Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Hi everyone, I hope you're doing well.
I'm sorry about my well-laidplans and having every Monday
put something on about behavior.
My computer took a dive andI've had it a long time and it
was a really good computer.
So anyway, I ended up having tobuy a new one, and I got the
(00:20):
new one and then none of myequipment worked on it because
the size of the cords weredifferent, so anyway.
So then I had to order someadapters for it, so I got that.
Then again I got sick two moretimes, so that was not good.
I have actually caught thatvirus with the congestion and
(00:42):
bronchitis four times and I justI don't know, I guess, because
I was retired and waving kidsfor a while, and then you know,
it's like that first yearteacher you catch everything
that first year to, your immunesystem starts building up.
So anyway, that's what happenedwith me, so anyway.
So I'm back and I hope to dosome more.
(01:05):
I have been very, very busy atwork because I, like I said, I
went back to work.
But we're going to talk todayabout reinforcement and
punishment.
Now, mostly I'm going to talkabout reinforcements, not so
much about punishment right now.
(01:26):
But the difference is isreinforcements are what you want
to use when you want a behaviorto happen.
It's most likely going to occuragain, and punishment is you
want that behavior not to happenagain.
So those are kind of thedifference.
They can kind of be the sametoo, but that is the big
(01:50):
difference between the two.
And when I would say kind ofthe same, you may use the same,
like I'll give you extra time onyour tablet or I'll take the
tablet away.
That would be kind of adifferent thing, maybe using the
same technique for it.
Okay.
So reinforcements and punishment, you have to first decide what
(02:15):
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 soyou have to figure out what's
going to be working and what youneed to do and how to use the
reinforcements.
I like reinforcements.
I think they're they reallywork with our kids and stuff and
(02:36):
I use them all the time and myjob and with the kids and it
does work.
Praise them as one of them,just high-thighs thumbs up.
If you're at home, you maybegive allowance or something you
know they're working and givingthem an allowance of some type
or give them access to a specialthing, a toy or something that
(03:00):
they like, or their tablet, orgive them a treat, something
that they enjoy having, thatthey maybe don't get normally.
Those are some things that youcan do.
So those are some positive kindof reinforcements that we can
give to our kids.
And you have to kind of thinkof new things all the time,
because have have you ever heardthe teacher say, or maybe if
(03:23):
you experience it yourself,where you you know they're
really excited about somethingand you give it and then you use
it, use it, then all of asudden they're bored with it and
it's like okay, this doesn'twork anymore.
So you have to kind of come upwith some new things as we go,
as you go along.
Some negatives is, you know,maybe there it's too noisy or
(03:45):
something, or they're notfeeling 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 themand you're not realizing.
You know that they're beingannoyed by something of a, of
another person.
It could be the task itself,which you know.
Some kids are good, enjoy andare good at math, and some are
(04:07):
good and enjoy reading, but somedon't like it.
So it's more of a work.
Usually the biggest one iswriting for our kids.
That's usually the biggest andI'm going to do.
I should do a thing on apodcast.
I'm just writing, but anywaywe'll do that for another day.
Reinforcements should bemotivating.
(04:27):
Maybe after doing anon-preferred task would be one
way.
Have them, the reinforcements,be immediately.
They do something, they getsomething.
Especially at the beginning youcan kind of, you know, extend
your time.
Maybe you're working for 10minutes and then after a while,
15 minutes and then they get areward.
(04:48):
One of my students that I workwith we started out with 15
minutes and then he gets like athree, four minute break and he
was just happy because then helistened to his music and that
was his reward and then Istretched it to 20 minutes and
that's something that you can doand, like I said, it also
depends on the age.
If they're really young, youknow, 10 minutes could seem a
(05:16):
long time.
Remember, it's their age plustwo minutes.
Okay, this will help toidentify the rewards with
correct behavior.
So once they get in the habit ofsome stuff, the rewards can be,
like I said, a little bit.
Less Rewards should match.
So if they're doing a smalltask, you know you don't want to
give them a big medal orsomething like that, but it
(05:39):
should match what they're doing.
