Podcasts about Antecedent

Happy Mindful Monday, Everyone! In this week's episode how host Allie Brooke shares about diving deep into the powerful and practical framework of Rational Emotive Behavior Therapy (REBT): the ABC model. We'll meticulously break down each component – Antecedent (the activating event), Behavior (your reaction), and Consequence (the result) – and reveal how understanding this sequence is the key to unlocking emotional freedom. More than just explaining the theory, Allie will guide you through the process of reverse-engineering your own emotional experiences. Learn how to trace back your current feelings and behaviors to the specific triggers that set them in motion. By understanding these patterns, you can identify the often-hidden beliefs and thought processes that fuel your reactions. This episode will equip you with actionable techniques to challenge unhelpful thoughts, modify your behaviors, and ultimately create more positive and adaptive emotional outcomes in your life. Episode Topics Decoding the ABCs: What is the REBT Model and How Does It Work? Reverse Engineering Your Emotions: How to Trace Your Feelings Back to Their Source Uncovering Hidden Beliefs: Identifying the Thoughts That Fuel Your Reactions Challenging Unhelpful Thoughts: Practical Techniques for Cognitive Restructuring From Reaction to Response: Modifying Your Behaviors for Emotional Well-being The Growth METHOD. Membership Join Here! Use Code:growthmindsetgal for 50% off your first month's subscription! 1:1⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ GROWTH MINDSET COACHING PROGRAMS! ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Application Form ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Coaching Programs information What are the coaching sessions like?⁠⁠ Tailored weekly discussion questions and activities to spark introspection and self-discovery. Guided reflections to help you delve deeper into your thoughts and feelings. Thoughtfully facilitated sessions designed to provide maximum support, accountability, and growth. Please apply for a FREE discovery call with me! Allie's Socials Instagram:@thegrowthmindsetgal TikTok: @growthmindsetgal Email: thegrowthmindsetgal@gmail.com Links from the episode Growth Mindset Gang ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Instagram Broadcast Channel Growth Mindset Gang Newsletter ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Growth Mindset Gal ⁠⁠Website⁠⁠ Better Help Link: Save 10% ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://betterhelp.com/growthmindsetgal Learn more about your ad choices. Visit megaphone.fm/adchoices

Tonight's Guest WeatherBrain is a fast-rising YouTube creator known for her deeply researched and emotionally resonant documentaries on high-end tornadoes.  Her channel goes beyond the radar and statistics in order to tell the human stories behind these devastating events.  Born and raised in East Tennessee, she combines strong narrative skills with a unique interest in global severe weather, particularly in undeserved regions like India and China.  Her work bridges science communication and empathy in a way that resonates with a new generation of weather enthusiasts.  Carly Anna, welcome to the show!   Also, Bruce Jones joins us to discuss the importance of NOAA Weather Radio and its integration in order to save lives.  Welcome back, Bruce! Our email officer Jen is continuing to handle the incoming messages from our listeners. Reach us here: email@weatherbrains.com. Record highs in the South later this week?  (01:55) QLCS tornado hits Dothan, AL school (04:45) Origins of Carly Anna YouTube channel (15:25) 1997 Jarrell, Texas F5 tornado (17:00) Relationship between slow-moving weaker tornadoes and fast-moving tornadoes (31:50) Antecedent conditions prior to natural disasters (38:00) March 15th 2025 tornado in Plantersville (46:00) Recovering after tragic circumstances and providing the right answers (50:00) Average False Alarm Ratio (FAR) characterizations/solutions (56:30) Difficulties with QLCS tornadoes in less predictable environments (01:06:00) Inspiring future weather communicators/creators (01:14:00) Bruce Jones/Midland Weather Radio (01:20:30) The Astronomy Outlook with Tony Rice (01:17:58) This Week in Tornado History With Jen (No segment this week) E-Mail Segment (No segment this week) National Weather Round-Up and more! Web Sites from Episode 1002: Midland Weather Radio Carly Anna Weather on X Carly Anna Weather on YouTube Two Storms Apparel Picks of the Week: Carly Anna - Record breaking pollen count reported in Atlanta today Bruce Jones - 3/31/23 Tornado Outbreak James Aydelott - James Aydelott on X: "Left-split anti-cyclonic mesocyclone (clockwise rotation) has a very large hail threat moving NNE into Mustang" Jen Narramore - Out Rick Smith - Out Troy Kimmel - Wisconsin 123F High Temp Error Kim Klockow-McClain - Mark Goeller post on Facebook over recent fire weather and damage in Oklahoma John Gordon - Weather History on X Bill Murray - National Disaster Survey Report: "Hurricane Eloise: The Gulf Coast" James Spann - James Spann on X: Tornado as seen from Dothan Regional Airport earlier this afternoon near Dale/Henry county line The WeatherBrains crew includes your host, James Spann, plus other notable geeks like Troy Kimmel, Bill Murray, Rick Smith, James Aydelott, Jen Narramore, John Gordon, and Dr. Kim Klockow-McClain. They bring together a wealth of weather knowledge and experience for another fascinating podcast about weather.

