Re: Starting from the beginning... again (was..Needing a boost )

[Guest guest]

>

>You may want to get 2 clickers. 1 will be for keeping track of the number

>of sd's given in a day (this is to make sure that you are doing enough or

>exposing the child enough to learning opportunities) 2 will be for

>spontaneous responses. This will give you the opportunity to see the

>progress your child is making over time.

>

Silly question and this is a great post, ;-), but do you mark the

counters/clickers in some way to know which is which?

>On a piece of paper you can record these numbers daily (or hourly) and start

>over again with 0 each hour on the clicker (they do this at Zach's school

>but I do a total number at home). The key is that you are contriving enough

>opportunities allowing the child lots of practice.

That magic word. Contrive. Rhonda, I think some of us need examples of

contrived, and probably as many times as our kids need trials. LOL

I am having a really hard time figuring out how to explain this to people

without making it sound like incidental learning which he never benefited

from in terms of actual acquistion and mastery. Don't get me wrong, we do

LOTS of things in order to expand Isaac's world and so that he has an

enriched week, but that is not what I am trying to explain to people.

>It does not matter what the sds are ... do not bother recording those. You

>will want to focus on errorless teaching, so make sure you are doing things

>that can be fully physically prompted.... therefore imitations would be a

>good start and do not do any expressive things or things you can not

>physically prompt. You may spend 90% of your day prompting the answer but

>that is ok because it is allowing the child to be successful throughout his

>day.

>

How did you get past the feeling that lots of prompting was failing, not

success or did you not feel that way at first?

>

>Do about 5-10 sds' then reinforce (ask what do you want? if you are not

>getting an independent response, prompt it. Show the item or say the items

>name for your child.)

When you say 5-6 Sd's and then reinforce, do you mean in the natural

environment, table or both? What would be an example?

One of the things my husband does, and ironically Isaac does get motor

imitation for him using this method than drill, is to occasionally do

stretching and will say, Arms up, turn around, touch your toes, do this, do

this, all the way, and Isaac imitates this little mini exercise routine

nicely while they wait for dinner to cool. ;-)

Would popping these kinds of short mini sessions count as motor imitation.

Could you make a list and contrive situations to do motor im, and would you

have any ideas, so we are not sitting face to face doing hundreds a day

formally with Isaac bored and losing any motivation to imitate, which he is

willing to do, but has a hard time with once it gets to finer

discrimination or remembering a series of actions, which he is not able to

do really. He can, do this, do this,a and this and this, this, good job,

very fast if he is VERY familiar with the grosser gross motor actions, but

not if you imitated and stopped and expected him to remember any. He cannot

do any fine motor ones really.

Know what the child's level of responding is and let

>

>Zachary was assigned one teacher at school. That one teacher would do this

>with him his entire 6 hours at school. They would average about 1200 sd's

>during that time. So this can be very time consuming. (At home, needless

>to say I was/am unable to do that ... considering there are other demands on

>my time... his sister, cooking dinner, cleaning, etc.). So basically any

>time I walked past Zach or he came to me pulling me I would do a trial or

>two (my goal was 1-2 minutes of work each time... then he got to go play and

>became reinforced.)

>

>I hope this helps and please write me back... I am sure you will have

>questions. love, Rhonda

>

>

How bout the teacher and her thousands of Sd's, as well as manding.

Does she purposely set out snacks or something she knows he likes?

Is she just following him around or are they structuring something and

working in the framework but loosely around his interest? Exactly how do

you do this? We even stopped counting mands for a while because it felt

like we were just keeping track of stimmy things or perseverative language

after a while, and some days he did well, but it felt like it was not

necesarily productive and he would get unglued with the loss of structure.

(I mean bouncing around off the wall and we can be loose, flexible and

creative if need be, but have got to have a theme, idea, unit, something to

focus on in some form.)

Jennie

[Guest guest]

> >You may want to get 2 clickers. 1 will be for keeping track of the

number

> >of sd's given in a day (this is to make sure that you are doing enough or

> >exposing the child enough to learning opportunities) 2 will be for

> >spontaneous responses. This will give you the opportunity to see the

> >progress your child is making over time.

> >

>

> Silly question and this is a great post, ;-), but do you mark the

> counters/clickers in some way to know which is which?

>

yes, we just used a piece of tape and put " total " on one and " spontanous " on

the other

The key is that you are contriving enough

> >opportunities allowing the child lots of practice.

