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Episode 17: How to Increase Manding Opportunities | FREE ABA CEU — Transcript

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0:00welcome back to the blossoming together
0:01podcast today we're going to be going
0:03over how to teach mans in the natural
0:06environment cool natural environment I
0:09feel like I was missing something like
0:11is there anything else to our title
0:12increasing opportunities toand how to
0:14teach it where to teach it all right so
0:16let's go into our objectives objective
0:18one participants will learn how to
0:20implement various levels of prompting to
0:23teach mans and systematically fade these
0:25promps to encourage independent manding
0:27we love it objective two is participants
0:30will learn how to assess and use
0:32motivating operations also known Asos in
0:34order to increase manding opportunities
0:36awesome so if you don't know what aand
0:39is aand is a type of verbal operant in
0:41which individuals or yes individuals
0:44request something that they want need or
0:47such as a preferred item attention or
0:50even help sometimes help yeah um it's a
0:53key form of functional communication
0:55because it can Empower individuals to
0:57express themselves and meet their needs
0:59um I feel like manding is one of the
1:01first key steps in communication that we
1:03want to teach because it teaches the
1:05kiddo to be able to advocate for
1:07themselves that's true and I feel like
1:09once you learn how to Mand it opens so
1:12many more opportunities for you you can
1:14advocate for yourself you can get all
1:16your needs met yes it's probably my
1:19favorite verbal Opera to teach and I
1:22feel like no one can argue with that but
1:24no I hope not please don't unless if you
1:26if you have an argument let us know
1:28though now go to Skinner wait him we
1:30didn't make the rules all right so
1:32before we really get into the
1:33nitty-gritty of everything I wanted to
1:35kind of go over I know when you're
1:37studying you're going to learn
1:39about um Regular mans and extended mans
1:43I just wanted to focus on or tell you
1:45guys that for today's episode we're
1:47going to be focusing on regular mans so
1:50these are mans that can be reinforced so
1:52there's a pure man so a man that is
1:54controlled solely by the M Mo such as
1:57say you're asking for candy simply
1:59because you want there's a desire there
2:01yep and then there's impure man so these
2:03are a man controlled by both Theo and
2:05other factors so asking for a Coke when
2:08the waiter asks you like hey what do you
2:10want to drink like with an SD present
2:13okay so that drink over there you asked
2:16for it because I said what do you want
2:17from Chick-fil-A yes usra asked me she
2:19prompted me to uh man awesome um so
2:24we're going to get into some of the
2:25common mans the number one manand that
2:28I'm sure most of us think when we think
2:30of amand is requesting for objects um so
2:33this is like food or toys um preferred
2:36items um so a definition this involves
2:38the learner requesting physical items
2:40whether it's food toys or even art
2:42supplies is another example so when we
2:45think about food the child might say
2:47cookie when they want a cookie or use a
2:50picture if they're using their AAC
2:51device they'll like click it or they can
2:53use PEX communication as well we also
2:56have um manding for toys so a learner
2:59might requ request a toy by saying car
3:02um or by pointing to it during playtime
3:04like indicating that they want a
3:06specific item um why is this important
3:08usra uh I feel like it's important
3:11because it's kind of one of the first
3:12things you can ask for or first things
3:15you do to get your needs met so asking
3:18for food when you're hungry like is a
3:21huge one cuz a lot of us I mean think of
3:24yourself like you get hangry right you
3:26need food but if you can't ask for it
3:29yeah
3:30yeah exactly it fulfills like your iMed
3:31like the learner's immed need right yeah
3:34awesome all right I want to kind of go
3:36into requesting actions so that's
3:38another common man that you'll hear of
3:41these are kind of the come here the help
3:43me and this is coming from the learner
3:45yes so this definition for this is the
3:49learner asks some for asks for someone
3:52to perform an action so examples of this
3:55is say I asked you for help when I
3:58needed you to open the door for me
4:00another one is asking someone to come
4:02join in on their play like come here or
4:05hug me is another really good one and
4:07then one I know we work on a lot
4:10especially when we're teaching
4:10functional communication which we'll go
4:12over later is help me yes and this one's
4:16really big because you need help
4:19sometimes when you get stuck and that's
4:20why a lot of times we engage in those
4:22challenging behaviors is when we're
4:23frustrated so if you can ask for help or
4:27you need in that moment you can me one
4:29some of those needs yeah another common
4:31like action that I see taught or I see
4:33like needing to be taught for some of my
4:35Learners is um let's go yeah like when
4:39they want to leave a space and they can
4:40ask their technician like let's go
4:43that's an amazing for themselves like
4:45good ones I feel like I really like the
4:47like cuz sometimes they want that like
4:49like the Hogs or like I'm trying to
4:52think of any other actions even like so
4:54like if they're not quite ready demand
4:55for specific items sometimes we do
4:58actions first so like the them asking
5:01for eat like the general demand rather
5:03than those specific items I see awesome
5:06and I also feel like it's really
5:07important because requesting actions can
5:09foster some Independence and teaches the
5:11child how to ask for things effectively
5:14as well yeah exactly I really like that
5:16one this one's fun um we don't see this
5:19as much in like the setting that I'm in
5:21now as much except for my more advanced
5:23Learners um but when I was working with
5:25older Learners we did a lot of
5:26requesting for information um so this is
5:29when
5:30like a learner asks for information that
5:32helps them navigate their environment so
5:34an example of this is like where is it
5:37if they're trying to find something
5:39where's the car um or another one is
5:42like whose coat is that whose backpack
5:45is that or whose toy is that um it's
5:47really important because requesting
5:49information helps the Learners become
5:50more Curious and improves their problem
5:52solving abilities and it shows their um
5:56like interest in the world around them
5:58really I feel like this one also gets
6:00very tricky depending on the learner
6:02because I've had a lot of parents be
6:03like well why are they asking me so many
6:05questions but I feel like they forget
6:08yeah I'm like wait this is a huge
6:09milestone let's celebrate it we were
6:11like and then I feel like this one's
6:13also very hard to teach yes this one I
6:15feel was the hardest one like when we
6:17get to that point where I'm like oh I
6:19don't know what to do anymore like how
6:21do I Target this right exactly and it's
6:23like it becomes difficult too because
6:25it's like those early conversation
6:27skills so like having and again when we
6:31teach amand we'll kind of get into it a
6:32little bit further but there has to be
6:33the desire for that so in order to teach
6:36it they have to actually be motivated
6:39and wanting the information so we can't
6:41teach them demand for information if
6:43they don't care about it so it makes it
6:45really tricky and then the next one I
6:46want to talk about is requesting social
6:48attention I love this one cuz it's just
