Guest guest Posted March 30, 2001 Report Share Posted March 30, 2001 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? > > > > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 30, 2001 Report Share Posted March 30, 2001 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) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 31, 2001 Report Share Posted March 31, 2001 , 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? > > > > > > > > Quote Link to comment Share on other sites More sharing options...
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