often has some feedback from parents, "My child usually plays what he likes for a long time, but he can't sit still when he does the task. Every time he calls the child over, he doesn't seem to hear the whole room running around, and he barely pulls him back to the chair. As a result, when he prepares teaching aids, he runs away again."
or some parents say that my child is "inattentive", and the instructions you send are either the same as if you didn't hear them, and you won't do it. Or just do it randomly and just give you any items without looking at them. The two examples of
, from the perspective of ABA, we think that the child has evaded, and he is evading this matter and does not want to do this task.
evasion of tasks ultimately comes from two reasons.
, one is not thinking about: motivation issues;
, two is not thinking about: skill issues.
Today we will solve the first problem first. How should we solve the problem when the child has no motivation and does not want to do this task?
What should I do if my child doesn’t want to do tasks?
01
Is the task itself too boring?
A parent used a color card to teach his children how to recognize colors at home, and she brought the child to the table. But as soon as he took the excellent card, the child ran away as soon as he saw it. The parents pulled the child back and the child started crying. The parents took out the cookies their children liked but did not work. They felt very distressed. Why could the children cooperate when they first conducted family training, but now they would run away as soon as they saw the card? After learning about
, I found that this parent conducted a lot of desktop teaching at home using cards, and often had the same task, such as identifying a kitten, and would continue to do more than a dozen rounds... ...
What is the problem with this parent?
The biggest problem here is that this parent only uses the same form to teach, and the same goal will be repeated many times.
So this is the first factor we need to consider: when our children don’t want to do it, is it because the task itself is too boring? The same is true for us. When we find that the task itself is too boring, we don’t seem to have to do such a task. Many scholars have done a lot of research on this: when the task is single, the probability of children escaping behavior will be greatly increased. How to solve
?
We can present different types of tasks through to improve children's motivation for tasks . For example, you can do it for a while, practice it for a while, and then talk about picture books, etc.
or we can intersperse difficult tasks. Here is a principle we often talk about "28 ". 20% more difficult tasks and 80% simple tasks. Interspersed in . While ensuring the success rate of the task, children will not feel that the task is too simple and boring.
or we can use teaching aids and teaching forms that children are more interested in. Some parents and friends may have a small misunderstanding, which is that we only intervene and train when conducting desktop teaching. In fact, when we are doing family intervention or doing family training, we don’t have to use cards to teach on desktop. For example, if some of our children like dolls, we can teach our children's colors by preparing clothes of different colors for the dolls, or if our children like to eat cookies, we can teach our children's shapes through cookies of different shapes.
teaching aids and teaching forms can be diverse, but they are not single. Or we can turn learning tasks into games, and completing tasks themselves can be reinforced to our children, which is the most ideal way.
Before, there was a child in the institution who hated doing math, so we turned math problems into a form of fighting monsters and upgrading. Make the task itself interesting, and the child will be more willing to sit down and complete it with us.
To summarize, if the task itself is too boring, we can:
Interspersed with different types of tasks
Interspersed with difficult tasks ("28" principle)
Use teaching aids that children are more interested in
Use the form that children are more interested in
Learn
This is some methods we can consider if we find that the task itself is too boring. Is
02
fortifier suitable?
The mother took the child to the table, took out her cell phone, and the child started snatching it, so the mother hurriedly put away the cell phone. Asked, "Baby, what is the mother holding just now?" The child said, "Mobile phone, mobile phone." The mother said, "Baby answered correctly, what can the mobile phone be used for?" The child also said, "Mobile phone, mobile phone." The mother (impatient) said, "Okay, well, let's play with your mobile phone later. Can the mobile phone be used to make phone calls? What can the mobile phone be used for?" The child said, "Call the phone." Seeing that the child answered correctly, she ran to the living room to open a pack of potato chips, stuffed a piece of potato chips into the child's mouth, and the child immediately spit out.
What is wrong with this parent’s approach?
In fact, this is the second factor we should consider: have we used the appropriate enhancer ?
From the example just now, we can see that the child’s motivation at that time was to play with his mobile phone, but the mother gave him potato chips. Even if the potato chips are snacks that children usually like, they cannot be used as a reinforcement at the moment. So, what we should consider is: at present, what can be used as a reinforcer? We need to determine the value of the reinforcement. How to solve
?