6:52it's just fun I feel like this is kind
6:53of the look at me the so when you're
6:58requesting or social attention you
7:00theand is about gaining social
7:02interaction or acknowledgement so even
7:05like so look at me was one of the
7:07examples I give another one is like
7:09watch this I like this one because a lot
7:12of times when parents are busy or
7:14they're like preoccupied with something
7:16you know a learner can learn to request
7:18like hey like come watch this thing I'm
7:20doing to appropriately gain that
7:22attention I love teaching requesting for
7:24attention too by like calling the
7:26person's name or even like tapping their
7:28shoulder request for attention like hey
7:31and this is really good because
7:33especially if you haven't like learned
7:34like a full sentence yet or you don't
7:37have these like options on your AC yeah
7:39you can always go up to someone and be
7:40like tap them them all right and go
7:43ahead no sorry are you going to say why
7:45it was yeah Google for it well I just
7:47had like a side comment I love teaching
7:50like this as part of the functional
7:51communication for Kos with challenging
7:54behaviors um a lot of times we see that
7:56a function of behavior is attention um
7:59so this is a great antecedent strategy
8:01teaching them to request for that
8:03attention in an appropriate way so that
8:05they don't have to engage in the
8:06maladaptive Behavior yeah I love it
8:08sorry for cutting you off I got excited
8:10so why it's important these mans promote
8:13relationship building and teach Learners
8:15how to seek attention in a socially
8:17appropriate way in a way where they
8:19might not be engaging in so many more
8:21maladaptive behaviors to get that
8:22attention and it's fun because I feel
8:25like it's fun for the person listening
8:27to especially like the parents and the
8:29grand parents cuz now like their their
8:32child or their learner seeking them out
8:34yeah exactly and it yeah it makes it
8:36more motivating for the parent and we
8:38always want to like teach things that
8:39are also going to increase the
8:40engagement with the parent and child to
8:42Foster their relationship it's a
8:44socially significant goal yeah all right
8:47um we're going to talk a little bit
8:48about teaching when we start to teach
8:49mans so we kind of like talked briefly
8:52but when assessing the learner's ability
8:54demand again it's really evalue really
8:56important excuse me to evaluate how much
8:58motivating operations influence their
9:00like verbal Behavior so does the child
9:03ask for help when they need it or
9:05communicate to um avoid like an
9:08undesired task or does this need to be
9:10taught so I think a little bit about
9:13what you're saying like sometimes this
9:14isn't going to happen verbally or in the
9:16way that we're expecting it to when we
9:18talk about it right the way we can see
9:20that they're trying to communicate these
9:21needs to us is like if they need help
9:24they're always like pushing say it's
9:26like a food container they want you to
9:27open and need help from shoving it right
9:29in your face all the time so you know
9:31they're motiv like in these situations
9:32they're motivated to try to get help
9:34versus like I've had kids like they did
9:36not want my help they're like screw you
9:39let me just do it myself why you trying
9:40why are you trying to hold my container
9:41right or I see a lot of times we're
9:43really trying to teach manding and like
9:45I'll have a technician ask me sometimes
9:46they like I'm really trying to promote
9:47manding opportunities but they're not
9:49imitating the man and so I like observe
9:52that man even motivate like do they need
9:54anything they it would be like a ball
9:55and I'm like well this larer kind of
9:56hates to play ball they don't want to
9:58roll the ball they don't want to throw
9:59the ball they don't want the ball and I
10:00know we're going to talk about this a
10:01little later but when we're working on
10:02like teaching man sometimes going in
10:04with specific ones can be more harm like
10:08you don't know will they be motivated
10:09for a ball every single day for 20
10:11trials no probably not I hope not 20
10:14trials like imagine and you know I've
10:16seen it like I when I started as a BCB I
10:18used to go and like search like program
10:20examples and that's how like targets
10:22would be listed for manding would be
10:23specific things for yeah and and that's
10:26because I'm sure they're pulling from
10:27like the assessments that say
10:29can request for items and there's a time
10:32and a place to teach specific mans if
10:34you see that a kid like has specific
10:36desires like and we talk a little bit
10:38about like the motivating operations and
10:40how you can tell they're motivated for
10:41the item like another one is hand
10:43leading so if they're daily hand leading
10:45you to turn on the we have like
10:47smartboards in our classrooms to turn on
10:48the TV or they're hand leading you to
10:50like eat their snack and things like
10:52okay yes we know that they have a desire
10:54for these items but yeah I agree that it
10:57sometimes can be detrimental for those
10:58specific things
10:59all right so one of the best ways and
11:02our favorite ways to teach mans is
11:04through natural environment teaching so
11:07this is where learning happens in real
11:09life situations and this method really
11:11creates opportunities for our Learners
11:13to request things as they naturally
11:16arise versus kind of what we were
11:17talking about those very cont cont
11:19situations and they really make like
11:22teaching manding a little more
11:24meaningful right yeah give me some NE
11:27that's my fave um often when we think
11:30about man training we also think of fct
11:32which teaches Learners appropriate ways
11:34to communicate reducing challenging
11:36behaviors um this helps children with
11:38communication difficulties Express their
11:40needs more effectively promoting
11:42appropriate behavior um again like
11:45teaching communication and manding the
11:47reason it is like the first and
11:48Forefront thing we teach is because it
11:50helps Advocate like helps them advocate
11:52for their needs and reduces those
11:54challenging behaviors in turn that's
11:55true don't they say it's one of the I
11:57forget the elementary yeah it's like the
12:00elementary operand I think it's the most
12:03important I think I have it noted
12:04somewhere all right and then one thing
12:07we wanted to preface also before we go
12:08more in depth with everything is
12:10remember to collaborate with the learner
12:12speech pathologist for insights on how
12:14to model communication and determine the
12:16best communication modalities meaning
12:19you know are they ready to use sign
12:22language right now or is it better to
12:24focus on that verbal communication or is
12:26this a learner that's going to use an AC
12:28should we just begin this there do we
12:30need pets do we need picture
12:31communication and they can help you come
12:33up with those ideas and then you can
12:35take that into your sessions yes another
12:36thing that I collaborate with slps on
12:38too is like which phrases to model or
12:41like especially if I know we talked
12:42about this in a different episode like
12:44the glps learning processors sometimes
12:47we might like start with phrases mhm
12:49yeah so they are very important to seek
12:52out in situations like this if your
12:53learner does not see a speech
12:56pathologist might be important to get
12:58that referred
13:01enologist they
13:06auns 100% I agree um we'll talk too
13:11about some procedures for teaching mans
