2016 Monthly Q&A Calls

December Q&A

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  • Ashley Rose question about establishing a variable reinforcement schedule and conditioning social reinforcers: 6:15 – 8:44
  • Kelsey question about how to advocate and troubleshoot with a team without impeding on their job: 8:45 – 16:06
  • Heather question about how to work with a BCBA to update her son’s VB-MAPP: 16:08 – 19:22
  • Kelly question about how to teach using a mouse with a computer: 21:26 – 24:12
  • Kelly question about home and environment not ideal for working: 24:14 – 27:08
  • Rose question about resistance from SLPs when it comes to VB: 27:09 – 29:53
  • Kelsey asked for tips on how to prevent problem behavior associated with access and denied access: 30:08 – 36:46
  • Kelsey question about a 2-year old that can echo and can ID all colors: 36:47 – 39:04
  • Anna’s 2 questions: 39:05 – 42:59 1. Whether to continue to expand receptive repertoire or work mostly on building up tacts if a child has bigger receptive repertoire than tacts 2. Recommendations for a child on Level 2 VB-MAPP that has difficulty with tacting any people.
  • Kelsey question about better prevention strategies for problem behavior: 45:37 – 47:50
  • Gemma asked for ideas on what to do when home and school keep saying “problem behaviors occur out of the blue with no clear antecedent: 48:00 – 50:04

 

November Q&A

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  • Victoria question about social skill and play skill: 6:30 – 12:24
  • Gemma asked for update on Allie: 12:26 – 23:28
  • Elizabeth question about what to do when “I want” becomes a generalized mand: 23:33 – 28:31
  • Sandi question about teaching both English and Spanish to a 3-year old: 28:32 – 33:51
  • Carolyn question about performance not matching the VB-MAPP profile that came with the student: 33:52 – 39:42
  • Sandi question about an early learner not giving up items he holds in his hands: 39:46 – 42:25
  • Question about child running into the street for attention: 42:30 – 44:30
  • Victoria question about name of Facebook Group mentioned on social skills: 44:36 – 45:17
  • Victoria question about using TAGteach clickers for eloping: 50:07-55:10
  • Social Thinking Article
  • Play Time/Social Time
  • FB Group mentioned: ABA Skill Share

 

October Q&A

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  • Anna question about kind of data collected for fluency programs: 04:48 – 19:45
  • Cathy question about non-vocal child manding for a particular song: 19:58 – 22:39
  • Cathy question about partial interval data: 22:40 – 24:32
  • Cathy question about filling out Play column on the VB-MAPP: 24:33 – 25:59
  • Gemma question about teaching procedure for strong matching skills, but weak receptive ID: 26:17 – 36:55

 

September Q&A

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  • Kim question about how much reinforcement to give: 10:10 – 13:40
  • Thiris question about how to teach a child who studies English but doesn’t like watching videos in English: 14:23 – 16:37
  • Anna question about how to teach Listener Responding 8 (finding locations): 16:39 – 19:49
  • Joy question about talking during pretend play: 19:50 – 20:45
  • Joy question about how to fade out videos during mealtime: 20:47 – 21:24
  • Joy question about activities for increasing eye contact: 21:25 – 23:53
  • Gemma question about manding as a pre-requisite skill for toilet training: 23:56 – 29:56
  • Cathy question about phasing out sign: 30:00 – 32:14
  • Cathy question about reinforcement and how to move from babbling to echoics: 32:16 – 40:27
  • Cathy question about using pronouns in commands (e.g. “touch your nose” vs. “touch nose” in German language): 40:40 – 42:20
  • Cathy question about exercises for building up fine motor skills: 42:23 – 46:40

 