>

> That magic word. Contrive. Rhonda, I think some of us need examples of

> contrived, and probably as many times as our kids need trials. LOL

> I am having a really hard time figuring out how to explain this to people

> without making it sound like incidental learning which he never benefited

> from in terms of actual acquistion and mastery. Don't get me wrong, we do

> LOTS of things in order to expand Isaac's world and so that he has an

> enriched week, but that is not what I am trying to explain to people.

CONTRIVING SITUATIONS. Don't make this seem harder then it is. You are

probably already doing this but do not realize. Some examples are (in

regards to manding...which is what you want to start with)

Put reinforcers out of reach so the child has to request it.

give all the puzzle pieces except the last one, so the child has to ask to

complete the puzzle

give juice without a straw

give box of cookies that he can not open

give plate of pancakes without a fork

give video but unplug tv so the child has to ask for tv on (or use the

remote control)

have favorite toy in airtight container that child can not open but can see

into, so he has to ask you to open it.

give 2 shoes and one sock.

hold bowl of popcorn so child has to ask for each piece

hold box of letters so child has to ask for each letter when spelling

favorite words (for the hyperlexic child)

put child to bed without a blanket or pillow.

give empty glass without water in it.

tell child to get out of shower but forget to give him a towel to dry off.

Ask child to put toothpaste on his toothbrush but forget to give him his

toothbrush.

ask child to get his underwear but have hus underware drawer empty.

Think of the things that the child will want and make a list of ways you can

get your child to ask for it.

Now remember, most children are not going to ask for these things on their

own. Do not expect it (if they could we would not be needing this phase of

the program). Do not expect the child to know he has to ask for the sock

without prompting several trails and fading that prompt over a series of

trials (DTT).. and soon the child will learn to mand without the prompts.

Do not hesitate to give a prompt within 1-3 seconds of giving the sd. Speed

is important to prevent the child from becoming frustraited with the

situation. (example: I ask you give me the " booga bugga dim du do " You have

no idea of what I am asking for. It is not going to do me any good to tell

you " no " or to wait a longer period of time for you to respond because you

still have no idea of what I am asking for. But if I prompt you by showing

you what a " booga bugga dim du do " is, or pointing to it, or verbally saying

or signing so you know how to respond.... only then will you be successful.)

How many of you have troubles with peoples names and remembering them?

Think of it in this mannor. Yes, you have been told my name before but you

have forgotten it, so you need to be told again. Consider that to be your

child's situation but realize it may take 100s of times before he remembers

your name.

(special note: please remember that communication or verbalization does not

always have to be vocal. It could be the child pointing to the item,

signing, eyes looking in the direction of the item, leaning toward you if he

wants tickles. Know where your child is and know what you will accept as an

answer at first and then shape it into a better answer over time.)

>

> How did you get past the feeling that lots of prompting was failing, not

> success or did you not feel that way at first?

The clickers will say it all. When you are keeping track of the number of

total sds given in a day then the number of responses the child give

independently, you will see the progress. You want to look at percentages

of the entire day. It is ok to look at one hour and say that was a good but

do not be discouraged when one of those hours was not as successful. At

then end of the day see how close the 2 clicker numbers are. Over a week or

two watch to see those numbers getting closer.

As far as getting over the feeling that my child was not learning due to too

much prompting was eliminated when I could see the numbers. This was also

true when we were toilet training (before we ever heard of Dr. Carbone). We

kept data and we noted if he had one last accident or held his bladder for a

longer period of time. It may have been very min. like holding it 5 more

minutes, but because we could see it in writing it allowed us to continue

without becoming discouraged. If we had not kept data, we would not have

know it was 5 extra minutes and we would have thought we were not getting

anywhere.

>

> >

> >Do about 5-10 sds' then reinforce (ask what do you want? if you are not

> >getting an independent response, prompt it. Show the item or say the

items

> >name for your child.)

>

> When you say 5-6 Sd's and then reinforce, do you mean in the natural

> environment, table or both? What would be an example?

