Post on 25-May-2015
Manage the MandThe Lucky 7
Game
Cynthia Rekort, BCaBA rekortc@yahoo.com
How do they ASK now?
Cynthia Rekort, BCaBA rekortc@yahoo.com
Pulling us to what they want
Crying
Getting it themselves
Taking what they want
How do we want them to ASK?
Cynthia Rekort, BCaBA rekortc@yahoo.com
Sign Language
PECS or other picture exchangemethods
Vocalizations or approximations
Augmentative Communication device
How does the Lucky 7 Game Teach Asking (Manding)?
Cynthia Rekort, BCaBA rekortc@yahoo.com
The Lucky 7 Game includes 48 Question Cards with pictures of some highly preferred and some neutral items/activities that the learner(s) may request during the game session. Three sets of supplemental question cards are also available.
How are the Question Cards Used? A preference assessment is conducted prior to game
sessions using the question cards or other assessment methods. The information obtained allows the trainer to select question cards that will motivate the learner. A Lucky 7 “promised reinforcer” is also identified that the learner will receive at the end of the Game, contingent on their cooperation.
When the game starts the learner picks a Question Card from the top of a prearranged stack or is handed the first question card and asks for the item or activity using his/her form of communication.
Cynthia Rekort, BCaBA rekortc@yahoo.com
During Initial Sessions The question cards pre-selected for the first few
spaces of the game are of highly preferred items/activities that will motivate the learner. The answers pre-selected to go with those questions are “Yes.” Item is delivered immediately
But “Yes” answers do not typically trigger problem behavior. What about teaching them to accept the answer “No”, “Wait” or “Share”?
Cynthia Rekort, BCaBA rekortc@yahoo.com
How do they respond to those ANSWERS now?
Cynthia Rekort, BCaBA rekortc@yahoo.com
Pout
Display aggression
Take it anyway
Tantrum
How do we want them to Respond? ACCEPTING NO
by picking an alternative item, activity or person
WAITING
by “counting to 10”, using a timer or other signaling method
SHARINGby handing a small amount of what s/he has to another individual or taking turns with an item
Cynthia Rekort, BCaBA rekortc@yahoo.com
How does the Lucky 7 Game teach them to respond to those answers?
Cynthia Rekort, BCaBA rekortc@yahoo.com
The Lucky 7 Game’s 22 Answer Cards includes 7 Yes cards and 5 each of the No, Wait and Share cards.
How are the Answer Cards used?
The Answer Cards are paired with the Question Cards by 1) pre-selecting, and then 2) pre-arranging the pairs
The pre-selected Questions Cards are placed in a stack along-side the Game board so that they match the pre-selected Answer Cards you place, 1 – 7, on the Game board
The Question Cards that are matched with No, Wait and Share Answer Cards will initially be neutral stimuli, or less-preferred items/activities, that should not trigger precursor or problem behaviors by being denied, shared, or delayed.
Cynthia Rekort, BCaBA rekortc@yahoo.com
Then What?
The question card that represents the promised reinforcer (MO) is placed face up beside the Lucky 7 spot on the game board.
The learner will be told that this item or activity will be available to him/her when they reach the "Lucky 7" spot on the game board.
A “Yes” Answer Card should always be placed at that #7 spot. Initially, have the #7 Answer Card turned upright so that the learner can see the “Yes” answer on that spot throughout the Game.
Cynthia Rekort, BCaBA rekortc@yahoo.com
Playing the Game
The game begins with the learner picking a Question Card from the top of the stack or being handed the first question card and asking for the item or activity.
The learner will then turn over the Answer Card on spot #1 to see If the answer is Yes, No, Wait, or Share. The trainer will respond to the learner's request as
indicated on the Answer Card. Cynthia Rekort, BCaBA rekortc@yahoo.com
Cynthia Rekort, BCaBA rekortc@yahoo.com
Play continues for all 7 spots on the game board.
