Table 2.
Beneficial strategies based on strengths and weaknesses a child demonstrates during an assessment of prerequisite skills
| Strategy | Imitation of pointing | Scanning | Simple visual discrimination | Simple auditory discrimination | Visual identity matching | Shortened stimulus presentation | Simple auditory discrimination followed by simple visual discrimination | Delayed matching to sample | Auditory–visual conditional discrimination with auditory matching | Auditory–visual conditional discrimination | Other |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Selection-based imitation | W | W | W | – | S | – | – | – | – | – | W = “impulsive” responding |
| Simple auditory discrimination | – | – | – | W | – | – | – | – | – | – | – |
| Touch same | – | – | – | – | S | W | – | W | – | – | – |
| Order of stimulus presentation | – | W | – | W | – | – | – | – | – | – | – |
| Simple-to-conditional discrimination | – | – | – | W | W | – | W | – | – | – | – |
| Blocked trials | – | – | – | W | W | – | W | – | – | – | – |
| Sound discrimination | – | – | – | – | – | – | – | – | W | – | S = object manipulation |
| Receptive video labeling | – | – | – | – | – | – | – | – | – | W | S = video preferences |
| Receptive singing labeling | – | – | – | – | – | – | – | – | – | W | S = music preferences |
| Voice inflection | – | – | – | – | – | – | – | – | – | W | S = other auditory discriminations |
| Response delay | – | W | – | – | – | – | – | W | – | W | W = “impulsive responding” |
W weaknesses, S strengths