The purpose of life is to live it;
to taste experience to the utmost;
to reach out eagerly and without fear
for newer and richer experience.

– Eleanor Roosevelt

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." -William Arthur Ward

Choose being kind over being right, and you will be right every time. -- Richard Carlson

"To accomplish great things, we must not only act, but also dream; not only
plan, but also believe." -Anatole France

How to Trigger a Meltdown

Nagging
Pushing for desired response
Criticize everything the pupil does
Don't provide any suggestions for improvement.
Take away something that's important
Physically force compliance with requested action.
Don't give choices

Ask me how I know. Sigh.

Temporary rewards can bring permanent change.

By Gareth Cook


Choose a specific, positive behavior. “Have at least three bites of a vegetable every dinner for a week.’’ (Good.) “Don’t annoy me.’’ (Not good.)

Choose smart rewards. Work with your kid to choose the prize, investing them and ensuring it’s one they truly desire. A few selections from the LEGO catalog were all it took me to solve an Olympian parenting problem: thumb sucking. But a reward need not be large.

Stay positive. In our house, we call them “challenges.’’ It is not about “fixing’’ a negative. Don’t nag. Let it be their choice. Pile on the praise.

Small steps first. Faced with an overwhelming task, start with easy goals, and small rewards, and slowly build. So, you might start with “avoid thumb one day between breakfast and nap.’’ Consider a detailed progress chart.

Those who can make you believe absurdities can make you commit atrocities. -- Voltaire

We have a collective responsibility to the least of us. - Phil Ramone

Don't judge each day by the harvest you reap,
but by the seeds that you plant.

-- Robert Louis Stevenson

Photo © 2011 by Robin Tinay Sallie


Photo © 2011 by Robin Tinay Sallie

Photo © 2011 by Holly Wood

Photo © 2011 by Holly Wood

"Tell me, what is it you plan to do with your

one wild and precious life?"

~ Mary Oliver

Video Modeling

http://autismpdc.fpg.unc.edu/content/video-modeling

Overview of Video Modeling

Video modeling is a mode of teaching that uses video recording and display equipment to provide a visual model of the targeted behavior or skill. Types of video modeling include basic video modeling, video self-modeling, point-of-view video modeling, and video prompting. Basic video modeling involves recording someone besides the learner engaging in the target behavior or skill (i.e., models). The video is then viewed by the learner at a later time. Video self-modeling is used to record the learner displaying the target skill or behavior and is reviewed later. Point-of-view video modeling is when the target behavior or skill is recorded from the perspective of the learner. Video prompting involves breaking the behavior skill into steps and recording each step with incorporated pauses during which the learner may attempt the step before viewing subsequent steps. Video prompting may be done with either the learner or someone else acting as a model.

Evidence

Video modeling meets evidence-based practice (EBP) criteria with eight single-subject studies.

With what ages is modeling effective?

The evidence-based research suggests that video modeling can be effectively implemented with learners from early childhood through middle school. This practice may prove useful with high school age learners as well, though no studies were identified to support its use at this age level.

What skills or intervention goals can be addressed by video modeling?

In the evidence-based studies, the domains of communication, social, academic/cognition, and play were represented. It may be useful in the behavior domain as well; however, no studies were identified to support the use of video modeling in this domain.

In what settings can video modeling be effectively used?

In the studies that serve as the foundation for the evidence base, video modeling was implemented in home and school settings. This practice, however, may be useful anywhere there is learner access to viewing equipment.

Brief Components

Overview:

VideoModeling_Overview.pdf

[PDF, 92366KB] 10/01/2010

Evidence base:

VideoModeling_EvidenceBase.pdf

[PDF, 58330KB] 10/01/2010

Steps for Implementation:

VideoModeling_Steps.pdf

[PDF, 97881KB] 10/01/2010

Implementation Checklist:

VideoModeling_Checklist.pdf

[PDF, 178454KB] 10/01/2010

"Behavior is the study of one." - Susan Friedman