Hi, Nick was pretty ok, was abit non complaince
towards the end of the session.
MI: I had opened 1 step, 3 references for lego. He was not
too bad. He just needs to look. Pre writing was getting
better, able to grip the pencil nicely.
EL: Opened some new ones too ie opening, closing. He
was good at his current EL.
RI: He was not really good with Operation + Attributes.
He didnt listen properly ie when i said " shake the small
bottle", he would just get a bottle and shake but not the
small. Even when i prompted him, he still did it. Attention
not so good.
Category: He has mastered toys, furniture and clothes.
Naming: I tried this. I started by asking to tell me
just 1. He could do it with body parts. He needs to understand
he has to tell me.
GKR: He did well with this as he was looking carefully and
picking up the right one.
Function: Opened chair/sitting.
Sequencing: He doesnt have much problem with this.
Compliance: I tried the new programs in compliance. He
did well with the "mastered instructions with door opened"
It was done at the start of the session so maybe he was still
ok. As for the "putting token at 0.5m with distractors", he was good
too except towards the end of the seesion when he would run to his bed
after putting the token.
PLay: He could now put 4 pieces of puzzle. well done
Sunday, October 15, 2006
Ivan (13/10/06)
Hi, he was not too bad on Friday. He got all his ticks
to go to the park but he said he doesnt want to go. I
asked him whether want to do anything, he said no so
we spent the last 15 minutes chatting.
Independent work: did 2 easy worksheets today, got
2/10 for the first and 8/10 for the second, not that bad.
He for the 4 square token and chose to play Blokus.
Play: Blokus was not bad, he could spread around the board.
Directing: I made him direct me in playing Blokus. He was
not really good at it, needed prompts.
Toileting: Good, ask to go toilet.
Ettiquette: He tends to miss some step when he said it ie
washing hands, flush the toilet. However, he could do it
when he went to the toilet.
Describing: He did not really want to describe the pictures.
He only did it after some time of persuasion.
Reported speech: He liked this and he was good at it too.
I let him choose who is saying ie "i want to eat ice cream", said William.
Storytelling: This was not good. When i tried doing this, he started
his nonsense, threw things at me, mainly task avoidance. In the end,
we didnt do this.
Beside all these, he was fine.
to go to the park but he said he doesnt want to go. I
asked him whether want to do anything, he said no so
we spent the last 15 minutes chatting.
Independent work: did 2 easy worksheets today, got
2/10 for the first and 8/10 for the second, not that bad.
He for the 4 square token and chose to play Blokus.
Play: Blokus was not bad, he could spread around the board.
Directing: I made him direct me in playing Blokus. He was
not really good at it, needed prompts.
Toileting: Good, ask to go toilet.
Ettiquette: He tends to miss some step when he said it ie
washing hands, flush the toilet. However, he could do it
when he went to the toilet.
Describing: He did not really want to describe the pictures.
He only did it after some time of persuasion.
Reported speech: He liked this and he was good at it too.
I let him choose who is saying ie "i want to eat ice cream", said William.
Storytelling: This was not good. When i tried doing this, he started
his nonsense, threw things at me, mainly task avoidance. In the end,
we didnt do this.
Beside all these, he was fine.
Sunday, October 08, 2006
Updates on Nick (07/10/06)
Hi, Nick was pretty good on Saturday except for times
when he fussed because of programs that are hard for him ie
GKR.
EL: He was doing well for this. I had told dad to make the
pictures for the EL in the program. However, he has difficulty
in pronouncing the the words nicely sometimes.
MI: He was really good with the 2 references point for the lego.
As for his pre- writing (drawing vertical line), i can see that
he is doing better. At least now he tried to make an effort to
draw a vertical line but still needed me to hold his hand and
he was not using much strength.
Function: Great at this, doing sleeping/pillow right now. Needed
prompting at the start but after that he was doing great.