13:14get into it how are we going to teach
13:15this you know what before like it sounds
13:17scary when we I feel like when like
13:19procedures and like when we look up man
13:22training it sounds so like rigid but
13:25like informal like I think with the
13:28natural environment teaching like you
13:30have to remember like to try to be like
13:32open and not so specific all the time
13:35don't be so rigid follow the kiddos lead
13:38we talk about child lead all the time
13:40but yeah use any teer environment use
13:43like their desires and like if you're
13:45doing any or doing a lot of play use
13:48their play as motivating so don't take
13:50like the word procedure and training and
13:53take it like make it this big rigid
13:55thing it's not that serious I mean it is
13:57we're teaching kids but it's not that
13:59serious have fun with it yes 100% um
14:03number one when we like get into
14:04procedures for teaching mans identify
14:07the right man form so we kind of talked
14:09about this how you identify the right
14:10man form is speaking with a speech
14:12language pathologist and talk about what
14:15like modality the child needs to
14:17communicate in are they using an AAC
14:19device are they going to begin manding
14:21verbally um are we teaching signs um or
14:24even at like with some of my early
14:26Learners we just start with gestures and
14:28like teaching them that's usually where
14:29I feel like I have always started
14:31especially if I know this learner
14:32doesn't have verbal language yet and you
14:34know say they're waiting for it to begin
14:36with the speech like an SLP is I just
14:39start by like modeling the gestures and
14:40see what they pick up on exactly yeah
14:42like if they're like scoring really low
14:44on the like VB map is a good way to see
14:47this like if they're not making any
14:48progress within like any of the other
14:49verbal operant and their manding is low
14:52it's a good place to start with some
14:53pointing y next we are going to talk
14:56about this a lot today but use the the
14:59OS and the motivating operations to your
15:01advantage there's going to be so many
15:03times your child is motivated throughout
15:05the day there's going to be so many
15:06things they find
15:08interesting so use those to your
15:11advantage when teaching so if you know
15:14your child is hungry model manding for
15:17their snack or just the word eat even
15:20like I want to go eat right now and then
15:22do this even if it's like by pointing to
15:25their snack in the beginning very
15:27important and then sometimes just
15:29getting to know your client in the
15:30beginning might be helpful too to see
15:33what they're even motivated by the first
15:34day you start this maybe it's just
15:36beneficial to keep a list of things that
15:39kiddo gravitated to things they like
15:42playing with things they repeatedly went
15:44back to during your pairing like I
15:46always have I don't put a ton of like
15:48things for like yes I have goals that
15:50I've already pre-established for the
15:51learner but I usually don't put a lot of
15:53those in I focus on incidental
15:54opportunities and then just have my
15:56technician um write down like a list of
15:58things the kiddo was interested in was
16:00there anything that they said on their
16:01own are they like gravitating and like
16:03you said reaching their hands towards
16:05some of those favorite things in the
16:06center yeah I did want to pause I forgot
16:09our first code word and you guys need
16:11your cus so your first code word for cus
16:14is
16:15request all right so now that you have
16:19like you know what the motivating
16:20operations are you know what this kiddo
16:23was interested in like how do you create
16:25those opportunities so yep you have your
16:28you know that we need to use OS you can
16:31create motivating operations by setting
16:33up scenarios where the child like needs
16:35demand for something by manipulating the
16:37situation to make the desired item or
16:39activity more valuable so um like say
16:43you know your kiddo loves bubbles it's
16:45day two yesterday the kiddo like went
16:48bananas for bubbles they were jumping up
16:49and down so you're like oh they really
16:51like these bubbles give them the Bubble
16:53Tube without it being open and just see
16:55kind of what they do and this is a great
16:57opportunity to like teach them toand for
17:00open help pointing to the bubble lid and
17:03things like that so this is where I feel
17:05like it starts getting a little hard
17:07right is okay you know that you've
17:09figured out what the mo is you've
17:11contrived the opportunity but now you're
17:13presenting Bubbles and it's closed and
17:16they're not saying anything they're not
17:17doing anything how do you prompt them
17:20yes so this is probably the ne this is
17:21the next step we want to talk about
17:23anyways but use prompts and gradually
17:25fade them so the goal really is to
17:27gradually reduce the use of promp so
17:29that the learner can man independently
17:31this can be done by shifting from more
17:33intrusive prompts to less intrusive ones
17:36and then eventually fading them out
17:38completely for example you may start by
17:40saying I want Bubbles and then move to
17:43more a subtle maybe just a gesture to
17:46the C gesture towards the bottle I don't
17:48know why we're still suck Bubbles and
17:50then or even like doing a pause like hey
17:53you've taught them already like yeah
17:55like with the full verbal like I want
17:57Bubbles and now just giving up pause
17:59after you present the bubbles yeah and
18:01then kind of where was I going with this
18:04you're were teaching feading from we
18:06want to use like most least prompting so
18:09this is the general definition that
18:10we're all used to hearing but it's I
18:13feel like very very hard in practice
18:15Yeah because you know we're saying you
18:17want to gradually reduce the proms but
18:20doesn't mean it all has to be in one day
18:23I think that's where we get people get
18:24stuck like okay I'm going to try the
18:26most intrusive prompt then the like grad
18:28well and then the lease it's sometimes
18:30it doesn't come that easy sometimes
18:32might over time we might just have to
18:33use that full verbal model for a few
18:37days and again this is learner dependent
18:40like so yes we as a field we're like
18:44leaning towards like a most to least
18:46intrusive prompt level hierarchy but
18:48some Learners might benefit like from a
18:51different way of prompting so it really
18:53just depends on the learner but like
18:54what we found most beneficial is
18:56starting with like a least intrusive
18:58prompt in the moment
18:59and then like gradually increasing the
19:02intrus during like the teaching but over
19:05time we want to reduce how much we're
19:07using that full intrusive prompt right I
19:09wanted to kind of go over some of the
19:11common prompts that we use in man
19:13training because I know it's a little
19:15bit different than we're working on more
19:17of those receptive skills yeah so some
19:21of the ones you'll hear a lot and I'm
19:23going in least to most order is phenomic
19:25Q so this is when the teacher the
19:29individual the RBT or the parent
19:33provides a letter sound prompt can you
19:34give me an example of that yes so you
19:36still wants we're going on bubbles she
19:38really wants these bubbles I say but
19:41like what do you want and then she
19:42doesn't say it and then so I prompt her
19:44B and then after that you would move on
19:48to a partial verbal prompt this is when
19:50the teacher repeats a portion of the
19:53targeted word so if we're still stuck on
19:55bubbles and B didn't work the next
