Dr. Carbone will be presenting the following workshops.
Minneapolis, MN June 11 & 12 Intro (workshop #1)
Jacksonville, FL June 18 & 19 Parent (workshop #2)
Jacksonville, FL June 21 & 22 Advanced (workshop #3)
Email Suzanne for information at SUZKUH@...
Jenn Godwin
Jacksonville, FL
Reminder
Two Upcoming Christina Burk Workshops in Toronto Presented by Brookfield
Academy and Learning Centre
Day 1: Sunday, June 24, 2001 - 9:30 am - 4:30 PM (Registration starts at
9:00 a.m.)
Verbal Behaviour Approach to Applied Behaviour Analysis: Teaching Functional
Communication to Children with Autism
This workshop will discuss the applied verbal behaviour approach to teaching
functional communication to children with autism. Participants will learn
about the basic verbal operants, motivation and their critical role in
teaching, assessment procedures, and curricular objectives that are
essential for success in a child's educational program. The workshop will
address effective teaching procedures for children with a range of skill
repertoires from early to advanced learners. You will learn how to improve
the development of functional language, reinforce effectively, strengthen
generalization and improve the overall quality of your ABA programming.
If you have a copy of the Partington/Sundberg ABLLS please bring it with
you.
Day 2: Monday, June 25, 2001 - 9:30 am - 4:30 PM (Registration starts at
9:00 a.m.)
Verbal Behaviour Approach to Socialization and Integrated Playgroups
This workshop will address the issue of socialization for children with
autism within the context of applied verbal behaviour. Through a discussion
of the various functions of language and the ways in which they combine to
comprise communication, this workshop will offer possible strategies for
successful integration of children with autism and typically developing
peers in a social setting. The workshop will describe and demonstrate skills
essential to appropriate peer interactions and conversation, the importance
of motivation in socialization and peer tutoring, peer modeling, and
prompting procedures and, effective practices for teaching necessary
language and social skills through structured play in an integrated setting
Fees
Before June 16th Day 1: $100 Day 2: $100 Both Days: $175
After June 16th Day 1: $125 Day 2: $125 Both Days: $210
While refreshments will be available lunch is on your own
Day 2 presumes a basic knowledge of verbal behaviour. We strongly suggest
that those of you who are not familiar with verbal behaviour attend Day 1 to
get the most of Day 2.
Registration
We will send you a brochure/registration form upon request or send cheque or
money order (CDN funds) with your name, address, telephone and email address and
/ or fax to the address listed below.
For Registration forms or more information about the Workshops please contact us
at brookfield@...
Please send your Registration Form with payment (check or money order) to:
Brookfield Academy and Learning Centre
C/o 74 Woodside Avenue.
Toronto, Ontario
M6P 1M1
Location of event: Swansea Town Hall - 95 Lavina Road, Toronto -
416-392 -1954
Swansea Town Hall is located in Toronto's Bloor West Village. It is
convenient to the Runnymede and Jane Subway stations on the Bloor Danforth
Line. Some on site parking is available.
Hello Friends,
This is a "pre-announcement" of a Verbal Behavior Workshop to be given by Dr.
Patrick McGreevy in Raleigh, NC on July 28-29, 2001. Cost will be $195/person
for the two-day conference, which will be at the Sheraton Imperial Hotel,
located on I-40, not far from the Raleigh-Durham airport. The hotel is offering
a discounted room rate of $75/night for those who attend.
More details about the workshop will be forthcoming. If you wish to reserve
your spot now, you may email me at persistentC@... or
MariposaSchool@...
For a brief explanation of Verbal Behavior, visit the Curriculum page on the
Mariposa School website at http://www.rtphome.org/mariposa/
Cindy (Cary, NC)
persistentC@...
http://www.rtphome.org/mariposa/
In the files there is now a list of updated Intraverbal targets. It is under
Intraverbal Targets in the file section. Thanks Steph! :)
For those of you who are interested in joining the Verbal Behavior Special
Interest Group (VB-SIG) part of the Association of Behavior Analysis the web
site is below.
http://psyc.csustan.edu/verbalbehavior
Jenn Godwin
DTT-NET list owner
I currently started sharing therapists with a friend of mine.
Therapists we share get most of their training from my friends' teams
because they have more therapists to overlap with AND an excellent
consultant...not to mention she has a lot of knowledge AND great
senior therapist. My problem is until I returned from the Dr.
Carbone Parent workshop, I thought I was doing a good job. This is
NOT something he or his associates told me but in my opinion I don't
think I've done so well. Now I am afraid to continue training
therapists because I want to train them WELL!!!! When I see the
training they get from my friend's house I definately KNOW I could be
doing better!!
So, I know the basics of pairing with reinforcement but what
specifics can I start with? PLEASE HELP!!!
Thanks,
Rose
Dear list:
If you are interested in a behavioral analysis of language, The Analysis of
Verbal Behavior is the ideal journal for you.
You can order back issues for $23.00 a volume or the whole set for $180.00.
The annual cost of the Journal is $23.00 ($16.00 for students)
To order the Journal contact:
ABA at
616-387-8341 (phone)
616-387-8354 (fax)
Email: 76236.1312@...
Jenn Godwin
DTT-NET list owner
Two Unsolicited Thumbs Up for the FEAT Daily Autism Newsletter!
Read What Two Critics Have to Say About it:
The New York Times:
"The FEAT newsletter is absolutely fantastic
in its breadth and fairness of coverage.
You are doing an excellent job."
Sandra Blakeslee,
science writer and science correspondent
The New England Journal of Medicine:
"A fine publication."
Marilee P. Ogren Ph.D., NEJM Medical Writer
In the FEAT Daily Newsletter
you will find the Latest on Autism:
ABA ARI ASA ADHD Asperger Autistic Lives Autism
Research Assisted Living Calendar of Events CAN CDC
Chat Rooms Chelation Drug Therapies Environmental Toxins
DAN! FEAT Events GFCF Foods Genetic Research IDEA
Immunogenic Autism Late Onset Autism Legal and Political
Advocacy Medical Imaging MIND Institute Mercury NAAR
NIH Neurological Developments State & Federal Legislation
Secretin Stem Cell Research Supported Life Special
Education Supplements & Vitamin Therapy West Coast
Conferences Websites World Conferences.
... All about that and more ... sent to you in a daily newsletter.
We monitor a half a dozen of the larger autism-related email lists, as well
as comb the larger dailies and websites for important news and developments.
This is send out to your email account with only two or three postings per
day. No Ads, No Spam, No overstuffing your email box and at No Cost!
To Subscribe go to www.feat.org/FEATnews No Cost!
Hello,
My son is 5.5, and has done 3 1/2 years of "lovaas" ABA. We are ready to
switch to a verbal behavior program; however, I am finding that my primary
instructor (lovaas trained) is not going to make the switch. Big bad
attitude! So, I am going to let her go. And I have only one other person.
I am hoping that someone on this list might know of someone who can join my
team. We live in Midland Park, which is near Wycoff, Ridgewood, Hawthorne.
North Bergen county.
My number is 201-689-6884. Please feel free to hand this out (eek) to any of
your therapists that might be looking for hours (after school and/or weekend).
Thanks for your help!
Krista Mason (Ben's mom)
We are looking for 2-3 fun, energetic, reliable therapists to work with our
4yr old ADORABLE son doing ABA. He has a home program (for about a yr now),
35-40 hours. Hes progressing well, semi-verbal(starting to speak in
phrases). We are also looking for someone that would be interested in
shadowing-therapist we have now is not able to do it for very long..Flexible
hours/pay negot..PLEASE contact us if interested or if you know of
anyone..My number is 845-782-7842 or email me at
jconklin24@...!!!!
Jeanine Conklin(Daniels mom)
Hi,
We are looking for a therapist to start around mid-July to work with our son.
Our son is 4.4 years old and has been in an ABA program for 2 years. Our
consultant is Vince Carbone. If anyone is interested, please write to me
directly at csonking1@....
