Hi,
Read the following... thought some of the ideas shared was great! In general, having visual aids (improves understanding) will definitely help in communicating what we want & encourage/faciliate communication from the other party as well :D
-choon seng
=============================
Children with ADD/ADHD sometimes have a difficult time communicating with others. It may be because of low self-esteem or it could be that they have a hard time interpreting facial expressions other use. It may be that they are self conscious or they may have negative experiences in the past.
Whatever the reason, there are ways to help your child develop communication skills and have fun at the same time. Below are several games and activities that you can play together to help develop their ability to communicate and socialize with other children.
1. Telling Stories Cut out pictures from magazines and place them in a box. Take turns pulling out one picture and tell a story of what you think is happening in the picture. For older children, have the stories become more complicated. For younger children you can start with looking at the faces in the pictures and talking about what their facial expressions might tell you.
2. Play Feeling Charades Make up cards with as many different feelings as you can think of: Happy, Sad, Angry, Excited, Bored, Scared, Nervous, Unhappy, Tired, Pleased, Interested, Uninterested, etc. Each person takes a card and acts out the feeling without saying anything. This is great for those that may have a hard time reading facial expressions.
3. Play Action Charades Make up cards with as many action words as you can think of: Run, Jump, Walk, Hopped, Ran, Skipped, Hurried, Tiptoed, Stir, Stretched, Rolled, Hit, etc. Make other cards with sentences, such as: "The boy ____________ to his friend's house." Have each person take one card from each pile and put the sentence together to act it out. Have everyone else guess what they are doing.
4. Use puppets Sometimes children find it easier to talk if they are doing it through a puppet. Have a variety of puppets, some happy, some sad, some silly. Have your child use the appropriate puppet to tell you about their day.
5. Role Playing Make up cards with different activities. This can be geared toward whatever age or situation your child is currently going through. Cards can include: Playing with a friend, Sharing a toy, Arguing with a friend, Being the teacher, Being scared of something, Feeling left out, Going to a party, etc. Take turns playing the different people in the situation so that your child can get a feel for how all of the people may feel and look at situations from different points of view.
6. Finish the Story Use pictures from magazines and tell a short story about the picture. Stop the story so that your child can continue it and make their own ending. You can also use this with your child's books. Stop the story a few pages before it ends and ask them how they think it should end. Let them know there is no right or wrong way for it to end, each person might have a different ending.
7. Picture Box Use a shoe box and put pictures all around it on the outside of the box. Put a number on each picture and have cards inside the box with the numbers. Have your child choose a number from the box and then describe the picture. Have them give as many details as possible, who is in the picture, what are they doing, what else can you see, what shapes can they find in the picture, etc.
8. How Do You Feel? Make up cards for feelings, for younger children, draw pictures and have them hanging up somewhere your child can reach. Several times during the day have them use the cards to let you know how they are feeling.
9. Guess What Happened to Me!! Have a board where your child can keep memories of exciting things that have happened to them. For school age children, have them tell you one exciting or interesting thing that happened during the day and they can write the story or for younger ones, you can write the story. Keep the stories posted so they can go back over and see what has happened to them.
10. Conversation Ball If your child continuously interrupts during other people's conversations, use a conversation ball. During discussions, have the person that is talking hold onto a ball. No one else can speak. Once the first person is done, they hand the ball to the next person that wants to add to the conversation. Only the person holding the ball can speak.
Tuesday, July 31, 2007
Monday, July 16, 2007
Sharing photos from Taman Negara Trip
Hi guys,
just to share the photos which Jianyun and i had taken during our Taman Negara trip from 29th June to 3rd July. Yes, we did miss one BKTG session. Really thanks to you guys who helped out on the 30th June! Along the trip, BKTG was always one of the topic we had conversed =) Not to worry, no gossiping but serious discussion on BKTG and trainees! Haha..