RI: I did give to xxx today. He was not really good, ran to the
other room when he gave the object instead of sitting back to
his chair. However, 1 step + color (ooc) was good.
Preposition: Still not very good at this saying expressively.
The main problem was that he said it to fast and not clear
so i couldnt really hear whether what he said was right. I'm
placing the word "under" as prompt.
Category: He could do it if he was looking carefully.
GKR: He was quite inconsistent with these. There were times
when he could do it really well and times when he kept on
giving the same card when i already said it was not the same.
He needs to look carefully.
Sequencing: Had opened new progam "sequencing completion". He was
pretty good at sequencing the lego but not the puzzles. As for routines
sequencing, he was doing well.
Play: We can start teaching "bedrock bowling" and "slap happy". Air
slammer was good as usual.
that's all.
when he fussed because of programs that are hard for him ie
GKR.
EL: He was doing well for this. I had told dad to make the
pictures for the EL in the program. However, he has difficulty
in pronouncing the the words nicely sometimes.
MI: He was really good with the 2 references point for the lego.
As for his pre- writing (drawing vertical line), i can see that
he is doing better. At least now he tried to make an effort to
draw a vertical line but still needed me to hold his hand and
he was not using much strength.
Function: Great at this, doing sleeping/pillow right now. Needed
prompting at the start but after that he was doing great.
RI: I did give to xxx today. He was not really good, ran to the
other room when he gave the object instead of sitting back to
his chair. However, 1 step + color (ooc) was good.
Preposition: Still not very good at this saying expressively.
The main problem was that he said it to fast and not clear
so i couldnt really hear whether what he said was right. I'm
placing the word "under" as prompt.
Category: He could do it if he was looking carefully.
GKR: He was quite inconsistent with these. There were times
when he could do it really well and times when he kept on
giving the same card when i already said it was not the same.
He needs to look carefully.
Sequencing: Had opened new progam "sequencing completion". He was
pretty good at sequencing the lego but not the puzzles. As for routines
sequencing, he was doing well.
Play: We can start teaching "bedrock bowling" and "slap happy". Air
slammer was good as usual.
that's all.
Ivan Supervision's notes (06/10/06)
These are my supervision notes on Ivan:
Toileting : New program has been opened for this. Make him drink at least 2 litres of water per session (the tumbler), to be finished half an hour before session. As for now, we just have to remind him that that he can
go to toilet anytime during the session when he is drinking. There is
another program which is the steps to toileting. He has to say the steps.
Independent Work: For the square token, we can ask him what he wants first and
write it at the back of the the board cause there are times whereby he chooses
some irrelevant things ie read textbook when he got all 4 square.
Storytelling: For this, we start telling the whole story. We could
ask questions along the way. Give him a tick when we finished the story and
answered the questions nicely. After that, ask him to tell you back the story, now we draw pictures (6 pictures)of the story for him as prompt with words at the pictures ie One day, batman...., next...,last... He is given a tick at the end of this. Then made him say the story again without the pictures. Give him a tick for each picture he says so he will get a total of 8 ticks if he does everything nicely.
Directing: For this, we could get pictures and he is to tell us to draw the same
pictures by giving us direction ie draw a house on the center of the paper.....
Coversation: Can move the a more natural setting whereby he can ask whatever he wants
but must be appropriate (relevant) with the content.
Reported speech : We can check all the examples at the primary school grammar book.
This is how it is done, for example, 'Help!', shouted Mary. He has to say Mary shouted for help. All these are done written down. He just has to say and we
wrote it down.
Blokus: new program opened. He has to move the tiles all over the board now.
Toileting : New program has been opened for this. Make him drink at least 2 litres of water per session (the tumbler), to be finished half an hour before session. As for now, we just have to remind him that that he can
go to toilet anytime during the session when he is drinking. There is
another program which is the steps to toileting. He has to say the steps.
