The Lucky 7 GameWorkshop Presentation

Manage the MandThe Lucky 7

Game

Cynthia Rekort, BCaBA [email protected]

How do they ASK now?


Pulling us to what they want

Crying

Getting it themselves

Taking what they want

How do we want them to ASK?


Sign Language

PECS or other picture exchangemethods

Vocalizations or approximations

Augmentative Communication device

How does the Lucky 7 Game Teach Asking (Manding)?


The Lucky 7 Game includes 48 Question Cards with pictures of some highly preferred and some neutral items/activities that the learner(s) may request during the game session. Three sets of supplemental question cards are also available.

How are the Question Cards Used? A preference assessment is conducted prior to game

sessions using the question cards or other assessment methods. The information obtained allows the trainer to select question cards that will motivate the learner. A Lucky 7 “promised reinforcer” is also identified that the learner will receive at the end of the Game, contingent on their cooperation.

When the game starts the learner picks a Question Card from the top of a prearranged stack or is handed the first question card and asks for the item or activity using his/her form of communication.


During Initial Sessions The question cards pre-selected for the first few

spaces of the game are of highly preferred items/activities that will motivate the learner. The answers pre-selected to go with those questions are “Yes.” Item is delivered immediately

But “Yes” answers do not typically trigger problem behavior. What about teaching them to accept the answer “No”, “Wait” or “Share”?


How do they respond to those ANSWERS now?


Pout

Display aggression

Take it anyway

Tantrum

How do we want them to Respond? ACCEPTING NO

by picking an alternative item, activity or person

WAITING

by “counting to 10”, using a timer or other signaling method

SHARINGby handing a small amount of what s/he has to another individual or taking turns with an item


How does the Lucky 7 Game teach them to respond to those answers?


The Lucky 7 Game’s 22 Answer Cards includes 7 Yes cards and 5 each of the No, Wait and Share cards.

How are the Answer Cards used?

The Answer Cards are paired with the Question Cards by 1) pre-selecting, and then 2) pre-arranging the pairs

The pre-selected Questions Cards are placed in a stack along-side the Game board so that they match the pre-selected Answer Cards you place, 1 – 7, on the Game board

The Question Cards that are matched with No, Wait and Share Answer Cards will initially be neutral stimuli, or less-preferred items/activities, that should not trigger precursor or problem behaviors by being denied, shared, or delayed.


Then What?

The question card that represents the promised reinforcer (MO) is placed face up beside the Lucky 7 spot on the game board.

The learner will be told that this item or activity will be available to him/her when they reach the "Lucky 7" spot on the game board.

A “Yes” Answer Card should always be placed at that #7 spot. Initially, have the #7 Answer Card turned upright so that the learner can see the “Yes” answer on that spot throughout the Game.


Playing the Game

The game begins with the learner picking a Question Card from the top of the stack or being handed the first question card and asking for the item or activity.

The learner will then turn over the Answer Card on spot #1 to see If the answer is Yes, No, Wait, or Share. The trainer will respond to the learner's request as

indicated on the Answer Card. Cynthia Rekort, BCaBA [email protected]


Play continues for all 7 spots on the game board.






When the learner reaches the “Lucky 7” spot s/he will receive behavior specific praise and the reinforcer s/he selected at the start of the Game.


If at any time during the game, the learner does not accept the answer

say “stop,” attempt to redirect the learner to the desired response or redirect the learner to draw the next Question Card

If the learner does not cooperate stop the session respond to problem behaviors as outlined in the Behavior Plan re-read the Game rationale and directions select a more potent Lucky 7 reinforcer, and/or redesign the instructional sequence for the Question and

Answer cards.


Why does it work? The Lucky 7 game is grounded in the principles of Applied Behavior Analysis Motivating Operations

through the use of a “Lucky 7” promised reinforcer

the positive outcome for the learner results in reinforcement and strengthening of core replacement behaviors

the learners’ enjoyment of the game becomes paired with their use of these behaviors


More ABA incorporated into the Lucky 7 Game Demand Fading

starting the learning process with tasks that are primarily easy demands, then gradually fading in an increasing number of difficult demands

ensures that the behaviors being taught are efficient ways for the learner to receive reinforcement, thus reducing the aversiveness of demands. Each demand becomes a promise of reinforcers to follow.


ABA Behavioral Momentum

tasks with a high probability of success are presented in succession to increase the learners motivation to persist with a more difficult task that follows

response persistence with difficult tasks occurs as a result of a high rate of reinforcement during Game sessions, generating behavioral momentum


Case Study - BJ 12 y.o., white, male with a dx of Autism

Autistic classroom in a regular school until 5th grade

Transferred to center school in 6th grade due to behavior concerns Tantrum behaviors – throwing himself on the floor,

crying, whining, throwing materials

Receives services from LI and OT


tantrum behaviors – socially mediated positive reinforcement - when

denied access to a preferred item or activity, when a preferred item or activity is removed

negative reinforcement - escapes an activity that he does not want to engage in at that time. This most frequently occurs when there is something else that he wants to access instead of the present item/activity.

