Lovaas videotape说明英文.docx

Lovaas videotape说明英文.docx

《Lovaas videotape说明英文.docx》由会员分享，可在线阅读，更多相关《Lovaas videotape说明英文.docx（35页珍藏版）》请在冰豆网上搜索。

Lovaasvideotape说明英文

"MEBook"Videotapes

IvarLovaas,co-founderandcurrentDirectoroftheUCLAYoungAutismProject,developedtheseclassicvideotapesin1981asanimportantadditiontothewell-known揗EBook�todemonstrateeffectivemethodsforteachingstudentswithdevelopmentaldisabilities（suchasautism）.Thesetechniquesareasimportantandrelevanttodayasever.Thevideotapespresentvaluableinformationonthelearningstrategiesdevelopedthroughtheyearsforusewithsuchchallengedchildren. 

AsDr.Lovaashimselfdemonstratesinthevideos,earlyintroductiontobasicskillsiscriticalinpreparingchildrenwithdevelopmentaldisabilitiestoconfidentlylearnandinteractwithothers. NowthesevideotapesareavailableonthewebFORFREEtobenefitparentsandteachersofautisticchildren（IEisapreferablebrowser）. 

Videotape1:

GettingReadytoLearn

Videotape2:

EarlyLanguage

Videotape3:

BasicSelf-HelpSkills 

Videotape4:

AdvancedLanguage 

Videotape5:

ExpandingYourChild'sWorld DESCRIPTIVEACCOUNT

OFTHEMEBOOKVIDEOTAPES

O.IvarLovaas

UniversityofCaliforniaatLosAngeles

TAPE1:

GETTINGREADYTOLEARN

Scene1.The（listpartofthistapeshowsastudentteacher,anintelligentand 

devotedperson,tryingtoteachanautisticchildarelativelysimpletasksuchas

tellingthedifferencebetweenblackandwhite.Ascanbeseen,she'smarkedly 

unsuccessful.Althoughthissectiononlylastsforafewminutes,thereare 

somereasonstobelievethatshecouldbecontinuinghereffortformanyhours, 

days,andperhapsyearsandstillnotsucceed.Whatwouldmostlikelyhappenis 

thatthefailurestohelpthischildwouldleadtheteachertobecomediscouraged 

andfeelinadequateandfinallygiveup,perhapsdescribingherselfasnotsuitedto 

workwithautistic-retardedchildren.Thechild,Valentine,wouldnotlearn 

anythingeither.Andthatwoulddestinehimforinstitutionalization.Amost 

criticalpartofhisfuturerestsonthesuccessofthisearlyteaching.Ifthese 

seeminglyeasyandearlystepsfail,laterandmoredifficultstepswouldmost 

surelyfailalso.Theteachermaylabelherselfunsuitedasateacher,and 

Valentinewouldbelabeledasbraindamagedorotherwiseincapableoflearning. 

Asthesetapeswillshow,suchinferencesarefarfromthetruth.Tohelpachild 

likeValentinemoveahead,theteachingprocesshastobechangedasthese 

tapes（andtheteachingmanualTheMeBook）willillustrate.Itiswiseto 

assumethatifachilddoesnotlearn,thenheisnotbeingtaughtappropriately. 

Therefore,letusnotecertainmainproblemswiththeteacher'sapproachthatcan 

besummarizedbelow.

First,sheshouldtrytoarrangethesituationwherethechildcanbesuccessful,put 

outpositivebehaviorsthattheteachercouldreinforceandstrengthen.Aswas 

seen,Valentinewasnothelpedtoengageinanypositiveorcorrectbehaviors, 

thereforetheteacherwasnotabletoreinforcehim,andconsequentlyhewas 

notlearning.Notethattheamountoflearningisdirectlyproportionatetothe 

numberofpositiverewardsachildreceivesfortryingtomasteratask.Inorder 

tosetupasituationwherethechildwillbesuccessful,theteachercouldeither

simplifythetask,orshecoulduseeffectiveprompts.Therearesomereasonsto 

believeinthisparticularinstancethattheuseofsuccessfulpromptswouldhelp 

thechildlearn.Forexample,ifthereaderortheviewerturnstotheverylast 

sectiononthefifthorlasttape,thisparticularchild,thatveryafternoon,working 

withacompetentbehavioralteacher,masteredtheblack-whitediscrimination.

Returningtotheteachingsituation,asecondareaofdifficultycanbeseeninthe 

factthatthechildengagesinatremendousamountofincorrectbehaviors. 

Therearesomereasonstobelievethatahighrateofincorrectbehaviorslike 

thesearedirectlyinterferingwiththeteacher'sattempttoteach.Inotherwords, 

thechild'sbeingdistractedbythepresenceofothertoys,gettingoutofthe 

chaironnumerousoccasions,engaginginself-stimulatorybehavior,etc.,are 

instanceswherethechildisinawayoutsidetheteachingsituation.Heisnot 

engaginginpositivebehaviors,whichcouldberewardedandstrengthened,but 

insteadispresentinghisteacherwithanarrayofinterferingbehaviors, 

whichinturnmustbeignoredorreprimanded.Theteacherisunabletoprovide 

thischildwithmuchjoy.Toremedythis,ateachermaywanttoreducethe 

numberofinterferingbehaviors.Shecoulddothisinpartbychangingthe 

physicalstructureoftheteachingsituation.Forexample,shecouldremovethe 

tableandsitclosertohimandtherebyphysicallyholdhimstillforlongerperiods 

oftimeandphysicallypreventhimfromactivelyengagingininterruptive 

behaviors.Thesecondavenuewouldbetoprovidesomeformofanegative 

feedbackforthekindofinterferingbehaviorsoastoreduceit,aswewill 

discusslateroninthetape.

