Cognitive Picture Rehearsal, an instructional strategy, uses repeated practice of a sequence of behaviors. The arrangement is introduced to the individual in the form of pictures and an accompanying script. The strategy is based on a combination of the positive reinforcement principles of learning theory and visual supports. The individual is provided opportunities to practice adaptive behavior skills repeatedly, while immediate reinforcement is provided each time the strategy is implemented.
The following is an excerpt of an interview conducted by Sarah Hendley with a Speech Pathologist:
Steps for Developing Cognitive Picture Rehearsal Scenes
1. Identify a potential teaching objective (ex: a bedtime routine, transitioning)
2. Conduct a behavioral analysis to determine the behaviors:
Occurence
Frequency
Rate
Intensity
Relationship to environmental events
Lack of occurrence at appropriate times
3. After the above information has been collected, determine the:
Target behavior,
The antecedents to the behavior, and Possible Reinforcers
4. Then, create a specific cognitive rehearsal scene.
For example, the antecedent could be the teacher's verbal instructions and a bell; the target behavior is moving to the carpeted area; the reinforcer is a cracker. The teacher then combines direct instruction and the use of visual aides when implementing the appropriate script that was created for the selected student. The scene is brief and there is frequent repetition of the scene throughout the day. The scene is conducted to provide a structured, predictable interaction in which the student is successful and receives reinforcement.
Reference
Groden, J., & LeVasseur, P. (1995). Cognitive picture rehearsal: A system to teach self-control. In K.A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization, (pp. 287-305). New York: Delmar Publishers.