Thanks,
Claudia
I'm responding to Amy's post regarding "traditional" speech therapy. I've
worked with many speech/language pathologists and can tell you there is no
such thing as "traditional" therapy. Every therapist has different areas of
experience and expertise and (hopefully) bases treatment decisions on the
needs of each individual child. I also think that any true professional
would be willing and interested in learning about new treatment techniques
to improve their work. Every child, parent and professional I come in
contact with teaches me something. The key is being willing to learn.
After all, we're all in this for the same reason.. to help children. I do
think it's important, however, to be respectful of each other when
discussing different treatment methods. It's not a matter of a "right way"
and "wrong way" as far as I'm concerned but which way will be the best for
each particular child. It's important not to put people on the defensive by
suggesting that what they do is "wrong" or that you know how to do their job
better in any field you work in. (I'm not suggesting you do this Amy- it's
just a statement in general) I know I don't have all the answers and don't
think any one person does. It's important to be able to justify any
suggestions we make in a way that's specific to each child instead of
"according to the ABLLS" or "so and so says..." In addition, there may be
multiple methods to achieve the same goal and it's critical that each person
on a child's team have input into the best method to use for each individual
child.
Most SLPs I know are primarily concerned with the development of functional
communication skills and many have some negative views about ABA in general
because of a lack of emphasis on functional communication. In my opinion,
VB addresses those concerns quite well but also offers the structure needed
to developed and track an intensive program. I also know that many SLPs my
clients have gone to have not even attempted to teach non-verbal children to
talk, they just go straight to an aug com system. I would never tell a
parent their child will never talk, even if I'd tried everything I knew and
was not making progress! That just means I've exhausted my current
knowledge, not that the child does not have the ability to learn!
I think one reason there may be a "communication breakdown" between people
involved in VB and speech/language pathology is the use of different
terminology to describe the same things. Jargon is typically developed to
allow professionals to communicate more efficiently because there's a
consensus about what terms mean. For example, I know when I hear the term
"apraxia" there are a variety of behaviors I expect to see. I still need to
be able to describe those specific behaviors when developing a program
because each child is different and does not exhibit all the characteristics
associated with the term. I've been working diligently to improve my
"bi-jargonal" skills so that I can "interpret" things I'm learning about VB
to my colleagues as well as communicate effectively with behaviorists.
Perhaps we need a translation dictionary to help! If interested, I'd be
happy to discuss VB with your SLP to help "translate"!
Tracy Vail
I had a therapist that worked with me for about 2 months in Dallas. She is a
new therapist but picked up on the therapy very quickly. She is returning to Ft.
Worth for the summer and would be interested in working with a family doing ABA.
Her name is Monique Chambers. Her number is 817-293-4318. Her email is
moniquechambers@.... Pam Lorzadeh
I'm posting this for a therapist and I wholeheartedly recommend her as an
addition to any ABA program.
Lela C. Reynolds - I am moving to Panama City, FL on May 15th. I have my BS. in
Special Education with a minor in Psych. I am attending FSU, Panama City Campus
in the Fall for Master's in Psych. with a Specialty in ABA. I have learned the
positive behavioral techniques from The Center for Early Education (California),
Bancroft Neurohealth (NJ), and The South Carolina Early Autism Project (SC). I
have been working with children with autism for four years and been a Lead
therapist for 3 families making sure documentation was correct, training new
therapists, and reporting to consultants. I am wanting to continue my work and
learning, please contact me at reynoldslela@...
For a friend of mine:
Paraprofessional with Discrete Trial experience needed to join an
established team in an all-year school-based program for an adolescent girl
with Autism Spectrum Disorder. Knowledge of alternative communication
systems and sensory integration a plus. Compensation includes health
insurance.
Call (802) 785 4805 or
Write Anne Beggs, Thetford Academy
P.O. Box 190
Thetford, VT 05074-0190 or
E-mail Joan.Scruggs@... or Anne.Beggs@...
Sorry that I haven't responded sooner...I've been shopping! :o)
Really, thank you all who replied for the many valuable
therapy/teaching supplies sites.
Now, who do I send the bill to?
Best wishes, Vie
Dr. Carbone will be offering the following workshops.
June 11-12: Intro workshop (#1) in Minneapolis, MN
June 18-19: Parent workshop (#2) in Jacksonville, FL
June 21-22: Consultant/Advanced workshop (#3) in Jacksonville, FL
Please contact Suzanne at Suzkuh@... with questions or to register.
Jenn
Isaac's getting better at this language stuff. It is so hard, and his
language issues are so complex, but again, he surprised us this week. He
has a flashcard for a shadow box thingie of a white small dog. Apparently
my therapists think it's homely. Many times, they have said, "What it is,
Dog?" and then got the echoic and then did the transfer. Often the
therapists say, "That's right, it's a dog, an ugly dog." (Guy therapists
are prone to elaborating on the cards.)
So, this week, "What is it, Dog?" Isaac echoes a pretty good dog
considering that the D sound is hard for him. "It's a ___" and he fills in
dog. They try again,
What is it?" and Isaac obliges and says, "dog," without the prompted dog,
and then, "What color is it?" and the person is ready to prompt, "white" if
needed. Isaac looks and touches it and says, "ugly!"
ROFL OK, so he was not correct in regard to the color, because officially
"ugly" is not a color. However, he has picked up one of the identifying
factors of the photograph by himself. LOL
Then this week, he's been answering, "cup" to do the echoic to tact transfer.
Then he had gotten a pretty good, "red" out when asked what color. He even
offered, "it's a red cup" all by himself when asked, What is it? Of course
it sounded like one long slurred word, and then when surprised with a cup
of a different color, he started to answer, "red" but then he said, "a
cup?" instead of the color. He's just beginning to try to figure things
out, not just spit out carbon copied versions. On Tuesday some school
official people came. The good thing was when Isaac was doing the cup
module again, the therapist asked, "What is it?" and paused, and Isaac
said, "Cup." He usually does not need the echoic prompt for this word now.
Then the therapist said, "What color cup?" and Isaac looks at the picture,
scrunches his face, and says, "Puhple" which it was. I admit I clapped
vigourously and cheered. He had never said it independently before without
being fully prompted.
However, Isaac still has a great deal of trouble learning new words, and he
is severely limited by his motor speech production problems. Still, I am so
proud of his efforts. Imagine, if a walk across the room felt like a climb
up Mount Everest. Sometimes, I think that is how hard it is for him to
answer reliably, consistently and understandably when he is working with us.
Jennie
Message: 1
Date: Sun, 29 Apr 2001 11:11:20 EDT
From: tfcwh@...
Where did you get the S/P manuals.......or rather, where can I get them?
Thanks,
Beth
<A HREF="http://www.behavioranalysts.com/"
</A
don't forget to get a copy of the ABLLS! :)
Selma Martinez
ABA/VB Consultant
Chicagoland, USA
Hi,
I am looking for VB consultants too to help us transition from Lovaas
to VB. We live in Charleston, WV with our 5 year old daughter.
Please respond to mahija@...
Mahija
To whom it might concern:
Currently, I am receiving [DTT-NET] Digest via my
ABA therapists needed to work with 4-year old autistic boy, Charlie, in
Hillsborough, NJ (central Jersey) starting in late May. Charlie has been
doing ABA for more than a year and a half and is an eager and motivated
worker. Our consultant is a speech pathologist with a strong ABA background;
we use a mixture of "traditional" Lovaas and Sundberg/Partington/Carbone
techniques. We especially focus on building and shaping Charlie's talking
and understanding of language, and on his play and social skills.
Competitive pay and good working atmosphere.
Please respond to me via email at kjchew@... or by phone at 314-984-0171
(until May 20).
Thank you and regards,
Kristina Chew and James Fisher
For those interested in a course on Behavioral Consultation, I will be
teach a course at Temple University in Philadelphia on the main campus.
The course is Special Education 561, reference number is 012-477, section
021. The course is T-Th 4:30-7:30. The course covers behaviorla
interviewing, functional analysis, creating interventions and workign with
teachers.
Joe
We are looking for a tutor for our home program for as little as 2
afternoons a week or as many as you wish to do!! We are located north of
Boston. Our son has been doing ABA for 3 years and our current staff has
been to Both Carbone conferences as well as a consult with Dr. McGreevy.
