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NET/VB Wh Questions
Objective
Program : Manding for information using questions
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
" why did you do that"
" why is the chair there"
" why is the chair on the table"
Instructor answers with something that makes sence e.g. I was cleaning the floor and look what I found under your chair Instructor delivers reinforcement Fade Prompt as soon as possible.
2. Instructor delivers Sd " I am going outside to play"
Prompt IMMEDIATELY " why can't I go"
Instructor " YOU CAN!!!! follow me"
Instructor takes child out to play one game of chase
3. At Lunch the Instructor puts a NON food item on child's plate
The Sd is presented " here ya go eat" , " heres your lunch" , " hope you're hungry"
IMMEDIATELY prompt child " why did you do that"
Instructor acts as if they got it mixed up and presents child with proper plate
* at this time the " where" program could be chained " where is my fork"
4. Instructor pretends emotional states
Instructor cries
Prompt IMMEDIATELY " why are you crying"
Instructor " because I'm sad and need a hug"
Prompt child to HUG and begin tickling and or deliver other appropriate reinforcement
Instructor laughs
Prompt IMMEDIATELY " why are you laughing"
Instructor " because I saw something funny" , " because I feel happy"
Instructor acts mad and says " darn"
Prompt IMMEDIATELY " why are you mad"
Instructor " because I broke my lego will you help me fix it"
EO is built in here since child loves Lego so reinforcement is already there by fixing it with him
5. child is doing a reinforcing activity
e.g. watching TV
Instructor turns it off with no warning
Prompt IMMEDIATELY " why did you do that" , " why did you turn it off"
Instructor so we can go to the playground for abit.
* NEVER EVER CHOOSE THE COMPUTER FOR THIS YOU MAY TRIGGER A SEIZURE WITH TURNING IT OFF QUICKLY. Instead choose TV , music, a remote toy
* remember the instructor must pick an answer that is MORE reinforcing to child then what he was just doing
Manding for information is absolutely crucial to the development of conversational skills. If one thinks about what a conversation is between two people, it is a series of questions and statements. My child with autism needs to learn the power of information and move it from a HIGH interest re: getting something he REALLY wants to a more natural context which I deem in this instance to be " social reinforcement". Since Social reinforcement in my child is low with other children and or seeking information for the pleasure of an answer and nothing more, I have developed a LEVEL 1 Program that uses HIGH reinforcement to my son , to get him to WANT to ask questions.
Once he is spontaniously using these accross many environments we will introduce what I consider LEVEL 2 manding for information which is much more socially based. e.g. instructor " I went to see a movie" child " what did you see" or " which one" Instructor ( initially choosing HIGH interest topic of child) " the rugrats in Paris" or " star wars" from there it would decrease so that the instructors answer MAY NOT be a particular area of interest to the child but decreasing level of interest slowly to not compromise attending.
Objective
Program : Manding for information using questions?
Using NET in contrived or non-contrived learning opportunities the
Instructor will teach Lucas to mand information by asking " WHERE" using the following;
1. Present child with a closed box with a PRE identified EO e.g., marshmellow in it
SD " this is for you", " here this is for you", " there is something in the box for you"
This will be done two times, but on the third the box will be empty.
Prompt child IMMEDIATELY " where is my marshmellow" , " where is the marshmellow"
Deliver the EO/marshmellow " oh here it is"
Repeat a fourth time or as many times as neccessary until you reach an independant fade the prompt as quickly as possible
2. While doing an activity e.g. puzzle the instructor will abruptly end the activity with no warning and stand up and say " come on", " lets go", " hurry" etc.
The instructor will prompt child IMMEDIATELY " where are we going"
The instructor will make sure the answer e.g. outside to play is MORE reinforcing than the previous activity.
* note if choosing an activity with some distance e.g, outside the instructor will then find an even more reinforcing activity to avoid a behavior e.g. lets go back in and do a cool lego
3. With increased increments of distance ( to ensure compliance) the Instructor will give the
Sd " get the ____", " give me the ______", " go get your_______" requiring child to find an item neccessary for another function e.g. "go get your shoes" EO " so we can go outside" , " go get your back pack" EO " so you can go home", " go get your swimsuit" EO " so you can go swimming", "go get your toothbrush" EO" so you can brush your teeth"
The neccessary item will NOT be available.
Prompt child " where are my shoes" " where is my backpack" " where is my swimsuit" " where did my toothbrush go"
4. Have child come to sit, but have no chair for him.
Prompt " where is my chair" , " where did the chair go" , " where is the chair"?
