Super video on mand training Heidi! Your clarification of issuing demands during a short Manding session versus a longer Manding session is so often missed. Thank you for including data collection to track a learner’s progress. You covered all the essentials! This video is a keeper! Can’t wait to see what’s next!
Thank you so much. This was a great video for us to put out and so happy you found use from this. Please feel free to check out more content and drop another comment!! We look forward to it
Thanks for the video. According though to my training when a learner emits a mand the reiforcement is delivered by accessing the manded item and not by saying something like "well done, nice asking for water". What is your opinion on that?
skrekable It’s always good to pair social praise as generalised conditioned reinforcers. Reinforcement for a mand is directly related to the mand - the learner gets the desired stimuli regardless of a social praise, so why not praise & begin to build GCR as well as model language for your learner!
The first time was just a sip because it was a sample. The child will ask for more on the second time and the instructor also provided more water than the sample one.
Some of our videos may have a few more analytic terms but please feel free to look at our channel. We have some great content and we'd be happy to hear more from you on another video !
You are severely misinformed. The building blocks of verbal language start with being able to request basic wants and needs. Once someone can start to do that, then other parts of language like labeling, answering questions and commenting can start to develop. There are years and years of research that support this.
@@brittneyurban7136 Actually to be kind,, you are entirely misguided. Skinner's VB (which was originally and rightfully put in its proper place in 1957 with Chomsky's "On Verbal Behavior") is entirely, false, misleading and I am sorry to say a contiung embarrassment (despite it being proudly promoted) to the entire field of linguistics specifically and more broadly and critically Affective Neuroscience, Intereprsonal Neurobilogy; Developmental dyadic therapy; infant-childhood mental health., etc. I am a Developmental therapist/special educator working with families of both non-neurotypcial and typical children for the last 20 years! Simply, this is NOT how typical or non-neurotypical, e.g., children with ASD) learn language Verbal language outside the myopic and behavioral mechanistic perspective it still indulge in is a natural developmetal biopsychosocial process. It is not series of reinforcement of external contingincies. VB however, a very successful robotic, dumb-down and inaccurate way of teaching compliance, Compliance is the antithesis of how verbal langauge functions, Language is not a series of child complyintg with respect to re-enforced motivating operations; Verbal behavior is perhaps best epitomized by your own video clip at the end summarizes all that needs to be known. To divide language up or to teach language as consisting of an artifical sequential order of component parts, i.e., echoic, mand, tact, intraverbal, etc. is not how language works, Period. 93% of language is nonverbal affective reciprcoity around deepening synchronized attachment and attunement from birth (e.g., visual-facial, tactile-gestural, auditory prosodic ). Only 7 percent of language is actually verbal. The buiding blocks of verbal language actaully begins with addressing the 93% preverbal or affective (emotional) foundations. It is about going directly to the child's world and cultivating regulation/co-regulation (which has nothing to do with language as conditional responses or reinforcing MO). The buidling blocks of verbal language does not begin with expressing wants and needs but rather the infant/toddler being able to attune, regulate and co-regulate with another (visual-facial, tactile-gestural, auditory-prosodic). Moreover, It is precisely this which represents the primary core challenges with chidlren with ASD. Verbal language is challenging for children with ASD. Why? Because these earlier brain primary affective (emotional) foundations are not in place! However, once underlying interoceptive "relational safety" become establsihed, that is, once synchronized back and forth affect reciprocal engagement occurs (and not by external reinforcement, as we are talking about regulation of physiological state, HPA axis, our stress response system and autonomic nervous system responses. i.e., safey vs, fight, flight withdrawal/freeze) then resources, if you will, are freed up from ALL or NOTHING responses and then the child's ability to verbally "mand" and the other accompanied organizational aspects of expressive language comes online.
@@Neilgs Very interesting perspective but I’m curious to know which metrics you would use to objectively measure progress? You refer to a lot of mechanisms that are not directly observable but would in fact require some inference on your part as the clinician. Could you kindly refer me to resources in which your approach is utilized? Thanks in advance.
Super video on mand training Heidi! Your clarification of issuing demands during a short Manding session versus a longer Manding session is so often missed. Thank you for including data collection to track a learner’s progress. You covered all the essentials! This video is a keeper! Can’t wait to see what’s next!