Independent Work: For the square token, we can ask him what he wants first and
write it at the back of the the board cause there are times whereby he chooses
some irrelevant things ie read textbook when he got all 4 square.
Storytelling: For this, we start telling the whole story. We could
ask questions along the way. Give him a tick when we finished the story and
answered the questions nicely. After that, ask him to tell you back the story, now we draw pictures (6 pictures)of the story for him as prompt with words at the pictures ie One day, batman...., next...,last... He is given a tick at the end of this. Then made him say the story again without the pictures. Give him a tick for each picture he says so he will get a total of 8 ticks if he does everything nicely.
Directing: For this, we could get pictures and he is to tell us to draw the same
pictures by giving us direction ie draw a house on the center of the paper.....
Coversation: Can move the a more natural setting whereby he can ask whatever he wants
but must be appropriate (relevant) with the content.
Reported speech : We can check all the examples at the primary school grammar book.
This is how it is done, for example, 'Help!', shouted Mary. He has to say Mary shouted for help. All these are done written down. He just has to say and we
wrote it down.
Blokus: new program opened. He has to move the tiles all over the board now.
Sunday, October 01, 2006
Updates on Nick's session (30/09/06)
Hey all, Nick was pretty good today, quite ok
with the new programs too.
MI:did lego with the 2 reference point, he was so much better
now. I also did pre writing skill (drawing vertical line).
He needed prompts for this and he doesn't really hold the
pencil correctly but he's ok with me holding his hand and
draw the line.
EL: I had opened new words for this program ie laughing,
looking, smelling, thinking. I had also told dad to
get the pictures of some of the words on the tracking form.
RI: I did the out of room 'give to xxx'. He was really
good for the 1st two trials, gave the objects to his
daddy/mummy and came back to sit down. But the following
trials, he ran around the room so had to cut the trials.
Operation + Obj: Opened new program 'touch xxx', not bad for this.
I also did this out of chair too.
GKR: He was not really good with the SD 'Find the same' so i actually
promted him by saying ie 'Find the furniture'. He could do this and then
i emphasized it's the same and asked him to 'Find the same'
Preposition: Doing expressively now. I placed the words 'on' and
'under' as prompt. Also he tends to say it fast so sometimes i couldnt
really hear whether he was saying 'on' or 'under'.
Play: His dad had bought the SLAP HAPPY. I tried playing it with him, he
was pretty good at it, could slap the right colour and seems to enjoy it too.
That's all
cheers
with the new programs too.
MI:did lego with the 2 reference point, he was so much better
now. I also did pre writing skill (drawing vertical line).
He needed prompts for this and he doesn't really hold the
pencil correctly but he's ok with me holding his hand and
draw the line.
EL: I had opened new words for this program ie laughing,
looking, smelling, thinking. I had also told dad to
get the pictures of some of the words on the tracking form.
RI: I did the out of room 'give to xxx'. He was really
good for the 1st two trials, gave the objects to his
daddy/mummy and came back to sit down. But the following
trials, he ran around the room so had to cut the trials.
Operation + Obj: Opened new program 'touch xxx', not bad for this.
I also did this out of chair too.
GKR: He was not really good with the SD 'Find the same' so i actually
promted him by saying ie 'Find the furniture'. He could do this and then
i emphasized it's the same and asked him to 'Find the same'
Preposition: Doing expressively now. I placed the words 'on' and
'under' as prompt. Also he tends to say it fast so sometimes i couldnt
really hear whether he was saying 'on' or 'under'.
Play: His dad had bought the SLAP HAPPY. I tried playing it with him, he
was pretty good at it, could slap the right colour and seems to enjoy it too.
That's all
cheers
Saturday, September 30, 2006
Teaching Interaction (TI)
The 5 steps of Teaching interaction (TI):
1)Labeling and Initiation-skill should be clearly defined, always used age appropriate language. Conversational style should match the student's ability and level of understanding. It must be clearly defined too
2)Rationale- Do not ever give the rote rationale ie If we want to teach him to play with friends, don't ever say that it's fun to play with friends cause it is not a strong rationale. He will most likely think it's more fun playing alone. Always give the rationale that he really needs.
