2017 Monthly Q&A

 December Q&A

Download the Q&A audio file here.

  • Deirdre shares how she used TAGteach with food desensitization: 00:00 – 04:44
  • Deirdre question about the difference between shaping and TAGteach: 04:50 – 08:58
  • Question about moving from bears and the jar to a clicker: 09:11 – 10:02
  • Deirdre asks if there’s another fluency and precision bonus video: 10:58 – 12:05

 

November Q&A

  • Cathy question about doing color category program as a side while teaching unknown tacts: 00:19 – 1:20
  • Cathy question about teaching math skills: 1:21 – 02:35
  • Question about which question to start with with a Profile B Learner: 02:36 – 03:11
  • Question about Profile B Learners needing to do the EESA test: 03:13 – 04:05
  • Question about how to incorporate tacting into natural environment teaching and how to support kids in spontaneous tacting: 04:10 – 05:54
  • Cathy question about teaching names of people: 05:56 – 06:21
  • Kelsey question about getting rid of the “say:” 06:26 – 09:39
  • Anna question about what to teach her child: 09:45 – 14:31
  • Cathy question about what to do if a child goes into stimming when asked most intraverbals: 14:32 – 15:31
  • Kelsey question about teaching Feature, Function and Class as intraverbals to a Profile B Learner: 15:32 – 19:11
  • Mary’s advice to Kelsey on Listener Responding by Feature, Function and Class (LRFFC) programming: 19:14 – 21:34
  • Cathy question about teaching a kid to answer his own name: 21:40 – 22:32
  • Lovaas type therapy vs. VB question: 24:20 – 29:19
  • Question about knowing when a student is ready for Language for Learning: 32:42 – 34:51
  • Mary’s thoughts on Anna’s 2-step outside the table: 36:34 – 38:15
  • Question about crosswalk of skills needed for the VB-MAPP: 39:36 – 40:43
  • Mary reiterates being careful what you’re teaching and how you’re teaching kids: 41:15 – 44:07
  • Question about how to move a child from tacting verbs using 1 word “brushing” to 2 words: 44:10 – 45:53
  • Question about a crosswalk between VB-MAPP and Language for Learning: 45:58 – 47:25
  • Question about how to avoid weird language: 47:29 – 48:10
  • Question about pre-requisite skills needed on the VB-MAPP in order to be successful in Language for Learning: 48:11 – 49:29

 

October Q&A

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  • Jiselle question about who can make an autism diagnosis: 01:12 – 03:23
  • Mary and Jiselle talks about Braxton’s symptoms of autism, Jiselle’s struggle getting therapy in place, and considering moving to get better services: 03:30 – 12:45
  • Mona question about hiring a team for her daughter: 13:25 – 20:07

 

September Q&A

  • Mary discusses Walk with Me program: 00:35 – 03:38
  • Karen question about teaching not to touch hot things and adjusting water temperature: 03:46 – 05:49
  • Lisa question about Ident-A-Kid card: 05:54 – 06:31
  • Kelsey question about getting everything wrong on the distracter trial: 07:15 – 09:53
  • Anna question about what skills to teach an 11-year old: 10:10 – 17:06
  • Anna describes how his son’s school teaches skills: 17:08 – 17:54
  • Mary’s advice to Anna being discouraged to fight for implementing VB at school: 18:10 -22:42
  • Question about how to teach labeling hunger, thirst and sleepiness: 22:44 – 25:47
  • Cathy question about saying “yes” instead of the item name: 25:48 – 28:19
  • Mary suggests getting Anna’s son back to public school: 28:50 – 31:12
  • Kelsey asks about starting to teach yes/no manding: 31:25 – 35:13

 

August Q&A

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  • Brentley on Hot Seat. Mary gives feedback on Kelsey and Brentley: 40:30 – 56:19
  • Rayan question about treatment for ADHD: 57:12 – 58:40
  • Alicia asks for tips on getting echoic control: 58:50 – 1:02:06
  • Jill question about teaching sound blending and increase syllables: 1:02:23 – 1:04:39
  • Rayan question about drug treatment in addition to ABA: 1:04:44 – 1:07:27
  • Mary advises Jill to focus on 1 syllable words: 1:07:30 – 1:08:14
  • Kelsey question about cleaning up “a Brentley:” 1:08:21 – 1:09:41
  • Mary suggests video modeling to Jill: 1:09:48 – 1:10:23
  • Mary talks about not letting a child spell out their name: 1:10:33 – 1:13:06

 

July Q&A

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  • Janice question about allowing preferred activities when sitting on the toilet: 0:05:55.3 – 0:06:38.2
  • Anna question about teaching boys wiping while sitting: 0:06:41.5 – 0:07:02.3
  • Question about how to prompt how many times a child should wipe: 0:07:03.2 – 0:07:30.3
  • Question about resisting pee by standing: 0:07:30.5 – 0:07:46.0
  • Karen asks for a link to the non-vocal to vocal video: 0:07:48.0 – 0:08:11.0
  • Salwa question about a potty-trained child but does not initiate it himself: 0:08:13.5 – 0:08:44.1
  • Kelsey question about being ready for potty training: 0:08:44.3 – 0:11:19.3
  • Tajma question about a child who’s vocal but never asks to go: 0:11:31.9 – 0:14:06.6
  • Karen question about restricting all possible reinforcers: 0:14:35.8 – 0:16:34.5
  • Hot Seat question from Lisa about getting a 3-year old started for potty training: 0:19:04.4 – 0:28:48.3

 

June Q&A

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  • Lisa’s questions: 1) Whether to stick with the shoebox program or move to matching identical pictures, 2) Using iPad for reinforcement: 07:08 – 17:10
  • Valerie sleep concerns: 17:33 – 22:38
  • Cathy question about a child that prefers NET activities over match to sample or shoebox: 27:07 – 34:01
  • Mary shows Yes/No manding video as example of something functional that you can teach a kid: 39:42 – 41:44
  • Kelly question about how to undo saying “it’s” for every single tact: 46:52 – 50:24
  • Tajma question about child’s tacting from books: 50:26 – 52:40
  • Ennis question about using liquid melatonin: 52:43 – 53:53

 

May Q&A

Download the Q&A audio file here.