> One of the things my husband does, and ironically Isaac does get motor

> imitation for him using this method than drill, is to occasionally do

> stretching and will say, Arms up, turn around, touch your toes, do this,

do

> this, all the way, and Isaac imitates this little mini exercise routine

> nicely while they wait for dinner to cool. ;-)

This is exactly what I do with Zach at home. Other responsibilities do not

allow me to sit down and do hour sessions with him. But to answer your

question, yes, both environments. At school, they have a work area set up

for Zach and he comes to the chair to answer these sds then the gets to go

to his bean bag or get a book or tickles for the reinforcement after answer

6-10 sds. Overtime that number would increase before being reinforced.

> Would popping these kinds of short mini sessions count as motor imitation.

yes but you want to make sure you are doing things that can be physically

prompted.

> Could you make a list and contrive situations to do motor im, and would

you

> have any ideas, so we are not sitting face to face doing hundreds a day

> formally with Isaac bored and losing any motivation to imitate, which he

is

> willing to do, but has a hard time with once it gets to finer

> discrimination or remembering a series of actions, which he is not able to

> do really. He can, do this, do this,a and this and this, this, good job,

> very fast if he is VERY familiar with the grosser gross motor actions, but

> not if you imitated and stopped and expected him to remember any. He

cannot

> do any fine motor ones really.

>

you are not going to do more then one at a time. He does not have to

remember a series of sds at this time. The key thing you are looking for is

quick responses and independent responses. As far as contriving motor

imiation activities it would be just motor imitations. Unless you were

working on something like reaching up or bending over to touch the floor.

Then I would contrive a situation where he has to reach a higher shelf to

get a cookie or place a cookie a foot in front of him... if you wanted him

to bend from the waist then you may have to physically prompt him to bend

over while holding him at the waist. or walking a balance beam to reach the

video tape at the end of the beam. Then you would physically help him walk

that beam to make him successful. when he gets to the end he gets the tape.

This is where we have to really look at each situation and say to ourselves

" how could I have used that moment to teach something " If you look at

everything in this viewpoint over time it will come naturally and you will

automatically start teaching within the natural environment (I have

information about this in my day 2 notes from the solutions workshop but

have not had time to finish editing them yet.)

>

> How bout the teacher and her thousands of Sd's, as well as manding.

> Does she purposely set out snacks or something she knows he likes?

He has like a 3 tier rubbermaid cabinet that his reinforcers are kept in /

see through containers . and a table she lays things out on. like a tape

recorder, some see through containers of favorite foods, a cup of ice....

behind him is his favorite blanket and a bean bag chair.

> Is she just following him around or are they structuring something and

> working in the framework but loosely around his interest? Exactly how do

> you do this?

It is very structured. Manding only comes into play here when he has to ask

for what he wants. Otherwise she is asking Zachary to do things that require

a response... and she can physically prompt him to complete. Now, they have

been doing this for several weeks now. We have gotten his independent

responses up (I do not know exact percentages) and they now throw in simple

tact questions using some pictures or favorite books. Lets say he has

manded for a book. That book is now used to get him to label things on the

pages, etc. We do not do this every time because he needs his own time to

explore his reinforcer or it is not reinforcing... but to engage him with us

we ask him questions ... and prompt answers when needed. Now it may not

be " what is is? " because that can not be prompted but it would be " show me

where the x is.)

> (I mean bouncing around off the wall and we can be loose, flexible and

> creative if need be, but have got to have a theme, idea, unit, something

to

> focus on in some form.)

By having a theme, idea or unit to work on... means that you are contriving

situations that allow you to ask sds. It is best to have a focus. But the

key thing here is that if you are outside working on labeling flowers or

working on walking on a balance beam and your child's attention goes to the

nice red bike going down the street. You do not redirect him to the flowers

but move to the red bike... because that is what he has just told you he was

interested in. (What is it? bike. What color? it has 2 tires. A boy is

riding the bike. What is the boy doing? riding.)

Hope this helps. Remember these are general ideas, and each of you know the

level your child is at and what he likes and dislikes. Start yourself

thinking ... how can this be a learning situation. and see how differently

the world around you looks.

Rhonda

[Guest guest]

My son points to everything he wants now. If we had counted those as mands

we would have been much higher, than and leading us to something and eye

looking. This is when is not asking or signing or using an icon.

I have those examples, or some of them in the book, and the reason I keep

asking what look like stupid questions, is I guess because I did not

understand the nature of the response, and I think I might now. Before I

was thinking he will leave and give up the item if I did this to him all

day and took parts away. He would assume it was just not available or he

would eat pancakes with his hands. You are saying that as soon as he moves

or indicates any response, turning around and looking at me because there

was no fork, I would take his hands and sign the request? How many times

assuming he does not know FORK, which he does not. I guess I was unclear

when I was reading because I thought I was supposed to only pick three or

four signs to teach max.

