Procedural Help

[Guest guest]

Hi All!!

When I went to Dr. Carbone's training so long ago I concentrated on all the

early learner teaching strategies. Now we are moving into a few intermediate

skills and my memory for procedures is fuzzy.

Here are the areas I need some help/reminding with:

1) Hayley is ready to begin manding using more than one word. (She uses sign

paired with vocal approximations). When you begin to teach this do you...

say and sign " want apple " or

say " I want apple " while signing " want apple " or

say " I want apple " and sign " I want apple "

2) Hayley is also ready to begin working on FFC's

a) do you work on RFFC's and TFFC's simultaneously or RFFC's alone at first

can you give me an example of 2 function, 2 feature and 2 class Sd's

for one item (receptive). I need to get a feel for how these Sd's are phrased.

Thanks so much in advance for your help!!!!

-Kim

Mom to Cady 9, Hayley 7, Corey 5 all on the spectrum

[Guest guest]

Hi Kim! Regarding manding, at Tamara Kasper's recent presentation

last Jan. (she is a BCBA, SLP, and one of Dr. Carbone's associates)

Tammy talked about training flexable pivot phrases instead of

" I want____ " . So instead of " I want chip " " I want juice " " I want computer "

" I want Bubbles " You would train " Eat Chip " " Drink Juice " " Play Computer "

" Blow Bubbles " " roll ball " etc. It is considered a Pivot because like the

example

Tammy gave in her hand out with the pivot phrase " blow bubble " Blow as the

pivot can be used also with horn, candles, balloon, harmonica...just as Bubble

can be the pivot with pop, push, squeeze. My son has a tough time putting two

words together. It's either " eat " or " chip " but NEVER " eat chip " that is until

we

tried another teaching procedure I forgot that I originally heard about at

Dr. Carbone's #1 that Tammy reminded us of. This procedure can be used to

teach new mands for vocal learners as well as to increase verbalizations in

learners with limited vocalizations. The idea is to pair the sounds/words with

reinforcement through 3 repeated echoic trials. With every echoic presentation,

bring the reinforcement a little closer and ALWAYS deliver (although smaller

amount)

by 3rd presentation whether the learner echoes the sound/word/words or not.

If the child echoes the target response on the first presentation or even the

second,

immediately deliver reinforcer. The idea is to teach the learner that the

quicker they

elicit the target response, the quicker they will receive the reinforcer.

(A flow chart example of this can be found on a website:

www.autismteachingtools.com under " curriculum management--teaching procedure

flow charts.

Jennica

[ ] Procedural Help

Hi All!!

When I went to Dr. Carbone's training so long ago I concentrated on all the

early learner teaching strategies. Now we are moving into a few intermediate

skills and my memory for procedures is fuzzy.

Here are the areas I need some help/reminding with:

1) Hayley is ready to begin manding using more than one word. (She uses sign

paired with vocal approximations). When you begin to teach this do you...

say and sign " want apple " or

say " I want apple " while signing " want apple " or

say " I want apple " and sign " I want apple "

2) Hayley is also ready to begin working on FFC's

a) do you work on RFFC's and TFFC's simultaneously or RFFC's alone at

first

can you give me an example of 2 function, 2 feature and 2 class Sd's

for one item (receptive). I need to get a feel for how these Sd's are phrased.

Thanks so much in advance for your help!!!!

-Kim