RE: Subject: yes/no regression

[Guest guest]

sparky8199@... writes:

> Sounds like your son is just trying some escape behavior. Saying " yes " to

> everything is an easy way out. My son does this too.

Hi, and . From 's example, I really didn't get the

impression that it's escape-motivated behavior. It could be that someone

worked a lot on " yes " and he's overgeneralizing it. It's tough to tell, but

you may want to ask the staff what's been happening with that program.

> Try offering him tons of things thorough out the day that you KNOW he hates

> or would never want. If he says yes, give it to him. Keep at it and

> prompting " no " . Prompt only after he says " yes " and you give him the thing

> you know he would not want. You just might get his attention and back to

> saying " no " to things he doesn't want.

The thing about doing this is that, while it may make the point to the

student that they get what they say yes to and don't get what they say no to,

it's pretty aversive. I'd rather see you errorlessly prompt the response

" no " and take away the aversive item, fading the prompts over time. But how

you teach it specifically will depend on your son. Just a thought.

Best,

________________________________________

Burk, M.A.

Consulting Behavior Analyst (AVB specialization)

Burk Behavioral Consulting

www.BurkABA.com

BurkABA@...

[Guest guest]

excuse me for jumping in, are there any parents out in

SImi Valley getting a home program anywhere?

--- BurkABA@... wrote:

> sparky8199@... writes:

>

> > Sounds like your son is just trying some escape

> behavior. Saying " yes " to

> > everything is an easy way out. My son does this

> too.

>

> Hi, and . From 's example, I

> really didn't get the

> impression that it's escape-motivated behavior. It

> could be that someone

> worked a lot on " yes " and he's overgeneralizing it.

> It's tough to tell, but

> you may want to ask the staff what's been happening

> with that program.

>

> > Try offering him tons of things thorough out the

> day that you KNOW he hates

> > or would never want. If he says yes, give it to

> him. Keep at it and

> > prompting " no " . Prompt only after he says " yes "

> and you give him the thing

> > you know he would not want. You just might get his

> attention and back to

> > saying " no " to things he doesn't want.

>

> The thing about doing this is that, while it

> may make the point to the

> student that they get what they say yes to and don't

> get what they say no to,

> it's pretty aversive. I'd rather see you

> errorlessly prompt the response

> " no " and take away the aversive item, fading the

> prompts over time. But how

> you teach it specifically will depend on your son.

> Just a thought.

>

> Best,

>

>

>

>

>

>

> ________________________________________

> Burk, M.A.

> Consulting Behavior Analyst (AVB specialization)

> Burk Behavioral Consulting

> www.BurkABA.com

> BurkABA@...

>

>

> [Non-text portions of this message have been

> removed]

>

>

>

__________________________________________________

[Guest guest]

This is what happened to my son (yes becoming aversive).

We used olives and onions, which he hates, and skittles & marshmellows,

which he loves, and whenever he said yes to an olive, the CONSULTANT

actually tried to shove it in his mouth. UGGH!! Needless to say, this was

just so aversive, that he started saying no to everything, even his beloved

skittles and marshmellows, I think he thought that if he said yes, the olive

would suddenly appear and be put in his mouth.

So I consulted with one of my ex-THERAPISTS who suggested that we go back to

the beginning. Skittles alone, mass trialed, to get him to say yes. Then,

olives alone, mass trialed, to get him to say no. And, this time we did

errorless rather than no no prompt, so we gave him the answers the first few

times.

Then we rotated the skittles and the olives, prompting the answers

initially, and then he got it with those.

Then we added back in the marshmellows and onions, taught individually in a

mass trial first, then mixed up with olives and skittles, and he got it.

And then it started generalizing with other things, we didn't have to teach

him.

It was amazing to me that my son had such difficulties with yes and no,

since he was flying through other programs like occupations, opposites, and

prepositions, and we taught those many at a time.

So in a way, it was a little disconcerting to go back to such basic teaching

methods such as mass trialing one response at a time which I thought he'd

abandoned long ago, but in this case it was simply the quickest and easiest

way to make the concept perfectly clear to him.

> The thing about doing this is that, while it may make the

>point to the

>student that they get what they say yes to and don't get what they

>say no to,

>it's pretty aversive. I'd rather see you errorlessly prompt the response

> " no " and take away the aversive item, fading the prompts over

>time. But how

>you teach it specifically will depend on your son. Just a thought.

>

>Best,

>

>

>

>

>

>

>________________________________________

> Burk, M.A.

>Consulting Behavior Analyst (AVB specialization)

> Burk Behavioral Consulting

>www.BurkABA.com

>BurkABA@...

>

>

>

[Guest guest]

One of the things that stuck me in your post was the description of the

therapist putting items in your child's mouth. I see this a lot and

each time I see it, it disturbs me. It seems to me to be really

demeaning to have a child fed by a therapist. Unless there is some

physical reason that the child cannot put an item in their own mouth

they should be doing it themselves. If the therapist wants to control

access to the reinforcers they can place the reinforcer in the child's

hand one at a time.

Just my opinion,

Joanna Jaeger

yes/no regression

This is what happened to my son (yes becoming aversive).

We used olives and onions, which he hates, and skittles & marshmellows,

which he loves, and whenever he said yes to an olive, the CONSULTANT

actually tried to shove it in his mouth. UGGH!! Needless to say, this

was

just so aversive, that he started saying no to everything, even his

beloved

skittles and marshmellows, I think he thought that if he said yes, the

olive

would suddenly appear and be put in his mouth.

So I consulted with one of my ex-THERAPISTS who suggested that we go

back to

the beginning. Skittles alone, mass trialed, to get him to say yes.

Then,

olives alone, mass trialed, to get him to say no. And, this time we did

errorless rather than no no prompt, so we gave him the answers the first

few

times.

Then we rotated the skittles and the olives, prompting the answers

initially, and then he got it with those.

Then we added back in the marshmellows and onions, taught individually

in a

mass trial first, then mixed up with olives and skittles, and he got it.

And then it started generalizing with other things, we didn't have to

teach

him.

It was amazing to me that my son had such difficulties with yes and no,

since he was flying through other programs like occupations, opposites,

and

prepositions, and we taught those many at a time.

So in a way, it was a little disconcerting to go back to such basic

teaching

methods such as mass trialing one response at a time which I thought

he'd

abandoned long ago, but in this case it was simply the quickest and

easiest

way to make the concept perfectly clear to him.

> The thing about doing this is that, while it may make the

>point to the

>student that they get what they say yes to and don't get what they

>say no to,

>it's pretty aversive. I'd rather see you errorlessly prompt the

response

> " no " and take away the aversive item, fading the prompts over

>time. But how

>you teach it specifically will depend on your son. Just a thought.

>

>Best,

>

>

>

>

>

>

>________________________________________

> Burk, M.A.

>Consulting Behavior Analyst (AVB specialization)

> Burk Behavioral Consulting

>www.BurkABA.com

>BurkABA@...

>

>

>