In this episode, we break down antecedent strategies—the proactive steps you can take to prevent challenging behaviors before they escalate. We explain how these strategies differ from setting event strategies, why they're essential in a behavior plan, and how to apply them effectively in real-world settings.

When Paul wrote his letter to his Philippian friends, he was under house arrest in Rome, chained constantly to a Roman guard. But Paul saw this as an opportunity for the gospel. He had a captive audience! As a result, members of the palace guard were coming to Christ and taking their new-found faith with them to the far reaches of the empire. God was at work!  Paul was aware that God was using his imprisonment to advance the gospel.His mindset is reflected in a theory by Albert Ellis called The ABC's of Emotional Life.  A = Antecedent. The starting point is the situation you find yourself in.C = Conclusion. This is the way I respond to the situation and the conclusions I draw.But the thing that gets us from A to C is:B = Beliefs. It's my beliefs about what happened to me (the antecedent) that ultimately determine the way I feel. That's why two people can go through the exact same situation and have polar opposite responses. Their beliefs are different.Here are Paul's antecedents: He is in chains. He'd rather be out preaching the gospel, but instead, he's in prison with a good chance of being executed. If Paul's beliefs had been, “I've failed; my life is over,” you'd expect them to lead to negative emotions like despair or fear. But Paul believed that God was still in control. He believed that even what appeared to be bad would end up being used for good.This unshakable belief brought him to this conclusion: “…because of this I rejoice. Yes, and I will continue to rejoice.” (Phil. 1:18)The ABC's of Paul's emotional life were:Antecedent: Life is difficult.Belief: Jesus is Lord.Conclusion: I will rejoice.You find this mindset throughout Scripture. The OT character of Joseph captured it perfectly when he said: “What you intended for evil, God used for good.” (Gen. 50:20)You could say that Paul's perspective was this: “I have given up trying to get God to engineer the circumstances I want. Rather, I'm devoting my life to partner with God in the circumstances He's allowed.”In his letter, Paul goes on to ask the Philippians to pray that the things that had happened to him would result in his deliverance. But he is not saying, “Please pray that I will be released.” Rather, he is saying, “Pray that no matter how difficult this gets, I will not dishonor God. Pray not that I will be delivered from my circumstances. Pray that I will be delivered in my circumstances.”   Text: Philippians 1:11-20 Originally recorded on June 29, 2008, at Fellowship Missionary Church, Fort Wayne, IN 

