Directions

SD1: a.) Begin with concrete questions. For example, Give Lukas a worksheet but nothing with which to write. Ask him if he start the worksheet. He should answer no. Asky him why not . He should say something like “because I don’t have a pencil”.

SD2: b.) Next go to more abstract items. Tutor: Can you fly? Lukas: no. Tutor: Why not? Because I don’t have wings.

SD3 c.) The last step is for Lukas to ask for help or the item when he sees that a task is impossible. Using the above example, if Lukas needs a pencil, he would raise his hand and ask for it before being asked about it.

TARGET	Introduced	Mastered
1. SD1	5/1/00	5/4/00
2. SD2	5/1/00	5/9/00
3. SD3	5/9/00	5/11/00

The reason this was mastered so easily was that our tutors and team had already been working on things like this from the start of the program. We did it in order to get mands or to set up a pairing of reinforcement. I think that if we hadn’t already been doing some of this, the program would have taken longer. There are many children with ADHD and Autism who would sit and not do the worksheet and when asked why, they would say “cause I didn’t have a pen.” This is not just a matter of not getting that a task is impossible but not problem solving as well. I think that we found that since we were already doing the ICPS program, that this set the foundation for understanding when a task is impossible. I would, however, encourage parents/therapists to make sure that their older children who didn’t benefit from well run ABA programs are able to do a program like this.