How to help students generalize skills (even if you only see them once a week)
Generalization is one of the most common complaints I hear from school therapists, regardless of the discipline. If you’re a clinician, you know how frustrating it is when a student seems to grasp a skill in your sessions, but doesn’t ever apply it outside your room. In episode 91, I wanted to talk about why this happens. Many therapists are very focused on building their clinical skills and planning therapy sessions. This means a lot of focus on how to support students when they’re in a direct therapy session. This is obviously an important part of what you do as a therapist; but it's not the ONLY thing that you do. The impact of your direct treatment time will be limited if students don’t get support from others once they leave your room. You can’t follow students across their entire day and be the one to provide that scaffolding outside your room. This means you need to lead others in changing their practices to support students; which you won’t be able to do if you’re only focused on planning direct treatment. That’s why in this episode, I wanted to dive further into the concept of “planning for service delivery” instead of just “planning for therapy”. If you want your students to generalize, you need to be a leader on your team who guides others in making that happen. I share how that’s possible in episode 91.
Generalization is one of the most common complaints I hear from school therapists, regardless of the discipline.
If you’re a clinician, you know how frustrating it is when a student seems to grasp a skill in your sessions, but doesn’t ever apply it outside your room.
In episode 91, I wanted to talk about why this happens. Many therapists are very focused on building their clinical skills and planning therapy sessions. This means a lot of focus on how to support students when they’re in a direct therapy session. This is obviously an important part of what you do as a therapist; but it's not the ONLY thing that you do.
The impact of your direct treatment time will be limited if students don’t get support from others once they leave your room. You can’t follow students across their entire day and be the one to provide that scaffolding outside your room. This means you need to lead others in changing their practices to support students; which you won’t be able to do if you’re only focused on planning direct treatment.
That’s why in this episode, I wanted to dive further into the concept of “planning for service delivery” instead of just “planning for therapy”. If you want your students to generalize, you need to be a leader on your team who guides others in making that happen. I share how that’s possible in episode 91.
If you’re a clinician, you know how frustrating it is when a student seems to grasp a skill in your sessions, but doesn’t ever apply it outside your room.
In episode 91, I wanted to talk about why this happens. Many therapists are very focused on building their clinical skills and planning therapy sessions. This means a lot of focus on how to support students when they’re in a direct therapy session. This is obviously an important part of what you do as a therapist; but it's not the ONLY thing that you do.
The impact of your direct treatment time will be limited if students don’t get support from others once they leave your room. You can’t follow students across their entire day and be the one to provide that scaffolding outside your room. This means you need to lead others in changing their practices to support students; which you won’t be able to do if you’re only focused on planning direct treatment.
That’s why in this episode, I wanted to dive further into the concept of “planning for service delivery” instead of just “planning for therapy”. If you want your students to generalize, you need to be a leader on your team who guides others in making that happen. I share how that’s possible in episode 91.
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