Cynthia Rekort, BCaBA rekortc@yahoo.com
Cynthia Rekort, BCaBA rekortc@yahoo.com
Cynthia Rekort, BCaBA rekortc@yahoo.com
Cynthia Rekort, BCaBA rekortc@yahoo.com
Cynthia Rekort, BCaBA rekortc@yahoo.com
When the learner reaches the “Lucky 7” spot s/he will receive behavior specific praise and the reinforcer s/he selected at the start of the Game.
Cynthia Rekort, BCaBA rekortc@yahoo.com
If at any time during the game, the learner does not accept the answer
say “stop,” attempt to redirect the learner to the desired response or redirect the learner to draw the next Question Card
If the learner does not cooperate stop the session respond to problem behaviors as outlined in the Behavior Plan re-read the Game rationale and directions select a more potent Lucky 7 reinforcer, and/or redesign the instructional sequence for the Question and
Answer cards.
Cynthia Rekort, BCaBA rekortc@yahoo.com
Why does it work? The Lucky 7 game is grounded in the principles of Applied Behavior Analysis Motivating Operations
through the use of a “Lucky 7” promised reinforcer
the positive outcome for the learner results in reinforcement and strengthening of core replacement behaviors
the learners’ enjoyment of the game becomes paired with their use of these behaviors
Cynthia Rekort, BCaBA rekortc@yahoo.com
More ABA incorporated into the Lucky 7 Game Demand Fading
starting the learning process with tasks that are primarily easy demands, then gradually fading in an increasing number of difficult demands
ensures that the behaviors being taught are efficient ways for the learner to receive reinforcement, thus reducing the aversiveness of demands. Each demand becomes a promise of reinforcers to follow.
Cynthia Rekort, BCaBA rekortc@yahoo.com
ABA Behavioral Momentum
tasks with a high probability of success are presented in succession to increase the learners motivation to persist with a more difficult task that follows
response persistence with difficult tasks occurs as a result of a high rate of reinforcement during Game sessions, generating behavioral momentum
Cynthia Rekort, BCaBA rekortc@yahoo.com
Case Study - BJ 12 y.o., white, male with a dx of Autism
Autistic classroom in a regular school until 5th grade
Transferred to center school in 6th grade due to behavior concerns Tantrum behaviors – throwing himself on the floor,
crying, whining, throwing materials
Receives services from LI and OT
Cynthia Rekort, BCaBA rekortc@yahoo.com
tantrum behaviors – socially mediated positive reinforcement - when
denied access to a preferred item or activity, when a preferred item or activity is removed
negative reinforcement - escapes an activity that he does not want to engage in at that time. This most frequently occurs when there is something else that he wants to access instead of the present item/activity.
BJ’s Behaviors & Function
Cynthia Rekort, BCaBA rekortc@yahoo.com
Cynthia Rekort, BCABA rekortc@yahoo.com
1 Game Board (entitled “Lucky 7 Game”) 22 Answer Cards which include a mixture of the following:
Yes Cards = the learner may have the item/activity they request immediately
No Cards = the learner may not access the item/activity they request Wait Cards = the learner may have access to the item/activity after a
predetermined amount of time Share Cards = the learner may have access to the item/activity but must
share 45 Question Cards: Pictures of some highly preferred and some neutral
items/activities that the learner(s) may request Written narrative describing the rationale and directions for playing the
Game Data Collection Sheets Instructional DVD including vignettes of game sessions.
Cynthia Rekort, BCaBA rekortc@yahoo.com
The Game Includes:
Cynthia Rekort, BCaBA rekortc@yahoo.com
Practice Scenario w/ Game Set-up 10 yo female Autism Has spoken language but can’t read Enjoys music, blowing bubbles, going swimming, doing
puzzles, watching Disney DVD’s Favorite foods are pizza, popcorn Likes potato chips and pretzels Favorite drink is orange gatorade Doesn’t like apples, riding bikes, going for walks, or
using the computer Has trouble sharing with her brother and waiting for
preferred food items
Cynthia Rekort, BCaBA rekortc@yahoo.com
Game Variations Using real items:
Use real items in place of the Question Cards. In that scenario, the trainer would hold up an item and prompt the learner to “ask the question.”
A timer is helpful in order to cue the learner as to when s/he has to move on from that item/activity to the next question.
