How to teach the child YES / NO Training

Yes or no training is a very helpful part of language, but developmentally disabled children may have problems with such language and may need explicit instructions. Yes/ no training can be divided in to two procedures training, they are:

  1. Training for personal feelings
  2. Training for factual matters.

Generally being with personal feelings because they seems easier to teach.

  1. Yes/no training for personal feelings.

Select two behaviours, one that your child definitely prefers & one that he definitely doesn’t prefer. For example: you may ask a question such as “do you want candy?” as contrasted to the question, “do you want a spanking?” Ask one of these questions & then prompt the correct response.

For example : “Do you want some candy?” while holding a prize of candy clearly in front of the child then prompt the child to verbalize “yes” before you actually give the child the candy. You then say, “Do you want some candy?” (Pause) “Yes” the prompt (yes) is then gradually faded and you end up with a situation in which the child is verbalizing “yes” to your question. “Do you want some candy?’ once this is established you then raise your arm and ask the child the question “Do you want a spanking?” and prompt the answer “no”. in gradual steps this prompt is faded.

It is probably wice for you to let the child experience the consequences of using the terms yes and no correctly. As well as the consequences following an incorrect usage. That is if the child says “yes” when you ask “Do you want a spanking?” then the child should probably be given a swat (just enough for him to feel a little comfortable). You can help the child formulate the correct answer by grossly exaggerating your gestures when you ask “Do you want a spanking?” that is raise your arm so it is clear to the child what may be in store for him. Similarly, hold the candy clearly in the child’s line of vision when you ask. Do you want candy?”

Initially the child is preferably responding to the visual cues of your raising your arm as compared to holding forth some candy. These visual cues must then be faked, over trials. Leaving the child to respond to the question only. You end up asking , “ Do you want candy?” without showing that candy is available.

  1. Training for factual matters yes/ no :

Start with some simple situation. Such as holding book in front of the child& asking “is this is a book”? then prompt & fade the prompts for the correct response. “yes.” Then hold up a phone, or some other objects and ask is this a book?” prompt and fade “no”. then present the two stimuli in random rotation.

 

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