BJ’s Behaviors & Function


Cynthia Rekort, BCABA [email protected]

1 Game Board (entitled “Lucky 7 Game”) 22 Answer Cards which include a mixture of the following:

Yes Cards = the learner may have the item/activity they request immediately

No Cards = the learner may not access the item/activity they request Wait Cards = the learner may have access to the item/activity after a

predetermined amount of time Share Cards = the learner may have access to the item/activity but must

share 45 Question Cards: Pictures of some highly preferred and some neutral

items/activities that the learner(s) may request Written narrative describing the rationale and directions for playing the

Game Data Collection Sheets Instructional DVD including vignettes of game sessions.


The Game Includes:


Practice Scenario w/ Game Set-up 10 yo female Autism Has spoken language but can’t read Enjoys music, blowing bubbles, going swimming, doing

puzzles, watching Disney DVD’s Favorite foods are pizza, popcorn Likes potato chips and pretzels Favorite drink is orange gatorade Doesn’t like apples, riding bikes, going for walks, or

using the computer Has trouble sharing with her brother and waiting for

preferred food items


Game Variations Using real items:

Use real items in place of the Question Cards. In that scenario, the trainer would hold up an item and prompt the learner to “ask the question.”

A timer is helpful in order to cue the learner as to when s/he has to move on from that item/activity to the next question.

Group Session: The Game may be played with a group of up to six players.

Follow the single player directions with the exception of

ensuring that each player is provided with their Lucky 7 individual reinforcers upon their successful completion of the Game.


Game Variations (cont’d) Two players:

For learners who need training in improving their interactions with another individual such as a sibling or friend

One player becomes the “asker” and the other becomes the “responder”

Your targeted learner can play the role you deem most appropriate. If both roles are important, two rounds of the game can be played with each participant having a turn in each role.


Data Collection A session is defined as one round of the Lucky 7 Game. A task is defined as a combination of one Question Card with

one Answer Card. The item/activity is written next to the corresponding task

number Ask ? column, indicate whether the learner asked the

question correctly, required a prompt, or responded incorrectly (i.e,did not comply).

Answer column, indicate the answer that corresponds to that task question & the learner’s response when given that answer

Comments section provides an area to note other significant observations

Use the recorded data to plan for the next session, as per demand fading guidelines in the Rationale Section (above).


Data Sheet Example

Session 0 Date: 7/7/07 Example

Task 1 - apple

Ask ? + P --

Answer: Y N W S Comments: didn't want the apple

Response: + P --

Task 2 - walk

Ask ? + P --

Answer: Y N W S Comments: required a physical prompt to go to the next question cardResponse: + P --

Task 3 - drink

Ask ? + P --

Answer: Y N W S Comments:

Response: + P --

Task 4 - High 5

Ask ? + P --

Answer: Y N W S Comments: required gestural prompt to wait until the timer went offResponse: + P --

Task 5 - pretzel

Ask ? + P --

Answer: Y N W S Comments: hesitated to share with other consumer but compliedResponse: + P --

Task 6 - coloring

Ask ? + P --

Answer: Y N W S Comments:

Response: + P --

Task 7 - video game

Ask ? + P --

Answer: Y N W S Comments: happy to get to go to play his video game

Response: + P --


Generalization Direct care staff observe the Game session to become familiar

with the phrases used and are paired with the reinforcement contingencies surrounding the core replacement behaviors

These phrases include the following: “Ask the question.” “Sometimes you have to wait.” “Sometimes you need to share.” “Sometimes the answer is no.”

Direct care providers should regularly use the same cues in the natural environment.

Because the behaviors, and the corresponding cues, have been correlated with reinforcement during the Game, the behaviors will transfer to the natural environment.


Natural Environment: Ask the Question Data Sheet

Date:

Mark a “+” for eachCorrect Response:When an opportunity arose for the learner to ask for an item, activity, or attention,s/he did so correctly

Mark a “P” if theresponse was prompted:When an opportunity arose for the learner to ask for an item, activity, or attention s/he did so correctlyafter being prompted

Mark a “--” if the response was incorrect:When an opportunity arose for the learner to ask for an item, activity, or attention s/he did so incorrectly and/or did not comply with answer


Davis 11 year old (fraternal twin) - Autism and OCD Spoken language, reads above grade level with comprehension

significantly below grade level Behaviors to Increase

Functional Communication: Use of verbal mands to request attention or help from others, as well as preferred items and activities

Social Skills: Initiate social interactions with peers independently Self Care Skills: Completion of task related to personal hygiene with minimal

assistance from others Behaviors To Decrease

Tantrum behaviors – crying, whining, begging Mom to stay, clinging or chasing her Noncompliance with Dad – crying, verbalizing “No”, physically resists any attempt to

physically prompt him to comply Function: Avoidance and Attention


Davis


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The Lucky 7 GameWorkshop Presentation