Group Session: The Game may be played with a group of up to six players.
Follow the single player directions with the exception of
ensuring that each player is provided with their Lucky 7 individual reinforcers upon their successful completion of the Game.
Cynthia Rekort, BCaBA rekortc@yahoo.com
Game Variations (cont’d) Two players:
For learners who need training in improving their interactions with another individual such as a sibling or friend
One player becomes the “asker” and the other becomes the “responder”
Your targeted learner can play the role you deem most appropriate. If both roles are important, two rounds of the game can be played with each participant having a turn in each role.
Cynthia Rekort, BCaBA rekortc@yahoo.com
Data Collection A session is defined as one round of the Lucky 7 Game. A task is defined as a combination of one Question Card with
one Answer Card. The item/activity is written next to the corresponding task
number Ask ? column, indicate whether the learner asked the
question correctly, required a prompt, or responded incorrectly (i.e,did not comply).
Answer column, indicate the answer that corresponds to that task question & the learner’s response when given that answer
Comments section provides an area to note other significant observations
Use the recorded data to plan for the next session, as per demand fading guidelines in the Rationale Section (above).
Cynthia Rekort, BCaBA rekortc@yahoo.com
Data Sheet Example
Session 0 Date: 7/7/07 Example
Task 1 - apple
Ask ? + P --
Answer: Y N W S Comments: didn't want the apple
Response: + P --
Task 2 - walk
Ask ? + P --
Answer: Y N W S Comments: required a physical prompt to go to the next question cardResponse: + P --
Task 3 - drink
Ask ? + P --
Answer: Y N W S Comments:
Response: + P --
Task 4 - High 5
Ask ? + P --
Answer: Y N W S Comments: required gestural prompt to wait until the timer went offResponse: + P --
Task 5 - pretzel
Ask ? + P --
Answer: Y N W S Comments: hesitated to share with other consumer but compliedResponse: + P --
Task 6 - coloring
Ask ? + P --
Answer: Y N W S Comments:
Response: + P --
Task 7 - video game
Ask ? + P --
Answer: Y N W S Comments: happy to get to go to play his video game
Response: + P --
Cynthia Rekort, BCaBA rekortc@yahoo.com
Generalization Direct care staff observe the Game session to become familiar
with the phrases used and are paired with the reinforcement contingencies surrounding the core replacement behaviors
These phrases include the following: “Ask the question.” “Sometimes you have to wait.” “Sometimes you need to share.” “Sometimes the answer is no.”
Direct care providers should regularly use the same cues in the natural environment.
Because the behaviors, and the corresponding cues, have been correlated with reinforcement during the Game, the behaviors will transfer to the natural environment.
Cynthia Rekort, BCaBA rekortc@yahoo.com
Natural Environment: Ask the Question Data Sheet
Date:
Mark a “+” for eachCorrect Response:When an opportunity arose for the learner to ask for an item, activity, or attention,s/he did so correctly
Mark a “P” if theresponse was prompted:When an opportunity arose for the learner to ask for an item, activity, or attention s/he did so correctlyafter being prompted
Mark a “--” if the response was incorrect:When an opportunity arose for the learner to ask for an item, activity, or attention s/he did so incorrectly and/or did not comply with answer
Cynthia Rekort, BCaBA rekortc@yahoo.com
Davis 11 year old (fraternal twin) - Autism and OCD Spoken language, reads above grade level with comprehension
significantly below grade level Behaviors to Increase
Functional Communication: Use of verbal mands to request attention or help from others, as well as preferred items and activities
Social Skills: Initiate social interactions with peers independently Self Care Skills: Completion of task related to personal hygiene with minimal
assistance from others Behaviors To Decrease
Tantrum behaviors – crying, whining, begging Mom to stay, clinging or chasing her Noncompliance with Dad – crying, verbalizing “No”, physically resists any attempt to
physically prompt him to comply Function: Avoidance and Attention
Cynthia Rekort, BCaBA rekortc@yahoo.com
Davis
Cynthia Rekort, BCaBA rekortc@yahoo.com
www.TheLucky7Game.com
Thank you for your participation