19:58prompt I would model is the BB bub yeah
20:02like gradually saying like part of the
20:04word but not the full thing don't give
20:05it a to them all and then the next one
20:07after that is the full verbal prompt so
20:09the technician or the RBT might repeat
20:12the targeted word the full word so here
20:14I would say bubbles yep perfect and then
20:17one really important thing here is
20:20setting a criteria up for when you're
20:22going to end that learning trial cuz
20:25this isn't something that can be Pro you
20:27can't make someone say anything at the
20:28end of the day this is their voice
20:31especially even if they're using an a
20:32device a lot of our speech paths and
20:34stuff has told us we don't prompt even
20:37uh physically with those so you might
20:40just need to end on like what we do here
20:42in the natural environment setting is we
20:44end on just what we want them to say yes
20:47the model we model it with um and we say
20:49from like some guidance from our SLP is
20:51always trying to model without
20:53expectation the goal is we hope that
20:55they independently say it but we're not
20:56ever expecting that they like have to
20:59say it in order to get the item so after
21:02three trials is usually one we'll end
21:04the trial and then end it with like hey
21:06Kristen say I'm talking to Kristen I
21:08want Bubbles and then I would hand them
21:10the bubbles yes so after that model
21:12still providing the item don't withhold
21:14it forever that's mean no that's very
21:15mean but Say in any part of that that
21:19like especially if they're an early
21:20learner if they gave you some kind of
21:21approximation give them the bubbles
21:23that's also important I think that's
21:25something that like we sometimes forget
21:27as PB we get so s on teaching skills and
21:30teaching requests or like even if they
21:32like say Susie last week said suie who's
21:35she my learner she's cute um she says
21:39bubbles one day and then the next week
21:43she's not fully saying bubbles but she's
21:44saying B still honor those
21:46approximations um and then model the
21:48full phrase like honor those
21:50approximations they're putting in so
21:51much effort into to their communication
21:53to you you know like you saw that she's
21:56done it once don't worry they'll get
21:58there again
22:00I know request I don't know why I feel
22:02like we get so
22:04like uptight has to happen like has to
22:08happen now like she said it once so like
22:10it has to happen every day 100 times a
22:12day like sorry yeah don't do it it's
22:14okay yeah um so yeah we kind of talked
22:17about like but when we use those prompts
22:18we want to gradually fade them over time
22:20um modeling modeling is like my I don't
22:23know it's my favorite strategy um so if
22:26the learner is unsure just model the
22:29request so like say you know like so and
22:32so really loves um like playing with the
22:34marble run they played with it the
22:36previous day but when you are seeing if
22:38they have that motivation for it and you
22:39can't really tell like sometimes they
22:41like it sometimes they don't just model
22:44um so like let's play with marbles and
22:46give them the item after they attempt to
22:47repeat it um and if they don't just
22:50model it again and then provide the item
22:52one other really important thing is not
22:54every I know we talk about this later
22:55too but I want to get into it is like
22:57say you're going to stop watching here
22:59is not every trial needs to be that
23:01trial you take data on some of them can
23:04just be those like modeling
23:05opportunities that you're providing like
23:08like say you really wanted this pen like
23:11I want pen or can I have pen if we're
23:14just modeling that those are great
23:17learning opportunities for the learner
23:18as well just remember it's just a
23:20teaching opportunity without the
23:22expectations exactly so don't make it
23:25like every time I hand them this pen is
23:27when I say it or even give me an
23:29approximation feel like you get into a r
23:32my motivation and desire for that pen is
23:34going to like go away and I feel like I
23:36hear a lot of this from our technicians
23:39where they get disc they're like well we
23:40haven't had the opportunity like to like
23:43like it's not like I I just can't I
23:45can't get it they're not saying it I
23:47can't get them to do it and it's like
23:48it's okay just model it it's okay we'll
23:50be okay we're going to get there the
23:52request will happen um I just want to
23:55make sure so a strategy like we kind of
23:57talked about modeling and we want
23:58reiterate stuff like just feedback that
24:00we use again this is just our preference
24:02and guidance that we've gotten from slps
24:04but we typically um go by the rule of
24:06Threes so we model it like one to three
24:09times um and then if they're still not
24:10getting it after that prompt or that
24:12model then we provide them the like item
24:14they're looking for that's our like
24:15criteria as BCBS we need a criteria that
24:18is very important all right so we've
24:21talked about this a little bit before
24:23I'm going to mention it one more time
24:25you probably will hear it again but
24:27remember to incorporate highly
24:28motivating items so I know this might
24:31sound similar to the motivating
24:33operations but it's a little different
24:35because here you'll be beginning or
24:37begin with activities or items that the
24:38child finds most exciting or rewarding
24:41so instead of being motivated by like
24:43hunger these are kind of toys we know
24:46that they're very interested or those
24:48routines they're really interested in so
24:50say you really like I have a child that
24:52really loves to draw putting the crayons
24:54out in front of them so that they can
24:56reach for them and then we can have an
24:58for them to man for fans like put them
25:00in their view just Out Of
25:02Reach um our second code word briefly um
25:06is just two letters m o ooh m o how do
25:10you spell that M O M for uh money an O
25:15for
25:17oval for anyone please yeah get your
25:23cus um okay thank you hold on I'm just
25:26finding my place um um okay the next
25:29procedure when teaching mans use limited
25:32access to increase man opportunities so
25:36you see items that the child can only
25:38access for short periods of time to
25:40create more frequent opportunities to
25:42practice mans so one example of this is
25:45like on the swings um they really want
25:47to swing and they kind of need the
25:49technician teacher um parent to push
25:52them like they need the parent control
25:54um so pausing the swing so only pushing
25:57them for a little short amount of time
25:58and then pausing it to give them that
26:00opportunity to attempt to request a
26:02swing um another one is that I do a lot
26:04is Bubbles I talked about they go away
26:06think of the potty training reinforcers
26:08literally the same ones they work just
26:10the same um but yeah I love Bubbles cuz
26:12they disappear and then they can ask for
26:14more I like spins anything like the
26:17physical activity the sensy
26:19opportunities like tickles pick me up
26:22spin me around those those are good I
26:25like music like having like I have a lot
26:27of technicians who like to play music
26:28for the kids so I'm like pause the music
26:30if the kiddo is loving the song pause it
26:31and give them an opportunity to ask to
26:33play another song ah another one mostly
26:37I would say this one for those early
26:39stages of man trading where the client
26:41doesn't have a lot in the repertoire yet
26:43try to avoid those low interest items or
26:46things they haven't seen yet only
