Re: Teaching concepts and the order

[Guest guest]

What's receptive (understood? but not to the point of full expression, as we

would like it?) and what is expressive (to our standard/s) is not so black and

white.. Work on the receptive (any way you can, of where your intuition would

take you on that, of all the choices you have to work with in that/this respect)

and the expressive will surely follow, (where it can) of being very much of as

much, (I'd say) Thereof.. .

Not all kids find it rewarding enough to learn categories, (the categories we

would want them to learn if not the concept of categorization itself?)

categories that have no relevance/meaningfulness to/for them, so you might want

to start by sorting reinforcers/reinforcing items first and move along towards

the less reinforcing items in that respect. (I would recommend, to also try or

consider, in your situation) I don't think you've made any overwhelming mistakes

where you are trying new things for what works and making it interesting and

rewarding and successful in that respect of not going with a losing and

overwhelming game, re., don't continue doing what your daughter is not doing

successfully at least at a 50% rate of success (over a short probing period) if

you don't want to condition a dislike for your teaching, and her learning.. .

Our son still isn't interested in numeric quantities, for whatever that's worth.

We still try things of not giving up on as much of a probing nature, (not the

majority) to whatever else we are succeeding with which we hope and expect

builds on as much) He still gets what he needs and is interested in learning

what *he* is interested in learning... that he could learn anything else or any

other way, so reasonably? (Of, it's in the mix..) Things seem to be working out

for us in that respect, (as best they can? of such logic!) of, going with what

our son is primarily interested in doesn't really seem to be letting him or us

down so far.. .

Best wishes in that respect, of the choice/s that build our intuition? .. .

Glavic

On The Communication Method, (that defines Communication? if not everything

else, so meaningful.. .) more precisely, that any other method should matter so

much, for Understanding More, of and for what really matters in that respect (to

the Individual?) of as much, I Feel as understand.. .

I'm not seeing It so much as a riddle anymore.

BWT.

>

> When introducing categories or features or conecpts or for that matter any new

skill, I was just told (by one of the therapists that I have lot of respect for)

that we should first start with sorting. This is how she says we should do it.

Ex: we want to teach categories and start with animals

> 1. Start with sorting animals and something else(pile of animals and some

other pile and give an animal and ask the child to put it with animals)

> 2. Receptively teach animal as a category

> 3. Extressively teach categories.

>

> The way we have been teaching so far is.

> 1. Receptively teach animal as a category

> 2. Extressively teach categories.

> 3. Be able to sort animals and something else

>

> My daughter can't and couldn't pull anything out of her own even after 3.5

years of ABA, is that because of the order in which she was taught? I am feeling

terrible as to how all our previous therapists and school missed on such a huge

thing....or what?

>

> Any thoughts and ideas are greatly appreciated.

>