Rachel Azrin, Board Certified Behavior Analyst
Share me!
  • Home
  • Disorders
  • Contact Me
  • Links
  • Resources
  • Blog
  • Rachel Azrin
  • My Background
    • My Background
    • Nathan Azrin
    • Summary Vita
  • My Videos

IPads, Ipods and other Gadgets do not guarantee learning just because you bought them

8/27/2013

0 Comments

 
The latest trend is to buy and iPad, Ipod or other computer gadget and expect learning to magically occur. In most cases more is needed. I a few cases the child may learn on their own but in most cases parents should consider the following in order to have success. One point is that often a child with autism is not visually motivated to use the equipment. In this case the parent can motivate the child with extrinsic reinforcers for use of the equipment. For example, if the child plays one educational game or looks around on the web for 30  minutes then the child receives a preferred food snack such as chips or an activity.  Another point is that the computer must have reinforcers within the aps that reward the child automatically. For example there are programs such as "head sprout" that include reinforcers within the educational game at the end of a correct response by the child. Parents should be careful to set-up reinforcers within the device programs and extrinsic reinforcers in order to achieve optimal chances of success when purchasing an electronic gadget so that the money is put to good use and learning occurs in the child!!
0 Comments

Behavioral  Procedures and Effectiveness in increasing or decreasing the desired targeted behaviors

8/1/2013

1 Comment

 
Many Procedures have bee identified in Studies as effective. However, it is crucial for both parents and researchers to consider the exact methods they use to implement the procedures and compare them to what was done in the research in order to make sure they are implemented in the same manner and are effective. In fact it is very common for a proven procedure to be ineffective or actually make the behavior worse if they are implemented inappropriately. Almost all   Procedures such as reinforcement, token programs and overcorrection must be implemented in the specific manner that will allow them to perform functionally and increase or decrease the behavior. For example, a therapist that give reinforcement without smiling and just say "good job" may be meaningless to the client and the function of the behavior if not done in the correct manner or even could increase inappropriate responding. The therapist/parent/teacher should be careful in some areas in particular for example the non-verbal behavior must match the words. If you say "good job" then a beautiful smile, clapping or jumping up are examples of non-verbal behaviors that will stenghten the procedures.
1 Comment

When is it time to send your child to the next grade level or  wait and continue ABA or some of both!

7/24/2013

0 Comments

 
Parents often spend endless days and nights wondering what the next step is to send the child to school or wait and do further ABA. In many cases the question is also whether to hold off on sending him to the next grade level and do both ABA and the previous grade again.  There are many factors to consider in this decision. 

One factor is the reaction of others in society to their decision. Many times parents fear of the negative reactions of their friends, relative, peers or school administration effects their decision to hold the child back one year.  Most people would agree that the most important factor should be that the child progress normally and live a normal life. The temporary reactions of others will not be remembered in most cases once the child is making wonderful grades and living a normal childhood with no behavior problems. 

A second factor is the actual work that the child does based on the decision that is made.  In some cases people will say that he will not be challenged as much if he stays in the same grade.  When in fact usually reviewing the same material with basic academics can build a strong foundation for future academics. 

A third factor to consider is the social relationships of the child. If the child is very young usually the social factors that are disrupted by keeping the child back are only temporary and are forgotten in the next year or so. The friends he would have had in kindergarten are just replaced by different friends when he takes the class again. 

Finally, maturity, height and biological issues sometimes discourage parents from holding a child back. When in fact a child that is taller or smarter than the others will usually receive more accolades and awards and positive feedback then the child that is the shortest and not as knowledgeable in the classroom. The positive feedback can lead to an improved self-concept and higher expectation for success that usually lead to a  what is referred to as "positive momentum" and further success for the child.  

In general, each of these factors should be weighted and if there is more doubt then it is the current authors opinion that keeping the child in the current classroom with ABA assistance will lead to a more productive life.  The past problems will be forgotten once the child is receiving positive feedback and success. The child will more probability that he will be mainstreamed and graduate in the regular classroom, go to college possibly and live a much more fulfilled life in the future.
0 Comments

What do I do with my Child Running away- Elopement

7/18/2013

0 Comments

 
Parent often are frustrated trying to figure out what to do when there child is running away frequently.  There are several ideas to consider and to prevent the running away listed below that might be good for your child. 
The first  most important thing to consider is safety issues. Parents or Caregivers should consider making every precaution to prevent any injury. If the child is headed in a direction such as towards the doorway to a busy street, towards sharp objects parents should try to block the child from running in that direction by standing in front of them if possible or in front of the door. Secondly, parents should consider the fact that chasing the child or grabbing the child is very often a reinforcer or pleasant event for the child. Therefore, any physical contact should be minimized and avoided if possible except when there is a safety risk.   Finally, parents should remember that a child is typically running away because there are more reinforcers outside the area or home he is located in.  In order to prevent running away parents can identify all possible reinforcers that can be placed in the home for their child and put as many of them as financially possible in the home. For example, the child might like electronic games, stuffed animals, board games, music, edibles, attention from parents, musical instruments or exercise equipment. The more fun he has in the home the less likely he is to seek other locations outside the home to acquire what he wants! Parents might make a wish list of items possible and try to add more each month!  Soon the home becomes the best place in the world for the child to want to be living in!!
0 Comments