  • Meryt question about where to start with a child other than the shoebox program: 10:19 – 16:33
  • Winnie question about articulation: 17:00 – 17:53
  • Kelly question about parents not wanting to use the iPad: 17:55 – 21:10
  • Gemma question about play leisure books and visual timetable: 22:45 – 32:38
  • Kristyne question if there are any guidelines on how many pictures to use for a visual schedule: 32:40 – 34:42
  • Natasha question about proper social skills: 34:43 – 38:50
  • Cathy question about a child who’s a “darter” and part of reinforcer is getting caught: 38:52 – 41:46
  • Mary gives tips on potty training: 43:10 – 49:32

 

April Q&A

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  • Bethany asked for tips/suggestions on how to complete FBAs in a short amount of time: 4:35 – 10:47
  • Bethany question about child’s hand flapping: 11:18 – 18:18
  • Tiffany asked if she can watch the video call at a later time: 18:19 – 19:14
  • Mary question about taking away the iPad or iPhone to use them as reinforcers: 19:25 – 23:09
  • Rosy question about getting a child to like the table: 23:10 – 25:39
  • Rosy question about bringing a video to the table: 25:43 – 27:44
  • Mary comments on wind-up toys and setting timer on the iPad: 27:46 – 30:02
  • Cathy asks why it works when you ask an early learner “What do you want?” during mand training: 30:42 – 38:01
  • Carol question about ABLLS: 38:09 – 41:51
  • Belen question about child pointing at other people’s crotches: 41:59 – 46:06
  • Lisa asked what’s the best way to teach pretend play: 46:08 – 47:39
  • Lisa asked what’s the best approach to potty train: 47:40 – 51:18
  • Carol asked if Mary would recommend ABLLS for a child that lost all his speech: 52:17 – 53:40
  • Monette question about child who’s not consistent with imitation: 53:58 – 56:06
  • Cathy asked if child will have no problems with scanning if motivated: 56:09 – 57:02

 

March Q&A

Download the Q&A audio file here.

  • Cathy question about getting extension on time after 60 days of access: 05:38 – 08:09
  • Anna question about imitation and prompting: 08:42 – 12:08
  • Tajma question about sensory stimulation and ignoring as intervention for escape-related behavior: 12:26 – 15:28
  • Pillar question about how to stop inappropriate behavior without being mean to the child: 15:39 – 21:07
  • Sannah question about what to do with hand wringing: 21:09 – 23:16
  • Anna question if she should just wait until child shows more acceptance of the imitation program: 23:17 – 25:15
  • Tajma question if Potato Head is a useful toy for a child who’s not conversational: 26:00 – 30:20
  • Carol question about the best way to break therapy time: 30:27 – 33:47
  • Mary summarizing answer to Tajma’s question about Potato Head: 33:51 – 34:54
  • Elle Marie question if program would be any different for children that are adopted and show behaviors that simulate autism: 35:16 – 39:06
  • Elizabeth asking if the program can help with a very verbal child that scripts frequently: 39:07 – 45:44
  • Anna question about recommendations for a child whose only reinforcers are edibles: 47:22 – 53:07

 

February Q&A

Download the Q&A audio file here.

  • Anna question about how to teach a child to take pills: 06:06 – 11:46
  • Christina question about how to reinforce good behavior: 11:52 – 15:45
  • Jill question about the fast or quick FA: 15:47 – 17:19
  • Gemma question about tips or resources relating to teaching road safety and elopement: 17:50 – 23:04 Cathy question about a child hitting others: 23:05 – 26:26
  • Kelsey question about what to do if child insists an item is called something it isn’t: 26:27 – 31:31
  • Penny question about tips on how to break down toothbrushing: 31:32 – 32:38
  • Gemma question about how to teach a child to be quiet: 32:39 – 36:12
  • Anna’s Facebook Group question asking for good references with support of verbal behavior as a methodology: 36:35 – 44:16

January Q&A

  • Rose question about the best way to start with sign: 04:39 – 11:10
  • Sandy question about using PaTTAN object sort in lieu of the cards sort with very early learners who are having difficulty gaining skills: 11:25 – 20:23
  • Caitlyn question about barrier scores going up: 20:49 – 23:44
  • Kelsey question about the #1 strategy to getting kids barriers down: 23:45 – 26:32
  • Kelsey question about engaging kids at the table: 26:33 – 32:26
  • Kelsey question about using visual schedules: 32:27 – 34:53
  • Kelsey question about what to do if the child doesn’t want to do therapy: 34:54 – 41:45
  • Question about how Mary’s clients manage daily routine schedule independently both at home and at school: 42:39 – 44:26
  • Question about increasing the volume and teaching tone: 44:27 – 49:08
  • Question about using script prompts: 49:09 – 50:40
  • Question about teaching basic play skills: 50:41 – 53:40
  • Question about how to claim CEUs: 53:42 (no audio after question was asked)