Phyllis
pmrskizner@...
I am an ABA Consultant in Massachusetts and have an opening on a team in
Chelmsford. The position is for approximately 15 hours. The boy is only 3
years old and is making incredibly fast progress. When I first met him, at
the beginning of February, he only spoke in one-word phrases, which were
mostly prompted. As of Monday, his mean length utterance is 3.5 words per
phrase! If you know of someone who is interested in using ABA to teach
language & communication, play, self-help and social-behavior skills to this
boy, please call or e-mail me!
Shelagh Conway
(508) 653-6208
or
shelaghk@...
Good news in Texas - Texas Autism Awareness Rally
May 7, 2001
12:00 to 1:00 p.m.
south steps of the capitol building.
We need all you texans to come and join us - bring your children, friends, and
family - it is very powerful to have the legislators SEE our children. I bring
my 11 year old to when ever I testify. They need to hear about the disability,
learn of the promise that exists within these children w/ appropriate
interventions, and learn about what families are faced w/ related to obtaining
needed/ appropriate medical, insurance, educational, and support services
(hah!).
Please - come to the Rally! We have senators and representatives coming -
parents, private educators, and autism leaders speaking.
COME TO THE RALLY!
please email me for more information.
The Cambridge Center for Behavioral Studies, the official web sponsor of
the Behavior Analyst Today (BAT), is pleased to announce a fantastic new
issue of the Behavior Analyst Today, Volume 2, Number 1. BAT contains many
interesting and exciting new articles which you can access online at
www.behavior.org. Once you log on, visit our Library/Journals section. You
may also access BAT through our News section. When visiting the CCBS
Library/Journals section at www.behavior.org, look at the side bar where
you will find links to our electronic publications. In addition to the
Behavior Analyst Today, you will have full access to Behavior and
Philosophy, Behavior and Social Issues, Behavioral Technology Today, and
the Current Repertoire, the official newsletter of the Cambridge Center.
As always,
Joe
I would like to know if there is anyone out there near the Philadelphia, New
Jersey area that would be interested in doing DTT. We are getting training
so if you are interested in learning and working send all emails to
ksekula@...
AOKKIDSis proud to announce that we've updated our web site. Come see us at:
http://www.aokkids2000.bigstep.com/
Dr. Carbone will be holding a Workshop #1 (Intro to Verbal Behavior) in
Minneapolis, MN on June 11-12. Contact Suzanne at SUZKUH@... in order to
obtain registration information.
Jenn
Has anyone sent their child to Camp Lee Mar in PA or another summer camp for
children with autism? I am anxious to hear about success or failure in this
situation. A 7 week camp is a huge step and if we do it, we want to do it
carefully. Thanks!
Cindy
Dear list,
I am thinking about my son's curriculum and I need some clarification.
We started Noah several years ago in an intensive teaching program, using a
language curriculum which was structurally rather than functionally based.
He did very well. I have since been exposed to the much more rational
approach based upon the analysis of verbal behavior, so I am attempting to
steer his program in that direction, without the benefit of a consultant.
My questions:
1. Teaching The Dude to ANSWER Wh- questions:
In our earlier program, we taught Noah to answer a large number of questions
about pictures. Am I correct in thinking that this program can be entirely
replaced by (or subsumed into) teaching mixed verbal behavior? In other
words, we used to teach him the answers to lists of questions. (For
example, "What does a cat say?", What does a cow say?", etc...) Can we
instead teach him the corresponding RFFC response ("Touch the one that says
meow"), and by fading the visual stimulus and reversing the question,
transfer that to answering the question, "What does a cat say?" ?
2. Teaching The Dude to ASK Wh- questions:
It's very clear to me that asking Wh- questions is manding for information,
and manding is controlled by an EO, not an Sd. So our school's earlier
practice of instructing Noah, "Ask me a question about this picture", was a
really useless way of teaching this behavior. I've seen the long posts on
contriving up EO's for the various types of Wh- questions; they were very
helpful. My question is, is it kosher to teach him to ASK at the same time
we're teaching him to ANSWER this type of question?
I vaguely remember there was an earlier post which mentioned that teaching a
child to ask Wh- questions can actually facilitate his learning to answer
them, but maybe I was just hallucinating.
Sorry if none of this is too clear. If you guys can't answer these
questions, perhaps you can guide me to ask some better ones...
Laurel
DITTO to what Catherine said.
hi Diana
As a mother who has been in this situation I really do symapthise with you.
My son
after an initial period of progress became very very unhappy with his Lovaas
programme.
Is really is hard enough having a child with autism plus non verbal - then
you have to
have all these questions and and monitor and examine teaching as
well.......................
I think that the advice i can give you is to really think hard and look at
what is happening-
(1) Is it the teaching ? Is the programme reinforcing - is your child
running away from the
table, escaping ? Is your child reasonably happy to work with the tutors ?
If the
child is escaping or agressive all the time what are the consulant's plans
to deal with this ?
Do they sound reasonable to you ?
(2) Do you have problems with staffing- very frequent changes of staff can
really demotivate
a child. oK fine being with WEAP they are reputable consultants- but if you
have alot of
changes of junior staff who are not trained this may be really stress your
child. It certainly
stressed out my child. If this is the case can you do something about it ?
(3) Look at your communication - Is the PECS working ? My son used PECS for
about
six months - he could not care less- absolutely hated it- when we switched
to the
signs he used them immediately. For a child who is non verbal I think that
it is
really important to establish communication - otherwise their lives are
spent being
directed by us.
I have no intention of starting a pecs vs signs debate even on this list
but what is
really important is that the choice of augmentive communication is right for
your child.
(4) what are you doing in the programme - are the goals functional ? Is she
being taught to
point to trapezoinds when she can't ask to go to the toilet ? Are you happy
with what she
is being taught ?
(5) is your daughter progressing slowly (as i am all too aware not all
children can progress quicklY) or is
your daughter really not progressing at all ? Yes all children can't
progress quickly but
lack of any progress is not right .
I can honestly say that since my son changed programmes
he has learned something - however small almost every day. So those people
who have really
quick children might look at him and say its not much but for him - he is
moving on.
So to sum up- I don't think you should think too much about WEAP as a
provider - but about
what is going on in your house with your child and your programme. If you
think
through alot of the issues and discuss them with your provider you may feel
more sure about what you are doing / or more sure about what you want to do.
regards
Catherine UK
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Diana,
We've been very happy with WEAP. The reason we chose a Lovaas program over
Carbone type program is the availability. No consultants available or
attainable for Carbone, Parington, or any of the others. Lovaas was
attainable. - This of course was three years ago - I know Carbone has become
more popular therefore probably more duplicated.
Our consultant with WEAP is well versed, however, in Carbone stuff, PECS,
Diet Therapies, etc. All of it. - So we do all of it. Lovaas is the base
for which we obtain our programs, PECS, and Language - Intra-Verbals and the
like are expounded on and enhance the program. The Diet is a pain, but we do
that too. (Note: Tantrums, biting, head banging stopped when we implemented
the diet - could be a number of other factors too - age, ABA, whatever - but
it certainly didn't hurt.)
Unless you are located in Jacksonville Florida or some other area where
Carbone or one of the other "Skinner" consultants are, I'd stick with WEAP.
Maybe ask for a different consultant, or his/her supervisor to check in on
the situation.
Karlajoy@...
Hi everyone
Has anyone attended the 3 day workshop Mark Sundberg gives? I was wondering
about it, as I would like to attend. I have heard that it was very
technical, and that it was unlike the Carbone conference. Any thoughts??
Jayme
Hi Everyone,
My very charming (if I do say myself ) son, Andy, is 7-years-old. He
is in a verbal behavior/ABA program, has made and continues to make
great gains. We are lucky enough to have a highly skilled local
consultant, a great lead therapist. However, we really need a
therapist. Flexible hours, ongoing training, fun professional
program, very competitive compensation. Experience highly desired
but will train the right person.
