Re: emotion - sad and happy

[Guest guest]

Hi,

I would query for what possibilities might exist to explain the behavior in

question and match the best possibility with the pattern you're seeing of your

individual situation in what to try to address that situation of ABA, Thereof?

In that respect I will volunteer first that it's highly possible (of what I see

a lot of?) that the student is, 1) reading informal communication, maybe of body

language, tone, inflection, etc., that might be re-orienting the question to, do

you want to be happy? do you want help? do you want to understand? of more

primary questions (perhaps?) the student has answered before that got him what

he wanted or needed, somewhat treating the " yes " as a tact somewhat of a proper

name (of a proper situation?) even? I find differentiating proper and common

names always a problem with people, normal folks, even!

Another possibility, 2) is that the child understands that " yes " and " no " can

reverse things, as " no, " not happy means the opposite of happy and the child is

confused about doing the math (of sorts?) in that respect? On how confusing that

can be, perhaps, if you've gone there, consider the question, are you " not " not

happy, where " yes " and " no " become valence or valuation components to FCC where

the child is not ready for that in which case " yes " and " no " have become the

problem (of going too far with that?) and you might want to consider going

towards that again when moving on FFC in that respect of negation " and "

affirmation without compounding it any more than is necessary? (You may have

used " yes " and " no " in another sense of prioritizing it to encourage

communication or, as with " no, " challenging what is abusive or confusing?) or

even the concept of relativity (which neutralizes all absolutes in a manner of

speaking, ie., we are all relatively happy but wish to be more happy? Yes?)

towards differenting differentiating itself from integrating of integrating,

(itself?) even, Thereof? .. . Back-off with negation or be very careful in how

you use that (language mathematically?) in getting going with that?

If you want my longer and deeper analysis in that respect (of a greater

understanding of more of all and everything more meaningful, Thereof? of what

I'm primarily " interested " in, perhaps) please feel to ask for that, (I would

understand if you don't!) and I would also add that " other " possibilities should

be queried for (from this group, etc.) and considered for the most " meaningful "

one towards what might fit of your individual situation (of ABA, Thereof?) of

what best tends to ring true of what patterns of reason (and conscience?

Thereof!) you have experienced in that respect of what to " try " (of developing

the intuitive in that respect of Communication?) towards dealing with it,

Thereof, of mine being somewhat of only two possibilities, perhaps, in that

respect of the more definitive answer that would and should include others

putting in their two cents if not more, Thereof!

Mike,

I ABA/J

Volunteer ABA, for Understanding More, of Communication, Thereof!

Not corrected for errors relative to something else (makes it more perfect to

Communication, Otherwise? Thereof? .. . My sense of It. My deeper analysis

covers that, IFAU.. . What you're looking for should primarily be found in that?

(where It's of The truth? Thereof?) Especially where you're trying to understand

what the other and everything else actually means, of More, Thereof, IFAU!

Follow your student's interests in following your own, (for what's more

meaningful for you if not both of you? if not all of Us? if not Everything?) I'd

like to think of that, of The " choices, " Thereof!

What are *you* interested in?!.

>

> I started teaching a boy with autism the context of sad and happy two months

ago. Last week the sister asked him are you happy while he was crying he

responded " yes " . I need suggestions on how best to teach the sad and happy.

>