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MAND TRAINING

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MAND TRAINING

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    1. www.RCMAutismNotebook.com (C) 2007 1

    2. www.RCMAutismNotebook.com (C) 2007 2

    3. www.RCMAutismNotebook.com (C) 2007 3 What are principles of behavior: positive reinforcement negative reinforcement extinction,etc Motivating OPerations: Previously termed Establishing OPerations i.e.- create thirst by providing salty foodsWhat are principles of behavior: positive reinforcement negative reinforcement extinction,etc Motivating OPerations: Previously termed Establishing OPerations i.e.- create thirst by providing salty foods

    4. www.RCMAutismNotebook.com (C) 2007 4 When you make demands-YOU ARE THE TONE and the DEMANd is the ELECTRIC "PAINFUL" SHOCK Ever have a child who sees you and immediately starts crying! You are a REFLEXIVE MO EVer have a child who simply upon arriving at school starts crying? SCHOOL is a REFLEXIVE MOWhen you make demands-YOU ARE THE TONE and the DEMANd is the ELECTRIC "PAINFUL" SHOCK Ever have a child who sees you and immediately starts crying! You are a REFLEXIVE MO EVer have a child who simply upon arriving at school starts crying? SCHOOL is a REFLEXIVE MO

    5. www.RCMAutismNotebook.com (C) 2007 5 “Oh NO! Here comes Rosa again!”

    6. www.RCMAutismNotebook.com (C) 2007 6 Don’t interrupt the child’s fun to do an activity which is less reinforcing.

    7. www.RCMAutismNotebook.com (C) 2007 7 Give Examples………..

    8. www.RCMAutismNotebook.com (C) 2007 8 “Sanitize” the environment If there are many items scattered about, the child may move from item to item as you approach him/her. Consequently you never become paired with providing the reinforcer. Instead you wind up chasing the child from toy to toy. By limiting the availability of reinforcers, every time a fun item appears, it is because YOU made it available, thus YOU are more “fun”.

    9. www.RCMAutismNotebook.com (C) 2007 9 However… after being paired… The instructor will be able to: Place demands on the child w/o causing problem behavior Regardless of how long it takes: Pairing w/ +rfmt is a necessary first step to building rapport w/a child

    10. www.RCMAutismNotebook.com (C) 2007 10 “This is what you want to achieve!”

    11. www.RCMAutismNotebook.com (C) 2007 11

    12. www.RCMAutismNotebook.com (C) 2007 12

    13. www.RCMAutismNotebook.com (C) 2007 13

    14. www.RCMAutismNotebook.com (C) 2007 14 ie - train picture with vocal antecedent "Choo-choo"ie - train picture with vocal antecedent "Choo-choo"

    15. www.RCMAutismNotebook.com (C) 2007 15 How do you build NEW reinforcers? Use physical play and label it Use interactive books Use novelty items Use cause-effect toys Use music, videos Gradually expand interests add a sensory element to toy or activity

    16. www.RCMAutismNotebook.com (C) 2007 16

    17. www.RCMAutismNotebook.com (C) 2007 17 Which picture is the easiest? Which is the hardest? wit regard to deatils and concrete to abstract formWhich picture is the easiest? Which is the hardest? wit regard to deatils and concrete to abstract form

    18. www.RCMAutismNotebook.com (C) 2007 18 Discuss the complexity levels of each bus picture… Sequence in terms of difficulty level

    19. www.RCMAutismNotebook.com (C) 2007 19

    20. www.RCMAutismNotebook.com (C) 2007 20 ie: Do NOT teach "toy" fr all toys teach the item name "baby" "Ball" "wiggly"ie: Do NOT teach "toy" fr all toys teach the item name "baby" "Ball" "wiggly"

    21. www.RCMAutismNotebook.com (C) 2007 21 You want the child to be happy and relaxed!

    22. www.RCMAutismNotebook.com (C) 2007 22

    23. www.RCMAutismNotebook.com (C) 2007 23

    24. www.RCMAutismNotebook.com (C) 2007 24

    25. www.RCMAutismNotebook.com (C) 2007 25

    26. www.RCMAutismNotebook.com (C) 2007 26

    27. www.RCMAutismNotebook.com (C) 2007 27

    28. www.RCMAutismNotebook.com (C) 2007 28

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