3)Describing and Demonstration- know the task analysis steps, have to make sure the students understand the steps by making him reiterate or one can demonstrate it. One can also use descrimination training to see whether the kid can discriminate between the good and the bad demonstration. Remember not to ask the kid any questions in this stage, always just tell them the answer in order not to confuse them.
4)Practice- The kid can start doing it, slowly shape the kid's action
5)Feedback- provide feedback after the practice, make it more positive and if the kid is not good enough, we can make him practice again.
6)Consequences (optional)- a reinforcer but most often we don't really need it cause by knowing the skill, it's already an intrinsic motivation.
1)Labeling and Initiation-skill should be clearly defined, always used age appropriate language. Conversational style should match the student's ability and level of understanding. It must be clearly defined too
2)Rationale- Do not ever give the rote rationale ie If we want to teach him to play with friends, don't ever say that it's fun to play with friends cause it is not a strong rationale. He will most likely think it's more fun playing alone. Always give the rationale that he really needs.
3)Describing and Demonstration- know the task analysis steps, have to make sure the students understand the steps by making him reiterate or one can demonstrate it. One can also use descrimination training to see whether the kid can discriminate between the good and the bad demonstration. Remember not to ask the kid any questions in this stage, always just tell them the answer in order not to confuse them.
4)Practice- The kid can start doing it, slowly shape the kid's action
5)Feedback- provide feedback after the practice, make it more positive and if the kid is not good enough, we can make him practice again.
6)Consequences (optional)- a reinforcer but most often we don't really need it cause by knowing the skill, it's already an intrinsic motivation.
Ivan update and some questions regarding on the new programs (29/09/06)
This is an update on Ivan to my fellow therapists and my program supervisor:
Hey all, Ivan was not really good today. He didnt get to
go to the park and only got the 4 blue tokens once.
Easy worksheets: He was not doing it correctly so he got to trace
the line. And for tracing the line, he didnt do it nicely too (didnt
trace it on the line). So i made him do it over and over again. And
everytime he traced the line, i would ask him whether it's nice to
do it. He would say it's not nice and he didnt like tracing it. Hence,
i gave him the rationale that it would be better to do the sums correctly
so that you don't have to trace the line as a punishment and able to
get the tokens to choose what you want. He was able to understand this
but somehow still didnt trace nicely. After a really long time of tracing,
i told him that i would give him a chance to try the worksheet again.
He did better this time round getting 3 correct but still have to do
another cause only 3 correct. And finally i had some really simple
sums for him to do ie 1+2, 1+3. He got 7 right this time round. But
he was quite stressed by then as he really didnt want to do the tracing.
After he got his 4 tokens, he didnt want to do the worksheet when i
told him to.
Conversation: went really well today. This is his most preferred programs now as compared to all other work programs.
Directing: pretty good with this, able to direct me and saying it slowly at the same time
Storytelling: He was able to start with one day, and then. written prompt went well with it.
Following instructions: so much better compared to easy worksheet. He was able to get 6/8.
Questions:
1) Should i make sure that he really trace it nicely then he can stop doing
it? Cause it seems that he can't really do it nicely even with only a
curve
2)How long do i let him play with the reinforcers if he got all the 4 tokens?
Is it going to be real short like for normal DDT or we can develop
his interest with the reinforcer?
3)How do we take data for the easy worksheet? Do i only give a + if he got
all 10 correct? If that's the case, his data will always be -
4)What should i do if he say he doesnt want to do the easy worksheet? He
did this today. I feel that we should increase his success rate by
giving him real easy questions first and slowly build up
5) For storytelling, do i have to finish the whole story first in
order for him to tell me or can i ask him some questions along the
way?
