Working with Autistic children using scientifically proven ABA-verbal behavior

[Neilgs]

receptive and expressive language/communication, as the basis of communicating is not in learning various re-enforced verbal signifiers (referents) or re-enforced social and environmental contingencies (whereby the child or older) begins to learn how to respond or verbalize on command) but bygoing half-way to his/her world and joining-in (giving/attributing MEANING) and co-creating through two-way pleasurable emotional-problem solving affect guided interactions,

[Neilgs]

doing you are creating the foundations of two-way pleasurable based reciprocity (i.e. engagement). Once you have that "joint-meaningful attention" then you can add subtle variations (spinning, rocling in a slightly different manner, adding additional affective input, high-fives, combined with paralinguistic verbalizations,uh oh! Oh no! Got you! while at the same moment combining this with proprioceptive and tactile input (depending upon the child). Deepening affective attachment deepens

[Neilgs]

"Teaching the learner to ask for things", is not only partially but entirely misguided IF you do not develop the underlying foundations of two-way reciprocal engagement at preverbal or nonverbal affective levels. Contrary to ABA in general and VB specifically this means going, for example, to the child's world. Engaging in how/she is engaging this includes so-called non-functional perseverative behaviors (with the exception of non or self-injurious behaviors).

By following what the child is