Guest guest Posted June 3, 2004 Report Share Posted June 3, 2004 Hello. We are doing a 35 hr per week program using a Lovaas replication site. My consultant is out of the country and I'm trying to brainstorm my way to a solution until she comes back next week. We have been teaching my son " yes " and " no. " (he is two years old, almost three, and verbal). He has no problem answering questions like, " do you want chocolate? " or " do you want your face wiped " with yes and no respectively. The problem has been when we ask him a question of fact, such as " is this a pen? " while holding up a pen or " is this a ball? " while also holding up a pen. We have tried simplifying the task so that we are only using one object and asking the same questions about it- ie we hold up a shoe and ask " is this a shoe? " to which he should reply " yes " or " is this a ball? " to which he should reply " no " . We did these two questions mass trial at 100% ad infinitum (4 times in a row at 100%) but he just CANNOT GET IT in random rotation! I don't know how we can simplify the task any more oir make it more reinforcing, but right now it is very frustrating. I would really appreciate any suggestions. Thank you. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 3, 2004 Report Share Posted June 3, 2004 abatheresa and group, My son needed additional visual information and we needed to separate the auditory stimuli from the visual stimuli. We used a tray to prevent Colin from seeing the visual stimuli. We set up the visual stimuli--adding the printed name of the object: " pen. " While the barrier was still in place,we presented the auditory cue, " Is it a pen? " Then we removed the barrier so Colin could see the pen and card with " pen " printed. Then we repeated the auditory cue, " Is it a pen? " It may be atypical but I think some kids have to learn to process auditory information at the same time they are processing visual information. My son could not do it easily until he was about ten years old. He can still become upset and confused by too much auditory and visual information. An autism consultant said that Colin was a " single channel processor. " ,Colin P's mom [ ] yes/no Hello. We are doing a 35 hr per week program using a Lovaas replication site. My consultant is out of the country and I'm trying to brainstorm my way to a solution until she comes back next week. We have been teaching my son " yes " and " no. " (he is two years old, almost three, and verbal). He has no problem answering questions like, " do you want chocolate? " or " do you want your face wiped " with yes and no respectively. The problem has been when we ask him a question of fact, such as " is this a pen? " while holding up a pen or " is this a ball? " while also holding up a pen. We have tried simplifying the task so that we are only using one object and asking the same questions about it- ie we hold up a shoe and ask " is this a shoe? " to which he should reply " yes " or " is this a ball? " to which he should reply " no " . We did these two questions mass trial at 100% ad infinitum (4 times in a row at 100%) but he just CANNOT GET IT in random rotation! I don't know how we can simplify the task any more oir make it more reinforcing, but right now it is very frustrating. I would really appreciate any suggestions. Thank you. List moderators: Jenn - ABAqueen1@... Steph - Stephhulshof@... Post message: Subscribe: -subscribe Unsubscribe: -unsubscribe Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 4, 2004 Report Share Posted June 4, 2004 Theresa, I think the other mom's point about the single channels is good. However, you ought to also consider motivation and relevance. I would take this skill (Yes/No labeling v. yes/no requesting) directly into the NET. If your learner is requesting, and asks for a desired item, e.g. cookies, hand him a shoe and say, " Is this a cookie? " We taught all of our yes/no labeling in natural, relevant contexts and had great success. Neither types of yes/ no would be best taught at a table, actually, unless you had SEVERE attention problems. And then, you would have a harder time making the questions relevant. Don't underestimate the importance of RELEVANT teaching targets. Overuse of table teaching with random, dissociated teaching targets is usually socially unrewarding and can backfire for parents wanting to build social interaction. Some kids will just refuse to answer because they are tired of hearing " Is this a shoe? " again. Teaching in the NET helps keep this to a minimum. And it skips a bunch of unnecessary data taking and teaches more efficiently. I assume you are going to teach generalization after random rotation at the table? I sure hate to see you wasting your time. Good luck. t Burk juliet@... www.autismteachingtools.com Home of " The Early Learner at Home " Quote Link to comment Share on other sites More sharing options...
Recommended Posts
Join the conversation
You are posting as a guest. If you have an account, sign in now to post with your account.
Note: Your post will require moderator approval before it will be visible.