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General Parenting
anyone use these techniques
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<blockquote data-quote="Marguerite" data-source="post: 15417" data-attributes="member: 1991"><p>It was tried on difficult child 3 when he was 2 and non-verbal. The speech pathology team had me doing the 'sit with him, talk to him in very simple terms about what he is doing," routine and difficult child 3, as soon as I would say, "Oh, you've picked up the cow," would put the cow down and pick up another animal instead, or stop playing with the toy farmyard altogether. He was VERY aware of the artificiality of the whole process.</p><p></p><p>Praise - we use it a lot, but it's got to seem sincere to HIM or he rubbishes it.</p><p></p><p>The charts - they only work when the desired behaviours are fully under difficult child 3's control. And with difficult child 3, if he has full control, he's doing the behaviours.</p><p></p><p>If he can't do the behaviours, charts don't help, tfey only frustrate him.</p><p></p><p>Basically it's like a lot of things - if you can make it work, and it's producing really good results, then do it. If not - drop it and find something that DOES work.</p><p></p><p>Every kid is going to be different and some things "guaranteed to work" will fail, with some kids. And other things, supposedly not a good idea, may be the way to go.</p><p></p><p>There's no rhyme or reason sometimes.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 15417, member: 1991"] It was tried on difficult child 3 when he was 2 and non-verbal. The speech pathology team had me doing the 'sit with him, talk to him in very simple terms about what he is doing," routine and difficult child 3, as soon as I would say, "Oh, you've picked up the cow," would put the cow down and pick up another animal instead, or stop playing with the toy farmyard altogether. He was VERY aware of the artificiality of the whole process. Praise - we use it a lot, but it's got to seem sincere to HIM or he rubbishes it. The charts - they only work when the desired behaviours are fully under difficult child 3's control. And with difficult child 3, if he has full control, he's doing the behaviours. If he can't do the behaviours, charts don't help, tfey only frustrate him. Basically it's like a lot of things - if you can make it work, and it's producing really good results, then do it. If not - drop it and find something that DOES work. Every kid is going to be different and some things "guaranteed to work" will fail, with some kids. And other things, supposedly not a good idea, may be the way to go. There's no rhyme or reason sometimes. Marg [/QUOTE]
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