As far as ABA, it's supposed to be about rewarding positive behaviors. Of course, it's the question of who decides what behaviors are positive, the person or the authority.
At a lecture at a local university which included videotapes clips of ABA seasons:
Quote:
'Hi, I'm Erin. What's your name?'
'I'm Toby.'
'Good job! Give me five!'
=====
'Hi, I'm Erin. What's your name?'
'I'm Toby.'
'Good job! Give me five!'
=====
'Hi, I'm Erin. What's your name?'
'I'm Toby.'
'Good job! Give me five!'
And the adult loomed in the child's face during the give-me-five phase. And they did repeat this sequence about three times.
The ABA person was a young grad student really trying to do it "perfectly" and put a lot of energy into it. And that really is part of the problem. The thing's almost pursued like it's a cure-all and religion, rather than simply one tool which can be useful in some contexts.
And regards the face looming and the over expressive give-me-five, I asked about sensory issues. The lady said, not all autistic persons have sensory issues.
I'd say, most persons on the spectrum have sensory issues to one degree on another. And it's an aspect someone who endeavors to work with autistic kids should certainly be aware of.
PS If we teach a kid to make a big deal about introductions, that's going to stick out more than a kid who's just a little different throughout. Or, if the kid has tremendously good introduction skills --- as good as a presidential candidate in New Hampshire! --- but patchy skills after that, well, that's going to be more confusing to other kids, than if the kid just has patchy skills throughout.