Visit us at shapedbydog.com    Counter Surfing and other naughty dog behavior problems can feel unsolvable, but they don't have to be! I'm sharing an easy 3-step formula every dog owner needs to know for what to do. The challenges any one of us could have with our dogs will vary with our dog's age and experiences. But no matter if we have a puppy, rescue dog, or a dog who has been in our family for years, the MRI approach can be applied to any problem that needs to be solved. And don't worry, I'm not really suggesting an MRI, but it's a handy and memorable acronym to put into action, and it's all in this episode for you.   In this episode, you'll hear:   • How to apply the 3-step formula to solve any naughty dog behavior or challenge. • The ABC's (Antecedent, Behavior, Consequence) of dog behavior and training. • A real-life example of using MRI to stop counter surfing with puppy Waffles. • Everything you need to know to Manage, Redirect, Intensify (MRI) • The importance of redirecting your dog's attention onto more appropriate behaviors. • How to ‘Manage The Don't, Intensify The Do' in your training for better long-term results. • My approach to turn common dog behavior challenges into training opportunities. • How to use games like ItsYerChoice, Hot Zone, Reinforcement Zone. • How to be intentional about using all the things that are really reinforcing to your dog when your focus is on intensifying the ‘do.'   Learn How To Play ItsYerChoice: ItsYerChoice Summit - https://recallers.com/iycsummit-join/   Resources:   1. DogsThat YouTube Channel - https://www.youtube.com/@DogsThat 2. Podcast Episode 202: Getting A Happy Well Behaved Dog With The ABCs Of Training - https://dogsthat.com/podcast/202/ 3. Podcast Episode 245: Make Dog Training Easy! Quick Guide To Antecedent Arrangements - https://dogsthat.com/podcast/245/ 4. Podcast Episode 33: How Do I Stop My Dog Counter Surfing?! - https://dogsthat.com/podcast/33/ 5. YouTube Video: Understanding Your Dog's Reinforcement Zone (RZ) with Susan Garrett - https://youtu.be/OaUAScgaFAg 6. Podcast Episode 176: Why Your Dog's Emotions Are A Critical Element Of Dog Training - https://dogsthat.com/podcast/176/ 7. Podcast Episode 197: Outsmarting Distractions: How To Use Environmental Reinforcement in Dog Training - https://dogsthat.com/podcast/197/ 8. Podcast Episode 158: Stop Your Dog's Unwanted Behaviors With This Positive Interrupter - https://dogsthat.com/podcast/158/ 9. Podcast Episode 71: Pro Dog Trainer's Secret to Help Your Naughty Dog - https://dogsthat.com/podcast/71/ 10. Recallers - https://recallers.com/ 11. Home School the Dog - https://dogsthat.com/home-school 12. Watch this Episode of Shaped by Dog on YouTube - https://youtu.be/MZsEnFSh7mY

On today's show Shannon shares an important year end checklist to see if you are maximizing your child's success.  Tune in to hear tips on what questions you can ask yourself to get to the most progress and how to prioritize your lengthy to do list.  Today's jargon is Antecedent.

In this episode, Audra and Sami delve into the essentials of collecting ABC data as part of the Functional Behavior Assessment (FBA) process. They discuss the significance of understanding antecedents, behaviors, and consequences in identifying patterns that lead to effective behavior interventions.Key Topics:Introduction to ABC Data:Definition of Antecedent, Behavior, and Consequence.Importance of accurate data collection.Benefits of ABC Data:Simplified approach for staff training.Helps identify common antecedents that lead to behaviors.Common Antecedents in School Settings:Discusses environmental triggers like noise levels and transitions.Practical Tips for Data Collection:Suggestions on making ABC data concise and focused.Emphasis on observing without emotional bias.The Role of Closure:Discussion on the term "consequence" and its implications.Introducing the idea of "closure" instead of "consequence."Future Steps:Preparing for more detailed behavior collection systems in subsequent episodes.Resources:Grab the FREE ABC data collection sheets Join the Facebook group for MORE resources and collaboration!Don't forget to subscribe to the Misfit Behaviorist podcast for more insightful episodes on behavior support and interventions!Join the Facebook group for collaboration and freebies: The Misfit Behaviorists

#240 June 27st, 2024 or 33-oh-10 (3310) http://loosescrewsed.comJoin us on discord! And check out the merch store! PROMO CODES https://discord.gg/3Vfap47Rea Support us on Patreon:  https://www.patreon.com/LooseScrewsED Squad Update:  THINGS (*no-things*) If you are the one causing the THINGS….Please join our discord and talk to us.  All details in the #standing-orders and/or the #loose-screws-factions channels of the Discord. Galnet Update: Galnet News | Elite Dangerous Community Site Thargoid war update: Prepare to attack indra next week (take two) AX Combat test and review Dev News: Type-8 in-game video and configuration details revealed Stream highlight https://youtu.be/tQQsXwYiBmc?si=L7FUCPK479gtl-Es Discussion: How will the Type 8 change your life? T8 stats: Community Corner: Ground CZ night week after next! Date to be announced in Events Channel, stay tuned.  Coriolis.io is moving to new stewardship and being updated! Buckey Ball https://forums.frontier.co.uk/threads/the-buckyball-racing-club-presents-pop-gun-buckyball-race-3-of-the-triple-8-championship.626068/ Happy birthday to the Buur Pit!

