This “bump” corresponds to the introduction of Full Training, at the time when your Child (1) is old enough to understand the ‘Real-World’ Training Concepts, and being motivated, (2) takes on some of the Responsibility for learning the Concepts. By contrast, the other therapy’s’ Treatment from then on shows a plateau-ing out, a slowing of improvements, that indicates the sameness of the therapy.(These lines are allegorical, by the way.)
Why wouldn’t you encourage your Child can take a more active role in his.her own development ? This would be possible when he or she : (1) was old enough to understand concepts like Real World / Own World,
(2) and was old enough to understand his or her Behavioural Options, and was motivated to take some personal Responsibility for implementing the teachings.
This more advanced level of Training seems logical (when you think about it), however it is not significant in other Therapies.
I always thought that it would be logical to harness our Childrens’ improving Comprehension and Self-determination, but I got no corroboration / support from the traditional therapies. Then I read about a team of Researchers, headed by Pam Crooke, San Jose State University, who rather than just tell a group of more-autistic children what to do, explained the Reasons Behind the activity.
Click here to download the Article You will find the article itself actually gives you good ideas on how to teach your Child social behaviour by informing about social principles and motivating (this approach is a good way to teach your Child providing he.she is older or fairly capable. Look at the highlighted bits of the text first, especially page 6 and at the article’s conclusion)
The kids to their credit (and to the Researchers’ abilities in setting up the study), took on the job of understanding that they had different behaviour options. By putting the kids in charge of the decision-making process it harnessed their Motivation. They demonstrated much-improved interaction abilities as a consequence.
And their improvements were also much more permanent in effect than had they just been told about what to do as passive recipients.
This boils down to helping a person understand “Why” he.she does something and that they can be in charge of their responses, rather than simply telling a person “What to do (without enough background understanding)”, the latter being rather like getting a horse to stamp three times for his sugar cubes: it will stamp, but has no understanding Why, and is not motivated beyond the sugar-cube (or in our case, the instructor’s prompt) to do it again.
As the Researchers themselves noted “The distinction between teaching Social skills and Social Thinking is subtle, but important.”
I would say it is fundamental.
So the full Real World Training utilises your Child’s growing comprehension to understand the Real World/Own World Concepts. The Training goes on to help the Child more fully comprehend the rewards to be gained from social interaction, and like the study described above, once the Child’s Self-Motivation is activated, there will be a fundamental desire to interact with our World.
Contrast our Real-World Training’s aim of Social Understanding with this classic example: almost all Speech and Behavioural therapies tell our Children “What to do” in regard to interacting with others: What to do and say when approaching another person, What topics would make good conversation, etc., etc., etc, etc!, without explaining to the Child Why you would want to make the effort! A person in his.her Own World does not understand, but can be taught, that there is a potential Reward of “Feelings Matches” , a pleasure of rapport that he or she (as a social creature) will enjoy feeling. Once the Reward is understood, only then will the mechanics of a conversation even begin to be worth paying-attention-to!
The “Feelings Matches” Concept outlined here is not one discussed in Junior Real World Training as it is too advanced, but becomes one of the fundamental bases of the Full Training, – to be completed and published when my time and funds permit.
This Site does not contain that Training yet, but if your Child is at the point right now where comprehension is growing along with motivation to stop “always missing out” I can correspond with you and send you what I have to date. Email me here. (And for any person or organisation interested in helping-fund the completion of this worthwhile project, please contact me at the above email address )
So the Full Real World Training begins not only at this time of your Child’s sufficient comprehension of “Real-World” and“Own World” but also coincides with the time of increasing awareness and pain of being different, and thus being personally Motivated to Change. As discussed in “Would You like to Experience Missing Out,” (click coloured words to view) usually around the age of 8, your Child has reachedthe time when self-motivation to Change is becoming powerful. Harnessing your boy.girl’s Self-motivation works better than imposing Training on him.her, and is much more self-perpetuating.
This is the right time to really assist your Loved One, at this time of self-motivation to change, to create that ‘bump’ in his.her ability-line on the graph. This is when our Parent Power Full Real-World Training comes in. Email me here to receive the Full Real Training that I have created to date but not finished.
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