Відео

Exceptional interviewing skills. I feast on these informative videos, thank you!

Once you learn them it becomes spontanious or you still have to struggle?

It would be great to include captioning/ transcripts to this video and increase the availability for this video to reach ALL audiences including the hard of hearing.

She’s such a brilliant clinician. I have read so many papers with her as an author. Also never knew she was married to Wayne fisher. Imagine the dinner table conversations! Thanks for this video

Hello, is there a program like yours that you are aware of in Arizona? I'm in the greater Phoenix area. I really appreciate it!

Hi Psy 611!

Plz. Do Exposure r.p.t. it will cure......

Very good this is being done. Wish it was when I was in the school system.

Very helpful ! I’m brand new as a COTA and got a job in peds. I’m intimidated by feeding! Love to insight

Geat video! Thanks for sharing :)

Sometimes we get fired from jobs for being TOO GOOD, and the neurotypicals don’t like it bcuz they function highly on ego nonsense.

I have a hard time learning social skills if the social etiquette seems useless or doesn’t make any sense. I think that’s important for people to know, if we don’t see a purpose and it seems superfluous there’s a good chance we won’t adopt them.

Thank you, you are so vital for this community. Keep it up!!!

Would it be possible to add closed captioning for this video?

What bunch of absolute quack science! What kinda of science? Let us take from the following: The Professional and Ethical Compliance Code for Behavioral Analysis: .4.06..Describe Conditions for Behavior-Change Success: Behavioral analysts describe to the client the environmental conditions that are necessary for the behavior-change-program to be effective. Oh, really when you don't take into consideration on iota the nature of the organism between the stimulus and response? How the child's bi-directional orbital prefrontal cortex to limbic hypothalamus pituitary adrenal axis into his/her autonomic nervous system (bottom up/top down) is ACTUALLY registering, processing and interpreting the environmental conditions or the "behavior?" When you remove or leave out the organism (brain-body neuroanatomy neurophysiology, neurobiological-psychosocial relational subcortical interactions of animal, child or adult) from the reinforced contingencies of the applied behavior you do not have "science" but the bestowed congratulations from the scientific community of completely skewed and distorted cultish dementia. in other words, not "science" by any basic international standards on what constitutes science but rather perpetuated fraud and quackery under the name of "a behavioral science." There is no such thing! "Behavior change elements." Um gee! Let's see! How about the child's (or older) autonomic nervous system, where "behaviors" are understood as constrained by and emergent and adaptive properties of shifts in the parasympathetic ventral vagus, sympathetic-adrenal and parasympathetic dorsal vagus nerve. Translation: "Do I feel safe to engage with you and my surroundings or is my sympathetic adrenal nervous system adaptively mobilized for fight/flight defensive behaviors (and associated cortisol and epinephrine hormone increases) or if not available for fight/flight defensive behaviors adaptively mobilized for parasympathetic withdrawal/shutdown and/or dissociation?" Bottom line, where is the "science" or scientific-evidence based if you are leaving science, i.e., social-emotional autonomic nervous system and shifts in accordance to neuroceptive and interoceptive feelings of autonomic underlying safety, defense or shutdown out of your "scientific picture." One other point, fascinating you talk about biological variables (e.g., child's stamina to sit at a desk for X amount of time) however, you do not say boo about the autonomic physiological state regulation stressors, such as increased sympathetic adrenal cortisol levels due to how the child is actually feels/experiencing, the subjugation, the autonomic stress of "behavioral treatment" despite the child (or actually because of the child's) compliance to the targeted outcome of successfully producing a certain set of behaviors, that furthermore, has ZERO to do with addressing the actual core challenges associated with ASD which are not behavioral or cognitive deficits! Absolute quackery!

ABA is Not evidence based; within a year of completing an ABA program, there is no significant change in a child’s behavior

My son improved excellently from his autism spectrum disorder with assistance of herbal medicine from Solution Healing Home channel on UA-cam. Doctors Whatsapp number on video ua-cam.com/users/shortsh0YncUMye4c?feature=share He is a honest Doctor he keeps giving assistance till the treatment period is successfully completed.

