Guest guest Posted May 29, 2002 Report Share Posted May 29, 2002 We are also looking at F7, I told his teacher to model it for him. Like when he is doing something fun, like jumping in a pool or kicking a ball, I want him to say " Look what I can do! " I know it is corny, but I can't think of anything else right now. So if anyone can or has come up with something that worked for you please let us know. Rose At 10:08 PM 5/28/2002 +0000, you wrote: >I am working on F7 on the ABLLS. I wonder how you get your child to >mand for attention to see what they have done. For example, my son >is an excellent line drawer. But he will draw something amazing on >his magnadoodle, and you have to fight him to even get a glimpse at >it. How have others handled it? > >Naomi > > > >List moderators: Jenn - ABAqueen1@... > Steph - Stephhulshof@... > >Post message: >Subscribe: -subscribe >Unsubscribe: -unsubscribe > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 29, 2002 Report Share Posted May 29, 2002 we are currently working on this. We instruct her to do an activity like worksheet, drawing, writing, puzzle, putting together something and when she is done we prompt her to come to us and say 'Mommy look' while showing us the finished product. We then give her a tangible reinforcer. Having a third person prompting her would be better. Mahija Mahija and Ajay --------------------------------- Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 29, 2002 Report Share Posted May 29, 2002 In a message dated 5/28/02 8:57:57 PM Central Daylight Time, roseal10@... writes: > So if anyone can or has come up with > something that worked for you please let us know. > > Rose > > Rose and list, We teach this as a component of an activity schedule using the written prompt " Show Mom " and the visual cue of pointing to the therapist's own shoulder to remind non verbal Colin to touch Mom's shoulder to get her attention. in WI. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 30, 2002 Report Share Posted May 30, 2002 hi there, all excellent responses so far on this subject! here are two more 1) remembering that the whole point of what we are doing is to help somebody map internal feelings to external actions, you need to find a way to build the desire to want to share, an then be able to express that desire. modeling, although very natural and effective for most, does not directly address the issue. the one post about spontaneous tacting (really mands for attention) was on the teaching track. one way to attempt to teach this is to place strong reinforcers in unusual places, and when the child first sees it, prompt with " look,... " or " there a... " , etc. 2) in my opinion, i've seen the biggest improvement in this and almost all other areas by exposure to typical peers. if your child is the least bit motivated to be around other children, then use that. when we first got our dx, i thought if we could just get him to talk, everthing else would fall into place. in hindsight, socialization was the much greater skill to teach (not that language wasn't very important). once a child is interested in peers, its likely he/she will be learning from/like them. you'll still have to provide support, but its more natural. --aaron _________________________________________________________________ Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 5, 2005 Report Share Posted February 5, 2005 A general question about manding for attention. The ABBLS seems to define this as a mand for others attention to the speakers accomplishments. Would this skill include a mand for attention for the purpose of presenting the listener with a subsequent mand for an object or action: " Hey Mommy, I'm hungry " " Mommy, come this way " [ ] manding for attention > > > > >I was asked off list about what we are trying to teach manding >for attention. We have for about 5 weeks prompted this and >have yet to encounter an unprompted response. We are also >modeling manding for attention - for example, we jump high on >the trampoline and say to Grace: " watch how high I can jump " >or " look at how high I am jumping. The list of targets: Making >a basket(as in basketball not weaving like my therapist >thought when they saw the data sheet!) Jumping high on >trampoline Puzzle Potato head Painting/drawing Cute hairdo(my >daughter like ponytails for about 1-2 minutes and looks at >herself a lot in the mirror while it is up, this one really a > " girl " thing) Tall block tower Riding in her toy car with a >doll The therapist or I prompt her to say to the other >one " look at this " . " look what I did " " watch this " or some >similar phrase. When there is only one adult it is >considerably trickier and mostly we model it for her. Any >other suggestions on fading our prompt? Has anyone used a >vibrating pager or timer to encourage initiation of this >skill? > > Quote Link to comment Share on other sites More sharing options...
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