Talk Autism by Debbie
Let's talk about Autism. The ups and downs for guiding an individual that is on the spectrum. Let's not forget about the parents and other children during out talks.
Talk Autism by Debbie
Empowering Positivity: Harnessing the Power of Reinforcement Strategies for Children with Autism
Hi everyone, I hope you're doing well. I'm sorry about my well-laid plans and having every Monday put something on about behavior. My computer took a dive and I've had it a long time and it was a really good computer. So anyway, I ended up having to buy a new one, and I got the new one and then none of my equipment worked on it because the size of the cords were different, so anyway. So then I had to order some adapters for it, so I got that. Then again I got sick two more times, so that was not good. I have actually caught that virus with the congestion and bronchitis four times and I just I don't know, I guess, because I was retired and waving kids for a while, and then you know, it's like that first year teacher you catch everything that first year to, your immune system starts building up. So anyway, that's what happened with me, so anyway. So I'm back and I hope to do some more. I have been very, very busy at work because I, like I said, I went back to work.
Speaker 1:But we're going to talk today about reinforcement and punishment. Now, mostly I'm going to talk about reinforcements, not so much about punishment right now. But the difference is is reinforcements are what you want to use when you want a behavior to happen. It's most likely going to occur again, and punishment is you want that behavior not to happen again. So those are kind of the difference. They can kind of be the same too, but that is the big difference between the two. And when I would say kind of the same, you may use the same, like I'll give you extra time on your tablet or I'll take the tablet away. That would be kind of a different thing, maybe using the same technique for it. Okay.
Speaker 1:So reinforcements and punishment, you have to first decide what would work best for your child. Every child is different. If you met one autistic child, you've met one autistic child. Everybody is different and so you have to figure out what's going to be working and what you need to do and how to use the reinforcements. I like reinforcements. I think they're they really work with our kids and stuff and I use them all the time and my job and with the kids and it does work. Praise them as one of them, just high-thighs thumbs up.
Speaker 1:If you're at home, you maybe give allowance or something you know they're working and giving them an allowance of some type or give them access to a special thing, a toy or something that they like, or their tablet, or give them a treat, something that they enjoy having, that they maybe don't get normally. Those are some things that you can do. So those are some positive kind of reinforcements that we can give to our kids. And you have to kind of think of new things all the time, because have have you ever heard the teacher say, or maybe if you experience it yourself, where you you know they're really excited about something and you give it and then you use it, use it, then all of a sudden they're bored with it and it's like okay, this doesn't work anymore. So you have to kind of come up with some new things as we go, as you go along.
Speaker 1:Some negatives is, you know, maybe there it's too noisy or something, or they're not feeling well, or they could be in pain or something. Or if they're in a classroom, maybe somebody, or even a sibling, could be annoying them and you're not realizing. You know that they're being annoyed by something of a, of another person. It could be the task itself, which you know. Some kids are good, enjoy and are good at math, and some are good and enjoy reading, but some don't like it. So it's more of a work. Usually the biggest one is writing for our kids. That's usually the biggest and I'm going to do. I should do a thing on a podcast. I'm just writing, but anyway we'll do that for another day.
Speaker 1:Reinforcements should be motivating. Maybe after doing a non-preferred task would be one way. Have them, the reinforcements, be immediately. They do something, they get something. Especially at the beginning you can kind of, you know, extend your time. Maybe you're working for 10 minutes and then after a while, 15 minutes and then they get a reward. One of my students that I work with we started out with 15 minutes and then he gets like a three, four minute break and he was just happy because then he listened to his music and that was his reward and then I stretched it to 20 minutes and that's something that you can do and, like I said, it also depends on the age. If they're really young, you know, 10 minutes could seem a long time. Remember, it's their age plus two minutes. Okay, this will help to identify the rewards with correct behavior.
Speaker 1:So once they get in the habit of some stuff, the rewards can be, like I said, a little bit. Less Rewards should match. So if they're doing a small task, you know you don't want to give them a big medal or something like that, but it should match what they're doing. But let's say that they're doing something, they've been working on something and finally they were successful. You know, give them praise, make it, you know, really exciting about it and that you're very happy and maybe celebrate some way of having a popcorn movie night or something like that. That will help them. That will help them.
Speaker 1:Or if they're just working on something and they've finished their work in the time that are allowed, then just the reinforcement can be something smaller, like extra five minutes on their iPad or something like that. So you want to match what the task is, what they're doing. Basically, the more effort they put in, the more reinforcement you give them from different tasks for non-preferred, giving them two and three choices. If they're doing a non-preferred task and it is something that they're just dragging out and they don't want to do, you're having trouble with them at home, especially if you're homeschooling, which a lot of parents are now doing that just give them two or three choices. It also gives them a little sense of control of their lives and they need that because you think about it. Every aspect of their life is being controlled when to go to bed, when to brush your teeth, when to eat, what to eat. All that stuff is so controlled with our kids and it has to be, you know, especially at the beginning. But if we can learn to build in some control for them, I think you will find a happier child.
