Re: II/RDI (WAS:Re: Re: How ABAists view

May 16, 2012

Just on the topic of goofing around and having fun being more enjoyable than

teaching, one thing that I learned, when over at dr schneiders clinic doing TDCS

with our son, is that when you are having fun, dopamine is released, and

dopamine aids learning! So the play was probably much more than just fun...and

still is!

Have to say that you were to the only one who beat yourself up on this...when I

read about the very successful ABA/VB Programme, my initial thought was that if

it hadn't worked for our son, then it must be because I did t wrongly. I too

always beat myself up!

Fact is, and I am reminding myself too here, all our kids are autistic because

of a different mix of things that sent the ball down the lane towards the

skittles, as it were. Problem is, we cannot see how many skittles have fallen,

and in what order.....we just perceive a crash. For some it may be just a couple

that need picked up and fortunate parents find out which skittles they need to

replace quickly. For others it has been a whole strike and it takes a much

longer time trying to find out how to put them back and the best order to use.

It might also mean getting it wrong a few times, even if we are the most

conscientious and loving parents we can be.

Drat.

in Scotland

Sent from my iPad

May 17, 2012

That's beautifully put .

I've been thinking a lot about the dopamine type comment you made. I

also believe that under stress (with constant demands) that more

adrenaline is likely to be released, I.e. play/ child lead therapies are

more compatible with biomedical interventions in my humble opinion.

Also studies in psychology/ education back this up...... I am doing a

lot of background reading now for my II course. Study after study shows

that children learn far more through play than they do through 'work' or

'formal study'. Other studies show that, whether in informal or in more

formal learning, the more the learner takes control of his/her own

learning the greater the learning outcome will be. Thirdly, internal or

intrinsic motivation (learning for the sake of learning) achieves far

greater results than extrinsic learning (learning for external possibly

unrelated rewards).

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