Is this not really necessarily teaching, but getting him used to being

exposed to the sign and manding more to get another person involved?

Or am I showing him and prompting as opportunities are contrived or arrive,

but only targeting a small amount officially? That is where I am a bit

unclear I think.

>>

>

>> How did you get past the feeling that lots of prompting was failing, not

>> success or did you not feel that way at first?

>

Thanks, I guess I feel like until I can experience this from another

families perspective and practice successfully, parts of this will remain

very confusing. When you mentioned running to the bike, my first thought

was wouldn't that be reinforcing a lack of attending and further

reinforcing the child's tendency to look at what they want, not your

stimuli, or would you be doing the flower thing so many times through the

day, that the bike is construed as a new activity and would be okay to go

and see. Would you return to flowers or not?

I have been engrained to think you end on a good note, but the adult

determines the end of a session, and then positively reinforces. I

understand the idea behind the bike mind you, but not sure how this is

different from speech therapy in general or Greenspan, because it feels so

child led? I am worried my child would lead me on a merry chase. LOL

Would/could you hold their hand and say, Oh, a bike. All done looking at

flowers, so the child had to sign ALL DONE, or indicate the other interest,

so it has some structure and mutual understanding that we are switching to

the bike now, so that it is not the child just running off and you

encouraging this?

This morning, granted the cat was in the hall near Isaac, I said, " Where is

the cat? " and Ize looked down and stared at her and looked back, and I

said, " Yup, Kitty! " and then said, " Pat the kitty, " and he bent down and

pointed actually. " Yes, soft kitty, pat her. " and he did. Then she brushed

against him and her tail wound around and I said, " There's a tail. She has

a tail, " and he bent down and touched the tail. I need a little notebook or

something to jot down the + signs of when he follows a one step instruction

or shows understanding and carries something through, because over the

course of the day and as you said with data, a week later, and a month, I

bet I would realize how much more he is doing, processing.

Jennie

[Guest guest]

Rhonda,

thank you for going into this much deepth re: what needs to be done when

moving towards a NET program. I have not seen Dr Carbone work, and was

wondering what kind of trials you do. For instance, you said towards the end

of your post that whenever you walk past your son you do a couple of

minutes. What would this entail? For instance, if you walk past him in the

hall, what kind of NET would you use?

Thanks again

nicole

[ ] Starting from the beginning... again (was..Needing a

boost )

> Dear , the key thing is making therapy fun. I know that it can be

very

> frustrating to try and teach something and feel like you are banging your

> head against the wall. Considering you have min mands and imitations at

> this time... I would suggest that you continue working on those areas. Do

> not try to move on. (Dr. Carbone talked about doing verbal im drills

> 10,000s of times before a child responded, but once he responded, they

were

> able to move along quicker.) We have had to start at square one with

> Zachary too... especially since starting to use Dr. Carbone's teachings.

I

> had thought we were so much further along....and it was very frustrating

to

> put all that on hold and just work on imitations (looking for 90%

> independently).

>

> You may want to get 2 clickers. 1 will be for keeping track of the number

> of sd's given in a day (this is to make sure that you are doing enough or

> exposing the child enough to learning opportunities) 2 will be for

> spontaneous responses. This will give you the opportunity to see the

> progress your child is making over time.

>

> On a piece of paper you can record these numbers daily (or hourly) and

start

> over again with 0 each hour on the clicker (they do this at Zach's school

> but I do a total number at home). The key is that you are contriving

enough

> opportunities allowing the child lots of practice.

>

> It does not matter what the sds are ... do not bother recording those.

You

> will want to focus on errorless teaching, so make sure you are doing

things

> that can be fully physically prompted.... therefore imitations would be a

> good start and do not do any expressive things or things you can not

> physically prompt. You may spend 90% of your day prompting the answer but

> that is ok because it is allowing the child to be successful throughout

his

> day.

>

> Reinforcement: you want to make sure that the child is getting reinforced

> for his work.... no matter if it is fully prompted or independent

responses.