    Archives

    May 2014
    April 2014
    March 2014
    February 2014
    January 2014
    December 2013
    November 2013
    October 2013
    September 2013
    August 2013
    July 2013
    May 2012

    Categories

    All
    Aba
    Adaptive Equipment
    ADHD
    Adhd And Scheduling
    Adhd And Scheduling
    Adjudication Of Competency And Guardianship
    Aggression
    Attractiveness And Learning For Children With Disabilites
    Atuism And Diagnosis
    Autism
    Autism And Computers
    Autism And Computers
    Autism And Daily Schedule
    Autism And Daily Schedule
    Autism And Ipads
    Autism And The Ears
    Bathing
    Behavior
    Behavioral Interventions
    Behavioral Techniques And Eating Habits
    Behavior Problems And Daily Schedules
    Behavior Problems And Daily Schedules
    Behavior Problems That Are Difficult To Solve
    Behavior Problems That Are Difficult To Solve
    Behavior Therapy
    Behavior Therapy
    Birthday And Children With Autism
    Birthday And Children With Autism
    Brain And Learning
    Brain And Learning
    Children
    Children-and-handwriting
    Choosing A Target Behavior For Autism Or Atention Deficit Problems
    Choosing A Target Behavior For Autism Or Atention Deficit Problems
    Choosing Games For Children On An Ipad Or Computer
    Chores Selection For Children
    Communication
    Consistant Consequences And Behavior
    David And Rick Azrin
    Designing Programs For Autism
    Designing Programs For Autism
    Ear Problems And Behavioral Treatment
    Eating Skills And Adaptive Equipment
    Elopement And Children Treatment
    Enviorment Restructuring
    Enviromental Restructuring
    Enviroment And Your Childs' Behavior
    Exercise How To Get My Child To Exercise
    Feedback
    Focus For Your Children
    Gardening And Behavior Problems
    Gardenting And Behavior
    Generalization And Aba
    Generalization And Aba
    Grades
    Grades And Autism
    Guidance Procedures
    Hairdresser And Behavior
    Handwriting
    How To Learn To Talk
    How To Teach Children Sharing And Teamwork
    How To Teach Problem Solving Skills
    Implementing Programs
    Implementing Programs
    Ipads
    Ipads And Autism
    Ipods And Autism
    Learning And Appearance
    Leaving A Schedule Actiity And Children
    Making A Schedule For Your Child
    Making A Schedule For Your Child
    Medical Issues And Autism
    Memorial Nate Azrin By Rachel Azrin And Contribuions From Brothers Mike
    Music And Behavior
    My Other Children And My Child With Special Needs (ex.autism
    Nate Azrin
    Nathan Azrin
    Non Compliance
    Non-compliance
    Obesity In Children
    Parents How To Relax With Your Kids
    Placement Autism Spectrum
    Practice Problem Solving
    Prevent Behavior Problems In Autism With Reinforcers Such As Electronics
    Prioritizing Target Behavior
    Problem Solving And Children
    Psychotropic Medication Verses Behavior Therapy
    Recreational Target Behviors And Aba
    Reinforcement And Choosing Them
    Reinforcement And Nathan Azrin
    Reinforcement Effectiveness
    Reinforcement Effectiveness
    Reinforcement Schedules Work Together
    Relaxation And Caregivers
    Relaxation Techniques
    Running Away And Behavior Therapy
    Schedules And Behavior Problems
    Scheduling And Autism
    School Problems
    Self-injury
    Sharing And Teaching
    Skype
    Sleep
    Social Skills Training
    Speech
    Speech And Autism
    Tantrums
    Tanturms)
    Target Behavior Selection
    Teaching Chores To A Child With Autism Or Developmental Disabilities
    Teaching My Child To Talk
    Teaching Telephone Usage
    Teamwork And Children
    Tele Therapy
    Tele-therapy
    Television And Behavior
    Television And Children
    Thanksgiving Dinner And Autims Or Developmental Disabilities
    Therapy
    Timers And ABA
    Toilet Training
    Toilet Training And Pull-ups
    Travel And Autism
    Travel And Develomental Diabilites
    Weight In Children
    When Do I Get Early Intervention For A Child With Autism
    Young Chilldren Or Disabilities

    RSS Feed

Proudly powered by Weebly