To paraphrase, at around 28:00, “Have they used certain inappropriate skills to obtain social attention or aberrant behavior to avoid or escape certain demands due to behavioral deficits or excesses.” All behaviors are adaptive and emergent properties of the child”s (or older) autonomic state. To continue to disparage, pass evaluative interpretation because of your ignorance with respect to asserting behaviors as a function of the external environment is nothing short of simplistic, reductionist and infantile labeling. A basic understanding of how biology and psychosocial state bidirectionally and dynamically connect (I.e., interpersonally are mediated and co-regulated) would not only be in order for you in all your “expertise” but is a critical necessity. For example, from the child’s (or older) perspective. “Do I feel safe to engage with you and my surroundings or have I shifted from a state of parasympathetic ventral vagal safety to (and in accordance with the Jacksonian principle of dissolution) adaptively mobilized defensive sympathetic-adrenal fight/flight behaviors or worse parasympathetic withdrawal/shutdown or dissociation?” I made enough comments here. I will just say, as the child’s (or older) parasympathetic social engagement system (the autonomic face-heart connection and the bronchi and visceromotor pathway to the cardiac pacemaker of the heart which directly connects to the cranial nerves of face, eyes, ears (V, VII, IX, X and XI) the social-engagement system, then the need to “teach social skills” becomes seen as a formerly misunderstood caricature and abuse (i.e., evincing zero biopsychosocial understanding), then the understanding of implicit procedural engagement, for example, perspective-taking comes online. Thus, not having to do with “social skill deficit” but a re-tuning, if you will, of the child’s autonomic nervous system from one of high sympathetic adrenal arousal or conversely hypoactive withdrawal to one of internal or interoceptive feelings of safety. This has to do with cultivating the underlying or autonomic affective internal feelings of safety by “wooing” not drilling and modeling. The drilling and modeling through external imitation, video modeling , etc., is a complete misunderstanding of our neuroanatomy and neurophysiology in conjunction with and an integral part of an understanding of biopsychosocial interaction. Begin by reading the data supporting the basics of Interpersonal Neurobiology and Polyvagal Theory.

This is as naive as it is destructive.

Thank you for really nuanced information about drugs and their role in treatment of challenging behavior in autistic people.

“Does the nonverbal stimulus evoke the response we want” does not show anything. If the child produces the correct response over multiple instance you gave merely demonstrated your ability to stimulate declarative memorized responses, not true understanding, not a social pragmatic understanding or an implicit procedural right to right brain affective awareness.

🎱🎱

Wonderful

Take your bs scripts and place them in the egregious antiquated historical bin. Social-emotional developmental capacities are implicit and integrated part of autonomic state not an explicitly taught set of reinforced rules or environmental contingencies such the above mentioned “how to” by video modeling, etc. It is observing and respecting but of course you first have to have the most rudimentary empathic capacity, which you make abundantly clear you don’t, understanding heterogeneous differences rather than asserting ignorant and arbitrary sets of fictitious norms defined as “appropriate vs. inappropriate.” It is about subcortical relational understanding, I.e., regulating/co regulating implicit procedural not declarative social memorized interactions. Again, these are beneath the surface, inextricably connected to autonomic or physiological state, ie beneath the verbal diarrhea and tertiary declarative memorized drilling of discredited ABA and VB methodologies. Your evaluative implicit shame and blame, however well meaning and unintentional, ie, what is vs what is not appropriate is entirely bereft of any neurobiological psychosocial understand and nothing short of disgusting, reprehensible. Sorry, you cannot explicitly teach joint attention. Rather, it is through cultivating the conditions of internal or interoceptive feelings of safety. It has nothing to do with reinforced schedules of introducing new behavioral contingencies. As autonomic state shifts then the social emotional reciprocal regulated/co-regulated engagement changes. This is painful to listen to. It completely without any understanding with respect to understanding affective and autonomic state, irrespective of typical or non neurotypical, evidence driven Developmental Affective Neuroscience and Interpersonal Neutobiology. Do not talk about evidence based procedures. Spare us! Look at real biopsychosocial evidence driven Affective Neutoscience, unfortunately this clearly is not!