> You will want to gather his favorite reinforcers (for Zach it is: a bean

bag

> chair, his favorite blanket, pillows, favorite video tapes/music, books,

> food, drink)

>

> Do about 5-10 sds' then reinforce (ask what do you want? if you are not

> getting an independent response, prompt it. Show the item or say the

items

> name for your child.) Know what the child's level of responding is and let

> him have reinforcer at that level... do not expect a response (in asking

for

> reinforcer) greater then your child's ability to respond. That can be very

> frustrating to the child... and that is not good when paired with a

> reinforcer.)

>

> Zachary was assigned one teacher at school. That one teacher would do this

> with him his entire 6 hours at school. They would average about 1200 sd's

> during that time. So this can be very time consuming. (At home, needless

> to say I was/am unable to do that ... considering there are other demands

on

> my time... his sister, cooking dinner, cleaning, etc.). So basically any

> time I walked past Zach or he came to me pulling me I would do a trial or

> two (my goal was 1-2 minutes of work each time... then he got to go play

and

> became reinforced.)

>

> I hope this helps and please write me back... I am sure you will have

> questions. love, Rhonda

>

>

>

> ------------------------------------------------------------------------

> LOW RATE, NO WAIT!

> Get a NextCard Visa, in 30 seconds! Get rates

> as low as 2.9% Intro or 9.9% Fixed APR and no hidden fees.

> Apply NOW!

> 1/2122/2/_/659983/_/954518181/

> ------------------------------------------------------------------------

>

>

[Guest guest]

Rhonda,

Can you please tell me who to contact at the Jericho school for some

information I'd like to find out. If you feel you could help me yourself

then can you please tell me how to email you privately.

Thanks,

Eileen Outram, Cary, NC

[ ] Starting from the beginning... again (was..Needing a

boost )

>Dear , the key thing is making therapy fun. I know that it can be very

>frustrating to try and teach something and feel like you are banging your

>head against the wall. Considering you have min mands and imitations at

>this time... I would suggest that you continue working on those areas. Do

>not try to move on. (Dr. Carbone talked about doing verbal im drills

>10,000s of times before a child responded, but once he responded, they were

>able to move along quicker.) We have had to start at square one with

>Zachary too... especially since starting to use Dr. Carbone's teachings.

I

>had thought we were so much further along....and it was very frustrating to

>put all that on hold and just work on imitations (looking for 90%

>independently).

>

>You may want to get 2 clickers. 1 will be for keeping track of the number

>of sd's given in a day (this is to make sure that you are doing enough or

>exposing the child enough to learning opportunities) 2 will be for

>spontaneous responses. This will give you the opportunity to see the

>progress your child is making over time.

>

>On a piece of paper you can record these numbers daily (or hourly) and

start

>over again with 0 each hour on the clicker (they do this at Zach's school

>but I do a total number at home). The key is that you are contriving

enough

>opportunities allowing the child lots of practice.

>

>It does not matter what the sds are ... do not bother recording those. You

>will want to focus on errorless teaching, so make sure you are doing things

>that can be fully physically prompted.... therefore imitations would be a

>good start and do not do any expressive things or things you can not

>physically prompt. You may spend 90% of your day prompting the answer but

>that is ok because it is allowing the child to be successful throughout his

>day.

>

>Reinforcement: you want to make sure that the child is getting reinforced

>for his work.... no matter if it is fully prompted or independent

responses.

>You will want to gather his favorite reinforcers (for Zach it is: a bean

bag

>chair, his favorite blanket, pillows, favorite video tapes/music, books,

>food, drink)

>

>Do about 5-10 sds' then reinforce (ask what do you want? if you are not

>getting an independent response, prompt it. Show the item or say the items

>name for your child.) Know what the child's level of responding is and let

>him have reinforcer at that level... do not expect a response (in asking

for

>reinforcer) greater then your child's ability to respond. That can be very

>frustrating to the child... and that is not good when paired with a

>reinforcer.)

>

>Zachary was assigned one teacher at school. That one teacher would do this

>with him his entire 6 hours at school. They would average about 1200 sd's

>during that time. So this can be very time consuming. (At home, needless

>to say I was/am unable to do that ... considering there are other demands

on

>my time... his sister, cooking dinner, cleaning, etc.). So basically any

>time I walked past Zach or he came to me pulling me I would do a trial or

>two (my goal was 1-2 minutes of work each time... then he got to go play

and

>became reinforced.)

>

>I hope this helps and please write me back... I am sure you will have

>questions. love, Rhonda

>

>

>

>------------------------------------------------------------------------

>LOW RATE, NO WAIT!