Interview by Kris PetersMelbourne instrumental outfit The Omnific are a band who have managed to traverse the boundaries normally separating instrumental music from that with vocals, blending a variety of techniques and impossible-to-resist musical precision that appeals to all lovers of music.Following the release of three groundbreaking EPs - Sonorous (2016), Kismet (2017), and The Minds Eye (2019) - The Omnific found themselves and their music reaching all corners of the globe, even attracting the attention of Clay Gober from Polyphia who featured on the single Antecedent from the band's debut 2021 album Escapades.In 2023, the group went from strength to strength; supporting Polyphia in Australia, and Ne Obliviscaris in Europe and North America, capping it off with a landmark 46-date world tour in support of single Phat Mackerel, including festivals Euroblast (DE), Reeperbahn (DE) and Bigsound (AU) before starting off 2024 supporting The Hu on home soil.A major feature of their success has been an amalgamation of styles and genres which dives through prog, metal, djent, funk, synth-driven soundscapes, and more.With their sophomore album The Law Of Augmenting Returns being unleashed yesterday, HEAVY caught up with one of two bass players, Matt Fack, to find out more. We start by asking about the album title, The Law Of Augmenting Returns."A lot of thought went into that," Fack nodded, "because the whole concept was like, well, the law of diminishing returns seems to be a pretty common concept, mainly, I guess, in the commerce world. But in life, when you think about it, I guess, the more you do something, the less return you get from that. So I was trying to think, what could we sort of, I guess, due to like, be like, what's the opposite? Like the more you do something, the more reward you get out of it.And augmenting also relates to music, like diminished to augmented. So that fits to music as well. I guess you can say it's got some cool meaning to it."We ask if there was any more pressure going into this album following the universal success of Escapades."I guess you can think about it like your own personal pressure," he measured. "Like, I want to outdo myself from the prior record. I guess when it comes to just being creative… I wouldn't say it's like pressuring myself to do something, because it all kind of flows naturally when you're feeling like in the moment. I'm just thrilled it sort of just came about as it did without putting pressure on ourselves."In the full interview, we discussed The Omnific's new album, The Law of Augmenting Returns, in greater detail. We talked about the concept behind the album title and the pressure associated with releasing a sophomore album. Matt also delved into the creative journey behind the album, discussing the process of incorporating live musicians and selecting singles, as well as the significance of their production team and the impact of guest spots on the album. He also provided insights into their upcoming European tour and plans for future performances, offering a comprehensive overview of their musical endeavours and creative aspirations.Become a supporter of this podcast: https://www.spreaker.com/podcast/heavy-music-interviews--2687660/support.

How have we gotten to the point where we are society of nothing but Neanderthals with iPhones? On today's special show, I identify the war on femininity, womanhood, and motherhood as the source for the breakdown in marriage and fertility rates, which is ultimately responsible for the collapse of our society. It begins with the way we raise our daughters to be just like men in all ways while stifling their femininity, as well as their innate desire for motherhood. The cause of the decline in marriage is not primarily the result of economic policies, because research shows “family-friendly” economic policies have not fixed one iota of this problem. It's all cultural. As conservatives, we might oppose transgenderism de jure, but are we subtly accepting gender-bending in our own communities and even homes? I explain why the lack of proper rearing of today's girls is largely responsible for the mental health crisis. At the political level, it will continue to lead to young girls from conservative families leaving the fold.  Learn more about your ad choices. Visit megaphone.fm/adchoices