But let's say that they'redoing something, they've been
working on something and finallythey were successful.
You know, give them praise,make it, you know, really
exciting about it and thatyou're very happy and maybe
celebrate some way of having apopcorn movie night or something
like that.
That will help them.
(05:59):
That will help them.
Or if they're just working onsomething and they've finished
their work in the time that areallowed, then just the
reinforcement can be somethingsmaller, like extra five minutes
on their iPad or something likethat.
So you want to match what thetask is, what they're doing.
(06:20):
Basically, the more effort theyput in, the more reinforcement
you give them from differenttasks for non-preferred, giving
them two and three choices.
If they're doing anon-preferred task and it is
something that they're justdragging out and they don't want
to do, you're having troublewith them at home, especially if
you're homeschooling, which alot of parents are now doing
(06:42):
that just give them two or threechoices.
It also gives them a littlesense of control of their lives
and they need that because youthink about it.
Every aspect of their life isbeing controlled when to go to
bed, when to brush your teeth,when to eat, what to eat.
All that stuff is so controlledwith our kids and it has to be,
you know, especially at thebeginning.
(07:03):
But if we can learn to build insome control for them, I think
you will find a happier child.
Limits on reinforcement Now Iwant to explain this one a
little bit more in detail.
Okay, so you're having troublegetting them to the table to do
their work.
So let's start with youngerkids and they really and this is
(07:28):
something I've used, actually Iwas taught by my ABA they
really like some character thatthey watch all the time on TV.
You can like copy thosecharacters and do a copy of
scene and laminate it and thenonly use that.
Keep that little and they cankind of play with it.
(07:49):
Maybe watch the movie a littlebit or the video on their iPads
a little bit, and that bringsthem and bring them to the table
.
But they cannot play with thatduring any other time.
That is not for a reward, it'snot for them to play with
outside of after they're done.
Those are only for them to cometo the table.
(08:10):
Now you can find something else.
If they're older kids, maybethere's some kind of treat,
something they really like tohave or something they really
want to do.
You have to save that for thatreward for that task.
So if you're having troublegetting them to the table and
working for like 10, 15 minutes,then that reinforcement that
(08:33):
you're using is only used forthat, and then you put it away,
and they have to understand thattoo, that, okay, this is the
only time that we use this.
And that's what we did with him.
We fought and fought and foughtfor him to come back to the
table, like I know many of youhave, and it was a battle.
You know you spend 15, 20minutes getting back at the
table.
(08:53):
By then you're exhausted, andso, instead of doing that, then
we used these and brought himback to the table.
Then he knew that he had two orthree minutes of being able to
play with that.
Watch a little video before westart work Now.
Did we sometimes have trouble,even after he was at the table?
(09:14):
Yes, we did, but at least wegot 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'reto the table, you did this and
now you get to go, you'rethrowing a tantrum, so we're not
going to deal with it.
And we worked through thattantrum that he had at the table
(09:37):
until he did the work.
And I know at times it's justlike, oh, you just want to throw
up your hands and give up, butyou can't.
You've got to let them knowthat you're going to reinforce
what you've said and that thisis what is going to happen.
And if so, the next time youknow they don't get to play with
that one or whatever.
So you kind of have to, youknow, stand your ground with
(10:00):
them.
And it can be difficult,believe me.
I know, I know, and it's not aneasy thing, and they hit and
throw tantrums and it's you know.
You spend 15, 20 minutes, likeI said, you know, getting them
back into focus or just startingthe day.
So I just want to make thatvery clear Find something that's
(10:21):
only for the goal that you'relooking for Later.
Your goals for that child is tomove away from that.
One thing I wrote on here on mylittle notes, but I crossed it
out always give praise.
We all need praise.
You know I like to have praiseonce in a while.
Hey, you're doing a good job,you know, and so never uh move
(10:44):
away from that kind of reward.
But maybe the uh more uhextrinsic type rewards that you
want to uh kind of move away,things that uh like treats and
things like that, uh, you wantthem 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 themalso get, try to get them
(11:07):
excited, like, hey, you reallydid good, are you proud of
yourself?
