Basically, the author points to the differences in the two approaches to teaching math.
The reformers, representing the education establishment, believe learning "process" is more important than memorizing core knowledge. They see self-discovery as more important than getting the right answer. For them it's the journey, not the destination.
I read the Greenspan/Wieder book, attended a "Floor Time" training session, and implemented a full Floor Time therapy program with my son. We even went so far as to remove all the furniture from our living room and to place fun toys/activities around the edges of the play carpet. We turned off the TV (haven't turned it back on yet--four years and counting!), turned on the answering machine, and played with our son10-14 hours a day for almost 18 months. I am NOT exaggerating! I even hired a speech path graduate student to play with him 10-15 hours a week to give me a break. The result? Nothing. It was a waste of time! (Read on, I have some good things to say about it later.)
Fortunately, we then began an ABA program. In only two weeks of ABA/Lovaas, my previously non-verbal son gained 75 words and was using two-word sentences within a month. Now, with ABA/AVB, my son is conversational and social and is fully mainstreamed (still has an aid to help him, but we're fading her out). PLEASE do not recommend Floor Time for beginning children. You will lose critical time!
A letter I sent to the reporters (and a letter to the editor, which wasn't printed.) I refer to a table from the ODE. Incidentally, this email was cced to Susan Castillo and some early education activists.
When my son was younger, we had a speech therapist who followed Stanley Greenspan's Play Therapy. We also were doing ABA (Lovaas style) at the time. Now we are doing VB.
As I understand these methods there is one major difference...in any ABA program, it is very important that the therapist have instructional control...that doesn't mean tying the kid to a chair, but it does mean that the therapist is in control of what is being taught and is also in control of the child behaviorally.
On the other hand, Greenspan's play therapy is CHILD LED....that's the term he uses. In this therapy, you let the CHILD determine what happens...for instance...if he picks up a ball, you start talking about the ball, if he picks up a shoe, maybe you start talking about the shoe - or playing with it, etc. If he had behaviors, the therapist would try to talk to him, saying, "I know you're mad", "Tell me why you're mad", "say, I'm mad because you took my ball"...lots of stress on "affect" and following the child's lead.
Training, training, training -- data, data, data -- analyze, analyze, analyze -- fun, fun, fun --creative, creative, creative -- positive, positive, positive -- compassionate, compassionate, compassionate -- motivation, motivation, motivation -- it's never the kid's fault he/she is not learning, you need to be better at teaching.
Ever wonder how a parent and school official don't see eye to eye on resources and your child? Well, let's say it can have a lot to do with perspective. I have no idea of how parents (especially ones that advocate hard) and teachers and administrators (especially as resources are dwindling and unions are stratifying the benefits between overwhelmed newbie teachers and teachers with seniority).
Give "go play" and pull child back to you by back of shirt. Do several times. It usually builds a smile and a lot of times when you don't grab the shirt the child will back up to you to do so.
"I'm gonna eat your toes!" take child's foot toward your mouth with pretend chomp with sounds-- every kid i work with likes this one. Doesn't seem to make a difference in child has rec. language or not--just the anticipation. after first or second time of trying to pull away with laughter, child usually gives you other foot.
Say "do this" and make roar sound. When child does, act terrified and fall off chair. May take a few do thises but most kids love the idea of making you react.
Instructor head into child stomach, tickly burrowing of head--real laughter zone.
Wind up your hand like its a toy til your wrist hurts (almost)--use cranking sound effects-then let it go and flap your hand wildly over the table and child in flip flop motion.
Fall asleep and snore loudly on child's lap then wake up suddenly for the school bell--ding ding ding.
Using NET in contrived or non-contrived learning opportunities the Instructor will teach Lucas to mand information by asking " WHY" using the following;
1. The Instructor will put child's chair on the table while child is engaged. When child returns to the table the instructor will Prompt IMMEDIATELY
*************** Sumlin Notes *********************
[Re-post from 3/97 in answer to someone who was having their first consultant workshop:]
If you have a video recorder, or can borrow one, tape the entire workshop (we found that our first workshop and the impression our consultant made with this first "presentation" was very important -- we were able to narrow three days onto 3 two-hr. videotapes) and give those who can't attend a copy asap. If you can't get hold of a video recorder, audio record and/or take notes on the visuals and make copies for the therapists (and anyone else who has lots of contact with your child -- grandparents, family members, etc.). We continued doing this (both videotaping and taking notes) for therapists, whether they attended or not, for all the follow-up [workshop]s too.