26:48because they're not familiar with it
26:51they might not understand what's
26:52expected of them but say you have a
26:55learner that has a huge man reperat it
26:57might be okay to like introduce new
26:59activities and St request for them so
27:02when like thinking about this if you
27:03have a learner who like doesn't
27:05typically like new toys or like yeah
27:07when considering that but like when it's
27:09okay it's like you might have an
27:10advanced learner who loves a new toy
27:12like anytime you bring new items into
27:13those Center there what's that I want it
27:16or let's play versus some kiddos like it
27:19might like you know we're still working
27:21on play or we're working on learning to
27:23play with new things that might not be
27:25the best opportunity to work on use
27:27those yes certainly um preferred items
27:29when it comes to these low interest
27:31motivating op like motivating operations
27:34and stuff I wanted to also say like just
27:36because you like something does it mean
27:38your client's going to like it yes and
27:40just because they like something does it
27:41mean you have to like it 100% but it's
27:44on you to create the opportunity for
27:45that you to you know observe and get to
27:48know your client and see what they are
27:50really really are interested in so that
27:52you can create those meaningful
27:53opportunities for them see what they're
27:55playing with especially like if you got
27:57a kid that loves like dinosaur learn all
27:59the dinosaurs for them all the dinosaur
28:01names the I have a I have so many kiddos
28:04I didn't learn the planets till I was
28:06like 22 22 23 cuz I had a client that
28:10loved them all and I also forgot they
28:12didn't generalize yeah it did
28:15note I'm with you there I still don't
28:17know all of them I look them up all
28:19right we talked about modeling so let's
28:21go into shaping yeah let's talk a little
28:25bit about shaping all right so shaping
28:28involves reinforcing successive
28:30approximations of the desired man so if
28:33the learner say is not able to yet
28:35produce a full verbal or they're not
28:38reaching for that the icon on their
28:41device yet or they aren't reaching for
28:43on their PEX or PR book yet you will
28:45gradually work on that phrase over time
28:48and we kind of talked about this a
28:49little bit within the proms but if a CH
28:52say the child is working on juice if the
28:54child says ju ju yeah when requesting
28:57juice reinforce attempt then gradually
28:59over time expect more of a response yeah
29:03with shaping I think that like just the
29:05the biggest thing to keep in mind is
29:07this is systematic it's not happening
29:09all in one day yes exactly so like this
29:11isn't like prompts in the way that it's
29:13going back and forth like sometimes
29:15you're using the least intrusive and
29:17most intrusive this is going to be your
29:19specific Target so how I like to put it
29:21for like data collection purposes cuz we
29:23need our data for insurance um instead
29:26of putting like the full EST as the
29:28target I put like the name of the
29:30request but in parenthesis I put what
29:32the child is working towards so say I
29:34know that they're almost able to say J
29:37for juice I have J as the target okay so
29:40after three days of 100% 80% whatever
29:43your criteria is okay now they're moving
29:45on to Jew and then you're gradually
29:48systematically like increasing and then
29:50while you're working on these this might
29:52be something you need to make like go in
29:54every day and check like the data on
29:56just to make sure that you know they're
29:58not stuck at maybe one part of this for
30:01few weeks weeks yeah you know maybe
30:03going the speech path within this like
30:05hey like we've been working on this for
30:06this long is that okay yeah with a lot
30:09of the prompts and the shaping it's also
30:10beneficial to kind of let the speech
30:13path maybe know that's what you're doing
30:15if they're just adult learner you might
30:16need to work the other way where you
30:18provide them the full phrase and go
30:20backwards or if you found that with your
30:22client as well where they're say just
30:23repeating J J second that you might just
30:26need to start with the full
30:28way yes it depends depends on your
30:31learner everything is
30:32individual um we also want to talk about
30:35teaching complex mans so complex mans uh
30:38is just it's like the extended mans I
30:40want this asking longer form can I have
30:44or even adding like adjectives oh yeah
30:46can I have the blue car can I hang out
30:49with her that's a no that's a pronoun
30:51sorry can I put it on top stuff of that
30:54sort so like these are great things yes
30:56you can model throughout the day like
30:58you always want to be um what is the
31:00word when you're like labeling yes
31:02labeling hello well throughout the day
31:04it's like the like the technician will
31:06be like modeling all the language
31:07throughout like kind of like verbalizing
31:09for the kiddo mod yeah modeling all day
31:12um but don't I know what that is it's
31:16late okay um but no but we're not like
31:19you can still use these phrases to model
31:21but this isn't what we're expecting the
31:22kiddo to learn this isn't what they're
31:24we're teaching them we're starting with
31:25those simple phrases first or simple one
31:27word requests and then next is
31:31responding to a verbal stimulus so the
31:34SD so this is when your child learns to
31:37respond to a verbal SD so like me asking
31:40like hey what do you want how can I help
31:42you is them like once they learn to
31:45answer that is when they're learning to
31:47respond to an STD yes and this is what
31:49we were talking about the elementary
31:51verbal operand I was like I know it's in
31:53here
31:54somewhere um hello the most part
31:58providing reinforcement reinforcement
32:00like they're not going to learn without
32:02reinforcement and if they're requesting
32:04for items provide it so reinforcement
32:06strengthens the manding behavior by
32:08immediately that's a key word
32:10immediately providing the desired
32:12outcome after a successful man every
32:14time the learner successfully Dems they
32:16should receive reinforcement that
32:17directly matches the demand so if so and
32:20so ask for bubbles you're giving them
32:21Bubbles and you're giving it to them as
32:23quick as you possibly can to immediately
32:25reinforce their behavior okay and then I
32:28feel like it's really important to once
32:30you have like the reinforcement down
32:32like you understand all this try
32:34thinking about it like in the ABC format
32:37yeah so that a like you're looking for
32:39like the m o or getting something Matt
32:41is the antecedent the behavior is
32:43requesting the item and see is that
32:45consequence are you getting it is it
32:47being reinforced yes or are you going
32:49into a prompt level yep 100% um and
32:52reinforce the shaping we talked about
32:54that but reinforce those approximations
32:56to um we're we're going to start talking
32:58about okay like we have all the
33:00strategies that we're going to use when
33:01teaching manding but now we're in our
33:03session we're running the session we
33:05need to prepare the environment first
33:07and foremost I'm sure you have so many
33:09like so some people might not be able to
33:11totally work in an N environment where
33:14their classrooms look like ours for
33:15learning opportunities they might be in
33:17um like an individual therapy room you
33:19can still use any in that space just
33:21bring all your toys bring the motivating
33:23like um items um and set up the
33:26environment with limited access to the