Located in North Dallas LBJ & Marsh Lane. This position is crucial
for our program right now, so if you are interested or have a
therapist with extra hours please give me a call or email .
Thank in Advance,
Nancy
(214) 351 - 6196
nlw1111@...
My son can ID pictures of those in his life but he doesn't call anyone
by name. Does anyone have any suggestions on how I can get my son to
refer to people by their names? Everytime he comes into contact with
someone for the first time that day we make him say "Hi
Special Software for those with special needs
Thought you might be interested in this company and what they are
doing!
Two years ago I started developing software that could scan a book or
magazine and read it to me. I am legally blind. Over the last year
I have
given away over 2,000 copies of my software to different non-profit
organizations mainly schools and literacy groups. Recently I
installed a
copy for my cousin Doug. Doug has been a special Olympic athlete for
as
long as I can remember. I typed up a list of directions for him on
playing
a couple of games. He was
able to put the directions on the scanner he would then press the F5
key on
the keyboard and the directions are read to him by the computer. For
the
first time he was able to play a new game without any help. We feel
that my
program may help others. If you know of a school that could benefit
from
our software have them contact us and we will send them a free
copy. I
would like feed back from individuals on how it works with others.
Free full
working demo downloads are available from our website
www.premier-programming.com.
If you have any questions please feel free to contact us.
Info@...
Sincerely
Steve Timmer
President
The following workshops presented by Dr. Vince Carbone have now reached
capacity.
Harrisburg, PA Parent workshop (April 26-27)
Jacksonville, FL Parent workshop (May 10-11)
Jacksonville, FL Advanced workshop (May 31-June 1)
For information on any additional workshops please contact Suzanne at
SUZKUH@...
Jenn Godwin
Looking for therapists to work with my 5 year old son in a non-traditional
ABA program. We are spending most of our time on verbal language. He is a
happy boy who is usually very easy to work with. We live in Winston-Salem,
NC. Need therapists to start work early May. E-mail me privately at
"lmfpdf@..."
Today I was watching a therapist work with Putter (who turned five in February)
on "yes" and "no". He is right on the edge of understanding "yes" (he currently
signs it and says it; we went nowhere with yes until it was paired with the sign
which is interesting but another issue). Anyway with "yes" we have done endless
informal little home trials on it and sometimes he will now answer "yes" with no
prompt or anything at all. At first he obviously considered "yes" to be just
another irritating hoop that he had to jump through in order to get whatever
reinforcer he wanted, but now he is, it seems to be beginning to understand that
how he can use it.
So I thought "no" would be easy. "No" and "apple" are the two words he always
had. I have heard that people with autism often have more trouble with "yes"
than "no" and sometimes I have thought of autism as a big "NO" to life and human
interaction so it made sense to me. If you grabbed Putter up from a fun
activity and dragged him off, he would go kicking and shouting "No, no, let go,
stop...." So he knows "no" and there should be no problem. Right?
Wrong! Why do our children with autism constantly surprise us? First of all,
it is clear to me that he does not understand "no" as a choice that he can make;
thus he probably doesn't really understand "yes" as fully as he seems to; he
probably sees "yes" as something you say to get something you want, which is
kind of correct, but the choice aspect of it is missing.
Secondly; he just has a FIT when someone says "no" to him. He hates it. His
echoic is very strong (I am so happy to say this because one year ago he had
NOTHING) but he will not echo "no." I suddenly realized that he believes the
therapist or me or whomever is telling him "no," instead of trying to get him to
repeat "no" in answer to a question. For instance, today Jennifer, the
therapist working with him said "You want the play doh, yes? and Putter echoes
and signs "yes" very happily and gets the play doh and all is great; then
Jennifer takes it away and starts to put it in its container. She says "You
want the play doh put away? No?" and he falls flat on his back and screams. A
simple "no" would suffice, but Putter does not know that. Jennifer tries and
tries to get him to say "no" but he will not. He seems to hear the "no" that
she is trying to get him to echo as a "no, you can't have the play doh any
more." He does not understand that he is being offered a choice and that he
could say "no" to it.
Now obviously we can just blitz him with choices and work and work on this and
we will do that. But does anyone have any other creative ideas to help Putter
understand that he can say "no," that he can make a choice? Because that is the
heart of it; he doesn't really know he can make a choice.
Salli
Please contact me at eugenep@...
We are looking for 2-3 fun, energetic, reliable therapists to work with our
4yr old ADORABLE son doing ABA. He has a home program (for about a yr now),
35-40 hours. Hes progressing well, semi-verbal(starting to speak in
phrases). He is starting reg. preschool for a couple of hours a week April
25th..(We are also looking for someone that would be interested in
shadowing-therapist we have now is not able to do it for very
long)..Flexible hours/pay negot..PLEASE contact us if interested or if you
know of anyone..My number is 845-782-7842 or email me at
jconklin24@...!!!!
Jeanine Conklin(Daniels mom)
Reliable, enthusiastic, and energetic people needed to work with an adorable
child in Patterson, Louisanna. This is a great kid with a very nice family.
Training will be provided as needed. Great pay and flexible hours. Anyone
interested, please contact his mom, Mrs. Hunter, directly at (504) 395-1900
or cwhunter29@... .
Thanks in Advance!
Carla G. Zeiter
The Childhood Learning Center
www.tclc.com
Amy
I used to work for a family with 3 kids. We would just do crafts or play
little games with the other 2. The girls and I also babysat for all 3, and
we would make sure to pay special attention to the 2 sisters. It was sort of
like their time. We also made a point of saying hello and asking how they
were when we got to work. The little things make a huge difference.
Jayme
I am new to this list and would love some explanation of the terms you use like
tact - manding What are they? I know that are used to describe building some
vocab but what does it mean?
My son is mildly autistic and he is at preschool. He doesn't have an aide. He
does OK but he finds it difficult to recall/retell events, initiate
converservation and generally keep up with what is going on around him.
We are still in the process of setting up a programme (its taking our
psychologist over 4 weeks so far) so I have being doing things on my own.
Basically learning from books.
My son also needs lots of work on his fine motor skills and general motivation.
He did up buttons on a shirt a few weeks ago on his own but now refuses to do
and says I can't do it" He is difficult to motivate and a challenge to keep him
focused on things he finds hard.
He is 4 yrs old and is verbal. I am trying to teach him play skills and
conversation drills. Has anyone got any affective ideas on the motivation and
starting effective conversation? Does it start with learning the basic WH
questions?
Please get intouch with me.
Thanks
Jenny
Hi.
I just started working with a new family (a 2 1/2 year old ASD boy and a 6
year old girl.) The mother of the children is very concerned about her
daughter "fading into the woodwork" due to all of the attention her brother
will be getting with his new program. Since the program is just starting,
our consultant does not wish to include the sister in the boy's therapy
sessions, which I can understand. However, I also empathize with the
mother's concerns. This little girl is very sweet and seems to feel left out,
especially since her brother not only loves attention from adults, but
demands it. The mother suggested that I "work"/play with the sister after
her brother's therapy sessions. I do not mind spending time with her, but I
have never done anything quite like this before with a sibling. I am curious
to know if anyone has done anything like this before, and if so, what you did
and how you did it.
Thanks,
Amy
Hi all,
We have been having lots of problems getting David to learn tacts. When
Vince was here a few weeks ago he set up a structure for us to work on them
that seems to be producing good results and I wanted to share it with you.
The key here is that David learns intraverbals very easily and so Vince
suggested that we go with that strength.
We had been trying to make David use signs for his tacts, hoping that he
would then use the sign as a prompt to himself, but it didn't work. So we
started using sign as an intraverbal in our tact drills. Vince suggested
we not make David use the sign though so as to reduce the response effort
for him.
So our first Sd is "What is it", and we say the name of the tact and do the
sign. We immediately follow this with a transfer, saying, "What is it?",
but we don't say the tact name or do the sign. David has a very strong
echoic so I think this helps him to get it correct every time on the transfer.