And those kind of type thingsyou know.
And if they're nonverbal, youknow, thumbs up and a happy face
, a sticker, a lot of thingsthat you can do, so the more,
like I said, never, never, quiton on the praises.
Okay, so anyway, that is allthat I have for this one, uh,
(11:29):
this podcast for today.
Uh, like I said, I apologizefor being off for so long.
Uh, going back to work,especially at my age, has been a
little bit difficult.
I really had a struggling classwith some autistic kids that
had some severe behaviorproblems, wanted to hit and
(11:52):
things like that, and I wasinjured a couple times during
that time, but nothing bad oranything, nothing that stopped
me from working or anything likethat, but it was a little bit
difficult getting back into thegroove of things.
I do miss tutoring a lot.
I just kept the one student,but I do miss it a lot.
(12:13):
I wish it paid more.
It was more steady than what Ihad, but I went back into
teaching for various reasons.
I don't know that I'm ever goingto be a totally retired person
and it's just.
I'm not one of those kind ofpeople that enjoy being retired
all the time.
I do like working with our kids, learning about them and
(12:37):
helping them, and I do have acouple that.
I just got another new studentand he's on the spectrum.
He's.
He's very smart, very smart andum, but he's definitely um, a
little bit of a handful, but heis such a cute guy.
Just love him in my room eventhough he is a handful, but, uh,
I do enjoy him anyway.
(12:57):
He comes up with the, with thefunniest things.
He always makes me laugh everyday, even though, like I said,
he is a little bit of afirecracker, but I enjoy him
anyway.
So, anyway, I hope you guys arehaving a blessed day.
I am going to get some morepodcasts out.
I'm going to do another one.
I'm going to put this one outtoday because I'm so far behind
(13:19):
and I really, really appreciateI got some new people and I
really appreciate the ones thathave been sticking by me and
hopefully someday I willespecially this summer I really
want to spend a lot of time thatI can really get more and more
of these out and anyway, I hopethis has helped and have a
blessed day.
Bye-bye.
Hi everyone, I hope you're doing well.
I'm sorry about my well-laidplans and having every Monday
put something on about behavior.
My computer took a dive andI've had it a long time and it
was a really good computer.
So anyway, I ended up having tobuy a new one, and I got the
(00:20):
new one and then none of myequipment worked on it because
the size of the cords weredifferent, so anyway.
So then I had to order someadapters for it, so I got that.
Then again I got sick two moretimes, so that was not good.
I have actually caught thatvirus with the congestion and
(00:42):
bronchitis four times and I justI don't know, I guess, because
I was retired and waving kidsfor a while, and then you know,
it's like that first yearteacher you catch everything
that first year to, your immunesystem starts building up.
So anyway, that's what happenedwith me, so anyway.
So I'm back and I hope to dosome more.
(01:05):
I have been very, very busy atwork because I, like I said, I
went back to work.
But we're going to talk todayabout reinforcement and
punishment.
Now, mostly I'm going to talkabout reinforcements, not so
much about punishment right now.
(01:26):
But the difference is isreinforcements are what you want
to use when you want a behaviorto happen.
It's most likely going to occuragain, and punishment is you
want that behavior not to happenagain.
So those are kind of thedifference.
They can kind of be the sametoo, but that is the big
(01:50):
difference between the two.
And when I would say kind ofthe same, you may use the same,
like I'll give you extra time onyour tablet or I'll take the
tablet away.
That would be kind of adifferent thing, maybe using the
same technique for it.
Okay.
So reinforcements and punishment, you have to first decide what
(02:15):
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 soyou have to figure out what's
going to be working and what youneed to do and how to use the
reinforcements.
I like reinforcements.
I think they're they reallywork with our kids and stuff and
(02:36):
I use them all the time and myjob and with the kids and it
does work.
Praise them as one of them,just high-thighs thumbs up.
If you're at home, you maybegive allowance or something you
know they're working and givingthem an allowance of some type
or give them access to a specialthing, a toy or something that
(03:00):
they like, or their tablet, orgive them a treat, something
that they enjoy having, thatthey maybe don't get normally.