33:28items like so have them like we like to
33:30use like clear glass shelves we put the
33:32items on the shelf or we have it like
33:34across the table from the learner
33:36contrive your environment to promote
33:37some mans I feel like I remember the
33:40first center I worked at as a tech was
33:42Center where we had to check in and out
33:44toys me too yeah and then we we we had
33:48like this handyman like laptop it like
33:51on its wits end but everyone fight over
33:53it but you know like even in those
33:56situations you can try your best and
33:59like make it work like I remember
34:01eventually people started printing out
34:03like the picture of that toy yeah and
34:05then we would just like sing the song
34:07along with it cuz there's only one but
34:09like a lot of the kiddos enjoyed it so
34:11they really just like the
34:12song yeah so if you can look to those
34:15items and see what's reinforcing about
34:17it then you can try finding other ones
34:18like that exactly and using those to
34:20teach during play and like increasing
34:21the manding opportunities increase those
34:23things that we can man for so once
34:25you've decided on the specific man that
34:27you you want to teach uh oh sorry the
34:30next step should be you need to decide
34:32The Next Step you need to decide on the
34:34specific man you want to teach so are
34:36you going to work on like gaining that
34:39social attention right now or are you
34:41going to work on gaining an object stuff
34:43of that sort I like to be more vague
34:46with it in that sense instead of like I
34:48want them to like learn to request for a
34:51cookie only because I feel like you have
34:53more opportunities throughout the day to
34:56request from the bigger Cate
34:58yeah I agree with that too um and then
35:01after you've identified your specific
35:03demand then we're going to establish the
35:05motivation so make sure there's a strong
35:07motivation for the item or activity so
35:09if the child use like the your child's
35:12cues to your advantage like if you know
35:15like you're around 11:45 your kiddo
35:16starts to get hungry start practicing
35:19teaching manding for eat at that time or
35:20manding for the specific snack that they
35:22want um and observe when the child is
35:24reaching for items like I like to teach
35:26my technicians this a lot of times like
35:28because we do work in a child blood NE
35:30so sometimes our um kiddos are like
35:33freely able to gravitate towards items
35:35really like quickly but I'm like no beat
35:38them to that item and like try and see
35:40what they're excited about and use that
35:42as a Ming opportunity or don't start the
35:44swing until like you present the
35:45opportunity to attempt toand um and they
35:49can be naturally occurring embedded into
35:50your daily routines or play mm all right
35:53so we have a long list for you actually
35:55of fun ones that we found over the last
35:57last couple years things we've been
36:00doing in my back pocket so fun ones we
36:03like are offering incomplete activities
36:06so giving them a toy without batteries
36:08or if they don't know how to turn the
36:10switch on yet turning like the switch
36:11off or bubbles without opening the
36:14container to naturally prompt a request
36:17yeah I do this like with like a shape
36:19order I'll give them the shape order and
36:21I have a few of the shapes I know that
36:22like so and so really likes squares and
36:24circles I'm like okay I have a couple of
36:25the squares and circles this is an
36:26opportunity for them to practice um and
36:29this is like how you said you gave them
36:31only some of them you can see if they're
36:33really motivated by the item in the
36:35moment like are they already putting a
36:36few pieces in yeah are they looking
36:38around for the rest yeah or then if they
36:40aren't then you might just stick that
36:42there may not be motivation there we
36:44might not work on that um and then next
36:45we're going to use similar missing
36:47pieces um during activities so we do
36:50this a lot with puzzles so working on a
36:52puzzle hold back one piece and wait for
36:54the child to request for it another fun
36:57one is sabotaging their play a little
36:59bit in a fun way in a way they might not
37:02know what you're doing so placing one of
37:05their favorite toys Out Of Reach you
37:06mention like high up on a shelf or and
37:09or pausing their favorite song or video
37:12you could always be like did that happen
37:15and then while playing a preferred song
37:17or video pausing it is another way yeah
37:20I don't know why I have said twice
37:22that's okay it's not it's important use
37:24that strategy keep doing it just kidding
37:27and then other one is closing keeping
37:30Containers closed or not immediately
37:33opening up their snack as soon as get
37:35there exactly giving them opportunity to
37:37even request for help this is the one I
37:39feel like I don't know why we like
37:41sometimes just get so used to helping
37:43our kids yeah like we almost like we
37:47know that things are tricky and we're
37:48like we don't want it to be too tricky
37:49so we're like okay we're going to open
37:51it and get everything set up no it's
37:52okay like we want them to be able to
37:54advocate for themselves ask for help and
37:56see if they even like want it want the
37:58item do they want their pretzels today
38:00after like kind of going off of closed
38:02containers during snack time is
38:03something else we do is break routines
38:05here a lot um I use this strategy a lot
38:08when I'm teaching manding for missing
38:09items so if they're used to always
38:11having a napkin with their snack I like
38:14leave out the napkin or if they need um
38:17like if they're going to sit down for
38:19Circle time I like give them the
38:21instruction okay let's go sit down and
38:23there's not a chair present giving him
38:24the opportunity demand for that item
38:26that's not there in
38:28all right so when you're doing all of
38:30this in session remember when you're on
38:32that prompting step you might have a
38:34level that's already predetermined as
38:36the prompt level depending on your
38:38learner's learning style or what they
38:40best learn as so I've seen a few
38:42different ways there's sometimes where
38:43you always give the opportunity for an
38:46independent response before you go into
38:47the prompting some kiddos you might
38:50start at the prompt as soon as teaching
38:54and then or you might be well I mean
38:55we're talking about aess teaching so
38:57we're there so depending on where you
38:59are at you'll have that predetermined
39:02yes yeah always know like when you're
39:05setting up your manding session like you
39:08want your technician to be prepared so
39:10you need to know exactly like okay what
39:12are some preferred items we're going to
39:13use to manand what are the strategies we
39:15are using to prompt and when are we like
39:18where are we starting our prompt at and
39:20then making sure your technician or the
39:23parents that are implementing this are
39:25fluent in that prompting strategy or
39:28they know how to do it and they know
39:29what to do if say that doesn't work this
39:31is also the ones we've already talked
39:33about a little bit but say they started
39:36at aess teaching it's not working they
39:39at they started at that full verbal now
39:42it's three trials to move on yeah like
39:44when to move on and how to move on to
39:46like what yeah what you want them to and
39:48that's when parent trainings come become
39:50so important is like if we want them to
39:52work on this at home get them involved
39:54in a session and have them like watch
