Lucky 7 Presentation W Video 5 09
-
Upload
cynthia-rekort -
Category
Documents
-
view
522 -
download
5
description
Transcript of Lucky 7 Presentation W Video 5 09
How do they ASK now?
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
Pulling us to what they want
Crying
Getting it themselvesTaking what they want
How do we want them to ASK?
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
Sign Language PECS or other picture exchangemethods
Vocalizations or approximations
Augmentative Communication device
How does the Lucky 7 Game Teach Asking (Manding)?
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
The Lucky 7 Game includes 48 Question Cards with pictures of some highly preferred & some neutral items/activities that the learner(s) may request during the game session. Two sets of supplemental question cards are also available.
How are the Question Cards Used? A preference assessment is conducted prior to game
sessions using the question cards or other assessment methods. The information obtained allows the trainer to select question cards that will motivate the learner. A Lucky 7 “promised reinforcer” is also identified that the learner will receive at the end of the Game, contingent on their cooperation.
When the game starts the learner picks a Question Card from the top of a prearranged stack, or is handed the first question card, and asks for the item or activity using his/her form of communication.
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
During Initial Sessions The question cards that are pre-selected for the first
few spaces of the game are highly preferred items/activities that will motivate the learner. The answers pre-selected to go with those questions are “Yes.” Item is delivered immediately
But “Yes” answers do not typically trigger problem behavior. What about teaching them to accept the answer “No”, “Wait” or “Share”?
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
How do they respond to those ANSWERS now?
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
Pout
Display aggression
Take it anyway
Tantrum
How do we want them to Respond? ACCEPTING NO
by picking an alternative item, activity or person
WAITING
by “counting to 10”, using a timer or other signaling method
SHARINGby handing a small amount of what s/he has to another individual or taking turns with an item
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
How does the Lucky 7 Game teach them to respond to those answers?
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
The Lucky 7 Game’s 22 Answer Cards includes 7 Yes cards and 5 each of the No, Wait and Share cards.
How are the Answer Cards used?
The Answer Cards are paired with the Question Cards by 1) pre-selecting, and 2) pre-arranging the pairs
The pre-selected Questions Cards are placed in a stack alongside the Game board so they match the pre-selected Answer Cards you place, 1 – 7, on the Game board
The Question Cards that are matched with No, Wait and Share Answer Cards will initially be neutral stimuli, or less-preferred items/activities, that should not trigger problem behaviors by being denied, shared, or delayed.
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
Then What?
The question card that represents the promised reinforcer (MO) is placed face up beside the Lucky 7 spot on the game board.
The learner is told that this item or activity will be available to him/her when they reach the "Lucky 7" spot on the game board.
A “Yes” Answer Card is always placed at that #7 spot. Initially, have the #7 Answer Card turned upright so that the learner can see the “Yes” answer on that spot throughout the Game.
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
Playing the Game
The game begins with the learner picking a Question Card from the top of the stack or being handed the first question card and asking for the item or activity.
The learner then turns over the Answer Card on spot
#1 to see if the answer is Yes, No, Wait, or Share.
The trainer responds as indicated on the Answer Card. Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
Play continues for all 7 spots on the game board.
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
When the learner reaches the “Lucky 7” spot s/he will receive behavior specific praise and the reinforcer s/he selected at the start of the Game.
VIDEO
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
If at any time during the game, the learner does not accept the answer
say “stop,” attempt to redirect the learner to the desired response or redirect the learner to draw the next Question Card
If the learner does not cooperate stop the session respond to problem behaviors as outlined in the Behavior Plan re-read the Game rationale & directions select a more potent Lucky 7 reinforcer, and/or redesign the instructional sequence for the Question
and Answer cards.
