Відео

Youre treating the person like an animal

thanks for your support:)

Just play.... Does playing have to be work, too?

How can I start this technique with my 20 months old son

Good stuff. One o f the best I've seen on manding😃👍

cosa,, bata Tia,

The kid seem typical. Is he on the spectrum? ABA benefits children on ASD. If they use typical kids on this video, it falsify that ABA is not as interactive or engaging with ASD children. 😢

You’re not supposed to pair their names with work, it makes them want to be unresponsive

Very disturbing and inappropriate even for dogs , wouldn’t allow in a million years

I am Autistic and all I can say is Ignore all of these ABA idiots, we are people, we are not a disease, we are great as who we are, if your worried about your child being autistic do not talk to these idiots talk to someone with Autism. There is Nothing wrong with me, there is nothing wrong with autistics, difference is not wrong... Accept and love people stop trying to make them conform into your limited boundaries.

I am Autistic and all I can say is Ignore all of these ABA idiots, we are people, we are not a disease, we are great as who we are, if your worried about your child being autistic do not talk to these idiots talk to someone with Autism. There is Nothing wrong with me, there is nothing wrong with autistics, difference is not wrong... Accept and love people stop trying to make them conform into your limited boundaries.

How come can call the kid silly????

Wonderful!

Nice! Magnificent! Resplendent! Robotic training, par excellence!!

Does that kid have ASD?? He seems very typical and smart.

This does feel like dog training

Great video

This works for my son !

Have a look at this new app for teaching kids on the spectrums using ABA: ua-cam.com/video/UXW9Tesmh2M/v-deo.html

What we actually see is the "Instructor' prompting/asking an endless barrage of questions, ad nauseam. This is directing to the point of egregioys. Where and how is the child taking the lead and exploring?! This is entirely antithetical to ANYTHING DEVELOPMENTAL. It is forgive me, nothing short of painful to watch. Disgraceful! Misguided functionally emotionally developmentally and condecending in the extreme!

From the very first moment, "Nice job! You did so good today you get to pick a game!" As a developmental therapist in the field that is condecending and pathetic, let alone non-emotional-developmental. From an empathic and neuroscientific biopsychosocial relationship perspective/approach following the child's lead does not ever begin on the basis of a reward for "proper good compliance?" Nor for that matter is it viewed as a focus on compartmentalized/specific skill sets. Rather, it is ENTERING their world, where they are at any particular moment and beginning to co-create affect (emotional) variations around their natural movements and interests. It is precisely this which begins to form a MEANINGFUL developmental framework for expanded co-engagement, ideation and social-pragmatic communication/language. Anything less is pure and utter bs!

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Can you give me example videos pairing with child before we get start therapy???

I learned that you teach the child what to do when he wants something, to given the item right away, to use only the word for the item as the request (just say cookie if you want them to say cookie), manipulate your environment, and teach them to mand for items out of sight.

I like it. Can I translate this video to Arabic?

Where is this centre?

I like it. 🤩

Leave the word will out of the language replace the word will with the word shall

gr8

amazing

DTT is a great tool for implementation of procedures. We offer in home therapy and distance therapy via online for those parents who want the tools to implement the procedures themselves at their convenience. www.zenfulkidstherapy.com

DTT is a great tool for implementation of procedures. We offer in home therapy and distance therapy via online for those parents who want the tools to implement the procedures themselves at their convenience. www.zenfulkidstherapy.com

DTT and NET are forms of EIBI, which is a sub-discipline of ABA to the treatment of autism and developmental disabilities.

First of all, you have repeatedly described problems with discrete trial not verbal behavior training. Although both of these strategies are components of applied behavior analysis, they are very different techniques. Part of the responsibility of any ABA program is to incorporate generalization into the program so that the problems you are describing do not occur. As a parent, you are responsible for communicating any issues to your BCBA so that those issues can be addressed. Parents also need to participate in ABA sessions and practice with their child outside of sessions. Please do not confuse your ONE child's experience with thousand of other children's positive experiences with ABA. Like any other service, medical or behavioral, there are a range of varying success levels. To condemn the only evidence based intervention we presently have to help children with autism spectrum disorder and their families is an injustice and fuels the confusion for parents seeking credible information.

