Comments on: Structured Learning at Home and Reward Pellets http://www.bothhandsandaflashlight.com/2008/06/01/structured-learning-at-home-and-reward-pellets/ Parenting, Autism, and the Pursuit of Being Awesome Thu, 09 Feb 2012 01:51:42 +0000 hourly 1 http://wordpress.org/?v= By: Tim http://www.bothhandsandaflashlight.com/2008/06/01/structured-learning-at-home-and-reward-pellets/comment-page-1/#comment-259 Tim Tue, 03 Jun 2008 19:56:59 +0000 http://www.bothhandsandaflashlight.com/?p=124#comment-259 Sometimes. He's usually somewhere between appreciating it and not minding it. We do it anyway, of course, just because it's a natural thing to do, being mindful that we don't get too loud about it. I don't think it hits the threshold of being a consistent reinforcer since he can be fairly ambivalent about it sometimes, but it can help and certainly doesn't hurt. It's a parental reflex anyway. :-) He used to get upset when a bunch of people in a room cheered him, but we usually don't have him those situations now anyway. I think that was more about the loud noise than anything. The standing room only therapy sessions we had off and on in the past were a bit much on him, so that had a lot to do with it too I'm sure. We positively reinforce every opportunity we get. We do set some firm boundaries too. Kicking, snatching things from people, being physically rough with guests, etc. are always greeted with a 'no' and some firm conversation - though they rarely happen and even more rarely are something he does in anger. We find that we really don't have to use 'no' much. He's easy-going for the most part. Perhaps because we don't have to do the more firm 'no' thing much and generally try to be positive, the cheering doesn't have as much to contrast itself against and sometimes it doesn't register on his radar. I don't know. Just thinking out loud. When he does realize he did something new and really cool and he gets that 'I'm so proud of myself, look how cool I am!' look on his face, that's so totally priceless. That's definitely one of my positive reinforcers! :-) Sometimes. He’s usually somewhere between appreciating it and not minding it. We do it anyway, of course, just because it’s a natural thing to do, being mindful that we don’t get too loud about it. I don’t think it hits the threshold of being a consistent reinforcer since he can be fairly ambivalent about it sometimes, but it can help and certainly doesn’t hurt. It’s a parental reflex anyway. :-)

He used to get upset when a bunch of people in a room cheered him, but we usually don’t have him those situations now anyway. I think that was more about the loud noise than anything. The standing room only therapy sessions we had off and on in the past were a bit much on him, so that had a lot to do with it too I’m sure.

We positively reinforce every opportunity we get. We do set some firm boundaries too. Kicking, snatching things from people, being physically rough with guests, etc. are always greeted with a ‘no’ and some firm conversation – though they rarely happen and even more rarely are something he does in anger. We find that we really don’t have to use ‘no’ much. He’s easy-going for the most part.

Perhaps because we don’t have to do the more firm ‘no’ thing much and generally try to be positive, the cheering doesn’t have as much to contrast itself against and sometimes it doesn’t register on his radar. I don’t know. Just thinking out loud.

When he does realize he did something new and really cool and he gets that ‘I’m so proud of myself, look how cool I am!’ look on his face, that’s so totally priceless. That’s definitely one of my positive reinforcers! :-)

]]> By: magicdrgn http://www.bothhandsandaflashlight.com/2008/06/01/structured-learning-at-home-and-reward-pellets/comment-page-1/#comment-254 magicdrgn Mon, 02 Jun 2008 23:06:05 +0000 http://www.bothhandsandaflashlight.com/?p=124#comment-254 With the ABA that E gets at school, they use a lot of cheering, clapping, etc. as reinforcers rather than anything concrete. He responds really well, and it doesn't seem to matter that he gets cheered and applauded at other times too. How does J normally respond to that kind of thing? With the ABA that E gets at school, they use a lot of cheering, clapping, etc. as reinforcers rather than anything concrete. He responds really well, and it doesn’t seem to matter that he gets cheered and applauded at other times too. How does J normally respond to that kind of thing?

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