SV: SV: the good, the bad, and the perplexing

July 11, 2001

-----Opprinnelig melding-----

Fra: Marty Landman

Dato: 10. juli 2001 16:03

Emne: Re: SV: the good, the bad, and the perplexing

>>......

>He has a hard time in his ABA preschool because they have him repeat tasks

>about 10 times and after the first 3 reps or so he gets bored. To what

>extent I wonder is this good for him?

Our attitude is that ABA is a wonderful thing if it is done correctly, but that

it is very demanding. Boredom is a factor that I would gess interfers strongly

with the learning process, and I would guess that the teacher would want very

much to avoid it.

>>This is the kind of behaviour we see every time our son's been through a

>>diet infringement, typically from day 2-4 to day 7-14. We interpret it as

>>typical withdrawal behaviour. It takes longer, the stronger and longer

>>the exposure has been. It will probably go away when the patient's

>>biochemistry has adapted itself to the new situation.

>I wonder about that too. Do you use enzymes or any other type of substance?

>Or just stick to the diet and live with the infringements?

We use enzymes, but only there and then when an infringement has taken place, or

when we are unsure (like when we're barbecuing - his untreated meat on one side

of the grill and our seasoned meat on the other side, and then we become unsure

whether or not the tongs used for our meat has touched his meat).

PRIMARY AND SECONDARY DIGANOSTIC CRITERIA

I've got lots to say about the primary and secondary diagnostic criteria. My

impression is that this is enormously complicated, and that once you leave the

idea of a simple cause-and-effect relationship, you don't end up with two

levels. There are primary and secondary and tertiary effects, and I have a

strong set of suspicions that some of the effects will become causes = negative

feedback loops.

n K.

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