39:56what your techn is doing and you or the
39:58technician should be modeling it for
40:00them awesome um we also want to consider
40:02reinforce the manand this is immediately
40:05reinforce the correct manand with the
40:06item that they asked for um this is It's
40:10the key component in teaching
40:11reinforcement you know Behavior goes
40:13where reinforcement flows so if you
40:16don't provide them with theand they're
40:17not going to continue manding for it and
40:20then remember to have fun with it should
40:22not feel formal it should not feel like
40:26this heavy like
40:28teaching moment but have take the time
40:31out a day say like this these 10 minutes
40:33we're just going to have some fun and
40:35we're going to come up sometimes like 10
40:3715 minutes but we're going to like try
40:39to create all these fun situations and
40:41see how many times I can Model A man for
40:43my learner and how many times they might
40:45request something for me and this
40:47especially like if you're you're in a
40:49setting where you're not any all day try
40:51to take moments out to do this yeah to
40:54like make it in their natural
40:55environment we wanted to generalize um
40:57and a key component is quality over
41:00quantity so we don't need to Target 50
41:03mans in a 20-minute period we want to
41:05increase the amount of times that they
41:07man per session yes we want it to
41:09eventually be at 25 times per session 50
41:11times per session but we do not need to
41:13be starting teaching there and I feel
41:15like this one I especially see this with
41:17food where they are withholding every
41:21piece of like say it's pretzels every
41:24piece of the pretzel to try to get that
41:25Ming opportunity it's okay once they say
41:29pretzel give them a few like a handful
41:32let them enjoy what's happening a few
41:35minutes maybe like try again yes or you
41:38can even move on to a different man like
41:40you can add variety to it to increase
41:42those opportunities you don't have to be
41:43working on like the pretzels for the
41:45whole day y like increase that variety
41:47we want some quality mans important yes
41:51all right so next thing we want to talk
41:54about is kind of
41:55troubleshooting some of the challenges
41:57that come up some of the barriers that
41:59we come into yeah so the really big one
42:03I feel like that is really hard
42:05especially with our early Learners when
42:08like in the beginning stages is that
42:10there's a lack of motivation so this is
42:12when a learner isn't motivated to manand
42:15so there aren't many things they enjoy
42:16yet we're not finding that they're
42:18motivated by even some of those like
42:20internal ones that we might like they're
42:22not hungry when they're coming into
42:23session so we're not getting the
42:25opportunity to request for food they
42:27haven't learned to play with a lot of
42:28toys that they find interesting yet so
42:30what should we do in those situations
42:32yes so we like really want to start by
42:36like just contriving it by limiting like
42:39if we know that they have a few highly
42:41preferred things really contrive those
42:43operations by limiting the access to
42:45those items like I we do child lead
42:48through like um adult control so the
42:51adult and the technician or bcba should
42:54be like having control of those items
42:56and having the ability to provide them
42:58to the learner yeah um and create the
43:00opportunity nice all right next one um
43:05we have prompt dependency this is a
43:09really really big challenge with our
43:10kiddos they become prompt dependent or
43:12dependent um this happens when a learner
43:15relies heavily on your cues um toand
43:18rather than initiating independently
43:21this can be reduced to systematically um
43:24prompt fading and gradually shift from
43:26more intrusive prompts to less intrusive
43:29ones um so like some of those more
43:30intrusive like is either like full
43:32verbal or full physical prompting if
43:34you're using an AAC to less intrusive
43:37ones gesture visual cues um and then
43:39allow natural cues to take over um so
43:43what are some tips to kind of help this
43:44out one really big one is use that time
43:46delay so wait a few extra seconds before
43:49providing that prompt so some of our
43:53Learners take a few extra moments to
43:55process what's going on
43:57yeah so we don't always need to prompt
43:59within like 3 seconds I think this is
44:01kind of like it's a little not
44:03controversial but maybe a little
44:04controversial in our field cuz I feel
44:06like when I was learning through my
44:07program and they teach you like 35
44:11seconds you need to present a prompt but
44:12like here and like through natural
44:14learning I've learned like a lot of our
44:16kids need a little bit extra time to
44:18process the demand sometimes like 5 to
44:2010 seconds and even like sometimes I
44:22have a hard time I've got lost today you
44:25just needed a little reminder it's just
44:27yeah we need to allow them that time so
44:30I do love a little time delay another
44:32one is to make sure that you know
44:36there's a situation with prompt
44:37dependency happening is to track the
44:39prompt levels to ensure that you're
44:41fading them out gradually and not revert
44:44back not reverting back to more
44:46intrusive methods so keeping an eye on
44:49the data or the way you're collecting
44:51data this is where I feel like it's very
44:52hard to though and especially if you're
44:54using systems like Central reach like we
44:56love Central reach it's very helpful but
44:58sometimes like it doesn't well and this
45:00is honestly user ER sometimes I don't
45:02put in correctly the way that it should
45:04like shift for the learning so then I
45:07have to like go in and manually change
45:08it if I don't check in on it every three
45:11sessions we might be stuck on the most
45:13intrusive prompt and that's for a long
45:14time and that's not going to be and my
45:16tuck is just following their
45:17instructions so they're doing everything
45:19right and now my kid is getting stuck on
45:21the most intrusive prompt that's true
45:23and then another one is to reward even
45:26the smallest
45:27atending maning especially in those very
45:30early stages to encourage trying without
45:33a prompt yes I really yeah I think
45:35that's really important um we kind of
45:36talked about honoring approximations and
45:39there's been situations like we've uh
45:41like reinforced like a point or even
45:43them trying to open like looking at youz
45:46remember that's a request that's an
45:48indication that yeah of like preference
45:50um something that I kind of wanted to
45:52know alongside prompt dependency is aess
45:54teaching we briefly mentioned it um but
45:57aess teaching it can actually be a
45:59really useful tool when targeting prompt
46:01dependency um if you have I did this a
46:04lot when I worked with like older
46:05Advanced Learners who had like a lot of
46:07experience with therapy if they are
46:09already prompt dependent and they have
46:10years of um exposure to like the most
46:13intrusive prompt they are already
46:15dependent on that most intrusive prompt
46:17so starting with aess teaching with that
46:19most intrusive prompt and then gradually
46:21fading it out is actually like can
46:24actually be beneficial so look into aist
46:26teaching if you have a learner that's
46:27been stuck on a most intrusive prompt
46:29for a long time as well nice another
46:32thing I wanted to troubleshoot is
46:34inconsistent reinforcement so say the
46:37reinforcement is isn't consistent it's
46:39not always your fault sometimes it is
46:42and then there's a lot of there's a lot
