Guest guest Posted February 12, 2006 Report Share Posted February 12, 2006 Cincy, What you are dealing with is a child who is good at getting what he wants. This is the same for most of the children with autism you will meet in your life. You are not going to help this child by forcing him to do things he doesn't want to do. You need to find a reason for him to decide to participate with you. Your problem has little to do with how to get him up when he falls to the floor and more to do with how to develop comprehensive instructional control with him. This will not happen by physically manipulating the child. You will need to become better about manipulating the environment so that it reinforces participation and extinguishes refusal behaviors. Why should he get up? If you cannot answer that question form his perspective, you will not have meaningful success changing this or any other behavior. Once you can demonstrate to the child on a regular basis that certain participation behaviors will meet with reinforcement and other refusal behaviors will not, he will have reasons to make those preferred choices and will stop spending his time finding better ways to avoid your demands. The answer to your question is in the Verbal Behavior approach to ABA. How do you increase the reinforcing value of where you want the child to go so that he is less likely to want to avoid it? How can you develop instructional control with him so that he will be willing to make difficult choices or wait more patiently for his reinforcing activities? I know this isn't an answer to your immediate question but your problem is much larger than how to get him up when he falls to the ground. It involves how do you make the environment speak to your child in a way that he will no longer choose to fall to the ground when it is time for him to go somewhere with you. The best way to do that is to study VB. Dr. Carbone, Dr. Partington and others have a series of workshops that I would recommend to help you do this. I also have a series of steps designed to help you manipulate the environment and not the child so that you can earn comprehensive instructional control with him. This series of steps has been posted on this group in the past. I am sure someone can help you find them. The bottom line is, you cannot stop problem behavior choices one at a time. You have to have a comprehensive plan to make all inappropriate choices not in the child's best interests while making the appropriate counter-responses very rewarding. I wish I could help you more than that but over the internet that is the best I can do. [ ] Advise please Does anyone have any advice for how to address particular behavior such as- passive resistance: Student collapses to ground and is dead weight- usually when transitioning, sometimes to avoid task. Student is quite heavy and it becomes difficult to pick them up to make them follow through. Thanks for any comments. Post message: Subscribe: -subscribe Unsubscribe: -unsubscribe Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 12, 2006 Report Share Posted February 12, 2006 First, you are not alone ... just in case you felt that way. I've had this problem with several of the children I work with and it is frustrating. Different strategies work with different kids. I agree with the other response that talked about looking at the big picture - reinforcement, etc. That is very important. BUT ... in the meantime, here's a few quick ideas ... Will he respond to the offer of an immediate reinforcer at transitions? For example, offering an M & M, sticker, etc when he gets to his desk, whatever he likes. If you don't know what reinforcers he likes, make finding that out a priority. With one child, who is high-functioning, I've made him " practice " later on. For example, if he has to be carried to class from the bus, he goes to time out. Then, later on when he wants to look at a book (his reinforcer), he has to practice coming up from the bus the right way 3 times. (at that point he's motivated, because he wants the book) Or, when it's on the way to lunch, he has to go back to the classroom and try again until he gets it right. Sometimes, ignoring the child while they sit on the floor works ... they eventually get up and go where they are supposed to ... sometimes. With one little guy who sits down in the hallway, I've tried walking on without him until I'm out of his sight, (obviously still keeping an eye on him from around the corner). This works for him, b/c he doesn't like being left alone, and isn't one who will run off somewhere. A hand mirror is really helpful if you're doing this, so you can check on him without him seeing you. Will he walk for someone else? Sometimes, tag-teaming works in this situation. Someone else comes along, maybe because you pre-planned it, and he gets up and goes with them because it's a different person making the demand. Those are just a few quick ideas ... hope something is helpful. > > Does anyone have any advice for how to address particular behavior such > as- > passive resistance: Student collapses to ground and is dead weight- > usually when transitioning, sometimes to avoid task. Student is quite > heavy and it becomes difficult to pick them up to make them follow > through. > Thanks for any comments. > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 18, 2007 Report Share Posted December 18, 2007 Hi Sue,This is what I do. I just give the main symptoms and look really sad. I never give too much info. Just a thought.Love TraciSue Gibbens <susan.gibbens@...> wrote: I have got an appointment Thursday with my Dr. My problem is what to tell her, if I say too much it will just confuse her again (and I will end up being told its all in my head) I want to address this dizziness and the lump in my throat. I am also going to ask for a hormone blood test to see if I am in menopause. The dizziness is driving me nuts, I know that the NHS will be reluctant to give me an MRI as it’s so expensive, how can I convince her I need my brain looking at? Thanks Sue. This may sound a little weird but if you knew what I have had to put up with my Dr you would understand. I just want to come across as believable. No hour of life is wasted that is spent in the saddle. ~Winston Churchill Be a better friend, newshound, and know-it-all with Mobile. Try it now. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted December 18, 2007 Report Share Posted December 18, 2007 My boyfriend over there goes to DR alot and he says the same about them. He had a place on his arm that was not healing for ages and I don't know how many times he went to Dr before they done anything about it. They just kept giving him antibiotics and creams that were useless. They just recently cut it out and thank goodness it wasn't skin cancer. I hope you get it all resolved Sue. I get dizzy alot too so I know it's not fun. > > I have got an appointment Thursday with my Dr. > > My problem is what to tell her, if I say too much it will just confuse her > again (and I will end up being told its all in my head) > > I want to address this dizziness and the lump in my throat. > > I am also going to ask for a hormone blood test to see if I am in menopause. > > > > The dizziness is driving me nuts, I know that the NHS will be reluctant to > give me an MRI as it's so expensive, how can I convince her I need my brain > looking at? > > > > Thanks Sue. > > > > This may sound a little weird but if you knew what I have had to put up with > my Dr you would understand. > > I just want to come across as believable. > Quote Link to comment Share on other sites More sharing options...
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