We then move to a very strong tact or two, and then come back to the one we
are working on and do the same procedure as above. We actually typically
have 5 pictures on the table.....two target tacts and three very strong
tacts and we bounce back and forth between the tacts, so that we hit each
one two or three times during a sitting, and we will mix in some echoics or
motor imitations or other intraverbals during this sitting to add variety
and some easy stuff during that sitting.
He has us set up so that we keep data and after we work on a target tact 10
times, then we do a probe on it.....in other words, we just put that one
out and ask what it is. If David gets it right, then we do 5 prompted
trials, just like what I describe above, then probe it again. If he gets
it correct, then we do 2 prompted trials and probe. If he gets it correct,
then we switch to doing fluency trials on it. Anytime he gets it wrong on
a probe, we go back and do ten more prompted trials on that target tact.
This structure has produce 9 new tacts in two weeks. This is a record for
us. We can sometimes go weeks before we get new tacts with David. We are
still early in using this new structure, but I wanted to share it with
others whose children have difficulty learning tacts. The key here
remember is that David learns intraverbals very easily and Vince thought we
should use this strength. I also think the prompted trials vs probe
structure he set us up with has been very helpful.
Lynda
My son has many skills and probably close to a thousand tacts, mostly nouns and
verbs with some basic adjectives. Still, he has big gaps in his expressive
langauge. My problem is each time a introduce a tact, he confuses another with a
similar function. For example, he had used the tact blocks for years but when I
taught him lego he mixes up the tact blocks and lego. i run into the same
problem with jeans and pants, turtle and frog, spin and roll, knock and hit,
even tomato and potato. Does this mean that my tacts are too hard because the
functions are too similar for him to distinguish. If so, how can i teach him
more tacts without running into this problem. In case I wasn't clear I am not
teaching these similiar tacts at the same time. As I teach a new tact he is
replacing it and forgetting the old tact. He has no trouble moving the tacts to
RRFC or intraverbal. He just gets stuck when he is learning the tact.
Janet
Has anyone taken this on-line course from Sundberg & Partington's STAR
school??? Is it worth the money??
http://www.behavioranalysts.com/BAIlearningcommunity/lc-courses.html
Angela
Angela:
I completed the STARS course this past month. I thought it was worthwhile,
and I learned a lot. It was particularly helpful to my wife and I, because as
we have switched over to VB from straight DTT the past few months, we are now
essentially running our program ourselves, and this provided good schooling in
the basics. The people in the class offered a lot of good suggestions on VB
topics.
The toughest part is the time commitment, especially when IEP issues and
other fun events become all-consuming for a few weeks at a time--not that this
ever happens to anyone!
But in general an excellent resource, and a good complement to Carbone #1.
Steve K.
Hi,
I am an ABA therapist who will be moving to the Charlotte area within
the next month. I have experience in DTT, school shadowing,
supervising structured playdates, and floortime. If you are
interested, please e-mail me privately at rrobins3@...
Thanks!
Therapists needed for six year old child in Bellevue, Nebraska.
Flexible hours. Please reply privately to:
ApplPckr42@...
Thanks!
Sharon :-)
Visit www.behaviorchange.com to learn about upcoming VB workshops in Florida.
Register online!!! Next available workshop, April 28-29, Ft. Myers, FL.
Recently someone posted some information about doing sprints--fast-paced, short
duration exercises using a combination of programs (e.g., actions, tacts,
colors, shapes, etc.) I am trying to set this up in my son's program and have
team members take data on this. Part of what convinced me to do this was
listening to a tape of Carl Binder at the ASAT conference last March. He
mentioned his work, which I have a reference for, and the work of Giordano
Montebella (not sure on spelling), whom I have not been able to find information
or a reference on. Does anyone have a reference for her? He mentioned that she
is in Australia. Any help on sprints would be appreciated. Thanks Michele
Larrow, mom to Mikey age 4
Hello listers,
I am currently looking for therapists in two locations of PA. There are two
families in Delaware County that are in need of experienced VB therapists.
I am also looking for several people to work for Bucks County Intermediate
Unit doing various forms of ABA (some VB, some not). If anyone is
interested or knows of people, please contact me and I will facilitate
discussion with families or hiring at the IU.
Thank you,
Kristine Quinby
Behavior Consultant
www.autismbehaviorconsult.com
http://www.eiki.com/frames/frames.htm
above is website for language master.
www.califone.com is website for their
machine. Also if you search califone, other distributors come up.
Prices have varied by as much as $50.
http://eshop.actworld.net/moffitto/card.htmo
is the website of the least expensive one I have found so far. I have not
visitedthe language master website yet. I understand if you say that you
are a parent you will get a discount on the products???
Rhonda
Hi,
I am new to the group and just setting up an ABA programme for my wonderful
two and a half year old son Orlando who has had no therapeutic intervention
to date. I would love to hear from other list members about their experiences
of starting out, and especially to hear from others in London.
We urgently need therapists to help staff our programme - we need to get
started. We have just had our first workshop with Dr Patrick McGreevy and
NEED THERAPISTS NOW!
Please contact me if you are a therapist looking for work or if you have any
bright ideas or know of anyone who might be able to help.
Thank you
Alison
We need fun loving, nurturing, highly motivated therapists for our
3-year old son's home program in Plano, TX. Flexible shifts available
7 days a week. No experience necessary. Training will be provided.
Please call Kim at (972) 377-9929 or email pkstew@....
Update on Dr. Carbone's Workshops:
There are still a few spots left in the Intro workshop (#1) in Rockville, MD
(DC area). If you would like to obtain registration information then contact
Suzanne at SUZKUH@....
Jenn Godwin
Hi, all. Just wanted to let you know that I just made a major
addition to my website. The new HelpLine section is designed to allow
families and professionals to connect, as well as to allow people to buy/sell
their materials, and to ask questions or leave comments about various
AVB-focused conferences. I do hope people will find this helpful. Please
check it out at:
www.ChristinaBurkABA.com
Best,
Christina
Christina Burk, M.A.
Behavioral Consultant (AVB specialization)
www.ChristinaBurkABA.com
ChristinaBurkABA@...
Director, playB.A. inclusion socialization group
www.playBAgroup.com
Christina@...
I'll make this brief but I wanted to send out a thank you to all that
responded to my call for help. There were many of you and I am
overwhelmed by your support. If it were not for lists like this one, I
would completely lose my mind. Thank you all for your help and support.
Penny
My family is relocating to Hinsdale, Illinois at the end of March and are ready
to hire therapists to work with our son. Jack is almost 6 and has been in an
ABA program for over 2 years, with an emphasis on Verbal Behavior in the last 15
months. He is verbal and a very sweet boy. We have a fairly open schedule.
Experience is a plus, and of course, we will train enthusiastic, motivated
people!!<br clear=all
href="http://explorer.msn.com"
Oops! I just posted about needing therapists in Hinsdale, IL and forgot to
include my email address. If interested, please contact me at TPechenik@...
Thank you<br clear=all
href="http://explorer.msn.com"
Different Roads to Learning sells them. You can go to
http://www.difflearn.com/ to order the tally counters (as well as almost
anything you need for your ABA program) The owner is Julie and she is a champ
at getting things out quickly and it a great person to work with.
You can also buy them at Office Depot. Ask for tally counters and they
should be able to help you.
Jenn :)
Attention!!
Listmates in the USA. Walgreens and Drug Warehouse have a product in
the poster board bin with the office\school supplies. It is a white
plastic sheet designed for dry erase and wet erase markers. We also
paint on the textured side and wash it off. AND< it is only 99 cents a
sheet!!! I bought six, my theraphists can change them whenever, even
take them home to work on and we just pushpin them to the walls.
Finally I have enough room to post all the RFFC's and such right in
front of everyone.
I know that everyone can use this product, it is the size of posterboard
and you can cut it into pieces to draw on or even holepunch it for a
notebook, put velcro on it, etc. I am sure there are many creative types
out there, who like me don't have a lot of money for supplies.
Angela in OK
Please take a look at http://www.doubleologic.com/wtr/index.html
This is software (Windows 95 and above) that I've written to manage my
son's language and reading development. It is a database management system
to track students language acquistion. It allows you to print picture
flash cards and word flash cards. It offers a progressive reading system
with a controlled vocabulary.