There is no such thing as “behavioral excesses and behavioral deficits.” All behaviors are adaptive and emergent properties of the child (and our) physiological/autonomic state. Does the child feel internally safe or his/her sympathetic nervous system adaptively mobilized for defensive fight/flight responses or parasympathetic withdrawal/immobilization or dissociation? Essentially, as the child’s physiological state shifts so does the emergent properties of the accompanied behaviors. Completely and opposite of Learning Theory and operant conditioning. Again you cannot “teach these skills.’ You can begin if you had a wee bit of insight into Affective Neuroscience, Neurodiversity, Interpersonal Neurobiology and empathy thrown in for good measure, begin to cultivate the conditions for felt (interoceptive) safety which then would shift limbic driven all or nothing responses or hyper vigilance to greater social executive functioning availability; social pragmatic communication then comes online ! Not the egregiously distorted and absolute nonsense BS of Verbal Behavior map!

Thank you very much Dr.Mark Sundberg!

How precious! The very so-called, social skills you are talking about are utterly and entirely undermined by ABA methodolgies. We are talking about non-cognitive implicit-procedural right to right emotional brain visual-facial, auditory-prosodic, tactile-gestural affect co-regulated interactions. This CANNOT be taught as a set of declarative memorizations or cognitive behaviors.

ua-cam.com/video/fc5-MrLB09A/v-deo.html

Why trying to make the autist be just like the rest. Why pointing to the autist, for cause and solution. We are just different. Why can't we just be ourselves and be accepted. The problems on the social spectrum are between people. It takes two, to have a social problem. Why don't we learn nt's to listen better, to accept others, to be kind, helpful, and inclusive.

I need more videos to use as training resources!

Are you talking about children with feelings or do you want to change them?

Sorry, but this psychologist is too traditionally trained and treats only the symptoms and not the root causes. He does not understand why childhood ‘mis’behaviours and habits develop. Please listen to Gabor Maté and Gordon Neufeld. They are both extremely knowledgeable and explain WHY and HOW these ‘disorders’ and behaviours have become more prevalent in children in our modern times, and why these behaviours develop. They show how these behaviours develop as reactions to childhood stress! Compassionate inquiry into the root causes, not ‘making the behaviours disappear’, is what is needed! Maté and Neufeld show how these behaviours, including ADD/ADHD, develop as coping mechanisms in childhood. As a teacher for decades, I always understood this in children.

A wonderful friend has a highly autistic son who has learned to interact with peers and others with confidence and good ‘manners’. She and her husband are both teachers and have helped him develop his talents, and he is fascinated by history and plans to study it at university. He has already become quite independent, taking the bus to where he wants to go. While he is still obviously autistic, he has become one of the most pleasant young people I have ever known. I have discovered that I have Asperger’s, and I have been able to learn how to better engage with my friends others. Listening to Tony Attwood has been both positive and informative for me. Thank you for talking about this helpful topic.

Excelente o vídeo ! Parabéns

Great video. Thank you for posting.

🤣🤣🤣 the joke

Great Presentation! Love It Dr. Sundberg

is there an updated link? its not working

Social skills development 23:33 A snapchat part of this video, regardless her quote on quote manding and imitation throws me off

32:08 "were often taking data in not opportunistic and planned..." becoming more adequately equipped with appropriate measures when facing challenges in life, as such as relationships

She is an awesome presenter......love listening to her

Domestic violence has skyrocketted because of stay-at-home orders. The lockdown is a slaughter. Many suffered and died because liars abruptly craahed the economy whilst the populace was unprepared. The pro-vaxxers are to blame. Without them and their fearmongering over viruses, none of this would've happened. Deaths from viruses already declined by 90 percent before #vaccines. The pro-vaxxers either think #autism is "no big deal" because they watch sitcoms and movies or they hate and fear all #actuallyautistic people because the news #media portrays us as mass shooters. Many lives were saved by sanitation, hygiene, and nutrition; not vaccines. I have autism IN REAL LIFE and it's not like the press claims. ua-cam.com/play/PLCKkJQCGOoffzkGz8glFBRc1zOXzkorOR.html

This is such a helpful video with such practical guidance! Would it be possible to get the closed-captioning and transcript in English? The other videos in this series all have English transcripts since that is the language spoken in these videos.

Was very Interested

Yay we can be funny! Great video

great!!! how I can have access to the second part of the conference ?