46:44of people in like your learner's life so
46:47if reinforcement is inconsistent the
46:49learner may not make the connection
46:51between their mans and the reinforcement
46:54which can slow down some of that
46:55progress right so it is essential to
46:57make sure that we're providing immediate
46:59and consistent reinforcement each time
47:01making sure our technicians know how to
47:03do it making sure that we're teaching
47:05and in parent training that everyone is
47:07on the same page yes but so you're stuck
47:09in the situation it's already happened
47:12you have any tips for me working on yeah
47:13so some tips number one just really get
47:16into reinforcing immediately and
47:18training all of the staff you work with
47:19and the parents you work with the
47:21importance of immediacy like if they if
47:23so and so asks for a juice box and you
47:25praise them verbally and say oh my gosh
47:28amazing you asked for a juice box but
47:30then give them the Juice Box 2 minutes
47:32later they they make that you make like
47:35there's no onet toone correlation
47:37correspondence with that man so man are
47:40ah reinforce immediately with the manand
47:44that is produced um and also make sure
47:47that all team members the therapists
47:49caregivers and teachers are on the same
47:51page regarding the type of reinforcement
47:53that should be used the parent might
47:55think that verbal reinforcement is
47:57benici in that moment like oh my gosh
47:59they communicate and and they're
48:00celebrating but teaching them like the
48:02importance of providing that item that
48:04the child requested for something else
48:07is avoid accidentally reinforcing
48:09behaviors that are not the target
48:11Behavior so giving them an item um
48:13immediately following a challenging
48:15Behavior like a tantrum or whining and
48:17screaming and this one I feel like is
48:20very like becomes a big chain sometimes
48:22later and we don't even realize it or
48:24people don't may not realize it but say
48:27like you every time you want to ask me
48:29for like the iPad like you do like a
48:31little
48:33wine yeah and we might have missed that
48:36she said you said iPad first you said
48:38like iPad a yeah and then you got the IP
48:42provided yeah and usually that that
48:45there's usually a little bit more lag
48:47but I'm just giving it becomes that once
48:50they got the inconsistent reinforcement
48:52exactly um and I'm like yeah the more
48:54and more that they get it for those
48:55challenging behaviors it's easier to
48:57engage in a challenging Behavior than it
48:59is to verbally request for some of our
49:01kiddos so it's really really important
49:03not to reinforce those um did you have
49:06any tips for
49:08generalization so generalization so this
49:10is when the learner canand across
49:13different environments so meaning if
49:15they're having trouble in this they may
49:17only be requesting with us at the clinic
49:19but not at home so some of the tips
49:22might be to when you're starting man
49:24training try to have multiple people
49:26involved
49:27so if you can try to request like two
49:30technicians on the kiddo if you can't
49:32have like telling people around you like
49:34hey can you like help me with this like
49:36learning opportunity today can you hold
49:38on to these crayons for me yeah uh at
49:40Circle time maybe like having the leader
49:43be the one that has some of these things
49:45um trying to create these opportunities
49:47with other kiddos even yeah like they
49:49can like man from peers um I also like
49:52with the technician I do some of the
49:53trials too s when I'm in the session to
49:56add that extra person mhm try to
49:58practice as many situations as you or
50:01rooms or environments as you can so oh
50:05we don't only eat in the lunchroom we
50:07can eat like even in the hallway for
50:09walking to the lunchroom we can pull up
50:11a chair in the classroom we can eat in
50:13the lobby and then I know you're not
50:16always in home or you can't always be in
50:18home with the parents but training them
50:20in these situations as well so that they
50:22can continue practicing the same ones
50:24that we're practicing and then contra
50:27situations where mans are necessary in
50:28new environments might be one that you
50:30work on later down the line but say like
50:34you're working on that like open yeah
50:37like there's no open at the park but I'm
50:39trying to think I was trying I was like
50:40maybe there could be there could be like
50:42swing like we have a swing in the gym
50:44and then there's a swing at home but
50:46like say you're at a new swing yeah you
50:49need help getting on first like help me
50:51in a new spot like very good one yes
50:54another push me or even like you know
50:57things like stop that I don't want to do
51:00that in new situations where they might
51:02not have their parents around or someone
51:03to advocate for them we also do um like
51:06in different situations too across the
51:08center so like if you're still like with
51:10an early learner and trying to
51:11generalize like those early
51:13mans have those same preferred items in
51:16different locations um don't just have
51:19them request for one thing in their
51:20therapy room they can ask for it in the
51:22gym they can ask for it in the sensory
51:24room even at the snack table like they
51:26can still access to their preferred
51:27things there generalization issue I've
51:30noticed like it accidentally happens in
51:32the center a lot is say their favorite
51:34toys only in one classroom and they just
51:37learn to ask for that classroom and not
51:38that toy yes yeah exactly and then it
51:41yeah then it becomes go to gym yeah and
51:45get swing but really they're trying to
51:47go in there for the swing so having like
51:50I mean you can't really always have a
51:51swing everywhere but there swings in
51:53theot rooms they can have one outside we
51:56speech room now we have a variety of
51:58swings is there anything else you wanted
52:00to add or touch base on I think
52:03something that I did briefly want to
52:04touch based on is like an
52:06overgeneralization thing so this is
52:08something that I've been targeting
52:09individually with one of my Learners and
52:11I've been like working with the tech and
52:12I realized that they had a lot of
52:13questions about it so I have a learner
52:17who they really they have pretty strong
52:20requests like they they're kind of an
52:21established learner they have some
52:22requests but they've overgeneralized
52:24like those actions mans for action can
52:27you me example yeah so like they um will
52:30always ask for like help me or let's go
52:34but they aren't able oh or like open is
52:37a really big one but they're not able to
52:39Dem for the specific items that they
52:41want so sometimes like if the item isn't
52:44present they're saying open but we don't
52:45know what they want us to open so now
52:48I'm teaching those and this is a good
52:50opportunity I know we talked about like
52:51not t targeting specific items um but
52:55this would be a good time to start
52:56teaching specific items so that we can
52:58see discrimination with their mans
53:01lovely do little discrimination training
53:03all right and that's it oh we have a
53:06code word don't let me forget our third
53:09code word is model my favorite word of
53:12the day model awesome and that's it for
53:15today
53:16folks bye all right guys thank you so
53:19much for listening please don't forget
53:20to like And subscribe and if you want
53:22your ceu credits go to our website at
53:24Blossom children.com t later see you
53:29[Music]

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