About ten years ago, Luca had an idea: to give his girlfriend a puppy as a birthday gift. The puppy, named Iris was a starting point. After a few months, Luca bought a clicker and started to train Iris. The discovery of clicker training was his light bulb moment. Luca gained the CAP3 certification in 2006. After this he started his career as a professional dog trainer, even though his main activity remains Archaeology. Luca holds a Bachelor’s degree In Archaeology from Padova University. In 2008, Luca’s first son, Alessandro, was born. As a new parent, Luca became more focused towards using positive reinforcement with his son. Karen Pryor’s “Reaching the Animal Mind” introduced him to TAGteach. This was a real life changing event, that led Luca to attending one of the first TAGteach seminars in Europe.
By Fanna Easter CPDT-KA, ACDBC, KPA CTP, ABCDT-L2
Students Learning Too Fast?
By Luca Canever, TAGteach Faculty
Managing the reinforcement for a group of people is one of the major difficulties that we may encounter. Especially if the people in question are 20 kids, 11 years old, with interests and personalities different from each other.
For the last two months I’ve been working in a school as a teacher. For the first time, I have the chance to use the marker with a large group — a group with no particular desire to be at school! How can we reinforce them? Some of the kids enjoy candies, some others like beads or extra time for recess. There are (they exist!) students who find study itself reinforcing, but, they are very, very, very rare.
Do you want your teaching to result in success the first time? Here’s how to do it: Set a learning goal that the learner can already do. It’s that simple. Start every new lesson with success and then keep building on this to get more success.
What is the Point of Success?
The point of success is something the learner can already do and where he is guaranteed to earn a tag. For example a kindergarten student can certainly pick up a pencil with her writing hand. The first tag point in teaching letter formation could be “pencil in writing hand”. Starting with the point of success ensures success on the first try and provides a rewarding introduction to the lesson. The point of success will gradually change as the learner gains competency. The point of success is a place to return to if the learner is having trouble with more difficult tag points.
Editor’s Note: We are thrilled to have Martha join our team of TAGteach Instructors as a Faculty Member. Martha has made a huge contribution to the development of TAGteach for autism.
By Martha Gabler MA, TAGteach Faculty
My name is Martha Gabler. My husband and I are the parents of two boys. The younger one, now 20 years old, was diagnosed at age 3 as having severe autism and being profoundly non-verbal. He had all the common difficult behaviors typical of children with autism, including self-injury and aggression.
By sheer chance, I learned about TAGteach and realized instantly that this method for positive behavior change could be a huge help for us. This turned out to be the case. My son is now a delightful, happy teen who loves life and loves going places. He still has autism, but life is much, much better for us all.
There is a book called “Punished by Rewards” by Alfie Kohn. I saw the title and thought “how can that be?” and so I bought the book. Dr. Kohn explains how endless stickers and charts and ribbons and praise and approval to children for every single accomplishment no matter how small is creating children who cannot function without outside approval. They have no confidence in their own abilities and low self esteem because they judge themselves through the eyes of others. They are not self motivated and do not derive satisfaction from achievement for its own sake since they have been systematically trained to look to others for approval as a result of the frivolous doling out of rewards by parents, teachers and coaches. This is of course an over-simplification, since it is quite a long book with lots of scientific references, but you get the idea.
The Praise Junkie
Theresa McKeon (TAGteach cofounder and professional gymnastics coach) calls these kids “praise junkies”. They are the ones that always want the coach to look at them. They can’t work independently. They are not focused on learning, but are focused on what the coach (parent, teacher, etc) thinks. They require constant approval and encouragement. They may even misbehave in order to have the attention focused back on them if other children are getting in the way of this.
By Karen Pryor (first published in 2010)
Last week TIME magazine ran a cover story about paying kids cash money to get better grades.
The objections to cash ‘rewards’ for schooling have been around for a long time and can lead to tremendous political uproar. There are moral objections—children should do what’s expected of them without reward. There are philosophical, theoretical, religious, and of course financial objections.
Well, this fellow at Harvard, economist Roland Fryer Jr., decided the first thing to do was to find out if paying kids to do better in school actually worked or not. Forget all the existing studies and opinions. Forget those specific schools where reinforcers, large and small, are built into the system. According to TIME, Dr. Fryer “did something education researchers almost never do: he ran a randomized experiment.” (Just think about THAT for a minute. They opine stuff and put it into the schools and they don’t TEST it?)
Parents, teachers and other adults need to realize that it is all very well to hope that an innate sense of moral obligation will cause Jimmy to clean his room or raise his hand in class, but if you want the job done easily and well, then you need to pay with currency that kids value.
What do kids really want for reinforcement? How can we possibly find out? Social worker Lynn Loar PhD decided to ask them. The simple answer was candy, for one thing; money for another. But it’s more complicated than that, as these kids explain in an article published in the the Summer/Fall 2009 issue of the Latham Letter. The article is authored by Lynn Loar and five young co-authors.
By Martha Gabler MA, TAGteach Faculty
TAGteach is so Versatile
Not only does TAGteach help with behavior, you can also use it to help kids overcome learning obstacles.
Here are two examples of how people used TAGteach to help kids who were unhappy about completing their spelling and writing assignments. These were quick, spur-of-the-moment interventions, but they created great outcomes.
By Joan Orr MSc and Anne Wormald MADS
She never listens! He’s lazy. She’s not smart enough. He has ADD. She’s from a single parent family. He’s stubborn. She’s a Libra. He’s got special needs. She’s too smart. His dad’s a lawyer. Her mom is a feminist. He’s from Boston.
There are lots of labels and excuses to explain why people don’t do what you want. Let’s just put all those aside for now and think about the most important thing. Which of course is you getting what you want. Sometimes you need others to act in order for you to get what you want and sometimes it is you who needs to act.
The internet knows that the way to get stuff done is to set goals and work on one small thing at a time. Look it up. “A journey of a thousand miles begins with a single step” and all that other irrefutable wisdom. Productivity experts agree that we need to break big tasks into smaller ones. Ironically the instruction “break it down” is itself ill-defined. It is particularly vexing for people with no training in behavior analysis to come up with goals that are easily achievable and upon success can be reinforced. This is the reason that most New Year’s resolutions have failed by the end of January (if not sooner). Most people want to do too much at once in order to save time, but the result is that everything takes longer, seems increasingly impossible and is more frustrating for all involved.