Check it out:
http://www.flickr.com/photos/9699442@N02/sets/72157600832070248/detail/
Cheers,
June & Jianyun
just to share the photos which Jianyun and i had taken during our Taman Negara trip from 29th June to 3rd July. Yes, we did miss one BKTG session. Really thanks to you guys who helped out on the 30th June! Along the trip, BKTG was always one of the topic we had conversed =) Not to worry, no gossiping but serious discussion on BKTG and trainees! Haha..
Check it out:
http://www.flickr.com/photos/9699442@N02/sets/72157600832070248/detail/
Cheers,
June & Jianyun
Sunday, July 8, 2007
Should we insist on eye contact with people who have autism spectrum disorders?
Just to share on an article titled as above from Indiana Resource Center for Autism. I felt it is applicable to all, not just for people with autism.
Enjoy the following extracts :)
-choon seng
===========================
Some people who have autism actively avoid eye contact and appear confused and anxious when it occurs. Some seemed to make eye contact relatively early but later reported they were actually looking at something that fascinated them (such as their reflection in one's eyeglasses). When cued “Look at me,” some make eye contact that recipients experience more as a staring gaze than as a communicative exchange. Some gradually learn to make eye contact and to read simple meanings that they have come to understand through experiences with what happens to them when a particular person’s eyes have specific look.
Many appear to become more adept at making eye contact as comfort and competencies in social situations increase. Some report that their ability to make eye contact depends on context. For example, when an individual is comfortable and feeling relatively competent, he may be able to tolerate such exchanges. When in confusingly complex, overloading and other anxiety prompting situations, the same individual may overtly avoid eye contact. Many seem to become more comfortable with eye contact, as well as better at reading some of the messages, over time. Few, it seems, report that eye contact ever becomes a really useful means for either receiving or sharing mutually understood messages. Few appear to feel confident concerning their abilities to read messages that may be conveyed via the eyes of various people in their lives.
In determining where we stand in the midst of ongoing controversy, it seems reasonable to consider what our purposes for expecting or "requiring" eye contact really are. Having defined our purposes, we need to ponder whether those purposes are best served by strategies that we employ.
Educators have been taught that it is essential to get individuals' attention before beginning instruction and to recapture attention to task when peoples' demeanors suggest that their attention is waning. To accomplish this task, teachers often first attempt to get attention by cuing "Look at me." They also often assume that they have individuals' attention when they "get eye contact" and that those who do not conform cannot be paying attention. Thus, when individuals who have autism seem to avoid looking into the eyes of teachers and others with whom they interact, the strategy that comes most naturally and is often pursued quite intently is the verbal cue "Look at me." If an individual who has an autism spectrum disorder fails to respond within what is viewed as a reasonable length of time, the cue may be repeated more forcefully. If the person still fails to look as directed, misinterpretations of why the person isn't "complying" may fuel futile power struggles that only frustrated everyone concerned and further thwart the abilities of individuals with autism to respond. Whether requesting eye contact is a wise approach to focusing attention depends both on the person who has autism and on circumstances surrounding the expectation.
Sometimes getting an individual to “make eye contact” becomes a high priority that falls under the rubric of “compliance and direction following” training. Individualized education programs often include objectives such as “will make eye contact when requested 80% of the time”. Some goals and objectives seem to be stated in context of assumptions that students with autism spectrum disorders have sufficient understanding of social conventions to make routine judgments about where, when, and with whom eye contact is appropriate and expected and/or that they are consistently able to spontaneously initiate and selectively maintain eye contact in social situations. We need to re-examine assumptions that undergird choices among instructional/interactive strategies, to define purposes that we hope to accomplish, and to candidly assess whether hoped-for outcomes are being met. While attempting to maximize adaptive behaviors on the part of individuals who have autism spectrum disorders, we too must adapt when observed responses clearly indicate that our purposes are not being achieved.
