Re: When mastery of a target in DTT takes a month or more ?

[Guest guest]

Dear ,

I hear you loud and clear. Your hunch is good and you are in luck.

Here is an excellent article and it is available online.

The first 2 sentences of the abstract are fantastic and answer your question.

Ferraioli, S., , C., & , T. (2005). A model for problem solving in

discrete trial training for children with autism. Journal of Early Intensive

Behavioral Intervention, 2(4), 224-246.

http://www.behavior-analyst-today.com/JEIBI-VOL-2/JEIBI-2-4.pdf

Luckevich

http://www.talkingwords.com

http://www.wordplan.com/wordzee

ebaymomofthree <napali@...> wrote:

Aloha Group,

I need your help obtaining research based data that shows the harmful

effects on the student when the Educators insist on remaining on a

Drill or Target for way too long in their quest for data.

What I mean is educators seem indifferent to modifying the drill,

lowering the criteria for mastery or altering materials to make the

drill more exciting, interesting and functional.Hence weeks or months

go by before even one target achieves mastery, slowing down the

process of acquiring new skills, and meeting IEP objectives in a

timely way.

Having done some preliminary Internet research on the subject, I fear

this is all too common.

My personal situation is that having pressed the Public School system

to adopt ABA/DTT as a tool to educate my Autistic son, I have found

most or all of my son's IEP Team including his BCBA get caught up on

obtaining the Data,(i.e.8 out of 10 in a row correct ) and as a result

wind up keeping my son mired in the same materials and drills for

months at a time. I am convinced this malingering has negative

consequences such as regression. I believe regression occurs in the

form of maladaptive behaviors, such as task avoidance and escape.In

the case of my 7 year old Autistic son, this has led to SIB's as well.

Additionally,I feel this tendency to malinger on specific targets too

long results in the overall goal/objective being lost on the student

by the time it reaches the NET for generalization.

I need research based proof to take to my son's IEP to demonstrate

this theory . Because I have been so outspoken on the matter I am in

danger of being proved a " Difficult Parent " who is " interfering " in

her child's after school home based program.I do not wish to lose my

after school program, but I want it to run more efficiently for my

son's sake.

Anyone willing to offer help on this matter please feel free to email

your reply to the group or to me privately. Your response is greatly

appreciated.

Thank you very much,

---------------------------------

Bored stiff? Loosen up...

Download and play hundreds of games for free on Games.

[Guest guest]

Dear ,

I hear you loud and clear. Your hunch is good and you are in luck.

Here is an excellent article and it is available online.

The first 2 sentences of the abstract are fantastic and answer your question.

Ferraioli, S., , C., & , T. (2005). A model for problem solving in

discrete trial training for children with autism. Journal of Early Intensive

Behavioral Intervention, 2(4), 224-246.

http://www.behavior-analyst-today.com/JEIBI-VOL-2/JEIBI-2-4.pdf

Luckevich

http://www.talkingwords.com

http://www.wordplan.com/wordzee

ebaymomofthree <napali@...> wrote:

Aloha Group,

I need your help obtaining research based data that shows the harmful

effects on the student when the Educators insist on remaining on a

Drill or Target for way too long in their quest for data.

What I mean is educators seem indifferent to modifying the drill,

lowering the criteria for mastery or altering materials to make the

drill more exciting, interesting and functional.Hence weeks or months

go by before even one target achieves mastery, slowing down the

process of acquiring new skills, and meeting IEP objectives in a

timely way.

Having done some preliminary Internet research on the subject, I fear

this is all too common.

My personal situation is that having pressed the Public School system

to adopt ABA/DTT as a tool to educate my Autistic son, I have found

most or all of my son's IEP Team including his BCBA get caught up on

obtaining the Data,(i.e.8 out of 10 in a row correct ) and as a result

wind up keeping my son mired in the same materials and drills for

months at a time. I am convinced this malingering has negative

consequences such as regression. I believe regression occurs in the

form of maladaptive behaviors, such as task avoidance and escape.In

the case of my 7 year old Autistic son, this has led to SIB's as well.

Additionally,I feel this tendency to malinger on specific targets too

long results in the overall goal/objective being lost on the student

by the time it reaches the NET for generalization.

I need research based proof to take to my son's IEP to demonstrate

this theory . Because I have been so outspoken on the matter I am in

danger of being proved a " Difficult Parent " who is " interfering " in

her child's after school home based program.I do not wish to lose my

after school program, but I want it to run more efficiently for my

son's sake.

Anyone willing to offer help on this matter please feel free to email

your reply to the group or to me privately. Your response is greatly

appreciated.

Thank you very much,

---------------------------------

Bored stiff? Loosen up...

Download and play hundreds of games for free on Games.