Lovaas Videotapes: Tape 1, Part 1

she sucks as a therapist =[

This young woman is violating the child aggressively. If Í was watching Id have a hard time not slapping her.

Imagine how well he could do if he didnt have to expend energy avoiding eyecontact. Or if he was allowed to use his energy doing the tasks, instead of relation to the woman grapping his hands all the time.

There are soooooooooooooo many things she is doing wrong. Glad to see ABA progress from this annoying crap.....

we are studying this video in my language development class and its a good use of modeling but with kids with this kind of severity requires a certain finess and caring that this person isnt using

Has any of you ever worked with autistic children, with different degress of severity, and seen the improvement and big differences it can produce to real lives?

The children just learn to imitate, but not the understanding in their behavior.
Some autistic friends of mine (I'm autistic myself) learnd also in their childhood with different methots to behave like everyone else without understanding the meaning in it. Alot got depressev and they wherend able to handle their lifes better, it even harmed them in a way, because they never learned to understand the meaning in their behavior.

respectful way, that not only understands but respects the child's emotional developmental and individual sensory processing differences.
There is a huge difference between emotionally joining and connecting vs. "redirecting." The former is based upon an empathic developmental approach, the latter
on a simplistic behavioral approach, despite the tomes and complexity of the data. The former leads to natural expressive communication skills and higher-critical thinking, the latter ABA does not.

deepening the social communication, and along with that more natural reciprocal and nuanced facial and bodily gesturing, the separation of ideas from fixed (or catastrophic) modalities of eprception the emergence of meaningful (not mechanically re-enforced or prompted) expressive language. The great challenge is in being able to NOT direct the child but listen, slow down and tune into and join in his/her world. When we begin to do this we are meeting the child half way; in a natural and

Outcomes should not be on how to modify a child's behaviors but how to join in with a child's natural affect (or surface "behaviors" and understand his underlying sensory processing input needs). We regard them as "meaning-making" opportunities -and not as "unacceptable behaviors to be overcome." This is conveyed to the child by joining in with what he/she is doing and then once reciprocal joint attention is engaged, based upon pleasurably based interactions, we slightly vary the affect thus

There is no understanding of each child's emotional developmental levels, individual sensory processing difference or primary caregiver relatiionship patterns. Granted that
these tapes are over forty years old. However,the same rampant misconceptions (with some signs of light) are still in service. That is to say, uniformely targeting (and modifying) a child's surface behavior and labeling it as "Appropriate or inapproiate" is pathologically disturbing and developmentally naieve.