People who have autism spectrum disorders have difficulty with reading even the most overt social cues in context. They have extraordinary difficulty with reading more subtle body language, including messages often conveyed via the eyes. In addition to difficulties with attending to and interpreting information that is embedded in social context, some have great difficulty with attending to and coordinating two sources of sensory input at once. For example, astute teachers often observe that a student with autism “looks out of the window all the time, just doesn’t appear to be paying attention at all, but then can tell me everything I said.” It appears likely that the described student has difficulty with coordinating listening and looking behaviors and, perhaps, with receiving and processing information coming from multiple sensory channels. Insisting that he make eye contact might well render him unable to take in and store auditory input. Or… he may be able to coordinate looking and listening in some situations but not in others.
A 30-year-old “high functioning” man who was diagnosed with autism at age three and a half. He has described his difficulties with eye contact in words that are echoed by many individuals who have the disorder:
“Eye contact is something that I have always had trouble with. It does not come naturally to me and I do not appreciate having to give it all of the time, especially to people that I do not know. All of the stress that is put on doing it makes me more nervous, tense, and scared. Doing it also assumes that I can read the message in another person’s eyes. Don’t count on it! I can look at a person’s eyes and not be able to tell what they are saying to me…
… as a child, my eye contact was much worse than it is right now. People without autism could not understand why I would not look them in the eye… just because I am not making eye contact with you does not mean that I am not listening to you or paying attention to you. I can concentrate better not having to keep eye contact at the same time. I tell people, `You have a choice. Do you want a conversation or do you want eye contact? You will not get both unless I am comfortable with you and do not have to concentrate so much on the eye contact’.”
When developing strategies aimed at focusing and maintaining attention of the part of folks who have autism spectrum disorders, we need to consider idiosyncratic ways that individuals take in and process information. We need to recognize how conventional social expectations may, in fact, interfere with learning for some. Guiding individuals in focusing and engaging in tasks specifically related to the activity at hand is often more effective than trying to obtain attention through eye contact and then expecting that the person can quickly shift attention to a set of task-related stimuli. When, where, with whom, and whether to insist on eye contact with people who have autism spectrum disorders remains controversial. But… the need to define the purposes we wish to achieve through our instructions and expectations, and to assess (through individuals’ responses) whether those purposes are being served is clear.
Eye contact is a very social, almost intimate, type of interaction. When, whether and why to insist that individuals engage in that exchange are questions that, to answer wisely, require ongoing scrutiny, understanding, and flexibility on the part of the people who interact with folks who experience challenges common to autism spectrum disorders.
Enjoy the following extracts :)
-choon seng
===========================
Some people who have autism actively avoid eye contact and appear confused and anxious when it occurs. Some seemed to make eye contact relatively early but later reported they were actually looking at something that fascinated them (such as their reflection in one's eyeglasses). When cued “Look at me,” some make eye contact that recipients experience more as a staring gaze than as a communicative exchange. Some gradually learn to make eye contact and to read simple meanings that they have come to understand through experiences with what happens to them when a particular person’s eyes have specific look.
Many appear to become more adept at making eye contact as comfort and competencies in social situations increase. Some report that their ability to make eye contact depends on context. For example, when an individual is comfortable and feeling relatively competent, he may be able to tolerate such exchanges. When in confusingly complex, overloading and other anxiety prompting situations, the same individual may overtly avoid eye contact. Many seem to become more comfortable with eye contact, as well as better at reading some of the messages, over time. Few, it seems, report that eye contact ever becomes a really useful means for either receiving or sharing mutually understood messages. Few appear to feel confident concerning their abilities to read messages that may be conveyed via the eyes of various people in their lives.
In determining where we stand in the midst of ongoing controversy, it seems reasonable to consider what our purposes for expecting or "requiring" eye contact really are. Having defined our purposes, we need to ponder whether those purposes are best served by strategies that we employ.
