By Kathryn Jackson, Byron Jackson, J. P. Miller
First variation / "A" reproduction / HARDCOVER, hide as proven. tightly certain, fresh and unmarked pages. NO grotesque the rest mark. no longer a library publication. modern pictoral disguise as issued. identify of earlier proprietor written on inside of endpaper. From the shop for your door, why pay retail anymore? stopover at our kid's choice. NH take pleasure in!
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Increase enthusiasm about the activity. Increase your animation. ¦ Increase the child's investment in the activity. ¦ Build rewards and reinforcers into the activity. The task is viewed as overwhelming, and may be disorganized and unstructured. ¦ Analyze the task and the environment for both the amount of structure and stimulation provided. ¦ Modify the environment to decrease over stimulation. Increase structure and boundaries, prevent shut down, and increase interest. ) ¦ Grade the task; break it into its component parts.
To increase compliance, build in reinforcers. See chapter 8, Behavioral Intervention Techniques. Downtime within and between activities can result in boredom and task avoid¬ ance from the child. ¦ Be prepared and organized. Look at ways to modify the environment to increase your efficiency. ¦ Decrease downtime between activities. Task is not interesting. ¦ Increase enthusiasm about the activity. Increase your animation. ¦ Increase the child's investment in the activity. ¦ Build rewards and reinforcers into the activity.
Reward on-task behavior and task completion. Fade prompts as soon as possible. ¦ Attach meaning to the activity. CHAPTER 6 ANALYZING BEHAVIORS THAT ARE NOT SENSORY ¦ Reward the child's efforts immediately and consistently. Draw attention to, and reinforce, task completion to increase self-confidence. ¦ Gradually fade attention to intermittent reinforcement (every third to fourth time) as his success increases. ¦ Address or respond to the child's emotional responses (anger, frustration, happiness, and need for help).