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Excitement Thermometer

The Excitement Thermometer program aims to help learners manage their excitement levels and return to a baseline state without becoming overwhelmed. It involves creating a hierarchy of excitement, developing self-awareness through a thermometer, and practicing coping strategies in response to antecedents. The program progresses through phases that include discrimination training, self-assessment, and generalization of skills in natural environments.

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6 views

Excitement Thermometer

The Excitement Thermometer program aims to help learners manage their excitement levels and return to a baseline state without becoming overwhelmed. It involves creating a hierarchy of excitement, developing self-awareness through a thermometer, and practicing coping strategies in response to antecedents. The program progresses through phases that include discrimination training, self-assessment, and generalization of skills in natural environments.

Uploaded by

alifathalla2000
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Excitement Thermometer

Overall Goal The learner will get to a state of excitement and go back to a
baseline state without getting over the top.

Example Objective During exciting events the learner will engage in appropriate
behavior in 90% of opportunities across three consecutive sessions.

Social Taxonomy Domain Social Learning

Teaching Methodologies Discrete Trial Teaching and the Cool versus Not Cool™ procedure

Data Collection Trial by Trial and Estimation

Phases

Phase 1 Create a • Create a hierarchy of levels of excitement through observations,


Hierarchy of reports, and discussion with the learner.
Antecedents

Phase 2 Create a Self- • Create a “thermometer” with the learner that has anchor points at each
Awareness level of excitement and describes what their body (and mind, if learner
Thermometer is capable of expressing these thoughts) is doing at each “temperature.”

Phase 3 Discrimination • Using the self-awareness thermometer created in Phase 2, the


Training interventionist demonstrates different actions the learner engages in
when calm/silly/very silly/over the top. The learner should then identify
the corresponding level on the thermometer.

Phase 4 Self- • While antecedents are present, ask the learner where they are on the
Assessment thermometer. Ensure that check-ins occur equally often for each level
on the thermometer. Reinforce accurately self-assessing.

Phase 5 Creating/ • In collaboration with the learner, identify coping strategies that the
Practicing learner is capable of using (e.g., deep breaths, cognitive lists, taking a
Coping break).
Strategies • Without antecedents for excitement present, practice the coping
strategies in isolation.
• Do not move onto Phase 6 until the learner successfully engages in a
coping strategy without antecedents present.

Phase 6 Introduction • Starting at the lowest end of the hierarchy to evoke excited behavior
of (e.g., being silly), introduce antecedents. Prime the learner about what
Antecedents antecedents will be presented (e.g., “I’m going to make some silly
noises…”).
• The learner should be allowed, and even encouraged, to get excited.
When the learner behaves in a way that shows they are at a silly level of
excitement, withdraw the antecedent and prompt the learner to engage
in a coping strategy to get back to baseline levels.

T H E AU T I S M PA RT N E R S H I P M E T HOD: S O C I A L S K I L L S GR OU P S • 395
Phase 6 Introduction • Continue this process at the lowest level until the learner is consistently
(cont.) of able to get to a low level of excitement and then get back to a baseline
Antecedents level. Then move onto the next level of the hierarchy.

Phase 7 Generalization • Increase the time between the prime and the antecedent (e.g., “In the
next 30 minutes I’m going to make some silly noises”).
• Increase the vagueness of the prime (e.g., “Sometime coming up I’m
going to do something that might make you silly.”).
• When antecedents occur in the natural environment and the learner is
able to get excited without getting over the top provide a high amount
of reinforcement.

396

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