Educators have been taught that it is essential to get individuals' attention before beginning instruction and to recapture attention to task when peoples' demeanors suggest that their attention is waning. To accomplish this task, teachers often first attempt to get attention by cuing "Look at me." They also often assume that they have individuals' attention when they "get eye contact" and that those who do not conform cannot be paying attention. Thus, when individuals who have autism seem to avoid looking into the eyes of teachers and others with whom they interact, the strategy that comes most naturally and is often pursued quite intently is the verbal cue "Look at me." If an individual who has an autism spectrum disorder fails to respond within what is viewed as a reasonable length of time, the cue may be repeated more forcefully. If the person still fails to look as directed, misinterpretations of why the person isn't "complying" may fuel futile power struggles that only frustrated everyone concerned and further thwart the abilities of individuals with autism to respond. Whether requesting eye contact is a wise approach to focusing attention depends both on the person who has autism and on circumstances surrounding the expectation.
Sometimes getting an individual to “make eye contact” becomes a high priority that falls under the rubric of “compliance and direction following” training. Individualized education programs often include objectives such as “will make eye contact when requested 80% of the time”. Some goals and objectives seem to be stated in context of assumptions that students with autism spectrum disorders have sufficient understanding of social conventions to make routine judgments about where, when, and with whom eye contact is appropriate and expected and/or that they are consistently able to spontaneously initiate and selectively maintain eye contact in social situations. We need to re-examine assumptions that undergird choices among instructional/interactive strategies, to define purposes that we hope to accomplish, and to candidly assess whether hoped-for outcomes are being met. While attempting to maximize adaptive behaviors on the part of individuals who have autism spectrum disorders, we too must adapt when observed responses clearly indicate that our purposes are not being achieved.
People who have autism spectrum disorders have difficulty with reading even the most overt social cues in context. They have extraordinary difficulty with reading more subtle body language, including messages often conveyed via the eyes. In addition to difficulties with attending to and interpreting information that is embedded in social context, some have great difficulty with attending to and coordinating two sources of sensory input at once. For example, astute teachers often observe that a student with autism “looks out of the window all the time, just doesn’t appear to be paying attention at all, but then can tell me everything I said.” It appears likely that the described student has difficulty with coordinating listening and looking behaviors and, perhaps, with receiving and processing information coming from multiple sensory channels. Insisting that he make eye contact might well render him unable to take in and store auditory input. Or… he may be able to coordinate looking and listening in some situations but not in others.
A 30-year-old “high functioning” man who was diagnosed with autism at age three and a half. He has described his difficulties with eye contact in words that are echoed by many individuals who have the disorder:
“Eye contact is something that I have always had trouble with. It does not come naturally to me and I do not appreciate having to give it all of the time, especially to people that I do not know. All of the stress that is put on doing it makes me more nervous, tense, and scared. Doing it also assumes that I can read the message in another person’s eyes. Don’t count on it! I can look at a person’s eyes and not be able to tell what they are saying to me…
… as a child, my eye contact was much worse than it is right now. People without autism could not understand why I would not look them in the eye… just because I am not making eye contact with you does not mean that I am not listening to you or paying attention to you. I can concentrate better not having to keep eye contact at the same time. I tell people, `You have a choice. Do you want a conversation or do you want eye contact? You will not get both unless I am comfortable with you and do not have to concentrate so much on the eye contact’.”
When developing strategies aimed at focusing and maintaining attention of the part of folks who have autism spectrum disorders, we need to consider idiosyncratic ways that individuals take in and process information. We need to recognize how conventional social expectations may, in fact, interfere with learning for some. Guiding individuals in focusing and engaging in tasks specifically related to the activity at hand is often more effective than trying to obtain attention through eye contact and then expecting that the person can quickly shift attention to a set of task-related stimuli. When, where, with whom, and whether to insist on eye contact with people who have autism spectrum disorders remains controversial. But… the need to define the purposes we wish to achieve through our instructions and expectations, and to assess (through individuals’ responses) whether those purposes are being served is clear.
Eye contact is a very social, almost intimate, type of interaction. When, whether and why to insist that individuals engage in that exchange are questions that, to answer wisely, require ongoing scrutiny, understanding, and flexibility on the part of the people who interact with folks who experience challenges common to autism spectrum disorders.
National Day Outing
Hey ppl!