I'm considering making it a commercial product if there is enough interest
from you to do so. So please send me a quick email if you are interested
in this product.
Thank You
Diana Luckevich
DoubleOLogic Software
wtr@...
The Cambridge Center for Behavioral Studies, the official web sponsor of
the Behavior Analyst Today (BAT), is pleased to announce a fantastic new
issue of the Behavior Analyst Today, Volume 1, Number 4. BAT contains many
interesting and exciting new articles which you can access online at
www.behavior.org. Once you log on, visit our Library/Journals section. You
may also access BAT through our News section. When visiting the CCBS
Library/Journals section at www.behavior.org, look at the side bar where
you will find links to our electronic publications. In addition to the
Behavior Analyst Today, you will have full access to Behavior and
Philosophy, Behavior and Social Issues, Behavioral Technology Today, and
the Current Repertoire, the official newsletter of the Cambridge Center.
As always, access to www.behavior.org is free of charge.
Thank you,
I wanted to provide the list with an update on the following workshops that
Dr. Carbone is conducting.
The Intro Workshop #1 in White Plains, NY is at capacity and no more
registrations can be accepted. There are still openings in the Rockville, MD
and Harrisburg, PA Intro Workshops #1.
The Parent Workshop in Rockville, MD is at capacity and no more registrations
can be accepted at this time. There are still openings in the Jacksonville,
FL and Harrisburg, PA Parent Workshops #2.
Please email Suzanne at SUZKUH@... for more information.
Jenn Godwin
We are looking for a therapist to work with our son, who will be 3 at the end of
March. We have been running a program since November 2000 and live in Newcastle
upon Tyne.
Elaine
Hi all,
My daughter (5 yrs old) is verbal (at about 3.5 yr old level) -- almost no
grammar, more keyword-combinations. She will repeat video phrases, though.
The question this time -- she always says "Mommy glasses" (repeated many
times) or "Daddy no glasses" (ditto), or "need glasses to see" (ditto).
This is accompanied by lots of hand flapping. Its clear that she wants to
say something, does not have the words to do so, and just falls back on old
tried and true (for her) phrases. Any ideas on how to get her to "move on"
from these phrases? obviously, we want something positive, so as not to
discourage talking.
Jack
--------Original message--------
Hi,
I am a fresh graduate of Speech Pathology here in Manila, Philippines and I got
to know about DTT-NET from my supervisor in the special school where I was
working. After she asked me to read the notes in one of those workshops held by
Dr. Carbone, I was immensely encouraged and motivated to learn more....learn
more about everything there is about DTT-NET and verbal behaviors, etc. I have
been working as a part-time tutor under American consultants who use the
no-no-prompt technique in one of my autistic clients and he has improved greatly
from the intensive intervention we are giving him (he was nonverbal when we
started at 2yrs. and now on the 3-word level at age 5). However, the stimming
(i.e. flapping - it has been automatic for him to flap anything he'll have his
hands on) is impeding the whole learning process and it has been perrenial with
him. He has plateaued in his language in the past few months and most of the
commands given to him need to be prompted since he does not want to follow
unless a strong reinforcer is present. AT this point, our program lasts for 3
hours with out provision of any type of reinforcement except for provision of
verbal praises since we are preparing him for school this year. The child can
now attend but it is evident with him that he can't really stay seated for a
long time since he's a bit hyperactive. That's why we have in our sessions lots
of gross motor activities, dance and movement, etc. Right now, they visited the
States to visit their consultants.
AT this point, I have not yet suggested to them to read about Verbal Behaviors,
DTT-NET and errorless teaching,etc. I am afraid the consultants in the States
might think that I'm intruding with their jobs, since my work is just to
implement. So, since I won't be experiencing nor even learning anything about
Verbal Behaviors, the lists have been so helpful in providing missing links and
information about this very new approach. Here in Manila, only the Lovaas
approach (ABA, DTT) has been accepted and I hope someone from the States would
encourage the therapists here to try VB.
Before I end my letter, i would like to ask some terms and language that are not
yet familiar to me such as "differential reinforcement".. I have been reading
about topics pertaining to errorless teaching and all of them have been helpful.
Everything is theoretical to me and I just hope I would soon practice these
techniques, or even a semblance of it, in my sessions here in Manila. We really
lack the information so thank you for all the listers..
Thanks and God bless,
Kris
Hi, all. I added a brief history of ABA to the site, as well as a few
other features. Hope to see you there.
I'd also like to thank all of you who've given me such good feedback.
I'm learning a lot, too.
www.ChristinaBurkABA.com
Best,
Christina
Christina Burk, M.A.
Behavioral Consultant (AVB specialization)
www.ChristinaBurkABA.com
ChristinaBurkABA@...
Director, playB.A. inclusion socialization group
www.playBAgroup.com
Christina@...
Hi, all. Just FYI, I added a new calendar to the site with scheduled
chats, as well as lists of Carbone, Sundberg, Partington, and McGreevy AVB
conferences. Hope you enjoy the new features!
www.ChristinaBurkABA.com
Best,
Christina
Christina Burk, M.A.
Behavioral Consultant (AVB specialization)
www.ChristinaBurkABA.com
ChristinaBurkABA@...
Director, playB.A. inclusion socialization group
www.playBAgroup.com
Christina@...
Moderator, VerbalBehavior@eGroups.com
Moderator, AutismABA@eGroups.com
Hi ~
For anyone interested there is a therapist with verbal behavior
experience looking to work in a home program. Please reply to me
privately.
Thanks :)
Mallory
Mallory@...
Hi all,
I am posting for a family that wants to start an ABA program for their 5 yr old
son. They live near Las Vegas and would like to have therapists with experience
but will consider anyone interested. Training will be provided. If you are
interested please call 702-736-1902.
Thanks,
Kim H. Smith
Hello all,
I am running a TUPPERWARE FUNDRAISER, with proceeds to benefit CURE
AUTISM
NOW. Then fundraiser will run February 21-March 20, 2001.
Participate in 2 ways:
1) email me at JudyEvans@... with your name/address and
I will
send you a catelog for shopping.
2) Visit my website at my.tupperware.com/JudyEvans and make online
purchases.
(*note: becuase of pricing differentials, a greater percentage of
your
purchase is available for donation when you purchase from me
directly).
Our goal is to raise $2001 for Cure Autism Now this month. Please
help!
Any questions, please feel free to email me.
Thank you all!
Judy (Mike's mom, AS)
Hi Everyone:
I would like to revisit the subject of video talk and/or computer talk. There
were a few posts recently on this topic, and I remember one of the moms felt
that completely eliminating the child's access to TV/computer(?) helped her son
a lot. However, I'm not quite convinced with the idea of restricting the usage
of TV or computer since my son (5 yr. HFA) learns a lot from those two mediums.
Of course, his stimming is a by-product of these activities, but he's exposed to
real world situations, which he doesn't get otherwise, cause he's totally in a
home-based program, not because he's not capable of attending a classroom but
because the options that we have are not what we consider best for him...but
that's another story!
Anyway, I've noticed him acquiring a bunch of different skills thru videos or
computer, mainly language, that he does use appropriately a lot of times,
thinking skills, problem solving, and general knowledge...so I don't know if I
want to completely restrict these activities. Also, he doesn't seem to have too
many interests, so I don't know what would he do if he wasn't allowed to do
these two things. However, I do try to switch the CDs or the videos that he
plays, 'cause typically he would get into the Toy Story phase, or the Arthur
phase, or Putt-Putt phase ("I still need to find some extra high-power,
high-octane gasoline" or "Oh no, the shed is on fire, I need to call 911"- well
that taught him the concept of calling 911, the fact that he's already done so a
few times and the police has showed up at our door is a separate matter that
we're working on!) It does get too much at times because he'd want all his
conversations and activities revolving around that one topic that he's into
those days...so some of the therapists find it really hard to get him focused.
When I'm dealing with him, I've tried ignoring, redirecting or having a
conversation around his interest. I guess it gets harder in the therapy room,
since you're trying to get him to attend and here he's rattling off phrases
totally out of context.
