Guest guest Posted February 4, 2000 Report Share Posted February 4, 2000 .. It said that you > should be careful not to check off info that was only seen under certain > circumstances. What I am wondering is, for those of you who did Lovaas, did > you give credit for their drills even if you did not see the stuff outside of > therapy? yes we did. and you can too.... but you can to write a note to yourself saying " 100 labels mastered, 25 naturally " This way you will be able track your child's progress.... example: if you are working on labeling in the natural environment more and less work at the table.. you will be able to see an increase. So next time you check the child may have 60 labels... if you did not have this note to yourself it may look like regression. > Another thing is preps. Most of the kids I work with have preps mastered in > a very rote way (put the block on top, etc.). But I have never seen them > tact preps or understand the concept when it was not the block on the box. > Would we give him full credit or just half since the skills are not > generalized? I would not give full credit. The idea of the ABLLS is to record what the child can do naturally....it should not matter what the item being used is. Make sure he can do preps with many different items in many different settings and take advantage of those situations that occur naturally (ex. Look the squirrel is on top of the tree stump. Where is the squirrel? on the tree stump. etc) If in doubt do not give credit. You want to make sure that the child really has something, otherwise you may run into obstacles down the road. (just my personal views) Rhonda Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 22, 2001 Report Share Posted April 22, 2001 From: sammbucca@... Subject: 2 ABLLS Questions I am a little confused about B17 in the ABLSS. It is discussing sequencing. I understand alternating sequences, but I do not know the difference between a regular and an irregular sequence. ===== an irregular sequence? hmm... a bit of an oxymoron,eh? here's my shot at the dark... a pattern that has a second tier. for example, 1,2,3,3,1,2,333,1,2,3333,1.... or 1,2,2,1,3,3,1,4,4,1,5,5..... Any help would be greatly appreciated. I am also looking for sequencing ideas, other than beads. ***i am assuming that you mean manipulatives/materials to use? if so, common household items such as: ***dried macaroni (you can also dye them to add a color component-got any left over egg die from Easter?) ***cereal (fruit loops, lucky charms marshmallows...) *** cut pieces of a straw (this can also be used in your seriation skill- longest to shortest) *** change (pennies,dimes...) *** reinforcers you use in your manding program! when you child is done with the sequence, he/she gets to eat them! *** crayons *** playdoh balls *** legos *** Q-Tips, cotton balls *** plastic or real utensils *** pencils *** old keys.... Question #2. B19. Seriation. I would really appreciated suggestions on what pictures or objects can be used to teach this. Shade of color has got me baffled =========== not that i care much about the shade of color seriation skill, but what is helpful is to go to the local paint store, grab some paint chip samples. they are typically already in ordered shades on one sample. then, all you need to do is cut them apart.. and best of all-they are FREE! and I can't think of many ways to teach logical order other than sequencing cards, which my guy has mastered. ==== can you clarify this with examples of what he already has mastered? i may have some ideas to expand on. Selma ez ABA/VB Consultant Chicagoland, USA Quote Link to comment Share on other sites More sharing options...
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