Act like oh I forgot your chair fade prompt as quickly as possible at next given opportunity
5. Have child sitting and suddenly get up and say " I'll be right back", "hang on a second"
Prompt " where are you going"
Answer " to get this gummie for you"
fade prompt as quickly as possible at next given opportunity
6. Instructor will deliver lunch with no utensils
Prompt " where is my spoon" , " where is my fork"
fade prompt as quickly as possible at next given opportunity
7. Instructor will present crafts with one neccessary item missing e.g. glue
sd " okay put some glue on it", " get the glue ready" " lets glue it now"
Prompt " where is the glue"
fade prompt as quickly as possible at next given opportunity
8. Have child come to the table for prefered activity e.g. LEGO but have ONLY one piece on the table
Prompt IMMEDIATELY " where is the rest", " where are the other pieces"
fade prompt as quickly as possible at next given opportunity
Objective
Program : Manding for information using questions Using NET in contrived or non-contrived learning opportunities the Instructor will teach Lucas to mand information by asking " WHAT" using the following;
1. high EO
The instructor will bring in a paper bag with things Lucas likes inside the bag e.g. marshmellows, little toys, gummies, lego books
The instructor will look in the bag and with exagerated expression
( facial ) give Sd which will be " wow look what I have", " wow you should see this"
Prompt child IMMEDIATELY " what is it" , " whats in there"
Instructor promptly removes EO and delivers it
REPEAT above
Prompt IMMEDIATELY " what ELSE is in there"
Fade prompt at next given opportunity
2. LOW EO
Instructor presents a field of three or more stimulus using 2d cards and 3d objects
Present SD " tell me what is on the table" , " what do you see", " what are these"
With UNKNOWN item placed within the field Prompt child IMMEDIATELY as soon as he is finished tacting last known item " what is this" , " what is it"
Instructor will label item
Reinforcment is delivered
Fade prompt at next given opportunity
3. high EO
Instructor presents Sd " I have a surprize for you", " I have something for you"
Prompt IMMEDIATELY " what is it" " what do you have" deliver reinforcement while tacting it e.g. a gummie
Fade prompt at next given opportunity
4. high EO
Instructor presents Sd " I feel like playing" , " I want to play"
Prompt IMMEDIATELY " what" , " like what"
Instructor yells " CHASE! RUN"
Fade prompt at next given opportunity
5. med to high EO
With several stimulus placed on the table including desired items eg. marshmellow
The instructor gives the Sd " give me that" but is NON specific nor prompts in anyway either visually or with gesture
Prompt IMMEDIATELY " what" , " give you what" " what do you want"
Instructor specifies the DESIRED item and delivers reinforcement and says " ah thanks but you can eat it for me"
Fade prompt at next given opportunity
6. med to high EO
From a distance the Instructor will call child's name
Prompt IMMEDIATELY " what"
Instructor says " here I have a marshmellow for you" or some other desired item
* make sure the reinforcement is MORE reinforcing then present activity and that it is TRUELY desired
Objective
Program : Manding for information using questions LEVEL 1 conditioned EO's? Using NET in contrived or non-contrived learning opportunities the Instructor will teach Lucas to mand information by asking " when" using the following;
Teach WHEN , when there is an EO for a reinforcer that is inassessable at the time.
1. Instructor will place highly desired item/reinforcer on the table.
child will mand for it.
Instructor will say " not right now" , " not now"
Prompt IMMEDIATELY " when", " when can I have it"
Fade prompt as soon as possible.
Instructor says " after you clap your hands" OR " after you do this" and models clapping hands desired reinforcer is then delivered " now you can have the gummy"
2. Using a peer and a HIGHLY desired reinforcer
Give peer the reinforcer
Prompt child IMMEDIATELY " when can I have it", " when is it my turn"
Fade Prompt as soon as possible.
Intructor " after Camilla is done with it"
Prompt Peer to put it down REINFORCE PEER with other desired reinforcement
Instructor to child " now you can have it"
Initially the time between the mand and the deliverance of the reinforcer should be VERY short less than 15-30 seconds, gradually build up the time to have to wait for reinforcer
3. Instructor presents Sd " We're going to eat some candy"
Prompt child " When"
Fade Prompt as soon as possible.
Instructor " after you say CANDY"
Instructor " okay lets eat candy now"
4. Instructor says " We're going to the store/snack bar "
Prompt IMMEDIATELY " when are we going"
Fade Prompt as soon as possible.