>Get a NextCard Visa, in 30 seconds! Get rates

>as low as 2.9% Intro or 9.9% Fixed APR and no hidden fees.

>Apply NOW!

>1/2122/2/_/659983/_/954518181/

>------------------------------------------------------------------------

>

>

[Guest guest]

Jericho School, Shirley is he director. 904 744-0551

To write to a person directly and not send a personal message to DTT-

NET... the senders address should be found in the FROM line below

(see origional message below.) If the e-mail address is not present,

you should be able to right mouse click that FROM line and it will

show you the properties. Let me know if I can help anymore. Rhonda

> Rhonda,

>

> Can you please tell me who to contact at the Jericho school for some

> information I'd like to find out. If you feel you could help me

yourself

> then can you please tell me how to email you privately.

>

> Thanks,

> Eileen Outram, Cary, NC

> [ ] Starting from the beginning... again

(was..Needing a

> boost )

>

>

> >Dear , the key thing is making therapy fun. I know that it

can be very

> >frustrating to try and teach something and feel like you are

banging your

> >head against the wall. Considering you have min mands and

imitations at

> >this time... I would suggest that you continue working on those

areas. Do

> >not try to move on. (Dr. Carbone talked about doing verbal im

drills

> >10,000s of times before a child responded, but once he responded,

they were

> >able to move along quicker.) We have had to start at square one

with

> >Zachary too... especially since starting to use Dr. Carbone's

teachings.

> I

> >had thought we were so much further along....and it was very

frustrating to

> >put all that on hold and just work on imitations (looking for 90%

> >independently).

> >

> >You may want to get 2 clickers. 1 will be for keeping track of

the number

> >of sd's given in a day (this is to make sure that you are doing

enough or

> >exposing the child enough to learning opportunities) 2 will be for

> >spontaneous responses. This will give you the opportunity to see

the

> >progress your child is making over time.

> >

> >On a piece of paper you can record these numbers daily (or hourly)

and

> start

> >over again with 0 each hour on the clicker (they do this at Zach's

school

> >but I do a total number at home). The key is that you are

contriving

> enough

> >opportunities allowing the child lots of practice.

> >

> >It does not matter what the sds are ... do not bother recording

those. You

> >will want to focus on errorless teaching, so make sure you are

doing things

> >that can be fully physically prompted.... therefore imitations

would be a

> >good start and do not do any expressive things or things you can

not

> >physically prompt. You may spend 90% of your day prompting the

answer but

> >that is ok because it is allowing the child to be successful

throughout his

> >day.

> >

> >Reinforcement: you want to make sure that the child is getting

reinforced

> >for his work.... no matter if it is fully prompted or independent

> responses.

> >You will want to gather his favorite reinforcers (for Zach it is:

a bean

> bag

> >chair, his favorite blanket, pillows, favorite video tapes/music,

books,

> >food, drink)

> >

> >Do about 5-10 sds' then reinforce (ask what do you want? if you

are not

> >getting an independent response, prompt it. Show the item or say

the items

> >name for your child.) Know what the child's level of responding is

and let

> >him have reinforcer at that level... do not expect a response (in

asking

> for

> >reinforcer) greater then your child's ability to respond. That can

be very

> >frustrating to the child... and that is not good when paired with a

> >reinforcer.)

> >

> >Zachary was assigned one teacher at school. That one teacher would

do this

> >with him his entire 6 hours at school. They would average about

1200 sd's

> >during that time. So this can be very time consuming. (At home,

needless

> >to say I was/am unable to do that ... considering there are other

demands

> on

> >my time... his sister, cooking dinner, cleaning, etc.). So

basically any

> >time I walked past Zach or he came to me pulling me I would do a

trial or

> >two (my goal was 1-2 minutes of work each time... then he got to

go play

> and

> >became reinforced.)

> >

> >I hope this helps and please write me back... I am sure you will

have

> >questions. love, Rhonda

> >

> >

> >

> >-------------------------------------------------------------------

-----

> >LOW RATE, NO WAIT!

> >Get a NextCard Visa, in 30 seconds! Get rates

> >as low as 2.9% Intro or 9.9% Fixed APR and no hidden fees.

> >Apply NOW!

> >1/2122/2/_/659983/_/954518181/

> >-------------------------------------------------------------------

-----

> >

> >