As Ivan is an much older ASD kid (14 yrs old), we are doing teaching interaction (TI) instead of Discrete Trial Teaching (DTT)
Hey all, Ivan was not really good today. He didnt get to
go to the park and only got the 4 blue tokens once.
Easy worksheets: He was not doing it correctly so he got to trace
the line. And for tracing the line, he didnt do it nicely too (didnt
trace it on the line). So i made him do it over and over again. And
everytime he traced the line, i would ask him whether it's nice to
do it. He would say it's not nice and he didnt like tracing it. Hence,
i gave him the rationale that it would be better to do the sums correctly
so that you don't have to trace the line as a punishment and able to
get the tokens to choose what you want. He was able to understand this
but somehow still didnt trace nicely. After a really long time of tracing,
i told him that i would give him a chance to try the worksheet again.
He did better this time round getting 3 correct but still have to do
another cause only 3 correct. And finally i had some really simple
sums for him to do ie 1+2, 1+3. He got 7 right this time round. But
he was quite stressed by then as he really didnt want to do the tracing.
After he got his 4 tokens, he didnt want to do the worksheet when i
told him to.
Conversation: went really well today. This is his most preferred programs now as compared to all other work programs.
Directing: pretty good with this, able to direct me and saying it slowly at the same time
Storytelling: He was able to start with one day, and then. written prompt went well with it.
Following instructions: so much better compared to easy worksheet. He was able to get 6/8.
Questions:
1) Should i make sure that he really trace it nicely then he can stop doing
it? Cause it seems that he can't really do it nicely even with only a
curve
2)How long do i let him play with the reinforcers if he got all the 4 tokens?
Is it going to be real short like for normal DDT or we can develop
his interest with the reinforcer?
3)How do we take data for the easy worksheet? Do i only give a + if he got
all 10 correct? If that's the case, his data will always be -
4)What should i do if he say he doesnt want to do the easy worksheet? He
did this today. I feel that we should increase his success rate by
giving him real easy questions first and slowly build up
5) For storytelling, do i have to finish the whole story first in
order for him to tell me or can i ask him some questions along the
way?
As Ivan is an much older ASD kid (14 yrs old), we are doing teaching interaction (TI) instead of Discrete Trial Teaching (DTT)
Tuesday, September 19, 2006
I got my FOURTH kid!!
Ok, this entry was a bit late cause i was out of town and only got back today. I got a new kid called Derek. He is around 5 years old, using PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) to communicate. He is under lots of COMMUNICATION TEMPTATION(CT) too. Basically, his main program is to teach him to speak and communicate. We are trying to find out the words that he knows so that we can teach him to say those words and use it. Beside words, we are also teaching him to make sounds. This is important as it progresses into saying words and statements. He is a smart kid and i know that he will be doing well. I'll write more about his program when i start teaching him=)
Wednesday, September 13, 2006
Nick's new program
Nick has a new program. It's triple retrieval(TR). He has been doing double retrieval(DR) out of chair now and this TR is done in the chair. In the chair means that he does not have to move out of his chair to get the objects. So what's exactly DR ot TR? For double retrieval, it actually means that the kids have to listen to the 2 objects that i want and get it for me For example: I would say "Get me spiderman and batman". The kids have to pay attention and get it according to the what i say first. AS for TR, it basically means to get 3 objects so that also means that the kids have to pay real attention and remember it in order.
You must be wondering what the real function of DR and TR is. Imagine this: what would happen to you if there's no order in your life? I think it'll be chaotic. Also, we need to follow a certain order to do things. Just take wearing shoes for example, we cant wear the shoes first and then wear the socks. And in our normal daily life, we also needs to listen to lots of instructions, remember them and do it.