Instructor " right after you put on your shoes"
Larger time delay " right after we make a picture"
Deliver reinforcement of " going" to the snack bar/store
Objective
Program : Manding for information using questions Using NET in contrived or non-contrived learning opportunities the Instructor will teach Lucas to mand information by asking " WHO" using the following;
1. EO high
Have three people in the room and present the Sd " someone has a gummie for you" or other desired item
Prompt IMMEDIATELY " who" , " who does"
Then give the name of the person ( try to use a peer if possible )
child goes and gets reinforcement
Fade prompt at next given opportunity
2. EO LOW
Instructor presents pictures of known people e.g. mom , dad, grandparents and unknown ( non -professionals e.g. Cindy Crawford)
The instructor holds up one picture at a time
The Sd is given only once at the beginning of teaching opportunity " who is this" when an unknown person is held up
Prompt IMMEDIATELY " who is that"
* the stimulus should be presented in this manner and not placed on table so that in early training child will not confuse the " what is it " program with the " who is it " program and overgeneralize mands
Fade prompt at next given opportunity.
3. EO low to medium
Using toys that are reinforcing to child the instructor will quickly hide a toy character e.g. buzz lightyear behind a barrier
Present the Sd " guess who is behind here"
Prompt IMMEDIATELY " who"
Show and tact item and deliver it as reinforcement * that is why is it critical to establish figure as EO
Fade prompt at next given opportunity.
4. EO med
Instructor takes child into observation booth or uses other appropriate door
Someone knocks
Prompt IMMEDIATELY " who is it", " whose there"
fling door open to reveal identity
deliver reinforcement
Fade prompt at next given opportunity.
Objective
Program : Manding for information using questions LEVEL 1 Using NET in contrived or non-contrived learning opportunities the Instructor will teach Lucas to mand information by asking " WHICH" using the following;
1. Instructor will set up situation where two pairs of similar objects are on table/floor etc
Instructor will present Sd " give me the/a pair of scissors ( low EO)"
Prompt IMMEDIATELY " which scissors" " which ones ( generic)"
Deliver appropriate reinforcement/reinforcer
Fade prompt and level of reinforcement at next given opportunity.
2. Instructor will set up situation where two pairs of similar reinforcers are on the table /floor etc
- Instructor will present Sd " give me a marshmellow" " give me a gummie"
" give me a cookie" - Prompt IMMEDIATELY " which marshmellow" " which gummie" " which cookie"
- * remember to try to avoid generic responses for now such as " which ONE", although this is certainly an acceptable response in a child with varied language it is not condusive to expanding child'S language at every given opportunity.
- Instructor says " hey thanks" " thank you" ( instructor may EAT item) and immediately say " why do you eat that one" , " that one is for you to eat"
- * make the reinforcement itself as natural as it can be?
- Fade prompt at next given opportunity.
3. Instructor will place in graduating distances similar items.
- Instructor will present Sd " hey I need the ball can you get it for me" " hey I need a magic marker to finish this" etc
- Prompt IMMEDIATELY " which ball do you want" " which ball" " which marker do you want" etc
- keep learning as NATURAL as possible
- Fade prompt and level of reinforcement at next given opportunity.
4. * this presents in a similar fashion to some " what " programs so be careful if targeting " which " be prepared to get " what" if the child responds faster than you can prompt
- Instructor will present a reinforcer to child
- Instructor will move reinforcer that fits inside the hand back and forth to each hand, hiding the location, with hands extended out;
- Instructor will present two Sd's " guess which hand" ( voice prompting " which" may be helpful in cuing child and avoiding " what" or " where " response BUT MUST be faded on next given opportunity) and /or Instructor delivers NO verbal Sd but only extends hands?
- Prompt IMMEDIATELY " which hand" and/or less preferred for expansion reasons the generic " which one"
- Instructor delivers reinforcer from hand to child?
- Fade prompts at next given opportunity.
5. AT NT PRESCHOOL
- Instructor will present Sd " give this to the girl" " give this to the boy"
- Instructor hands over non reinforcing item ( so he won't eat it or get caught up in it)
- Prompt IMMEDIATELY " which girl" , " which boy"?
- Instructor will either prompt from BEHIND physically moving child to target, point and /or clarify by using adjectives " the one in the red dress" " the one with the hat on"
- child gives item to child.
- NT pre instructed " lets trade" and hands child a desired item that is highly reinforcing
Fade prompts at next given opportunity across all dimensions.