Visit us at shapedbydog.com    How many thresholds does your dog cross a day? It could be a physical or emotional threshold. Training thresholds are important to understand, and thresholds can explain why some dogs seem anxious and refuse to budge, and others get way overexcited. I've got tips to help dogs with balancing emotions to cross any type of threshold with calm, thoughtful focus. You'll also get a peek at what I discovered about my puppy Prophet's excitement with a see-saw and how I'm counterconditioning the stimulus.   In this episode you'll hear:   • About understanding thresholds as emotional states that dogs experience. • The different types of thresholds: positive, neutral, and unpleasant. • Examples of thresholds such as entering new environments, or going to specific places like a training class or vet's office. • The importance of observing and managing a dog's emotional state when crossing thresholds. • Strategies for managing extreme reactions at thresholds, such as overexcitement or fear. • How to implement relaxation protocols and counter conditioning to create a more desirable behavior. • Why you need patience and consistency in training to modify a dog's response to thresholds over time. • My puppy Prophet's See-Saw (Teeter) obsession and counterconditioning the stimulus. • What to do for calm, focused behavior when crossing thresholds. • The importance of being present and proactive in managing thresholds and behaviors.   Resources:   1. Podcast Episode 258: Training Plan For Hyper Excited Dogs: Play The Threshold Game For Calm Focus - https://dogsthat.com/podcast/258/ 2. YouTube Playlist: The Emotional State of Dogs with Susan Garrett - https://www.youtube.com/playlist?list=PLphRRSxcMHy29pv3_9b7DZdMFJL9ZJPMy 3. Podcast Episode 245: Make Dog Training Easy! Quick Guide To Antecedent Arrangements - https://dogsthat.com/podcast/245/ 4. Podcast Episode 132: All The Things Your Dog Hates And How To Fix Them - https://dogsthat.com/podcast/132/ 5. YouTube Video: Vet Visits For Dogs: How To Create A Positive Experience For Everyone - https://www.youtube.com/watch?v=VJc42BfNre4 6. YouTube Video: Understanding Your Dog's Reinforcement Zone (RZ) with Susan Garrett - https://www.youtube.com/watch?v=OaUAScgaFAg 7. Podcast Episode 63: 3 Easy Tricks Every Dog Should Know - https://dogsthat.com/podcast/68/ 8. Podcast Episode 4: T.E.M.P. (Tail, Eyes/Ears, Mouth, Posture) - https://dogsthat.com/podcast/4/ 9. Podcast Episode 157: Dog Body Language: Understanding Canine Communication Signals And Emotions - https://dogsthat.com/podcast/157/ 10. Podcast Episode 165: Why Do Dogs Bark In Cars And How To Stop It - https://dogsthat.com/podcast/165/ 11. Podcast Episode 191: Get Your Dog To Calm Down With This Common Sense Protocol For Relaxation - https://dogsthat.com/podcast/191/ 12. Podcast Episode 266: Hot Zone And Stays – How One Dog Training Nuance Can Fix Anxiety And Duration - https://dogsthat.com/podcast/266/ 13. Watch this Episode of Shaped by Dog on YouTube - https://youtu.be/RxJg7smQ6nM

This is part three of the four part series with Salimah, single mother of three. This week, Leslie and Salimah focus on 5 year old Terrel. Terrel is the youngest child and also the only “man of the house.” He is typically a happy go-lucky child. But there are other behaviors that have Salimah confused and frustrated.  He can sometimes say mean things, he can be quick to anger and he is dealing with issues with his bowel movements. These different parts of the same child motivated Salimah to come to this session to understand what is at the root of these behaviors.Time Stamps2:35 Reviewed homework of validation 5:16 Learning how to read the shoulder shrugs and what they mean7:40 When our children “push our buttons”  which really describe our vulnerabilities8:15 ABC of looking at a child's behavior: Antecedent, Behavior, Consequence in order to understand problem behavior13:29 Give your child back the actual problem without personalizing their behavior.  14:01 When children say mean things it's often a reflection of how they are doing26:05 Children can have control of their lives in two ways: eating and bowel movements26:50 Control helps the child feel a sense of safety.30:52 Finding other means to find happiness31:30 Dealing with his vulnerabilities of his sad and angry emotions34:09 Learning to sit with uncomfortable emotions34:35 Give your child the chance to feel capable and independent36:48 Teach him to be able to handle the fearsResourcesAn article on Encopresis in childrenLeslie's handout on The Need to Feel CapableLeslie's List of Ideas for Making Kids Feel CapableLeslie-ism: Give your child a chance to feel capableFor a full transcript of this episode and more information about the host visit https://lesliecohenrubury.com/podcasts/ . You can also follow Leslie's work on Facebook and Instagram. Join the conversation with your own questions and parenting experiences.Credits: Is My Child a Monster? is produced by Alletta Cooper, Mia Warren, AJ Moultrié, Camila Salazar, and Leslie Cohen-Rubury. Theme music is by L-Ray Music. Graphics and Website Design by Brien O'Reilly. Transcriptions by Eric Rubury. A special thanks to everyone who contributes their wisdom and support to make this possible.