During the course of our child's treatment, we noticed a number of other negative side effects to standard components of this ABA program: 1. Problematic Use of Primary Reinforcers Our ABA program used basic and necessary components of everyday life as "primary reinforcers" for the therapy sessions, thereby confusing their meaning in their natural setting. For example, our child did not make a distinction between therapy sessions and eating with the family at the dinner table. Though he was proficient at feeding himself, when he became accustomed to having permission to eat in discrete trials, and to being fed as a reinforcer for "correct" behavior, he stopped his initiative at the dinner table. (We in turn stopped the use of primary reinforcers.) In its insistence on using eating as a reward, this program even took food out of children's mouths. We posit that the use of food in a way that makes it a conditional reward further compromises basic trust for the child and sets up the conditions for the development of eating disorders. 2. Emphasis on Parts vs. Wholes (e.g. flash cards vs. books) Prior to the year we spent on our ABA program, our son had much interest in books and I would read to him a lot. After a short period of time doing the program, he lost interest in books and seemed to focus on one page as the task. He seemed to have lost his previous understanding of the flow of a book, which is not surprising since he was constantly drilled on meaningless parts of pages and on flash cards, in isolation from story lines. 3. Lack of Attention to the Development of Spontaneous Speech We observed this ABA program's strong block to the development of spontaneous speech. Since most of the time was so totally structured, our child did not have time to think creatively and was not allowed to pursue his own interests. During the year we did discrete trial training, he did not use any of the speech he was trained in spontaneously. In fact, all his spontaneous speech and new speech came solely from interactions with us, his parents. New speech arose particularly from situations of play, when he was desiring fun, exploration, and novelty. Play therapy and speech therapy therefore appear much more efficacious than ABA, and are not dangerous. ABA did nothing but demonstrate a splinter skill: the ability to memorize words. Our child could do this before ABA. 4. Use of Restraint; Development of Anxiety We observed the trainers sent to us use the chair in a punitive fashion. If our son was angry or did something they did not like, one of them stated, "O.K., back in the seat! Make him work!" This situation of being restrained or "in bondage" in the seat, in the sense that the child has no freedom of action and may even be in pain, is extremely anxiety-arousing and is exacerbated by the fact that the person in control of the child is a complete stranger. Even if there is a supposed safety valve (such as in the beginning months of ABA, when only 3 minutes in the seat is required at one time), when the situation is overwhelming and poorly understood anxiety can be cumulative over time. The body does not recognize distinctions such as "now I am out of the chair and I can completely relax and feel safe," and even when the child is out of the situation there can be residual pain, anxiety, and alarm from being repeatedly controlled, restrained, and manipulated. 5. Repercussions of "Extinction" We have come to believe that the attempt to eliminate a targeted "behavior" by responding to it in a discouraging way (or not responding at all) is very dangerous. Keep in mind that what is being extinguished is not simply "a behavior": when this occurs with human beings, as opposed to the animal studies where the term originated, the process is much more complex. What is suppressed is "a choice," and that implies a deep internal restructuring of the child's understanding. If the behavior to be extinguished was his way of communicating distress, he may learn that he should not seek comfort when he hurts. He may learn that he should hide pain and somatize it (e.g. develop other symptoms such as stomach aches). He may conclude he is not loved. He might even become so alarmed that he develops symptoms of PTSD as our son did. 6. Significance of Regression Discounted After the damage to our child, we were told by a well-known behaviorist that such total regression is common in children with autism. Yet the psychological texts we have seen find sudden major regression normally present in only a rare subtype of children with Pervasive Developmental Disorder, Rett's Syndrome. Could it be that sudden major regression is common in ABA programs rather than common in autism? We find this premise to be consistent with our training in depth psychology. According to Sigmund Freud, regression takes place in the face of acute trauma and overwhelming anxiety. We posit that behavioral modification can be a springboard to many serious maladies and maladjustments. 7. Sanctity of Home Violated We believe that one of the primary reasons our son's PTSD is so severe and so persistent is that the assault on his body, in the form of restraint that was painful and terrifying, took place in the sanctity of his own home. Home is the place that must be safe, that must be the place of rest where we let down our guard, and must be the place where we feel protected. It is a fact that some of the most severe cases of PTSD occur when the assault took place in the victim's own home, because where there exists a deep expectation of safety it is most traumatic to have it suddenly violated. 8. Emotional Responses Dismissed Calling all negative reactions "tantrums" is a dangerous reductionism which succeeds in lumping together all valid emotional reactions, totalizing them in one word, and prescribing extinction. We suppose that it could be said that our child was having a "tantrum" as his inner emotional system and autonomic nervous system were being torn apart.

احبكم

This was exactly what I was looking for to train paraprofessionals on manding!

How do you take data on this?

If a child ask for cookie unprompted in between activities should one be given? Or even if they asked for a cookie in the middle of a new activity should a cookie be given?