Guest guest Posted August 27, 2009 Report Share Posted August 27, 2009 Hi, Equally challenging is that with many questions more than one answer is often, if not most often, correct, (relatively correct) and children have a hard time with that, (where we do?) so maybe that concept should be taught first, of features, functions, and classes? (attributes and variables?) of concepts? Allow every answer, that tries to communicate, (of Communication?) to be relatively correct (to reinforce communication/of further communication? ...) but make more meaningful answers (to the child/student?) the most rewarding, ideally with respect to what the child more specifically says and wants (and needs) relative to more meaningful questions, Thereof Consider asking your child why he eats " when he is hungry " where you would reward him with food in that respect of making a connection to that, of his actually being hungry and being rewarded by identifying as much for what that should provide? where that is the most meaningful answer to the question where you are both concerned? Having as many things working in that direction co-ordinated and working together without ambiguity or distraction (relative to what is primary? to our feelings, of needs, of those facts, of FCC?) would be the best to get all of that (of the more meaningful answers, in the more meaningful order?) going, would make sense to me.. . People also eat to be healthy, out of habit, to be social, to understand what things taste like, to quench a thirst even, etc.. (of varying priority, and intensity of the related, Feeling/s?) That we can correlate with things as internal (and especially meaningful?) as of our individual feelings, means (I Feel!) that there is more to communication than language (as we know it, of the external?) alone, so also go with your " intuition " in that respect I would advise, providing the most reasonable answer(s) you can, (of teaching, thereof, I'd say, of what you seem to be intending to do?) where the child needs the answer (of the many possibilities there is, including those relative to you, too) " up front, " of errorless learning, of building success upon success, where the most accurate and precise answer would (should?) be relative to the child/student of the array of choices you would provide and reward to in that respect of the possibilities, of your also learning as much, I would think, Thereof. That would be training to communication is my sense of It! (Where communication begets communication?) If it's specific answers you demand as towards fitting in more towards what is " normal, " (or of ulterior motives? of being acceptable?) perhaps, you would probably eventually have to force the language you want to teach upon your child/student in that respect of a prompt and reinforcement schedule that would shape as towards that in particular, even where you might understand the child/student as you have come to understand the child? otherwise? (That wouldn't be " my " kind of ABA, of ABA for Justness, as for the Individual, Thereof) Nothing is usually so black and white so likely a synthesis of sorts, of training for communication and training to conformity would come of that where what mix would develop would be as much up to you as the child, and who's interests have priority in that respect.. . Giving the child what he wants and needs (of his interests) relative to what you want and need (of your interests) would seem pretty logically how all that would work (should work?) best in terms of what would be " fair, " (seems fair?)(given our priorities, if not the priorities, in that respect?) (that we could accomplish for each other, Thereof?) and I especially believe our children do work for that where they work at all, (for all that they can be?) of prioritizing for " understanding, " (the ruling/controlling feeling?) which pretty much puts everything in its proper place is my sense of it.. . Why do we learn and teach and do anything, even? to understand more for our selves, (as Individuals first?) would put you on the same page as " me " in that respect of my prioritities, with respect to everyone and everything else I mean, of the Virtuous Cycle, Thereof? .. . My sense of It, if not to answer more questions than you asked.. . Mike, I ABA/J ABA for Understanding A Volunteer initiative. > > > > > > > > > Hi All. > > We are planning to start WHY Qs in the coming weeks. So just wanted to get some ideas from the group abt how we can do this. > For now when the lead probed the program with a couple of basic qs like, why do eat- he could not say because I am hungry..So she said that thats the answer we are going to teach him without any visuals.. > > I wanted to check with the group how you all have done this concept, may be some innovative way...Pls give your inputs > > Thanks a lot for your help > > > > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 30, 2009 Report Share Posted August 30, 2009 At the risk of sounding like there is a " correct " answer? (beyond Communication itself?) I came up with this this morning when I woke up after reading my first post presented to this question, prior to going to bed last night.. (I care? It even seems to me! and I feel I sometimes do better for others than myself in that respect, if that isn't more precisely how I/we do so well for ourselves of the virtuous cycle of Us? of Communication if not us more especially, Thereof? ... . People ask questions, (as with communication itself?) to satisfy a want, of a need, to understand more, (of trying things? for our selves?) more fundamentally, and when you do that you, of using all that you already understand? let us more than hope (of your intuition even, if not especially, of your research, of questioning and such yourself, of " narration, " where all else fails?) reinforce that whole process for what research asking questions (Communicating) and trying things is all about, as for understanding more for yourself and the other(s), Thereof. You want to be " satifying " the other of whatever they are striving for of answering questions (Thereof) to reinforce the other to be doing more in that respect, is my sense of it, of the whole process of " Communicating, " (of fostering that Especially!) which I Feel is fundamentally a " nurturing " thing, of the other and All (Thereof Like, where " exploring " (as Communicating, of sensing and feeling things more intensely? of trying to make sense of things of that?) the interests of the other is very much pre-academic (and pre-requisite) to that whole process of it being a questioning and answering of sorts process, as with life itself, (of Understanding More?) of " trying " things, (for what " works, " more of " reason, " and conscience, where of ABA?) as for if not only by " your self, " if you will? ... . That was just more or less the way I " felt " about it (the feeling/s as being the primary facts) this morning, where ultimately we want everything to help us to be better at that, of communicating, as of as much, is my sense of the primary facts, Thereof! Where you wanted to know? .. . Where you wanted to understand as much (if not more, I would say more) might be a better way of looking at it.. .. Mike, I ABA/J ABA for Understanding I consider Communication the " primary " research (process) of the primary facts of the primary thing(s), for the primary answer(s) (of the primary wants and needs, of interests) if you will.. . I'd like to think that that is for our selves, as people if not Individuals first, Thereof, but also on what makes us part of the more meaningful " group, " on the magic of that, perhaps?!. Here's more than hoping so. You were asking? .. . Perhaps for not so much all at once? It really does seem like a thread to me, (of The thread, if not our Individual thread?) that takes Us to the same place, of The truth, if you Will, Thereof > > > > > > > > > > > > > > > > > > Hi All. > > > > We are planning to start WHY Qs in the coming weeks. So just wanted to get some ideas from the group abt how we can do this. > > For now when the lead probed the program with a couple of basic qs like, why do eat- he could not say because I am hungry..So she said that thats the answer we are going to teach him without any visuals.. > > > > I wanted to check with the group how you all have done this concept, may be some innovative way...Pls give your inputs > > > > Thanks a lot for your help > > > > > > > > > > > > > > > > Quote Link to comment Share on other sites More sharing options...
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