"At birth each child comes equipped with a golden tent of creative potential all folded up inside.  It is the task of the individual, throughout life, to unfold that tent -- and to the adults in each child's life to assist that process." Hildegard of Bingen

Tagging Free Throws

Today the Kidlet, age ten, shot 10 free throws and made 3 at
basketball practice. Her AAU team, made up of 12 fourth graders and 1
third grader, averages 50 percent as a team at practice. They have had
5 practices so far this year and have their first game this weekend.
She has gone from making zero to making 2 or 3 out of 10, with out
much outside of team time practice.

One child always makes 8 or 9 out of 10. My kid has decided that she
needs to put in time to up her personal average. She says that being
at 50 percent is realistic for someone her age. She asked me to help
her put her plan in to action. She has been clicker trained her entire
life. We use TagTeach for cello, sports, household manners, school
work, chores, etc. Asking to be TAGGED for something is an everyday
thing. This is the first time, however, that she has come up with her
own plan.

She read Free Throw: Seven Steps to Success at the Free Throw Line by
Dr. Tom Amberry and took notes.

She made a note card with his seven steps listed in her personal short
hand - which she  calls her TAG POINTS. She will carry the card with
her for the rest of the week and read it over out loud several times a
day in an attempt to memorize the steps in order. I don't think that
it will take her very long, but that is how she likes to memorize
poems and such. She TAGs herself and pulls a bead on her tagulator or
eats an M&M for each reading.

Then she plans to copy the steps in order, five times in a row. After
that she will write them from memory, five times in a row.

Then she will practice first the steps in the living room, with out
shooting the ball for 30 reps twice a day for a week, with me using
the Tag Points that she created. Once she has the technique down, she
will teach the steps to me, tagging me along the way.

In the mean time she'll start shooting 100 shots per day in sets of
ten with me rebounding for her, tagging her and tracking the makes and
misses, which I will chart for her.

Tomorrow she will watch a video of Dr. Tom teaching his technique.
(This is the only part of her plan that came from me.)

HER GOAL is to go out each day to shoot. I don't believe it is
realistic as we are both very busy. But we will see.

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

"Behavior is a difficult subject matter, not because it is inaccessible, but
because it is extremely complex. Since it is a process, rather than a thing,
it cannot be held still for observation. It is changing, fluid, evanescent,
and for this reason it makes great technical demands upon the ingenuity and
energy of the scientist." ~ B. F. Skinner

Good Things to Say to You Kids

1. I’m proud of you.
2. You really worked hard. (Be specific)
3. We all make mistakes.
4. That’s all right.
5. Thanks for helping.
6. I think you can be trusted to handle this!
7. Super work!
8. You’re right.
9. I love you.
10. Great try.
11. How thoughtful.
12. You figured that out.
13. I have faith in you.
14. You brighten my day!
15. I just like hanging out with you.
16. Outstanding!
17. Thanks for being honest.

If you accept the expectations of others, especially negative ones, then you never will change the outcome. -Michael Jordan

"Each new day gives me another opportunity to grow stronger as a person, to meditate on the things I'm learning, and to use all that knowledge to benefit me." ~ Aree Flack-Mccrimmon

"To be a teacher does not mean simply to affirm that such a thing is so, or to deliver a lecture, etc. No, to be a teacher in the right sense is to be a learner. Instruction begins when you, the teacher, learn from the learner, put yourself in his place so that you may understand what he understands and the way he understands it." -- Kierkegaard