In a nutshell, DR and TR teache the ASD kids to be attentive and train their memory and also teach them to do things in order=)
So let's talk about how Nick fair for his DR and TR. He did pretty well for DR. He used to be really bad at this. He would just grab the first object without waiting for me to finish what i said. And if i stopped him, he would scratch me. This is how bad he was at the beginning. But now, he'll wait for me to finish saying my statement. TR was not that good now cause it's a new program and he has to listen and remember 3 objects now. This may be hard as he needs to pay real attention. I'm prompting him quite a lot now. I would say the 1st object first and when he touched the 1st object, i would then say the 2nd and the 3rd objects. He did pretty well with this prompt. Hopefully, i'll be able to fade the prompt soon=)
You must be wondering what the real function of DR and TR is. Imagine this: what would happen to you if there's no order in your life? I think it'll be chaotic. Also, we need to follow a certain order to do things. Just take wearing shoes for example, we cant wear the shoes first and then wear the socks. And in our normal daily life, we also needs to listen to lots of instructions, remember them and do it.
In a nutshell, DR and TR teache the ASD kids to be attentive and train their memory and also teach them to do things in order=)
So let's talk about how Nick fair for his DR and TR. He did pretty well for DR. He used to be really bad at this. He would just grab the first object without waiting for me to finish what i said. And if i stopped him, he would scratch me. This is how bad he was at the beginning. But now, he'll wait for me to finish saying my statement. TR was not that good now cause it's a new program and he has to listen and remember 3 objects now. This may be hard as he needs to pay real attention. I'm prompting him quite a lot now. I would say the 1st object first and when he touched the 1st object, i would then say the 2nd and the 3rd objects. He did pretty well with this prompt. Hopefully, i'll be able to fade the prompt soon=)
Sunday, September 10, 2006
The difference between ABA and normal teaching
So what's the difference between using ABA approach and normal teaching? ABA approaches are sometime also called Discrete Trial Teaching (DTT). This is also the approach i use to teach my ASD kids. Ok, let me talk about DTT for a little bit first.
DTT:
1)breaking a skill into smaller parts
2)teaching a sub skill one at a time until it's mastered
3)provide concentrated teaching
4)provide prompts when the kids are unable to do it and to
increase their success rate. Fade prompt when necessary.
5)reinforcers are a must in these teaching
In DTT, it involves many trials, with each trial having a beginning and an end. It follows the ABC models, each concists of a (A) an antecedent which can be an instruction or a request, (B)a behaviour which is the response from the kid and (C)a consequence which can be a feedback ranging from positive to negative.
Now that you know DTT, let me give an example of DTT and normal teaching and you can compare and see the difference.
Scenerio 1
Teacher ask the kid to do a sum of 10 questions.
Teacher:Ok, let's do all these questions
Child:(look at teacher and start doing the question)
Child completed 3 questions.
Teacher: ok, let's do the rest.
Child continues doing it.
Child finally finshes all 10 questions
Child: I'm done
Teacher:(mark the questions)not bad, you got only 2 wrong, let do another 10 questions (look at the kid and smile).
This pattern carries on....
Before i carry on the 2nd scenerio, i just want you to think what will be the child reaction after doing 30 questions? Would he feel motivated? would he carry on doing the questions or be restless after 30 minutes?
Scenerio 2
Teacher: ok, today we are going to do some questions. Lets do the first question for me first.
Child does the questions.
Teacher:(marks the 2 questions)Well done, you got both of them right. Are you ready to get more right, smart kid? Let's do the next 2.
Child carries on.
Teacher:(marks and child got 1 wrong) Not bad this time, i know you tried(teacher goes through the question he did wrong)
Teacher:Ok, the next question is a hard one, lets do it together this time round
Child and teacher do the question together and do it right.
Teacher: Well, see it's not that difficult after all. Ok, you do the next one on you own.
Child does the question. This pattern carries on until he finishes 10 questions.
Teacher: Excellent job, you've done all the questions and you did really well. You can have a ten minutes break .
Can you spot the difference between scenerio 1 and 2? Which one is normal teaching and which is using ABA?