It's about time to start planning for our next BK outing on National Day! As usual, I shall conduct a vote to decide where we'll go. Simply add your comments to this post, closing date is 14 Jul 2007. Feel free to suggest any alternatives ...
a) Sentosa - Beach volleyball, frisbee, cycling, blading, bumming
b) Pulau Ubin - cycling, walk around Chek Jawa
c) Marina South - kite flying, steamboat
d) East Coast Park - cycling, blading
e) Any other suggestions?
- Jianyun
It's about time to start planning for our next BK outing on National Day! As usual, I shall conduct a vote to decide where we'll go. Simply add your comments to this post, closing date is 14 Jul 2007. Feel free to suggest any alternatives ...
a) Sentosa - Beach volleyball, frisbee, cycling, blading, bumming
b) Pulau Ubin - cycling, walk around Chek Jawa
c) Marina South - kite flying, steamboat
d) East Coast Park - cycling, blading
e) Any other suggestions?
- Jianyun
2007 Q1 Budget Statement
Hey folks,
2007 Q1 budget statement has been submitted to MYC Centeral Committee. We do have a tiny surplus, yeah! If you would like to view the statement, email me.
Regards,
Jianyun
Treasurer
BKTG 07-08
2007 Q1 budget statement has been submitted to MYC Centeral Committee. We do have a tiny surplus, yeah! If you would like to view the statement, email me.
Regards,
Jianyun
Treasurer
BKTG 07-08
Sunday, July 1, 2007
MYG Chair Shares ....
Dear MYG volunteers,
After watching Transformers today, one quote from the movie has stuck with me: "No sacrifice, no victory". This quote resonated with me very strongly, as I reflect upon MYG's activities last month.
All the hard work put into the planning and preparations for ACID this year culminated with a very successful ACID 2007. Among many highlights, this year's committee experimented with a new initiative of grouping high support and low support needs trainees together. To me, that was an excellent idea, and in fact I thought that the outcome was great too. In any case, I always enjoyed attending ACID. For many of us, ACID might probably be a completely exhausting experience. Nonetheless, for me personally, that special touchy-feely sensation always runs through my body when I take a step back and appreciate how every drop of sweat (maybe even drop of tear in some cases?), every bit of hard work (and probably a lot of soft work too, developing the soft skills working together as a team?), every hour of sleepless nights (thinking about what can go wrong in ACID and trying to beat Murphy at his law game) just come together in a weekend of adrenaline rush for everyone involved. No sacrifice, no victory right?
Having the opportunity to be a part of Singapore's birthday celebrations preparation (though from quite a distance away) while gathering together as MYG to prepare something for MYG's birthday celebrations was a rather contemplative experience. As Singapore comes together to celebrate a very defining growth over the last 42 years, MYG is coming together after 35 years of existence in a period of redefining identity. As I ponder about this, I can't help but ask the perennial question: what does MYG mean to me? I reckon MYG means very different things to everyone of us but one thing remains clear, to me at least. Whatever MYG means to each of us, we all put in what our limits can allow and what our passions can drive. And I thought that the VA team did their best and put in their sacrifices, in spite of the many challenges, to put together a very eventful and enjoyable MYG Amazing Race. No sacrifice, no victory.
What sacrifice have I made for MYG today?
By the way, I thought Transformers was an excellent show =) No expectations, no disappointment, only satisfaction.
CheersDaniel
P.S. I started as a MYG volunteer with AMK and I have attended 3 ACIDs before this year's. Since coming back last year, I was helping out a bit at CW.
After watching Transformers today, one quote from the movie has stuck with me: "No sacrifice, no victory". This quote resonated with me very strongly, as I reflect upon MYG's activities last month.