Alright, so any more ideas? Pros and cons of watching videos or playing on the
computer? Any suggestions on how other people might have successfully dealt with
it? I want to know if it's OK for me to let him watch videos or play on the
computer. He enjoys them so much! I'm open to restricting the usage completely
if it seems like the only option or the best option! Has someone seen it (this
kind of "talk") go away or transform into more appropriate usage of language as
they get older/ more comfortable with language? Please help!
Seema
I know everyone is probably very busy, butI hope you can make some time and
write a letter or make a phone call. THere are 2 autism specific bills in
committee at the Capitol right now (THe interagency council on Autism and
PDD's and insurance coverage for autism treatments) and 2 education bills
related to discipline and isolation permitted by the public schools. THese 4
issues could greatly affect your child:
AT the moment the 2 education bills are critical:
HB 880 filed by Diane White Delisi, as currently worded would open the door
for schools to use in class isolation boxes and mechanical restraints, and
any other discipline measure that is not corporal punishment.
2 calls need to be made. One to Rep Delisi's office opposing the bill
512/463-0630. The other call needs to be made to the Chair of the Public
Education Committee, Paul Sadler 512/463-0626 asking him to oppose this bill
as it will put our children at risk and will undermine positive Behavioral
Improvment Plans required under IDEA.
HB 692 filed by Rep Scott Hochberg would make it illegal to place a student
in isolation and left alone where the child is physically prevented from
leaving, such as an isolation room, locked closet, etc. This bill is greatly
needed and is under heavy fire by the lobbiest from the Texas Association of
School Boards (TASB) and the Texas Council of
Administrators of Special Education (TCASE) whom seem to think this sort of
practice is acceptable.
Please call Public Education Committee Chair Paul Sadler 512/463-0626 and
ask him to support this bill so our children are not at risk of being locked
in closets, time out rooms or isolation booths.
Also call Rep Hochberg 512/463-0492 and voice your support for this bill and
if possible send a written testimony and get on the witness list for when
the bill will be heard in committee.
All of these Reps can also be contacted by mail(the address is the same for
all reps.):
The Honorable ____ _____
P.o. Box 2910
Austin, TX 78768-2910
Ronnie Schleiss, President
ASGA
(Autism Society of Greater Austin)
Hi, all. Sorry for the massive crossposting, but I wanted to let
everyone know that I've added some new links to my website, as well as a chat
room and message boards. I'm hoping to get some feedback from all of you as
to other things that might help you out, so that I could possibly add them.
So let me know! The URL is:
www.ChristinaBurkABA.com
Thanks!
Christina
Christina Burk, M.A.
Behavioral Consultant (AVB specialization)
www.ChristinaBurkABA.com
ChristinaBurkABA@...
Director, playB.A. inclusion socialization group
www.playBAgroup.com
Christina@...
Moderator, VerbalBehavior@eGroups.com
Moderator, AutismABA@eGroups.com
We need to set up a token system for our 51/2yr old son, but are not quite sure
how to go about it. We have tried before, but have never really taken off with
it. Our consultant feels it is improtant, and will really benefit him. Any
advice would be great!
Teresa
Rhonda,
Here's what we've done, per Cherish and Vince:
You give an Sd and the child doesn't respond because they aren't attending
for whatever reason. You prompt the response, then move the cards around
and re-ask the same question. This is a mild aversive to the child,
because they have to answer the same question again, thus delaying their
reinforcer.
I think this is better than saying, "No, pay attention." When you say this
you are drawing attention to a behavior you want to get rid of, which might
be reinforcing it. With the way I described, you are using reinforcement
to drive the child to the behavior you want.
Lynda
Two Questions:
1-Where can I start in ABA (Verbal Behavior) while I am waiting for an
ablls evaluation, which may take 8 more months, for a highly verbal
child. I hate this waiting and want to do SOMETHING now but don't want
to make him worse.
2-My child (3.9 pdd-nos) has started to show an interest in reading-
not hyperlexic- just wanting to know what words are which. He can
identify some words, but calls all personal names "names" except his own
which he knows and he also knows the difference between personal names
and other words. How do you teach a child to read when they won't sit
still to learn their ABC's ?
Peg
I find it interesting that PDD-NOS comes up as "oddness" in my spell
check.
We are in need of therapist(s) to work with our 5 year old autistic son
in Sterling Heights, Michigan. We have been running an ABA program for
2 years with the last 1.5 years using the verbal behavior method. Our
son is verbal (intermediate level of skills) and is a lot of fun
to work with. Professional training will be provided along with a
pleasant work environment and flexible hours (up to 30 hours per week).
If anyone is interested in helping our son achieve his fullest
potential and/or want more information, please contact us.
Dave and Linda Adams
adamsdp@...
810-795-9344
Mark,
It seems like you have discovered a new stim for your son...singing the
commercials. It seems like many kids echo from videos, echo from cassette
tapes, echo from television shows..... These are all stims. These things are
all very autistic behavior. I'm sure everyone, including professionals, have
their own suggestions about how to stop this type of behavior. For us,
restricting(at times totally eliminating) television watching, videos,
cassettes, and radio have all been helpful.
Truly
Reliable, enthusiastic, and energetic people needed to work with an autistic
child in Fairfax, Virginia. This is a great kid with a very nice family.
Training will be provided as needed. Great pay and flexible hours. Anyone
interested, please contact his mom, Mrs. Kumar, directly at (703) 425-2040 or
Gomathi@... .
Thanks in Advance!
Carla G. Zeiter
The Childhood Learning Center
www.tclc.com
Also, As we are about to start ABA, I am finding it hard to understand
why it starts out with DO this instead of the actual words for what
you are doing. Isn't language to label specific actions important?
Scottie understands verbal requests. Any comments? Thanks!! Susan
Reliable, enthusiastic, and energetic people needed to work with an adorable
child in Patterson, Louisanna. This is a great kid with a very nice family.
Training will be provided as needed. Great pay and flexible hours. Anyone
interested, please contact his mom, Mrs. Hunter, directly at (504) 395-1900 or
cwhunter29@... .
Thanks in Advance!
Carla G. Zeiter
The Childhood Learning Center
www.tclc.com
Can't get through to difflearn.com Does anyone know how I can order
this book online?? Thanks!
BAAM Members and Other Interested Persons:
The tentative schedule for the BAAM convention is now available at the
BAAM website:
http://www.online.emich.edu/~psy_todd/Baam.htm
If you have not done so already, please note the changed dates--now BAAM
is back to its usual time, March 15-16--and please tell *everyone* you
believe might be interested in BAAM about the convention. (You may
forward this message.)
Please take a look at the large number of interesting sessions. This
year BAAM is so big we need two Keynote speakers--James H. Woods on
addictions and Stephen C. Luce on autism. In addition, BAAM will have
two workshops on Autism treatment, an expanded bookfair, and other
21st-Century features such as wireless internet access*, online
registration, and (coming soon) a downloadable BAAM schedule for your
Palm-OS compatible PDA.
If you are a presenter, or have submitted something, please check the
listing for accuracy. We can't alter the schedule, but we can make
typographical corrections. If your submission seems to be missing, let
us know ASAP. BAAM receives submissions by e-mail, web, mail, fax, in
person, and even EMU campus mail. Things sometimes get lost.
Please note also that BAAM has an open poster policy. If you have not
yet submitted your poster, you may do so up to the day of the poster
session. The title will not be listed in the printed materials, but we
will get it on the website. Online poster submission is still active.
All we ask is that the poster be of good quality visually and
scientifically, and conform to the standards and purpose of BAAM.
Thanks again for your support of BAAM. Please register early.
James T. Todd, BAAM Secretary-Treasurer
*For those with Apple Airport/IEEE 802.11 compatible systems.
--
James T. Todd
Interim Associate Dean
College of Arts and Sciences
Eastern Michigan University
Ypsilanti, MI 48197
psy_todd@...
