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Re: building conversational skills; use of tokens

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We don't use a token board anymore. We did back in the old days. I can't

imagine needing one if your EO is strong and your pace is fast. You can

however do token like things that indicate how much longer your kid must

work to finish. Like clearing cards from the table as you do them,

dropping finished items into a out bucket from an in bucket. Though using

a token system does not give you the flexibility to end on great

performance, I suppose you could just give them 5 tokens to indicate that.

But token delivery slows down our performance and it serves no meaningful

purpose to us.

The next instruction is considered the reward for the previous response

because it keeps the pace fast, reduces (ho-hum) wait for the teacher time.

We go fast with known items, rarely stopping to say " good job " . We do

say good job when indeed it is, but not after ever trial.

Can't help with conversation, we need info on that too.

At 10:13 PM 3/29/01 -0000, marciasherman@... wrote:

>Can anyone point me in the direction of materials or discussions

>about how to build advanced conversational skills? I understand

>that conversation is a form of intraverbal, but the examples

>usually given--the fill in the blank response--don't really

>explain how you get from there to a conversational interchange

>(you know, a REAL conversation!). My child is at the point

>where he has lots of language and makes some great tacts but

>fails to respond to our tacts ( " Whatcha doing? " or " That's

>a neat plane! " )

>

>Also, does anyone in the world of VB use a token board for

>reinforcement? I've never really understood how " the next

>Sd functions as a reinforcer for the last response " --is that

>just a manner of speaking?

>

>

>

>

>

>

>

>

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Hi,

I have a question concerning how to involve siblings in the training of

autistic children. Until now we have been quite precautious in involving our

NT

daughter (8) in the training, as she had already to go through a lot. She

has an older brother with autism and a severe mental disability, with whom

we spend about two years very intensive therapy. When our daughter turned 4

he went to live near his school and came home in the weekends.

Since last summer we know that also her younger brother has autism. He seems

to be a high-functioning kid, but still he needs a lot of care and ABA

training (we just shifted from regular ABA to VB/NET). For these reasons we

at first tried to keep her far from the worries and the work.

Only since a few weeks I began to understand that her involvement

nevertheless is

crucial. She will be among the first children with whom Casper talks. Like

other children our daughter is used to turn to us if she wants something

from Casper or information etc. It is not that her younger brother cannot

answer, it just doesn't go as quick and smoothly as with other children

and/or with us.

My question is whether some of you might have good ideas in how to involve

her into the program and give her some ques to motivate Casper to talk to

her. And how we can motivate her to begin with. Some have advised me I

should ask her and a girlfriend to do something in a program with Casper

together. But perhaps it is wiser to start with her first.

Ine Gevers ( I live in the Netherlands)

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,

The next Sd serves as a reinforcer for the previous response is not just a

manner of speaking, it is reality if a program is run correctly. Basically,

when you start of with any new skill, or with a very difficult skill, your

ratio of reinforcement is going to be very heavy, meaning that your child

will be reinforced after every or every other response. As the skills

becomes more automatic, you can then start thinning out this ratio of

reinforcement. The key is that your child will be able to work for longer

periods of time (e.g. 5 responses as opposed to 2) for the same level of

reinforcement. When this starts to happen, your child finds every

subsequent Sd more reinforcing as he/she knows that they are that much

closer to the reinforcer.

I hope that answered your question!

Debi

[ ] building conversational skills; use of tokens

> Can anyone point me in the direction of materials or discussions

> about how to build advanced conversational skills? I understand

> that conversation is a form of intraverbal, but the examples

> usually given--the fill in the blank response--don't really

> explain how you get from there to a conversational interchange

> (you know, a REAL conversation!). My child is at the point

> where he has lots of language and makes some great tacts but

> fails to respond to our tacts ( " Whatcha doing? " or " That's

> a neat plane! " )

>

> Also, does anyone in the world of VB use a token board for

> reinforcement? I've never really understood how " the next

> Sd functions as a reinforcer for the last response " --is that

> just a manner of speaking?

>

>

>

>

>

>

>

>

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