Guest guest Posted February 4, 2000 Report Share Posted February 4, 2000 Annie-- This is just my understanding of FFC to intraverbals... Are all the answers with your 4 objects receptive only? I would think you would want to work on expressives before " Tell me about.. " Intraverbals are questions where no object is present to prompt him/her. We've been going through receptive tact, then expressive tact, FFC's both receptively (show me the blue one) and expressively (which one is blue? blueberries), then we will throw in intraverbals and ask these same questions with no picture present. Once he has the tacts and FFC's down we can make up a story about eating blueberries. I think the key is to keep mixing everything up. So while you are teaching new tacts, throw in old (mastered) tacts, old ffc's and intraverbals. That way the student won't get frustrated from the new, harder material. I believe " Tell me about " would be next but am pretty sure you want really strong expressive answers to the others first. If anyone else has any ideas, I'd like to hear them too since we are at pretty much the same stage! ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 6, 2000 Report Share Posted February 6, 2000 Hi Listmates, No one responded to my post, so I'm going to try it again. Please help! Annie [This message contained attachments] Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 7, 2000 Report Share Posted February 7, 2000 Hi , This was my original post. E-mail me if you need more info to advise. Thank you! Annie at MEraheb@... [This message contained attachments] Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 8, 2000 Report Share Posted February 8, 2000 Fill-in the blanks are great here too. Sometimes they are just the thing to bridge into advanced intraverbals. For example, " Find the blue one. Yep, blueberries are " .. child responds " blue " . Good luck! Colleen Murrer Behavior Consultant Re: [ ] rffc to intraverbals > From: " Marckel " <julesgenie@...> > > Annie-- > This is just my understanding of FFC to intraverbals... > Are all the answers with your 4 objects receptive only? I would think you > would want to work on expressives before " Tell me about.. " Intraverbals are > questions where no object is present to prompt him/her. We've been going > through receptive tact, then expressive tact, FFC's both receptively (show > me the blue one) and expressively (which one is blue? blueberries), then we > will throw in intraverbals and ask these same questions with no picture > present. Once he has the tacts and FFC's down we can make up a story about > eating blueberries. > > I think the key is to keep mixing everything up. So while you are teaching > new tacts, throw in old (mastered) tacts, old ffc's and intraverbals. That > way the student won't get frustrated from the new, harder material. I > believe " Tell me about " would be next but am pretty sure you want really > strong expressive answers to the others first. If anyone else has any > ideas, I'd like to hear them too since we are at pretty much the same stage! > > > > ______________________________________________________ > Get Your Private, Free Email at http://www.hotmail.com > > > --------------------------- Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 8, 2000 Report Share Posted February 8, 2000 This is the way Dr. Carbone has instructed us to do an RFFC/Intraverbal drill: (1) Lay out 3 cards and give the SD (Touch the one you eat); child responds. (2) Pick up the cards and ask, " What do eat? " ; child responds. (3) Fill-in to make the tact stronger: " Something you eat is a (hamburger). " ; child responds. (4) Reversal (expressive): " A hamburger is something (you eat). " ; child responds. Note: When you are doing your probe, you will not do step 1. You will just ask the question, " What is something you eat? " Also, the reversal will help when you move these targets from receptive to expressive FFC. That would be when you ask the child to tell you something about a hamburger, i.e. it's a food, you eat it, it's round. Hope this is helpful. Yours, Mickey Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 8, 2000 Report Share Posted February 8, 2000 Does anyone out there know how you get your child to give lists of things ie name some animals, name your classmates etc. Especially how you do it so that you get novel answers each time, instead of a memorized list in order. thanks. laura [ ] RFFC to Intraverbals > From: Altamesa1@... > > This is the way Dr. Carbone has instructed us to do an RFFC/Intraverbal drill: > > (1) Lay out 3 cards and give the SD (Touch the one you eat); child responds. > (2) Pick up the cards and ask, " What do eat? " ; child responds. > (3) Fill-in to make the tact stronger: " Something you eat is a (hamburger). " > ; child responds. > (4) Reversal (expressive): " A hamburger is something (you eat). " ; child > responds. > > Note: When you are doing your probe, you will not do step 1. You will just > ask the question, " What is something you eat? " Also, the reversal will help > when you move these targets from receptive to expressive FFC. That would be > when you ask the child to tell you something about a hamburger, i.e. it's a > food, you eat it, it's round. > > Hope this is helpful. > > Yours, > Mickey > > --------------------------- Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 8, 2000 Report Share Posted February 8, 2000 At 11:14 AM 2/8/00 -0500, Crawford wrote: >From: " Crawford " <laura.crawford4@...> > >Does anyone out there know how you get your child to give lists of things ie >name some animals, name your classmates etc. Especially how you do it so >that you get novel answers each time, instead of a memorized list in order. > >thanks. >laura > > Dear , When I was in Ohio, Dr. Carbone said that sometimes it really doesn't matter if it is rote, because a lot of our learning is. I mean, you say, SOCK and I say SHOE, and rarely would I say, CLOG or LOAFTER. The trouble is if she can not shift, if she has to repeat them in order to be correct, she may not get them right, if they start narrowing down catergories or later, she is studying a species and she is unable to shift. I am using she as a change of pace, LOL, but if the child usually lists, elephant, horse, baboon and parrot, then I might put out a few different cards regularly and lay them on the table tacting and being sure they are well known first, and then slip them away, saying, Name some animals and because she or he has seen, elephant, monkey, baboon and parrot on the cards, and you are sliding them away, asking for the list of animals, you would have those named. However, if the next time you put out, RHINO, PIG, BABOON and HORSE, if you do this drill fairly frequently with several sets of animals, both in animal sets and in mixed drills, I bet you would get more novel responses. I personally often use rote memory for lists, and if you ask me to name the parts of the central nervous system, brain and spine and the parts of the spine (can you tell what I am studying!) I definitely try to remember, cervical, thoracic, lumber and sacral in order, thinking, C, T, L and S and filling in the letters. I would try to do them out of order, but it would be much harder for me. So, perhaps it is not bad she recalls some classmates in order. After all, many things in life are in order, library cataloging, recipes, dictionaries, etc. Jennie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 8, 2000 Report Share Posted February 8, 2000 , Carbone demonstrated teaching lists with colors. The child knew them as tacts. He layed out 4 colors and said " name some colors " pointing to each one in order (#1-4).He turned #4 over and then he asked again . When the child could give #4 independently, he turned over #3 and 4 and backward chained til they were all turned over. Next he took all 4 cards off the table and asked again pointing to the 4 empty spots in turn. I hope I'm making sesnse. If not, let me know. Good luck! Annie [This message contained attachments] Quote Link to comment Share on other sites More sharing options...
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