Guest guest Posted September 30, 2005 Report Share Posted September 30, 2005 Hi, Todd that was a great post .. I agree completely. I think it's hard especially if the classroom personnel were initially trained to do very strict DTT type training at the table and then were introduced to a more " VB " program. I think it's hard to deal with very specific prompting procedures and fading techniques etc at the table and then know how to interact in the NET .. follow the child's lead or simply sit down and try to play with a variety to things to peak interest . (It seems almost contradictory in nature and I'm sure it is hard to switch gears). My son was also working for certain " reinforcers " at the table but on occasion when he would bolt from the table he'd go immediately to certain toys in the room. The evalutor I had check out his class was surprised they were not using the things he was running TO when he was running away from them. I'm sure it is very hard with a classroom full of children .. I only have the one at home and it keeps me hopping most of the day to contrive and capture MO. I think that many people feel that ABA is a set of procedures or instructions or rules about how something has to be done .. rather than really understanding the science behind it or how to apply it in many different ways using many different techniques for many different children. It is mind blowing how much there is to know. Life was easier when I believed that all I needed to know was in the Maurice book .. LOL. ann Quote Link to comment Share on other sites More sharing options...
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