August Q&A

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  • Question on feeding/picky-eating: (some answers explained through video) 09:27 –  17:23
  • Kelly question about urine-trained but not bowel-trained: 17:24 – 22:44 
  • Karen question about advice for teachers for the first few days with new students: 22:53 – 25:10 
  • Question about the 10-5-2 sheet: 25:56 – 27:51 
  • Kathy question if ABA/VB approaches can be applied to young adults with Down syndrome: 27:52 – 28:59 
  • Kathy question about natural environment teaching: 29:00 – 31:02 
  • Lizzie Brown question about how to handle a child who throws up when upset: 31:03 – 33:16 
  • Question about speech-generating device instead of teaching signs and vocal responses: 33:17 – 34:41 
  • Question about Lesson 2 of Unit 4 teaching colors: 34:42 – 36:04 
  • Joy question about what kind of educational or experience background should one look for in a therapist: 36:05 – 37:49 
  • Joy question about whether to have an experienced therapist or an undergrad student on the team: 37:50 – 38:40 
  • Joy question about a child unable to pronounce things like “sp” and “sm”: 38:41 – 39:42 
  • Joy question about video lessons that can show how to address articulation: 39:43 – 40:19 
  • Question about how to teach “s” and “r” sounds: 40:20 – 42:09 
  • Kathy question about flying with kids on international flights : 42:21 – 43:44 
  • Question about how to help client produce “s” and “r” sounds: 43:45 – 44:42
  • Tips for Picky Eater
  • Potty Tips

 

July Q&A

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  • Nada question about 8 positives for every negative behavior: 03:22 – 06:52
  • Gemma question about the 10-5-2 Sheet: 07:22 – 15:39
  • Gemma question about an early learner who engages in problem behavior when mom leaves the house or the room: 16:40 – 21:37
  • Zaza questions about what kind of program to create for 3.5 hours per day, and if her daughter needs an ABA therapist: 21:52 – 24:48
  • Question about the CoughDrop AAC app: 29:05 – 31:38
  • Gemma question about child responding to his name: 41:09 – 45:15
  • Darwin question about eye contact and increasing volume in greetings: 45:17 – 48:44
  • Gemma question about spontaneous tacting: 53:50 – 54:10

 

June Q&A

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  • Q1: 7:36 – 16:18 | Jemma: Ideas for pulling out vocals for an early learner who readily signs and has inconsistent ‘pop-out’ words?
  • Q2: 16:23 – 24:30 | Anna: Has a mostly Level 2 10-year-old but has delayed play skills and social abilities on VB-MAPP (based on typical development – Resources called out on MarkSunberg.com)
  • Q3: 24:31 – 24:30 | Cathy: Question about the book & transfer trials
  • Q4: 26:55 – 32:15 | Videos on intensive teaching, Take Away: verbal behavior doesn’t have to be speaking (can be signing)
  • Q5: 32:18 – 38:28 | Darwin: I have not done a VB-MAPP with my 15 year old son – is it Ok to tweak the target skills as more appropriate to his chronological age?
  • Q6: 38:30 – 43:56 | Early/Intermediate Learner Technique for Game-Playing
  • Q7: 44:00 – 43:56 | Darwin: We’ve been doing the ABBLS-R since he (15 y/o son) was a toddler, and still go back to that, is that Ok? Or do I need to do that VB-MAPP?

 

May Q&A

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  • Question about transitioning from high preferred to low preferred: 03:27 – 06:55
  • Kelly question about teaching a child how to use brakes on bike: 06:56 – 09:23
  • Anna question about son not progressing in number activities: 09:48 – 14:11
  • Anna question about son not being able to identify and tact letters: 14:13 – 14:58
  • Anna question about recommendations for a child with no interest in any activity: 14:59 – 20:32
  • Mary’s question: My 3-year old son is very impatient. When we teach him something, he will throw out all the skills he has learned all together in a very short period of time, basically, trial and error. We find it difficult to reinforce him immediately as he shows the correct response because it happens too fast. His facial expression looks like, “I did everything I can, can I get the reinforcer now?” Any suggestions on a strategy to handle this? 20:41 – 25:22
  • Abby question about toilet training: 25:23 – 29:44
  • Sarah question about biting: 29:45 – 39:58
  • Roni question about how to move on with number one-to- one correspondence: 40:29 –47:19

 

April Q&A

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  • Judith questions about mixing verbal behavior targets within intensive teaching and, question about if child gets new acquisition target wrong and a known card wrong, how many times should you practice those: 01:58 – 06:27
  • Gemma question about teaching a young child to point, to mand if they’re struggling with signs: 06:30 – 08:27
  • Gemma question about programming for sleep: 08:34 – 14:39
  • Gemma question about 4-year old client’s bedtime routine: 14:40 – 20:22
  • Ana question about a child very active in his bedroom after he was put to bed: 20:23 –23:42
  • Elba question about a child not self-initiating bowel movement: 23:53 – 30:33
  • Elba question about son not playing independently with toys: 30:34 – 32:23
  • Deirdre question about her son can be hard to understand at times, but a SLT said he is fine: 32:41 – 39:58
  • Question about holding a child resistant to therapy: 40:05 – 44:38
  • Kelly question on teaching pronouns: 44:44 – 57:04
  • Ethna question about how to teach social boundaries to her daughter: 57:19 – 1:02:42

