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. 😢
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.
Lol, as another person with Autism, while what you said is true, that is simply not what is being done in this video. We are people, not a disease. But that does not mean that we, as people, do not benefit from learning functional communication skills to meet our needs in society. People shouldn't look down on us. But calling them "idiots" for trying to help (at least in this video, I can't speak for everyone in any situation), is unnecessary and kind of rude honestly.
hi! as someone who is not autistic but also not neurotypical, i understand where you’re coming from. however, i also work as an RBT implementing ABA and the general goals are really aimed towards functional communication and independence. we are trying to make life easier for kids that are autistic by helping them gain their voice to ask for what they want and be able to connect with other people. additionally, we are there to help teach positive life goals like using the toilet independently and eating independently so the kids are able to have these skills and less dependence on other people
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.
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!
And demonstrably effective. Properly performed NET interventions should not be any of those things you listed, so if it is, than it is likely due to low treatment fidelity - and frankly, i don't see that going wrong in this video.
Everyone is entitled to their opinion. However, undermining other people's opinions with words such as "pathetic, nausea, egregious, disgraceful, and condescending," when trying to provide an argument is counter-productive. In my experience as a BI, I have met different professionals who sometimes have different outlooks on teaching children such as yourself. The big difference between the comments made by those people and by this comment is the tone. Nobody in the rooms I've been in would speak this way to another working professional-- especially in a team setting. Understanding and effective collaboration between colleagues starts with empathy and respect. It's honestly ironic that you talk about teaching a child this way however fail to recognize the importance of these methods through all people. This is a profession where we literally teach people to communicate effectively. Let's communicate and share insights in a productive way, for the benefit of the kids we work with :)
Neil, the floor play teacher! Nobody reads your garbage, but I understand. I'd be real mad if I devoted my life to rolling around on the floor... Definitely not evidence based practice....
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!
Do you get paid for your job? "do work" then "get rewarded" is a fundamental structure to society. We have to focus on specific skill sets in order to teach bigger ones. For example, to teach tooth brushing, first the learner needs to be able to grip the toothbrush in a functional manner. In ABA, we often create lists of requisite skills and steps, known as 'task analysis', in order to reduce subjectivity in teaching more complex skills. we then link together these small component skills in a process called 'chaining', in order to accomplish the end result skill (tooth brushing, making grilled cheese, getting dressed etc). I agree that meeting learners where they ARE is a critical element to developmentally sound treatments. In ABA, this procedure is referred to as "pairing" and is the first thing we do with learners - often for many sessions before ever even attempting the teaching procedures. I hope this helps clarify some of your concerns.
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.
@@natesportyboy4939 When you want something in a restaurant, you ask the bartender for it. When you want you salary, you go to work. Aba training is the exact same thing but for children with cognitive and social disabilities. It's not about being a dog or no. It's about creating a relationship with an autistic child who has a lot of problems to communicate. I understand that it seems like training a dog but so we are all trained like them. Just not that explicit :-)
@@hironizer1332 There are so many ways to teach those lessons without ABA, which is primarily concerned with controlling behaviors based on how they look to others rather than what effects they are having on the person.
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
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.
I'm sorry to hear ABA did not work for you. ABA has been successful for many of my clients. Also, there are different forms of ABA. Perhaps Natural Environment Teaching would have worked better for your child than Discrete Trial Training. I also don't understand how your child was "in bondage" through a time out procedure. I wish you all the best.
Each question and statement is a 'trial' and you would tally it just like you would Intensive teaching. Sorry it took 5 years to answer this, *dry laugh* but i had to go get a masters degree. I actually caught a small mistake on the part of the therapist. Incidental teaching is meant to be student directed to maintain high reinforcement and pairing. at 2:00 he takes control over the play and asked the kid to play according to "his rules" - just for a second. "no... that mine silly, you need..." The ideal would have been: "oh! now you have FOUR colours!" or something like that. Also, I absolutely love his energy and tone of voice! so important to make play FUN! good stuff!
@@keenanmclean9916 Congrats on receiving your masters! I just recieved my masters in Special Education Childhood. I am not planning on getting an ABA masters haha, so how can I reassure I will learn proper techniques?
@@kimoramicheal8353 my best suggestion would be to find a supervisor who is familiar with the procedures to train you and give you feed back on your performance. Ideally this person would be a certified behavior analyst, but an experienced behavior tech or teacher could likely do as well. Ethically, it is always best to stay within your scope of competence to maintain best possible treatment for the individuals you support.
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?
Blessed4infinity if its a new word YES! Anytime they ask it should be delivered to reinforce the skill and it shows generalization! You can give a smaller piece to avoid satiation.