All the hard work put into the planning and preparations for ACID this year culminated with a very successful ACID 2007. Among many highlights, this year's committee experimented with a new initiative of grouping high support and low support needs trainees together. To me, that was an excellent idea, and in fact I thought that the outcome was great too. In any case, I always enjoyed attending ACID. For many of us, ACID might probably be a completely exhausting experience. Nonetheless, for me personally, that special touchy-feely sensation always runs through my body when I take a step back and appreciate how every drop of sweat (maybe even drop of tear in some cases?), every bit of hard work (and probably a lot of soft work too, developing the soft skills working together as a team?), every hour of sleepless nights (thinking about what can go wrong in ACID and trying to beat Murphy at his law game) just come together in a weekend of adrenaline rush for everyone involved. No sacrifice, no victory right?
Having the opportunity to be a part of Singapore's birthday celebrations preparation (though from quite a distance away) while gathering together as MYG to prepare something for MYG's birthday celebrations was a rather contemplative experience. As Singapore comes together to celebrate a very defining growth over the last 42 years, MYG is coming together after 35 years of existence in a period of redefining identity. As I ponder about this, I can't help but ask the perennial question: what does MYG mean to me? I reckon MYG means very different things to everyone of us but one thing remains clear, to me at least. Whatever MYG means to each of us, we all put in what our limits can allow and what our passions can drive. And I thought that the VA team did their best and put in their sacrifices, in spite of the many challenges, to put together a very eventful and enjoyable MYG Amazing Race. No sacrifice, no victory.
What sacrifice have I made for MYG today?
By the way, I thought Transformers was an excellent show =) No expectations, no disappointment, only satisfaction.
CheersDaniel
P.S. I started as a MYG volunteer with AMK and I have attended 3 ACIDs before this year's. Since coming back last year, I was helping out a bit at CW.
Neurofeedback
I attended the seminar on neurofeedback recently, thanks to MYG and conducted by Spectrum Learning Pte Ltd (www.spectrumlearning.biz)
Neurofeedback is a form of biofeedback. So what then is biofeedback? It is biological signals which we don’t usually notice are measured and presented back so that one is consciously aware of them. With awareness, one can learn to control these biological signals. Control could be in the form of engaging the brain in customized activities.
Control = better regulation
The seminar focuses on EEG Biofeedback.
A search on the Internet helps to explain some of the terms.
- ElectroEncephaloGram (EEG) A diagnostic test which measures the electrical activity of the brain (brain waves) using highly sensitive recording equipment attached to the scalp by fine electrodes.
- EEG Biofeedback, also known as Neurotherapy and Brain Wave Therapy, is a non-invasive, sophisticated, computerized process for training in the self-regulation and normalization of brain waves after injury. It involves the use of monitoring devices that display information about the operation of a bodily function, for example, heart rate or blood pressure that is not normally consciously controlled.
So how does it benefit us? EEG biofeedback is able to help in
1. Modulation of levels of arousal regulation of sleep/wake cycle
2. Organisation of cognitive process
3. Normalisation of processing of sensory information
4. Inhibition of inappropriate motor responses
5. Management of moods and emotions
6. Organisation of memory
For autistic person, item 3 will definitely benefit them since they have a lot of “noise” in their sensory.
The assumptions underlying operant conditioning are that behavior
- produces consequences
- is a function of its consequences
- followed by positive consequences tends to be repeated
- followed by negative consequences tends to stop and how we behave in the future will depend on what those consequences are
If our actions have pleasant effects, then we will be more likely to repeat them in the future. If however, our actions have unpleasant effects, we are less likely to repeat them in the future.
All behaviors can be modified
- all complex behavior is learned, shaped, and subject to observable laws
- one can change behavior through rewards and punishment
- behavior is determined by the environment; i.e., determined by the consequences or anticipated consequences of that behavior
- some of what we learn is not the direct result of reinforcers but is rather the result of observing others and the consequences of their actions and modeling our behavior
- virtually all work behavior is operant i.e. it generates consequences in its environment and these consequences in part shape and control behavior
The reinforcers in neurofeedback
- When one produces the desirable brainwave profiles, he/she is rewarded and made to feel good.
- When one produces the undesirable brainwaves, there is no reward also.