Those are some things that youcan do.
So those are some positive kindof reinforcements that we can
give to our kids.
And you have to kind of thinkof new things all the time,
because have have you ever heardthe teacher say, or maybe if
(03:23):
you experience it yourself,where you you know they're
really excited about somethingand you give it and then you use
it, use it, then all of asudden they're bored with it and
it's like okay, this doesn'twork anymore.
So you have to kind of come upwith some new things as we go,
as you go along.
Some negatives is, you know,maybe there it's too noisy or
(03:45):
something, or they're notfeeling 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 themand you're not realizing.
You know that they're beingannoyed by something of a, of
another person.
It could be the task itself,which you know.
Some kids are good, enjoy andare good at math, and some are
(04:07):
good and enjoy reading, but somedon't like it.
So it's more of a work.
Usually the biggest one iswriting for our kids.
That's usually the biggest andI'm going to do.
I should do a thing on apodcast.
I'm just writing, but anywaywe'll do that for another day.
Reinforcements should bemotivating.
(04:27):
Maybe after doing anon-preferred task would be one
way.
Have them, the reinforcements,be immediately.
They do something, they getsomething.
Especially at the beginning youcan kind of, you know, extend
your time.
Maybe you're working for 10minutes and then after a while,
15 minutes and then they get areward.
(04:48):
One of my students that I workwith we started out with 15
minutes and then he gets like athree, four minute break and he
was just happy because then helistened to his music and that
was his reward and then Istretched it to 20 minutes and
that's something that you can doand, like I said, it also
depends on the age.
If they're really young, youknow, 10 minutes could seem a
(05:16):
long time.
Remember, it's their age plustwo minutes.
Okay, this will help toidentify the rewards with
correct behavior.
So once they get in the habit ofsome stuff, the rewards can be,
like I said, a little bit.
Less Rewards should match.
So if they're doing a smalltask, you know you don't want to
give them a big medal orsomething like that, but it
(05:39):
should match what they're doing.
But let's say that they'redoing something, they've been
working on something and finallythey were successful.
You know, give them praise,make it, you know, really
exciting about it and thatyou're very happy and maybe
celebrate some way of having apopcorn movie night or something
like that.
That will help them.
(05:59):
That will help them.
Or if they're just working onsomething and they've finished
their work in the time that areallowed, then just the
reinforcement can be somethingsmaller, like extra five minutes
on their iPad or something likethat.
So you want to match what thetask is, what they're doing.
(06:20):
Basically, the more effort theyput in, the more reinforcement
you give them from differenttasks for non-preferred, giving
them two and three choices.
If they're doing anon-preferred task and it is
something that they're justdragging out and they don't want
to do, you're having troublewith them at home, especially if
you're homeschooling, which alot of parents are now doing
(06:42):
that just give them two or threechoices.
It also gives them a littlesense of control of their lives
and they need that because youthink about it.
Every aspect of their life isbeing controlled when to go to
bed, when to brush your teeth,when to eat, what to eat.
All that stuff is so controlledwith our kids and it has to be,
you know, especially at thebeginning.
(07:03):
But if we can learn to build insome control for them, I think
you will find a happier child.
Limits on reinforcement Now Iwant to explain this one a
little bit more in detail.
Okay, so you're having troublegetting them to the table to do
their work.
So let's start with youngerkids and they really and this is
(07:28):
something I've used, actually Iwas taught by my ABA they
really like some character thatthey watch all the time on TV.
You can like copy thosecharacters and do a copy of
scene and laminate it and thenonly use that.
Keep that little and they cankind of play with it.
(07:49):
Maybe watch the movie a littlebit or the video on their iPads
a little bit, and that bringsthem and bring them to the table
.
But they cannot play with thatduring any other time.
That is not for a reward, it'snot for them to play with
outside of after they're done.
Those are only for them to cometo the table.
(08:10):
Now you can find something else.
If they're older kids, maybethere's some kind of treat,
something they really like tohave or something they really
want to do.
You have to save that for thatreward for that task.