In the one hundred and forty fourth episode we explore the Denying the Antecedent Fallacy, starting with Trump's lawyers claiming he's immune, Trump claiming Mueller had no evidence against him, and Rep. Debbie Lesko trying to 'gotcha' Robert Mueller.In Mark's British Politics Corner we look at Margaret Thatcher claiming the source of satisfaction is hard work, Kier Starmer claiming George Galloway wouldn't have won in Rochdale if they'd had a candidate, and Robert Jenrick claiming immigrants can't integrate into society if there's too many of them.In the Fallacy in the Wild section, we check out examples from Little Miss Sunshine, Animaniacs, and American Dad.Jim and Mark go head to head in Fake News, the game in which Mark has to guess which one of three Trump quotes Jim made up.Then we talk about the Supreme Court taking up Trump's immunity case, and all the other court thingies which went badly for Trump since last we spoke.And finally, we round up some of the other crazy Trump stories from the past week.The full show notes for this episode can be found at https://fallacioustrump.com/ft144You can contact the guys at pod@fallacioustrump.com, on Twitter @FallaciousTrump, or facebook at facebook.com/groups/fallacioustrumpSupport this podcast at — https://redcircle.com/fallacious-trump/donationsAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

Visit us at shapedbydog.com   Are you ready to take your dog training to the next level? Whether you're just starting, have been at it a while, or are an experienced dog trainer, I've got hacks to fast track success and take you and your dog to a completely different level of understanding. I'm diving into shaping behavior and why it's the key to unlocking rapid learning for you and your dog. Shaping is not a training method but how all animals learn, and I've got simple yet powerful tips for shaping success, plus you'll learn how to start training the paws up trick.   In this episode you'll hear:   • The power of shaping in dog training, regardless of skill level. • My journey from using lures to exclusively shaping with my dog Buzz. • Differentiating between "navel gazing" shaping and linear shaping vs. outside-the-box shaping. • My recent experiment with luring and targeting with my puppy Prophet. • The importance of shaping in bringing understanding to dogs. • Reasons why many trainers still prefer luring over shaping. • Why shaping is a natural learning process for all animals, not just dogs. • The game Tater plays when my dogs are chewing bones. • Understanding the ABCs of shaping: antecedent, behavior, consequence. • Importance of reinforcement hierarchy and classical conditioning in shaping. • Why we need to split behaviors into smaller pieces for effective shaping. • How to shape dogs to do the Paws Up trick. • How creating antecedent arrangements guides the dog's behavior. • The cheat code for successful shaping sessions. • About DASH: Desire, Accuracy, Speed, Habitat. • Creating success with a plan and lighthearted approach.   Shaping and Reinforcement • Podcast Episode 5: What is Shaping And How Can Dogs Shape Us - https://dogsthat.com/podcast/5/ • YouTube Playlist: Reinforcement, Permissions and Transfer of Value in Dog Training with Susan Garrett - https://youtube.com/playlist?list=PLphRRSxcMHy1IUj_4P54q2PIuLNtnXjFO&feature=shared   Learn How To Play ItsYerChoice: ItsYerChoice Summit - https://recallers.com/iycsummit-join/ Get Crate Games Online: Crate Games Online - https://get.crategames.com/   Resources:   1. Podcast Episode 243: Training My New Puppy, What He Knows So Far: Susan Garrett's Plan And Puppy Schedule - https://dogsthat.com/podcast/243/ 2. YouTube Playlist: Target Training for Dogs with Susan Garrett - https://youtube.com/playlist?list=PLphRRSxcMHy3ylCyQ2bJQSCwo_ERiVHj3&feature=shared 3. Podcast Episode 175: Food Luring VS Shaping In Dog Training: How Science Changed How I Teach Dogs - https://dogsthat.com/podcast/175/ 4. YouTube Playlist: The Heart/Mind Connection Side of Dog Training with Susan Garrett - https://youtube.com/playlist?list=PLphRRSxcMHy1ruLW0CujlHgzCiTLK2Rfh&feature=shared 5. Podcast Episode 202: Getting A Happy Well Behaved Dog With The ABCs Of Training - https://dogsthat.com/podcast/202/ 6. Podcast Episode 245: Make Dog Training Easy! Quick Guide To Antecedent Arrangements - https://dogsthat.com/podcast/245/ 7. Podcast Episode 16: The Thing Before Your Dog's Thing - https://dogsthat.com/podcast/16/ 8. Podcast Episode 78: How to Train a Rescue Dog with Behavior Problems - https://dogsthat.com/podcast/78/ 9. Podcast Episode 247: Redefining Expertise In Dog Training And What Counts More Than Years Of Experience - https://dogsthat.com/podcast/247/ 10. Podcast Episode 205: The Hidden World Of Reinforcement For Dogs And Why You Need To Know - https://dogsthat.com/podcast/205/ 11. Podcast Episode 171: Dog Training With Layered Shaping: Why Classical Conditioning Must Come First - https://dogsthat.com/podcast/171/ 12. YouTube Short: Prophet Selfie Trick - https://youtube.com/shorts/bCRbQeBCAu0?feature=share 13. Podcast Episode 69: Clicker Training: Will It Work For Every Dog? - https://dogsthat.com/podcast/69/ 14. YouTube Video: Susan Garrett's Target Stick Training for Dogs Part One - All About Targeting - https://youtu.be/MzePo7RSQu4 15. Podcast Episode 191: Get Your Dog To Calm Down With This Common Sense Protocol For Relaxation - https://dogsthat.com/podcast/191/ 16. Podcast Episode 110: Is Your Over-Aroused Dog Just Over-Faced In Training? - https://dogsthat.com/podcast/110/ 17. Podcast Episode 89: Why Dogs Should Not Tug: The Truth Revealed - https://dogsthat.com/podcast/89/ 18. Blog Post: 6 Keys to Shaping Behaviour - https://susangarrettdogagility.com/2018/12/6-keys-to-shaping-behaviour/ 19. Podcast Episode 151: How Location Specific Reinforcement Markers Will Improve Your Dog Training! - https://dogsthat.com/podcast/151/ 20. Podcast Episode 144: Teach Your Dog To Listen No Matter What… Even If You Think They Are Stubborn - https://dogsthat.com/podcast/144/ 21. Podcast Episode 184: Proofing Vs Generalizing In Dog Training To Grow Skills And Confidence - https://dogsthat.com/podcast/184/ 22. Watch this Episode of Shaped by Dog on YouTube -  https://youtu.be/Nx4kmQMTKW8 