One of my favorites! Great video.
Thanks you!
Thank you for doing this one!
SUPER DUPER USEFUL!!!!!
Thank you so much. This was a great video for us to put out and so happy you found use from this. Please feel free to check out more content and drop another comment!! We look forward to it
Thanks for the video. According though to my training when a learner emits a mand the reiforcement is delivered by accessing the manded item and not by saying something like "well done, nice asking for water". What is your opinion on that?
skrekable It’s always good to pair social praise as generalised conditioned reinforcers. Reinforcement for a mand is directly related to the mand - the learner gets the desired stimuli regardless of a social praise, so why not praise & begin to build GCR as well as model language for your learner!
imagine only getting a sip of water everytime you ask for water
The first time was just a sip because it was a sample. The child will ask for more on the second time and the instructor also provided more water than the sample one.
It would be nice if the audio was only the role play audio.
Too much jargon for parents to understand
Some of our videos may have a few more analytic terms but please feel free to look at our channel. We have some great content and we'd be happy to hear more from you on another video !
Sorry, baby this is NOT how "Language works."
You are severely misinformed. The building blocks of verbal language start with being able to request basic wants and needs. Once someone can start to do that, then other parts of language like labeling, answering questions and commenting can start to develop. There are years and years of research that support this.
@@brittneyurban7136 Actually to be kind,, you are entirely misguided. Skinner's VB (which was originally and rightfully put in its proper place in 1957 with Chomsky's "On Verbal Behavior") is entirely, false, misleading and I am sorry to say a contiung embarrassment (despite it being proudly promoted) to the entire field of linguistics specifically and more broadly and critically Affective Neuroscience, Intereprsonal Neurobilogy; Developmental dyadic therapy; infant-childhood mental health., etc. I am a Developmental therapist/special educator working with families of both non-neurotypcial and typical children for the last 20 years! Simply, this is NOT how typical or non-neurotypical, e.g., children with ASD) learn language Verbal language outside the myopic and behavioral mechanistic perspective it still indulge in is a natural developmetal biopsychosocial process. It is not series of reinforcement of external contingincies.
VB however, a very successful robotic, dumb-down and inaccurate way of teaching compliance, Compliance is the antithesis of how verbal langauge functions, Language is not a series of child complyintg with respect to re-enforced motivating operations; Verbal behavior is perhaps best epitomized by your own video clip at the end summarizes all that needs to be known. To divide language up or to teach language as consisting of an artifical sequential order of component parts, i.e., echoic, mand, tact, intraverbal, etc. is not how language works, Period.
93% of language is nonverbal affective reciprcoity around deepening synchronized attachment and attunement from birth (e.g., visual-facial, tactile-gestural, auditory prosodic ). Only 7 percent of language is actually verbal. The buiding blocks of verbal language actaully begins with addressing the 93% preverbal or affective (emotional) foundations. It is about going directly to the child's world and cultivating regulation/co-regulation (which has nothing to do with language as conditional responses or reinforcing MO).
The buidling blocks of verbal language does not begin with expressing wants and needs but rather the infant/toddler being able to attune, regulate and co-regulate with another (visual-facial, tactile-gestural, auditory-prosodic). Moreover, It is precisely this which represents the primary core challenges with chidlren with ASD. Verbal language is challenging for children with ASD. Why? Because these earlier brain primary affective (emotional) foundations are not in place! However, once underlying interoceptive "relational safety" become establsihed, that is, once synchronized back and forth affect reciprocal engagement occurs (and not by external reinforcement, as we are talking about regulation of physiological state, HPA axis, our stress response system and autonomic nervous system responses. i.e., safey vs, fight, flight withdrawal/freeze) then resources, if you will, are freed up from ALL or NOTHING responses and then the child's ability to verbally "mand" and the other accompanied organizational aspects of expressive language comes online.
@@Neilgs Very interesting perspective but I’m curious to know which metrics you would use to objectively measure progress? You refer to a lot of mechanisms that are not directly observable but would in fact require some inference on your part as the clinician. Could you kindly refer me to resources in which your approach is utilized? Thanks in advance.
Shame on you!, you are just stating theory without having any foundation basis that we can evaluate to monitor the progress of our child.