Speaker 1:Limits on reinforcement Now I want to explain this one a little bit more in detail. Okay, so you're having trouble getting them to the table to do their work. So let's start with younger kids and they really and this is something I've used, actually I was taught by my ABA they really like some character that they watch all the time on TV. You can like copy those characters and do a copy of scene and laminate it and then only use that. Keep that little and they can kind of play with it. Maybe watch the movie a little bit or the video on their iPads a little bit, and that brings them and bring them to the table. But they cannot play with that during any other time.
Speaker 1:That is not for a reward, it's not for them to play with outside of after they're done. Those are only for them to come to the table. Now you can find something else. If they're older kids, maybe there's some kind of treat, something they really like to have or something they really want to do. You have to save that for that reward for that task.
Speaker 1:So if you're having trouble getting them to the table and working for like 10, 15 minutes, then that reinforcement that you're using is only used for that, and then you put it away, and they have to understand that too, that, okay, this is the only time that we use this. And that's what we did with him. We fought and fought and fought for him to come back to the table, like I know many of you have, and it was a battle. You know you spend 15, 20 minutes getting back at the table. By then you're exhausted, and so, instead of doing that, then we used these and brought him back to the table. Then he knew that he had two or three minutes of being able to play with that. Watch a little video before we start work Now.
Speaker 1:Did we sometimes have trouble, even after he was at the table? Yes, we did, but at least we got him to the table and he understood that this, you know, this is what you're going to do next, and it wasn't. We never said, okay, now you're to the table, you did this and now you get to go, you're throwing a tantrum, so we're not going to deal with it. And we worked through that tantrum that he had at the table until he did the work. And I know at times it's just like, oh, you just want to throw up your hands and give up, but you can't. You've got to let them know that you're going to reinforce what you've said and that this is what is going to happen. And if so, the next time you know they don't get to play with that one or whatever. So you kind of have to, you know, stand your ground with them. And it can be difficult, believe me. I know, I know, and it's not an easy thing, and they hit and throw tantrums and it's you know. You spend 15, 20 minutes, like I said, you know, getting them back into focus or just starting the day. So I just want to make that very clear Find something that's only for the goal that you're looking for Later. Your goals for that child is to move away from that.
Speaker 1:One thing I wrote on here on my little notes, but I crossed it out always give praise. We all need praise. You know I like to have praise once in a while. Hey, you're doing a good job, you know, and so never uh move away from that kind of reward. But maybe the uh more uh extrinsic type rewards that you want to uh kind of move away, things that uh like treats and things like that, uh, you want them to start feeling proud of what they did. So when they're doing pray, when you're doing praise, when you're doing praise, have them also get, try to get them excited, like, hey, you really did good, are you proud of yourself? And those kind of type things you know. And if they're nonverbal, you know, thumbs up and a happy face, a sticker, a lot of things that you can do, so the more, like I said, never, never, quit on on the praises. Okay, so anyway, that is all that I have for this one, uh, this podcast for today. Uh, like I said, I apologize for being off for so long.
Speaker 1:Uh, going back to work, especially at my age, has been a little bit difficult. I really had a struggling class with some autistic kids that had some severe behavior problems, wanted to hit and things like that, and I was injured a couple times during that time, but nothing bad or anything, nothing that stopped me from working or anything like that, but it was a little bit difficult getting back into the groove of things. I do miss tutoring a lot. I just kept the one student, but I do miss it a lot. I wish it paid more. It was more steady than what I had, but I went back into teaching for various reasons.
Speaker 1:I don't know that I'm ever going to be a totally retired person and it's just. I'm not one of those kind of people that enjoy being retired all the time. I do like working with our kids, learning about them and helping them, and I do have a couple that. I just got another new student and he's on the spectrum. He's.
Speaker 1:He's very smart, very smart and um, but he's definitely um, a little bit of a handful, but he is such a cute guy. Just love him in my room even though he is a handful, but, uh, I do enjoy him anyway. He comes up with the, with the funniest things. He always makes me laugh every day, even though, like I said, he is a little bit of a firecracker, but I enjoy him anyway. So, anyway, I hope you guys are having a blessed day. I am going to get some more podcasts out. I'm going to do another one. I'm going to put this one out today because I'm so far behind and I really, really appreciate I got some new people and I really appreciate the ones that have been sticking by me and hopefully someday I will especially this summer I really want to spend a lot of time that I can really get more and more of these out and anyway, I hope this has helped and have a blessed day. Bye-bye.