So if you're having troublegetting them to the table and
working for like 10, 15 minutes,then that reinforcement that
(08:33):
you're using is only used forthat, and then you put it away,
and they have to understand thattoo, that, okay, this is the
only time that we use this.
And that's what we did with him.
We fought and fought and foughtfor him to come back to the
table, like I know many of youhave, and it was a battle.
You know you spend 15, 20minutes getting back at the
table.
(08:53):
By then you're exhausted, andso, instead of doing that, then
we used these and brought himback to the table.
Then he knew that he had two orthree minutes of being able to
play with that.
Watch a little video before westart work Now.
Did we sometimes have trouble,even after he was at the table?
(09:14):
Yes, we did, but at least wegot 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'reto the table, you did this and
now you get to go, you'rethrowing a tantrum, so we're not
going to deal with it.
And we worked through thattantrum that he had at the table
(09:37):
until he did the work.
And I know at times it's justlike, oh, you just want to throw
up your hands and give up, butyou can't.
You've got to let them knowthat you're going to reinforce
what you've said and that thisis what is going to happen.
And if so, the next time youknow they don't get to play with
that one or whatever.
So you kind of have to, youknow, stand your ground with
(10:00):
them.
And it can be difficult,believe me.
I know, I know, and it's not aneasy thing, and they hit and
throw tantrums and it's you know.
You spend 15, 20 minutes, likeI said, you know, getting them
back into focus or just startingthe day.
So I just want to make thatvery clear Find something that's
(10:21):
only for the goal that you'relooking for Later.
Your goals for that child is tomove away from that.
One thing I wrote on here on mylittle notes, but I crossed it
out always give praise.
We all need praise.
You know I like to have praiseonce in a while.
Hey, you're doing a good job,you know, and so never uh move
(10:44):
away from that kind of reward.
But maybe the uh more uhextrinsic type rewards that you
want to uh kind of move away,things that uh like treats and
things like that, uh, you wantthem 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 themalso get, try to get them
(11:07):
excited, like, hey, you reallydid good, are you proud of
yourself?
And those kind of type thingsyou know.
And if they're nonverbal, youknow, thumbs up and a happy face
, a sticker, a lot of thingsthat you can do, so the more,
like I said, never, never, quiton on the praises.
Okay, so anyway, that is allthat I have for this one, uh,
(11:29):
this podcast for today.
Uh, like I said, I apologizefor being off for so long.
Uh, going back to work,especially at my age, has been a
little bit difficult.
I really had a struggling classwith some autistic kids that
had some severe behaviorproblems, wanted to hit and
(11:52):
things like that, and I wasinjured a couple times during
that time, but nothing bad oranything, nothing that stopped
me from working or anything likethat, but it was a little bit
difficult getting back into thegroove of things.
I do miss tutoring a lot.
I just kept the one student,but I do miss it a lot.
(12:13):
I wish it paid more.
It was more steady than what Ihad, but I went back into
teaching for various reasons.
I don't know that I'm ever goingto be a totally retired person
and it's just.
I'm not one of those kind ofpeople that enjoy being retired
all the time.
I do like working with our kids, learning about them and
(12:37):
helping them, and I do have acouple that.
I just got another new studentand he's on the spectrum.
He's.
He's very smart, very smart andum, but he's definitely um, a
little bit of a handful, but heis such a cute guy.
Just love him in my room eventhough he is a handful, but, uh,
I do enjoy him anyway.
(12:57):
He comes up with the, with thefunniest things.
He always makes me laugh everyday, even though, like I said,
he is a little bit of afirecracker, but I enjoy him
anyway.
So, anyway, I hope you guys arehaving a blessed day.
I am going to get some morepodcasts out.
I'm going to do another one.
I'm going to put this one outtoday because I'm so far behind
(13:19):
and I really, really appreciateI got some new people and I
really appreciate the ones thathave been sticking by me and
hopefully someday I willespecially this summer I really
want to spend a lot of time thatI can really get more and more
of these out and anyway, I hopethis has helped and have a
blessed day.
Bye-bye.
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