Ask the individual
Ask about greeting preferences
A teaching activity uses handshakes as the only acceptable greeting. A caregiver explains that their family prefers a spoken greeting without physical contact. The RBT had assumed everyone would want the handshake target.
Relevant facts
- The family has provided a specific preference.
- The target’s physical form may not fit that preference.
Listen, document the input and ask the supervisor to review an appropriate greeting target.
Family preference → clinical review of response form
Acknowledge this family’s stated preference and discuss it with the supervisor. The supervisor can preserve the communication purpose while considering a suitable greeting form.
Practical adaptation
Change the materials through the plan
A sorting program uses pictures of foods unfamiliar to a learner’s household. The caregiver offers examples of foods the learner regularly encounters. The skill target is sorting by a defined visual feature.
Relevant facts
- Material familiarity may affect access to the task.
- The underlying sorting relation can potentially be preserved.
Bring the suggested materials to the supervisor for an approved adaptation.
Relevant household examples + unchanged skill relation → proposed material revision
Ask about the learner’s actual experience and discuss suitable materials with the supervisor. Obtain approval for changes to assessment items or scoring, and document any changes when interpreting comparisons.