ThethirdmannerinwhichhisteachercouldimproveValentine's 

performancewouldbetomakeherpositiverewardsmaximallydifferentfrom 

hernegativeconsequences.Observehowthisteacher'srewards（"Good"）sound 

prettymuchlikehercorrections（"No"）.Inotherwords,thechildisnotbeing 

taughtbytheuseofdifferentialreinforcements,andthatwouldbeanother 

reasonwhythechildwouldmoveahead.

Fourthly,theinstructionsaremuchtoocomplex.Alltheteacherneedstodo, 

intheseearlystates,istoemphasizethesalientorrelevantpartofthestimulus, 

like"black"or"while."Thiswouldmakeitmucheasierforthechildtolearn. 

Statementslike,"Valentine,pleaselookatthis.Iwantyoutopointtothe 

blackcard,"tendtohideorobscuretheclient'sattentiontothecritical 

component.Oncetheclienthasmasteredblackvs.while,theadditional 

verbalizations（i.e.,"pointto,"etc.）canbegraduallyfadedin.Thereareother

problemswiththeteachingsituationthatcanbebroughtout,suchasthe 

possibilitythatthisteacherisactivelyreinforcingtheinterferingbehaviors,but 

theseproblemsmightbeillustratedbetterbygoingaheadtosubsequentsections 

ofthetape. 

Scene2.Thenextsceneshowsthebuildingofeyecontact.Thisisarelatively 

simpleresponsetobuild.Notethatthesituationissetupinsuchafashion,by 

theuseofprompts（sightofthefoodinfrontoftheteacher'sface）andthe 

physicalclosenessbetweenteacherandchild,thatthechildcannothelpbutbe 

successful.Agoodteacherisateacherwhohelpsachildputoutwinning 

behaviors,whilereducingthenumberoflosingornegativebehaviors. 

Incidentally,oneproblemwiththeuseofeyecontactasastartingpointisthat 

theresponseitselfmightbedifficultforthechildtodiscriminate.Thatis,the

childmaynotbeawareofwhyheorsheisbeingreinforcedbecausethe 

responseissofleeting,simple,andquicklydelivered.Perhapsteachingachild 

tosit,whichisamorediscreteandnoticeableresponse,wouldbeeasierto 

accomplishintheseearlystages.Notealsoaproblemwhichwenowencounter 

inremovingtheprompt.Ifthechildisreinforcedforlookingattheteacher 

whenapromptispresent,thenwearereinforcingtherelationshipbetweenthe 

promptandlooking.Ateacherwillwanttoremovethepromptassoonas 

possibletoallowreinforcementforrespondingtotheinstructions（i.e.,look） 

insteadoftheprompt.（Ontheotherhand,whenoneremovesthepromptone 

mayrunintotheproblemthatthechildmaynotengageinthecorrect 

behavior.）

Scene3.Thissceneillustratesthebuildingofeyecontactandourattemptto 

verballyadmonishachildforengaginginself-stimulatorybehavior,which 

probablyinterfereswiththeacquisitionofnew,moreappropriatebehavior. 

NotetheuseofDRO（differentialpositivereinforcementforotherbehaviors）to 

replacethebehaviorthattheteachertriestoweakenorsuppress.SuchDRO's 

areessential.Noteinthisscenethedifficultyofgettingthebehaviorwithoutthe 

useoftheprompt.Againandagainateacherwillbeplacedinthisdilemma. 

Thatis,ifonereinforcesachildforrespondinginthepresenceofaprompt,one

isbuildingarelationshipbetweenthepromptandthebehaviorinsteadof 

buildingarelationshipbetweeninstructionsandthebehavior.Ifonenow 

removesthepromptaltogether,thenthechildmaynotrespondwhenthe 

instructionsarepresentedbythemselves.Iftheteacherdoesnotgetthebehavior

atthethirdorfourthpresentationoftheinstructionsalone,theteacherhasno 

choicebuttopresentthechildwiththeprompt.Otherwisethebehaviorwill 

extinguishtotally,andtheteacherlosesthechild.Thisisadilemmathatis 

difficulttoresolve.Onehastoremovetheprompt,otherwisethechildisn't 

learning.TheMeBookdiscussesthisproblemandpotentialsolutions.

Scene4.Thisscenealsoshowsaclientengagedinself-stimulatorybehavior 

andbeingverballyadmonished.Noteagainthatifoneusesadmonitionlike 

this,thenitiscriticalthatoneremembertouseaDRO,theopportunitytobuild

thealternatebehaviors,thebehaviorsthatshouldreplacetheself-stimulatoryor

otherinterferingbehaviors.Ifthisisnotdone,thentheclientisill-servedbythe 

useofverbalaversives.Theeffectivenessofverbalaversivesisshort-lived. 

Long-lastingeffectscanonlybehopedforifalternateormoreappropriate 

behaviorsaretaughttoreplacetheearlier,moreprimitiveformsofself-

stimulatorybehaviors.

Scene5.Wearebeginningtoteachachildnon-verbalimitation.Thescene 

illustratescertainproblems.First,itc