One example of teaching your child to say juice is the following. In this case we have identified the targeted word or phrase and this must be done before you start teaching. Also the item identified is preferably a strong reinforcer and an item the child frequently wants. Usually you want to choose a word the child might use frequently and that is fairly easy for him to pronounce or that he has some approximations to the word already in his repertoire. Secondly, the caregiver waits for the child to have a situation in which he wants the items such as the juice. Third, the caregiver delays giving the item until the child says some approximation or the actual word. Fourth, the caregiver gives the child the item immediately or as soon as possible after the word or approximation is completed by the child. Fifth the parent continues to delay giving the item in every situation in which the child wants the item during the day. Sixth, the parents delays giving the water until the child states the complete word clearly. Seventh, the caregiver adds other words to the criteria for reinforcement of the juice. For example, the caregiver might wait for the child to say "juice Please". Finally, the caregiver continues this process and adds more words to the original words and additional words for other reinforcers! In a sort time usually even in the most difficult cases the child will be talking!
How do parents teach there child to talk with behavioral therapy(an easy basic step by step example)9/3/2013 Parents often find themselves frustrated after months of going to therapy sessions and no success. One of the quickest way to increase your childs vocabulary is through behavioral techniques. The key to success is consistency, powerful reinforcers and generalization of your training in different situations.
One example of teaching your child to say juice is the following. In this case we have identified the targeted word or phrase and this must be done before you start teaching. Also the item identified is preferably a strong reinforcer and an item the child frequently wants. Usually you want to choose a word the child might use frequently and that is fairly easy for him to pronounce or that he has some approximations to the word already in his repertoire. Secondly, the caregiver waits for the child to have a situation in which he wants the items such as the juice. Third, the caregiver delays giving the item until the child says some approximation or the actual word. Fourth, the caregiver gives the child the item immediately or as soon as possible after the word or approximation is completed by the child. Fifth the parent continues to delay giving the item in every situation in which the child wants the item during the day. Sixth, the parents delays giving the water until the child states the complete word clearly. Seventh, the caregiver adds other words to the criteria for reinforcement of the juice. For example, the caregiver might wait for the child to say "juice Please". Finally, the caregiver continues this process and adds more words to the original words and additional words for other reinforcers! In a sort time usually even in the most difficult cases the child will be talking!
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Parents should always make an effort to rule out any signs of medical issues in order to increase the effectiveness of the behavioral treatment. If the child has a medical issue it may reduce, slow down or prevent the child from a complete habilitation from behavioral intervention or mainstreaming. Some medical issues to keep in mind include the following. The following list includes some items that research has suggested a relationship to developmental delays and autistic type behaviors. One example is hearing or hearing problems. Numerous research articles and papers at conferences have talked about the strong relationship between hearing problems in clients with autism, aspergers, aggression and developmental delays. They often present data with a direct correlation between these problems or control studies. These children usually have a history of ear infections, tubes in their ears or pain in their ears. When a behavior therapist or parent does an assessment this is a very useful thing to ask about when reviewing the history of the child and the "organism" variables in the SORC analysis. If the parent or child has a history of ear problems they should be referred to a specialist for ear problems not just the general practitioner. The reason for this is that often a general hearing test may not pick up some more specialized problems with the ears. A specialist such as an otologist or ENT is preferred to be sure there is no problem that could jeopardize learning for the child. Other examples might be medical problems that lead to sleep problems, genetic disorders that causes a variety of problems, small seizures that are not detected, vision problems, allergies, stomach problems and constipation. These topics will be discussed more in depth in future blogs. Medical issues should be ameliorated so that the child can progress to his upmost ability developmentally through behavioral interventions.
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