OK, scenerio 2 is using ABA. It uses DTT, folows the ABC model. It always start with an instruction, follows by the childs' behaviour or response then end with a feedback depending on the childs' actions. Also, unlike the normal teaching whereby the kid keeps doing the questions, DTT is broken down into smaller part, also prompts are given to help the child so they he can do it and be motivated. The child is also being praised for the tasks that he has done. And after all the questions, he is being reinforced unlike normal teaching where he has to do more questions.
In a way, in many teaching environment, most people are using normal teaching to teach the child but they don't realise it that it's not effective and the child will not be motivated. Who would be if you have to do so many boring tasks and not get rewarded? What i want to say is, DTT is a much more effective and it not only can be used to teach ASD kids effectively but also regular kids as they would understand the concept of rewarding and praises better.
So next time, always not to forget to praise you kid when they did something right and reward them accordingly. Too often, we tend to remember the bad stuffs and not the good=)
DTT:
1)breaking a skill into smaller parts
2)teaching a sub skill one at a time until it's mastered
3)provide concentrated teaching
4)provide prompts when the kids are unable to do it and to
increase their success rate. Fade prompt when necessary.
5)reinforcers are a must in these teaching
In DTT, it involves many trials, with each trial having a beginning and an end. It follows the ABC models, each concists of a (A) an antecedent which can be an instruction or a request, (B)a behaviour which is the response from the kid and (C)a consequence which can be a feedback ranging from positive to negative.
Now that you know DTT, let me give an example of DTT and normal teaching and you can compare and see the difference.
Scenerio 1
Teacher ask the kid to do a sum of 10 questions.
Teacher:Ok, let's do all these questions
Child:(look at teacher and start doing the question)
Child completed 3 questions.
Teacher: ok, let's do the rest.
Child continues doing it.
Child finally finshes all 10 questions
Child: I'm done
Teacher:(mark the questions)not bad, you got only 2 wrong, let do another 10 questions (look at the kid and smile).
This pattern carries on....
Before i carry on the 2nd scenerio, i just want you to think what will be the child reaction after doing 30 questions? Would he feel motivated? would he carry on doing the questions or be restless after 30 minutes?
Scenerio 2
Teacher: ok, today we are going to do some questions. Lets do the first question for me first.
Child does the questions.
Teacher:(marks the 2 questions)Well done, you got both of them right. Are you ready to get more right, smart kid? Let's do the next 2.
Child carries on.
Teacher:(marks and child got 1 wrong) Not bad this time, i know you tried(teacher goes through the question he did wrong)
Teacher:Ok, the next question is a hard one, lets do it together this time round
Child and teacher do the question together and do it right.
Teacher: Well, see it's not that difficult after all. Ok, you do the next one on you own.
Child does the question. This pattern carries on until he finishes 10 questions.
Teacher: Excellent job, you've done all the questions and you did really well. You can have a ten minutes break .
Can you spot the difference between scenerio 1 and 2? Which one is normal teaching and which is using ABA?
OK, scenerio 2 is using ABA. It uses DTT, folows the ABC model. It always start with an instruction, follows by the childs' behaviour or response then end with a feedback depending on the childs' actions. Also, unlike the normal teaching whereby the kid keeps doing the questions, DTT is broken down into smaller part, also prompts are given to help the child so they he can do it and be motivated. The child is also being praised for the tasks that he has done. And after all the questions, he is being reinforced unlike normal teaching where he has to do more questions.
In a way, in many teaching environment, most people are using normal teaching to teach the child but they don't realise it that it's not effective and the child will not be motivated. Who would be if you have to do so many boring tasks and not get rewarded? What i want to say is, DTT is a much more effective and it not only can be used to teach ASD kids effectively but also regular kids as they would understand the concept of rewarding and praises better.
So next time, always not to forget to praise you kid when they did something right and reward them accordingly. Too often, we tend to remember the bad stuffs and not the good=)
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