 

March Q&A

  • Kelly question about how to go from a shoe box or memory box program to matching, to receptive and what that looks like: 08:27 – 13:19
  • Gemma’s related question about starting off with matching objects and about pictures from shoe box: 13:20 – 15:36
  • Question about dealing with parents who are anti-use of technology even if it’s highly reinforcing: 15:59 – 17:43
  • Follow up of scrolling (video): 17:44 – 19:58
  • Karen follow-up to parents’ anti-use of technology: 20:00 – 21:54
  • Question about going into full physical prompting for kids who are prompt-dependent: 21:55 – 24:15
  • Question about time-delay prompt: 24:28 – 25:55
  • Question about struggling with object imitation and imitating signs: 25:56 – 27:39
  • Follow up to time-delay: 27:40 – 29:15
  • Question about training staff/parents on delaying prompts: 29:16 – 30:07
  • Ronnie question about getting rid of “say” when doing echoic transfer trials: 30-16 –38:25
  • Question about set parent training plan: 38:28 – 39:39
  • Question about how often to see the kids as their BCBA: 39:40 – 40:46
  • Question about targets for fluency sprints for all verbal operants: 42:15 – 43:48
  • Question about how to recognize when a child is feeling that the demand is too high: 43:52 – 45:29
  • Follow up question about fluency: 45:31 – 45:48
  • Question about Advay video (potential development of inappropriate behavior): 45:56 –47:18
  • Questions about what advice to give to parents to ensure that they are getting the best person to work with their child, what can a parent do if they’re not happy or aren’t sure of what skills are being targeted and are best for their child, and what can parents do to ensure a therapist will stay and help their child and not leave if they get a better offer: 47:22 – 50:02
  • Gemma question on working on independent play and worried about self-stim during play: 50:25 – 51:38
  • Question about how to communicate with the whole team and get everybody on the same page: 51:44 – 54:12
  • Question about an 8-year old who gets very upset when things get missing: 54:15 -57:38

 

February Q & A Part 1

  • Ana question about how to teach a child which body part is experiencing pain: 06:40 – 12:32
  • Ana question about how to fill up a child’s days off from school or when not in therapy: 12:34 – 15:13
  • Gemma live question about dealing with a bossy client and vocal stims: 15:15 – 25:55
  • Becky question about “match dog” versus match using that SD: 26:08 – 26:55
  • Ronnie question about matching and how to shape that up into more independent matching activities for a higher learner; functional matching for VB-MAPP to students that will help with independent leisure activities: 26:56 – 28:45
  • Deborah question about how the intensive program should be for kids 18 months to 3 years, and if exclusively working on pairing and manding is enough for the kids: 28:46 – 32:36

February Q & A Part 2

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  • Ronnie question: 08:14 – 11:59 Question: With the table experience, Mary, what we tend to do is pairing the table with reinforcement before we try any programs first to deal with escape. In terms of placing demands, what my experience has been is that if you leave that for when the table is actually paired, the child would learn to go and sit there. She would be motivated to sit there because you’ve paired that mainly with things that they like, even if just to sit there, give her little bit of edibles to start with if their preference is limited and bringing things that they like; so not place demands until they’ve been paired with it. What’s your take on it?
  • Ronnie live question about making a list of most reinforcing reinforcers: 12:00 – 13:57

 

January 2016 Q & A

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  • Cody washing hands video: 04:32 – 05:35
  • Mary and Cody intensive teaching run-throughs: 07:05 – 13:45
  • Mom trying to get “ah” sound from Allie video: 16:20 – 17:33
  • Mary and Allie puzzle at table video: 18:00 – 19:00
  • Mary and Allie modeling signs video: 19:20 – 20:28
  • Mary and Allie picture matching video: 21:10 – 22:35