Cate,
I really appreciated your post. As a teacher in the public school
system, I have been led to believe that we, in the public schools, did not
have the wherewithal to provide any kind of decent education for children
with autism. I do admit and agree that often the public schools are way
behind the times and do things half-*&#ed backwards. Nevertheless, every
once in a while something happens that has the possibility of being great. I
have been involved in just such a program. We were set up as an
"ABA/Inclusion Program" Basically we were given no real parameters (which
can be a good and bad thing). We floundered about a bit and it did take a
while for us to get children who we were able to include into the mainstream.
I know we made a lot of mistakes and I'm sure the program is far from
perfect, even as I type. What I did see was the effect of the nt. population
on our students and it was primarily positive. What I learned was how much
more our students need to learn to fit in those classrooms better and yet how
accepting both children and staff were of our students.
While on sabbatical I have been given the opportunity to learn about
some private schools for children with autism. Guess what! I've seen
positive and negative things. Primarily, none of these schools, because of
their segregation, are able to easily provide inclusion experiences. I've
seen some really great, structured ABA programs. I've seen at least one
school that promises ABA but does not deliver. Basically, problems arise
when the philosophy of the school takes precedence over the needs of the
students. I believe we are all individuals with individual needs but nowhere
is that so evident as with the children with severe handicaps. Any school
that tries to fit the child into an established program rather than tailoring
the program to fit the child will not do their students justice.
Just my $.
Kathy Santo
Ok, I confess I am a terrible manager of my son's program. I could go
into an excessive list of excuses but I won't. I have been void of
taking any kind of data since I started VB almost a year ago.
My question is this. We have a variety of photos and flash cards that
we have been using for several months (maybe seven months on some) and
my son has not really mastered any of them. Well with the help of a
couple of friends I'm attempting to get my act together with some probe
data. In reviewing the data of the last few days I was disappointed to
see almost all no's on the pure probe. Some of these I would have sworn
he knew to mastery. Ok, now finally the question. How many targets
should we be working at one time if he doesn't appear to have any
mastered? I'm afraid he might have burnt out on some and just doesn't
care anymore. I KNOW if the reinforcer is strong enough that there
won't be a problem. This house is reinforcer hell. That's another
entire subject. Anyhow, is there an average number of tacts, IV,
RFFC's, receptive, etc. that should be worked at one time?
Thanks,
Ashamed Mom
Dear Listers, Help me out here.... It has recently come to my
attention that in the world of ABA there is evidently a difference between east
and west coast teaching. My son's school uses something they consider is
"East Coast" teaching or "errorless" teaching. They compare that to what
they call "West Coast" teaching or "no, no, prompt"
I thought that any good ABA program consisted of 3 teaching
components. 1. The question (Sd) 2. The child's response (R) and
3. The reinforcement (Rd) or a consequence if no answer or an incorrect
answer is given.
Is it not true that these three components need to exist whether you are
doing errorless teaching or providing a no, no, prompt technique?
I have always learned that the child needs to learn that your words have
"meaning" (considering they are basically learning a new language, where they do
not understand the meaning of many words until those words are taught in the ABA
or Discrete Trial Teaching format (thus making this type of teaching so
successful for many children).
Basically I have been observing "sloppy teaching" and have brought it to
the attention of the teacher and consultant. (The fortunate part of this
is that the staff is listening to me!!! They are evaluating all avenues
and determining what is best to meet Zach's needs.... amazing to see a public
school do this and not discard the parents concerns and views.)
Anyway, we have always been taught if you have "good teaching" ...east or
west coast??.... you should have positive results. Without the follow
through of #3 above, teaching becomes confusing and sloppy, thus reducing the
percentage of success you will see with a child.
#3 does not always have to be "no" either. It can provide information
to the child. Examples: try again, you need to look, pay
attention, hands down, etc. Once the child's attention is
established, you present #1 or the Sd again. But to present the Sd over
and over again does not do justice for the child.
In addition, if you prompt an incorrect answer in errorless teaching,
shouldn't you DEFINITELY come back and ask the child the same question again to
make sure the child understood the prompt given? That you should NEVER end
a trail on a fully prompted answer without checking to see if the child can
answer the question on his own? I know that their are levels of prompts
and a need to fade those prompts with new material but we are talking about
material that should be "known" from the child already.
Please provide me with some insight and understanding of this "west vs east
coast" teaching (which I have never heard of before.)
Thanks in advance. Rhonda
--- Rhonda Miga
--- ramiga@...
--- EarthLink: It's your Internet.
Hi,
We had a heck of time with the auditory discrimination to jump between
these SD's. I do mean a heck of a time, took us years honestly. Just
getting this year, year three. He knew the label, and knew the SD we
thought having done them all over the years, BUT the clincher here was we
did them in isolation. One program would use TOUCH, another GIVE ME,
another POINT TO etc. We would often have to "first prompt" (meaning
prompting the first response in each program would then result in a
perfect performance). What we failed to realize at the time was that he
had NO idea of what EACH SD really meant and that it was a distinct action
he needed to perform to an object. He waited for the first prompt each and
every time to set him off in the right direction for this particular
program, and then he was flawless.
What I have suggested to others with kids like mine is to rotate these SD's
early on and probe for real/true comprehension of the SD test it, and
evaluate if there is real comprehension by changing the SD's early on in a
program. Give me the apple, touch the car, point to the book, etc. (Links
to language by the way does a lot of this stuff). Now, that being said
this I believe will help a lot of the less language challenged kids, get it
and move through this, but for those kids like mine, you cannot do this
successfully. It doesn't work you have to break down the SD's even further
and teach them, and teach them, and practice, and reinforce highly because
it's so difficult even now.
We used visual cues to finally bridge this gap, using the index card with
the written words touch, give me, point to, and then expanded this as
necessary. While we said touch for instance, he would also look at an index
card with the printed word touch written on it, so he got auditory cuing
and visual cuing at the same time. I think what happened was that he sorted
out the words visually and used this as his memory piece, and the auditory
is still a mystery to him, but he learned a way to overcome it using his
visual memory which is strong. This was the only way we bridged this, and
now this is a technique that works well for him, and then we can eventually
fade visual. This was a very tedious process, but it's starting to pay off.
Cate
We use a whiteboard for notes to each other and it's on the refrigerator.
Everyone pretty much reads it when they come in the first time for the week.
After that they tend to ignore it, so I have to use different colors etc to
get their attention.
Then for our lists, we have found computer generated lists to be more
flexible for us since we need copies in several rooms and at school. I type
in large print in the computer and print on legal size, turned so it's
landscape so I can get it big. I will sometimes have sheets 5 pages long
taped together (like for mastered intraverbals). We can then run lists and
hang in several rooms in the house, or for tutors to have on the floor next
to them. Then if you are really organized, you can set the program so it will
also print those same lists one item at a time on an index card. We use a
different color index card for each task (intraverbals are blue, motor
imitation is yellow etc.). We use these for sprints and just to "mix it up".
That way we can throw the card down into "yes" "No" piles and we document in
the book later. This way we can run multiple sets and send the cards and
lists to school. Then if you are really, really organized it can be run so it
is set up in probe sheet fashion for your notebooks! In hindsight, we wish
we had set all this up in as Access type database program where you can run
different reports. May want to consider if you are starting out while your
program is still easy, if it just doesn't sound too overwhelming!!! I don't
know how the above will work for advanced, complicated programs though. But,
if this just sounds too overwhelming and time consuming a big ol' whiteboard
will work just fine!
Carla
I need help on teaching my son to touch or point. The only way he
responds receptively is using the sd "give me" ________. He does well
this way both with receptive ID and RFFC. However, he will not do touch
or point. He has been shown ALOT how to do this but doesn't respond.
Thanks for any input.
Hi,
From time to time I need to bounce some things off others traveling in my
"boat." I feel the need to hear what others are thinking about things since
I don't have the benefit of in person venting/and or feedback so forgive me
for expressing myself in this forum, but I am curious what you will think
of my ideas, and if others think this way who are the stage that I am (6
year old/ three years of d.t.).
We used to allow my son to do a program and then leave the table, there was
a fairly quick turn around program done - go play -- program done go play
etc. So his table sitting time was fairly short maybe five minutes or so
before a go play. We have found that now in retrospect that all