Shaping involves
- breaking of complex tasks into basic steps
- arranging the basic steps in the proper sequence
- training each basic steps
- progressively train towards desired behavior
Modern day application
1. Attention deficit disorder
2. Depression and mood disorder
3. Substance abuse and addiction
4. Learning disorder
5. Chronic fatigue syndrome
6. Cerebral palsy
7. Hyperactivity disorder
8. Bipolar disorder
9. PMS
10. Obsessive-compulsive disorder
11. Anxiety & Post traumatic stress disorder
12. Myoclonic dystrophy
13. Epilepsy
14. Violence
15. Chronic pain
16. Head injury
17. Sleep disorders
18. Stroke
19. Autism
20. Dissociative disorder
21. Peak performance
With the maturity of neurofeedback and the advancement of technology, it is becoming more affordable and more accessible and that means more people will benefit from it.
-choon seng
Neurofeedback is a form of biofeedback. So what then is biofeedback? It is biological signals which we don’t usually notice are measured and presented back so that one is consciously aware of them. With awareness, one can learn to control these biological signals. Control could be in the form of engaging the brain in customized activities.
Control = better regulation
The seminar focuses on EEG Biofeedback.
A search on the Internet helps to explain some of the terms.
- ElectroEncephaloGram (EEG) A diagnostic test which measures the electrical activity of the brain (brain waves) using highly sensitive recording equipment attached to the scalp by fine electrodes.
- EEG Biofeedback, also known as Neurotherapy and Brain Wave Therapy, is a non-invasive, sophisticated, computerized process for training in the self-regulation and normalization of brain waves after injury. It involves the use of monitoring devices that display information about the operation of a bodily function, for example, heart rate or blood pressure that is not normally consciously controlled.
So how does it benefit us? EEG biofeedback is able to help in
1. Modulation of levels of arousal regulation of sleep/wake cycle
2. Organisation of cognitive process
3. Normalisation of processing of sensory information
4. Inhibition of inappropriate motor responses
5. Management of moods and emotions
6. Organisation of memory
For autistic person, item 3 will definitely benefit them since they have a lot of “noise” in their sensory.
The assumptions underlying operant conditioning are that behavior
- produces consequences
- is a function of its consequences
- followed by positive consequences tends to be repeated
- followed by negative consequences tends to stop and how we behave in the future will depend on what those consequences are
If our actions have pleasant effects, then we will be more likely to repeat them in the future. If however, our actions have unpleasant effects, we are less likely to repeat them in the future.
All behaviors can be modified
- all complex behavior is learned, shaped, and subject to observable laws
- one can change behavior through rewards and punishment
- behavior is determined by the environment; i.e., determined by the consequences or anticipated consequences of that behavior
- some of what we learn is not the direct result of reinforcers but is rather the result of observing others and the consequences of their actions and modeling our behavior
- virtually all work behavior is operant i.e. it generates consequences in its environment and these consequences in part shape and control behavior
The reinforcers in neurofeedback
- When one produces the desirable brainwave profiles, he/she is rewarded and made to feel good.
- When one produces the undesirable brainwaves, there is no reward also.
Shaping involves
- breaking of complex tasks into basic steps
- arranging the basic steps in the proper sequence
- training each basic steps
- progressively train towards desired behavior
Modern day application
1. Attention deficit disorder
2. Depression and mood disorder
3. Substance abuse and addiction
4. Learning disorder
5. Chronic fatigue syndrome
6. Cerebral palsy
7. Hyperactivity disorder
8. Bipolar disorder
9. PMS
10. Obsessive-compulsive disorder
11. Anxiety & Post traumatic stress disorder
12. Myoclonic dystrophy
13. Epilepsy
14. Violence
15. Chronic pain
16. Head injury
17. Sleep disorders
18. Stroke
19. Autism
20. Dissociative disorder
21. Peak performance
With the maturity of neurofeedback and the advancement of technology, it is becoming more affordable and more accessible and that means more people will benefit from it.
-choon seng
Subscribe to:
Posts (Atom)