1. Determine whether the item you choose is a reinforcement
What you need to note here is whether the thing you provide is a reinforcement is determined by the child, not by us. I have brought a case before. The child's homework was not completed very well. Once he completed the homework, the teacher was very happy and praised the child in public. Guess what? This child never does homework again. I believe that if everyone was there at that time, they would definitely feel as strange as this teacher. We usually think that verbal praise is a kind of reinforcement, so when the child does good behavior, the teacher will naturally use it, but it does not play a reinforcement role in this child. It is not what he likes, which is counterproductive. Therefore, when we use a reinforcer, we must first determine whether it is a reinforcer.
How to determine if the thing you choose is a reinforcer?
If the child can answer, we can ask the child directly, or present the item for the child to choose. Or, we can directly observe what the child will get.
2. Determine the strength of the reinforcement
Just imagine, if you like to eat crayfish, someone asked you to run 10 kilometers and give you a crayfish, would you be willing to run? Most people may not want to do it because the intensity of reinforcement is too small, and the same is true for our children. If naming this task is difficult for the child, when he is asked to name 10 cards in a row but can only get 10 seconds of time to play with toys, then our children may not want to do it.
Of course, the strength of the reinforcement should not be too strong. For example, the person just asked you to run 10 kilometers and invite you to eat 10 kilograms of crayfish. After you finish eating, you will run 10 kilometers. Are you willing? Most people may not be willing to do it because they have eaten enough, and the reinforcement may no longer be so attractive. The same is true for children. If you do a task, you will give a large piece of biscuit. After a few times, the reinforcement may become invalid, and the children may not be willing to do the next task. Therefore, the strength we give to the reinforcement should be appropriate, and we need to consider the difficulty of this task and the degree of effort put in place for the child to complete this task.
3. Strengthening should be provided in time
reinforcement needs to be provided in time so that our children will know what kind of behavior they have obtained the reinforcement.
03
has not established instruction control?
A parent reported that his child always doesn’t listen to him. The parent recorded a video at home. Let’s take a look at whether he can understand what problems this parent has in teaching. The parents said to their children, "Baby, come here soon for class." The children were playing with toys, but ignored him; the parents waited for a while and said again, "Baby, come here soon." The children continued to play with toys, but ignored his parents.
came over for a while, and the parents were impatient and came over to pull the child, "Why are you disobedient? You asked you to come over to class!" At the same time, they snatched away the child's toys. The child started crying and grabbed the parents' hand and said, "Che, car!" The parents had no choice but to return the toys to the child.
What is the problem with this parent?
The mistake this parent made is that we did not stick to principles and let the children escape our instructions. This is the third factor we need to consider, whether you have established instructions and charges, that is, whether the child will listen to you. How to solve
?
needs to establish command control, some techniques are as follows:
1. Control the teaching environment
You need to control the teaching environment. If you need to teach the desktop, we need to clear the desktop and control the reinforcements around the table before training. This will help you control your child's motivations well.
2. Avoid empty instructions
. If you want your children to listen to you, it is very important to avoid empty instructions. If you ask him to do something and he does not respond, please help your child complete the instructions and develop the habit of obeying the instructions. If you just keep calling him and he doesn't respond, or you are angry with him, he may find it very fun. Many children are naughty and like to watch adults get angry. The more angry you are, the happier he is. Therefore, you must not let the instructions fail. The children must respond to the instructions you send. If it is difficult for the children, you must assist them in completing them and make the children get used to listening to your instructions. For example, if you ask your child to come and sit for 5 seconds, and find that the child has not moved, you should provide assistance to let the child complete the instruction of "come and sit".
3. Reduce instruction difficulty
We can try to reduce instruction difficulty to help children complete instruction more smoothly. For example, if you want your child to take a shower, but if your child plays balloon in the living room, you can say "Come on, baby, let's go to the bathroom to play balloons". The child finds that it is still possible to play in the bathroom, and it is usually acceptable. Then you can slowly guide your child to take a shower, so the success rate may be higher.
4. When seeing the child’s correct behavior, praise/reinforce it in time
Let the child know that listening to your instructions can be strengthened, and at the same time let the child understand what your expected behavior is. For example, if you ask your child to come and sit, and the child executes it, you will immediately praise it, "Wow, baby, I've come and sit by myself, it's great." At the same time, you can give some extra reinforcements, such as toys, etc. After a while, you will find that your child has become more listened to you.
5. Control motivation, adhere to principles, and not compromise with children's problematic behavior
If a child has problematic behavior in the process, we need to adhere to principles and not compromise with children's problematic behavior.
Finally, let’s summarize. If a child has a motivation problem, the three factors we need to think about are:
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