted to make sure Arturo demonstrated appropriate voice volume across relevant settings. In particular, she noted Arturo would need to use different volumes outside while waiting for the bus, during passing periods, and during small group instruction.

Through previous generalization instruction, Ms. Jones noticed how Arturo was greeting peers in the hallway: Although he often spoke too loudly during conversations in close proximity, he would sometimes say “Hey” to peers so quietly that they did not hear him and, consequently, did not respond. Similarly, when Arturo attempted to participate in conversations outside while waiting for his bus, he spoke too quietly to gain a peer’s attention. During small group work in classes, Arturo had the opposite problem; he spoke in such a loud voice that peers would move away from him in response. Ms. Jones knew that the appropriateness of voice volume was difficult to measure, so she decided to operationally define volume based on peer responses.

Ms. Jones operationally defined three outcomes that indicated her generalization lessons were effective:

 

• During passing periods, Arturo will greet peers at an appropriate volume for 9/10 greetings. (Volume is considered appropriate when peers notice Arturo’s greeting and return the greeting.)
• When conversing in a group of 2-3 peers and waiting outside for the bus, Arturo will make a comment or ask a question at an appropriate volume for 9/10 comments / questions. (Volume is considered appropriate when peers answer his question or respond to his comment.)
• During small group work, Arturo will speak at an appropriate volume for 9/10 comments. (Volume is considered appropriate when peers do not turn their bodies away from Arturo, jump, or move away from Arturo as he speaks.)

Because Ms. Jones was concerned that Arturo would have inadequate opportunities to practice the operationally-defined skills in a small group setting, she decided to use direct instruction to model appropriate voice volume and give Arturo feedback on his volume. She felt this instruction would be most efficient in a 1-1 setting.

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

Ms. Jones trained Mr. Katz, Arturo’s paraprofessional, to reinforce the skill. Ms. Jones noted that Arturo had support for transitions between classes and asked Mr. Katz to use a clicker to discreetly reinforce appropriate volume during targeted social exchanges. Arturo would earn prizes after a certain number of clicks. As a support strategy, reinforcement was consistent with the generalization tactic and nature of the skill. The clicker provided immediate and inconspicuous feedback to Arturo.

• Generalization Tactic: Train support personnel to prompt and reinforce
• Support Strategy: Reinforcement

Ms. Jones’ Lesson on “Using Appropriate Voice Level and Tone”

 

Providing Information about the Target Skill During 1-1 Instruction

Ms. Jones provided an overview of the purpose and objectives of the lesson as she began 1-1 direct instruction. She told Arturo that we speak in different volumes in different settings. She explained that if we speak too loudly, we might make other people uncomfortable. We can tell they are uncomfortable when they step back from us as we talk or move their body away from us. Ms. Jones also explained that when we speak too quietly, other people might not hear or understand us. It might look like they’re ignoring us, when really they did not hear us or understand what we said.

Ms. Jones then described several scenarios in which a person spoke in an inappropriate volume and the listeners responded (or did not respond) accordingly. She explained how others’ responses helped her determine if her volume was appropriate or inappropriate. For example, Ms. Jones read a scenario where a person said hi to one of their friends in the hallway and the friend continued talking to someone else and did not respond. Ms. Jones explained, “Because these two are friends, it’s unlikely they would ignore each other in the hallway. I think the person who said hi probably spoke too quietly for their friend to hear. They should speak louder next time.”

Practicing The Skill Through Direct Instruction

Next, Arturo read several scenarios and explained why the peers responded in certain ways. Based on peers’ responses, Arturo described how the speaker should change their volume. Ms. Jones provided guidance and feedback during these discussions.

Ms. Jones then modeled appropriate voice volumes in different settings. She described the context and read phrases at appropriate volumes. Ms. Jones explained why these volumes were appropriate for these settings. After this demonstration, Ms. Jones gave Arturo several situations and scripted responses. Arturo practiced reading the lines at appropriate volumes and describing why that volume was appropriate. Ms. Jones gave Arturo immediate feedback.

Using a Reinforcement System

Ms. Jones wanted to make sure Arturo understood the clicker system. She told Arturo that Mr. Katz would give him some distance so he could socialize independently. However, Mr. Katz would carry a golf counter clicker and click for each comment, question, or greeting Arturo made at an appropriate volume. She told Arturo he could choose an item from his reinforcer menu after ten clicks. Ms. Jones showed Arturo the clicker and demonstrated the clicking sound. She explained that Mr. Katz would stay far enough away that others would not know he was supporting Arturo, but Arturo could listen for the clicks to know he was talking at an appropriate volume.