What is the type of plastic tube used for teaching chewing? Any specific name of it?

Fascinating @ approx. 47:00 in video Sundberg has it almost correct, as he is talking about the importance of the emotional (or affective) understanding, e.g., with respect to wantingthe child not just to tact )label) "Oh yes you have a cut!" but rather his feeling-understanding response (i.e. ability to empathize). However, he proceeds to turn it upside down and indicate that if the child has not mastered the other (more basic) verbal operants, mand intraverbal and so forth then he (Sunberg) doesn't care about the child's emotional or empathic understanding as he "must first master these verblal operants." Language emergence, as I nidcated in posts below operates entirely the other way around. A child first actually learns to emotional identify with an experience, simplest example, desire for an apple or candy, is associated with affective feelings of desire, pleasure, curiosity and so forth, these then in turn allow for affective (emotional) association to coalese/form as a foundation with the child's desired object in concert with dyadic co-regulation/engagement (communicating/requesting with the parent). The latter first and foremost forms the substrate for all the other "language components." This involved the ability to form ideation of say associated affective curisoity and pleasure and thus separtate the desire for apple or bus, etc from ALL or NOTHING limbic/amygdala based reactions (i.e.,meltdowns) and language to proceed to emerge. It is these emotional subcortical substrates which involves greater internal regulation/co-regulation (ideation) and then the seamless capacity to then begin to request etc. , that are completely ignored or minimized as best, e.g., regarded as later or secondary. It is the other way around!

"Language is not just more behavior!" My God! Language involves all our faculties affetcively intertwined, that is in a deepening affective reciprocal emotional manner (i.e., visual-facial, auditory-prosodic, tactile-gestural). It is a dynamic dance and flow, and again my dear misinformed Sir, only 7 percent is verbal and for it to become social-pragmatic and MEANINGFUL rather than robotic the aforementioned 93% which is affectively experientially and dynamically imbued through and through must be intact! We are talking again about teh right brain emotional subcortical foundations. It is this (93%) that many chidlren on the spectrum have challenges with. Once intact (meaning experientially integrated and regulated) then the other 7% (verbal) syntax and grammar seamlessly begin with modeling as needed (as regulatory/co-regulatory reciprocal engagment remain challenges) ILanguage is not just a series of reinforced antecedent or motivating operations that can be or ever should have been dumb-down into a series of verbal operants. In the words of Alfred Korzybski, "The Map is not the territory!"

ASD does not include verbal language challenges as primary deficits! This what idiot behaviorists are sorelyand perpetually misguided on! There are social-pragmatic language challenges with children with ASD and related developmental challenges because of underlying emotional (affect) regulation challenges/ Once a child feels comfortable in affect reciprocal back and forth engagement (e.g., visual-facial, auditory-prosodic, tactile-gestural) interaction) reflecting his/her HPA axis and autonomic nervous system (safe or fight, flight, withdrawal/freeze responses) then the so-called social-pragmatic language deficits begin to moderately to dramatically change. Basically we are referring to the child's physiological state regulation, e.g., "Do I feel safe or not safe to engage with you and others?" If I do not, feel safe then from a perspective of physiological state regulation, expressive language (because these subcortical right brain affetc/emotional foundations are overactive and a heightened HPA axis and underpin/form the higher cortical executive functions including "language") then there will be challenges. These, however, are secondary not primary! Once the child or older feels a sense of internal or "relational safety", that is, in maintaining spontaneous or implicit-procedural sustained back and forth opening and closing of circles of affective or non-verbal/emotional communication (93% of language is affect or emotional/non-verbal affect driven) with other then and incidentally in accordance to Developmental Affect Neuroscience, Interpersonal Neurobiology and Polyvagal Theory social/pragmatic language comes naturally and seamlessly online with variations of modeling as needed per child. In of itself "verbal language" unless there are comorbidities (e.g., severe oral apraxia ) is NOT I repeat NOT a primary deficit! This is why not in part but in the entirety and for multiple reasons VB is entirely simplistic, reductionistic and more to the point NOT NOT NOT how "language is acquired" either in typical or non-typical developing children. It is analogous to saying, "breathing is an acquired process." Pure and utter nonsense!