Re: running (On running, and More)

[Guest guest]

Hi ,

Try " overcorrection, " (of an ABA-based procedure) perhaps. Make him

run more than he wants after he starts with that, if you can keep up

with him? .. . None of our therapists ('cept one fellow,

maybe) " could, " but " I " did.. . (!) Also, you could wear him out on an

exercise bike if you feel he has a lot of pent-up energy that needs to

get burned off, (be expressed;) which does improve attention and

intellectual function when you deal with it " first, " thereof, at least

it did with " our " situation. Oh yes.. .

There are two things to look at here I Feel. A sensory need to use up

pent-up nervous energy which is not wise to " train " to " suppress " ...

(You could/should try to " use " it, up, in other ways? .. .) The other

is a possibility, perhaps a strong possibility, the student is (also)

trying to escape a work or demand situation (of perhaps your doing a

functional analysis to establish that, but you'd be essentially doing

that anyway of doing " meaningful " ABA? .. .). Overcorrection should

prove useful for either possibility, perhaps. Try it? For " what "

works, thereof, towards your " Individual " situation.. .

Reinforceing more appropriate behavior would deal with the second

contingency better, while you try to make it difficult for the student

to run, perhaps. You could try putting clogs or something awkward to

running-behavior on his feet until that situation comes more under your

control, while redirecting him to more appropriate behaviors, thereof.

Reinforce heavily to start on that alternate behavior fading to normal

where you can? The more similar to the behavior you're trying to

control but more appropriate to meaningful results, the better.. By

Definition of Understanding, More. Yours.. .

Keep in mind that it isn't entirely right or ethical to put the child

entirely under " your " control. If the student's running isn't hurting

anyone, well, trade-off what he wants for what you want in that

respect? (of doing meaningful ABA?) of all that you do for him for all

that " we " want, thereof, for others, more independent and self-

sufficient " Individuals, " thereof? .. .

Communicate (even if of simple " narration, " of what you feel and

think, " intuitively, " of what's going on, thereof, providing choices to

feed-back/Communication, thereof? .. .) with the child, all that you

understand towards supporting his understanding, thereof? (Of

Communication. It would be ignorant (bigoted, if not " abusive " ?) of

us not to share in what we are trying to accomplish with our children-

students for their benefit and " freedom, " thereof, is " my " sense of

it, " things, " forgetting everyone's credentials, of " authority, " for

The " truth, " thereof? .. .

Treat him like that and he should come along like that, more " nicely, "

thereof, perhaps, of " your " Individual situation. " I'm " doing alright

with that, jack, and so are my children, of more " Logical, " (as

Mathematical?) of bio-logical behavior.. . Instruction, " for " Choice/s,

of Understanding More, thereof.. .

All of that deals with more than mere running behavior

Of The " merits, " thereof? .. . Yes, I " Feel, " of that.

Mike,

I ABA

ABA for Understanding, More

Understanding more any way I " can " that's " more " reasonable and

not " abusive, " otherwise? .. . Me thinks as Feels as understands

of " More " of that, thereof.. .

Where we are not being more reasonable we are being more " abusive, "

otherwise, if nothing much at all, of Communication? What else.. . We

are either the problem or the solution in that respect, of Communication

Thanks for having me, thereof.

>

> Hello,

>

> Does anyone have any suggestions for " running " behavior. I'm talking

> about when a child dashes out of the house, classroom, yard, etc. and

> keeps going. Often it happens when an adult is momentarily distracted.

>

> Is there a good way to teach the child not to do this?

>

> Thanks,

>

>

>