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
Why does it work? The Lucky 7 game is grounded in principles of ABA Motivating Operations
through the use of a “Lucky 7” promised reinforcer
the positive outcome for the learner results in reinforcement and strengthening of core replacement behaviors
the learners’ enjoyment of the game becomes paired with their use of these behaviors
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
More ABA incorporated into the Lucky 7 Game demand fading
starting the learning process with tasks that are primarily easy demands, then gradually fading in an increasing number of difficult demands
ensures that the behaviors being taught are efficient ways for the learner to receive reinforcement, thus reducing the aversiveness of demands. Each demand becomes a promise of reinforcers to follow.
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
ABA Behavioral Momentum
tasks with a high probability of success are presented in succession to increase the learners motivation to persist with a more difficult task that follows
response persistence with difficult tasks occurs as a result of a high rate of reinforcement during Game sessions, generating behavioral momentum
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
Game Variations Using real items:
Use real items in place of the Question Cards. In that scenario, the trainer would hold up an item and prompt the learner to “ask the question.”
A timer is helpful in order to cue the learner as to when s/he has to move on from that item/activity to the next question.
Group Session: The Game may be played with a group of up to six
players. Follow the single player directions with the exception
of ensuring that each player is provided with their Lucky 7 individual reinforcers upon their successful completion of the Game.
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
Game Variations (cont’d) Two players:
For learners who need training in improving their interactions with another individual such as a sibling or friend
One player becomes the “asker” and the other becomes the “responder”
Your targeted learner can play the role you deem most appropriate. If both roles are important, two rounds of the game can be played with each participant having a turn in each role.
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
Data Collection A session is defined as one round of the Lucky 7 Game. A task is defined as a combination of 1 Question Card
with 1 Answer Card.
The item/activity is written next to the corresponding task number
Ask ? column, indicate whether the learner asked the question correctly, required a prompt, or responded incorrectly (i.e. did not comply).
Answer column, indicate the answer that corresponds to that task question & the learner’s response when given that answer
Comments section provides an area to note other significant observations
Use the recorded data to plan for the next session, as per demand fading guidelines
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
Data Sheet Example
Session 0 Date: 7/7/07 Example
Task 1 - apple
Ask ? + P --
Answer: Y N W S Comments: didn't want the apple
Response: + P --
Task 2 - walk
Ask ? + P --
Answer: Y N W S Comments: required a physical prompt to go to the next question cardResponse: + P --
Task 3 - drink
Ask ? + P --
Answer: Y N W S Comments:
Response: + P --
Task 4 - High 5
Ask ? + P --
Answer: Y N W S Comments: required gestural prompt to wait until the timer went offResponse: + P --
Task 5 - pretzel
Ask ? + P --
Answer: Y N W S Comments: hesitated to share with other consumer but compliedResponse: + P --
Task 6 - coloring
Ask ? + P --
Answer: Y N W S Comments:
Response: + P --
Task 7 - video game
Ask ? + P --
Answer: Y N W S Comments: happy to get to go to play his video game
Response: + P --
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
Generalization Direct care staff observe the Game session, become
familiar with the key phrases, are paired with the reinforcement contingencies surrounding replacement behaviors
The phrases: “Ask the question.” “Sometimes you have to wait.” “Sometimes you need to share.” “Sometimes the answer is no.”
Direct care providers regularly use the same phrases in the natural environment.
Because the behaviors, and cues, have been correlated with reinforcement during the Game, the behaviors will transfer to the natural environment.
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
Natural Environment: Ask the Question Data SheetDate:
Mark a “+” for eachCorrect Response:When an opportunity arose for the learner to ask for an item, activity, or attention,s/he did so correctly
Mark a “P” if theresponse was prompted:When an opportunity arose for the learner to ask for an item, activity, or attention s/he did so correctlyafter being prompted
Mark a “--” if the response was incorrect:When an opportunity arose for the learner to ask for an item, activity, or attention s/he did so incorrectly and/or did not comply with answer
Cynthia Rekort, BCABA [email protected]
Kay Brynildson, BCBA [email protected]
om
To Purchase Games go to:
www.TheLucky7Game.com
Or visit the FABA Store
Thank you for your participation