Visit us at shapedbydog.com    Does your dog get hyper and lose focus the closer they get to something really exciting? You are not alone, and I have a training plan to help you create calm and focus for over-the-top dogs. I'm covering why dogs can get out of control near things they love and what to do about it when you want to be a positive reinforcement-based dog trainer. Plus, you'll get the steps to play the Threshold Game with a case study of a very excited young dog who visits me with my friend.    In this episode you'll hear:   • Why we can't rely on cheese alone. • The difference between transactional and relational dog training. • Why dogs get out of control as they get nearer to exciting things. • A review of the ABC to solve dog training problems: antecedent, behavior, consequence. • The example of puppy Prophet at the store for creating positive experiences for dogs.  • How good triggers and games help dogs change their emotional state. • The Threshold Game training plan to calm dogs down so they focus on you. • About mixing up reinforcement and progressing the Threshold Game   Resources:    1. DogsThat YouTube Channel - http://www.youtube.com/dogsthat 2. Podcast Episode 99: When Reinforcement Based Dog Training Doesn't Work - https://dogsthat.com/podcast/99/ 3. Podcast Episode 215: What Your Destructive, Lunging, Nipping Or Hyper Dog Or Puppy Is Trying To Teach You - https://dogsthat.com/podcast/215/ 4. YouTube Playlist: Loose Leash Walking with Susan Garrett - https://www.youtube.com/playlist?list=PLphRRSxcMHy1mGMfdVKXq_hiJ27Ej1shW 5. Podcast Episode 245: Make Dog Training Easy! Quick Guide To Antecedent Arrangements - https://dogsthat.com/podcast/245/ 6. Podcast Episode 16: The Thing Before Your Dog's Thing - https://dogsthat.com/podcast/16/  7. Podcast Episode 94: How the Best Professional Dog Trainers Use Reinforcement - https://dogsthat.com/podcast/94/ 8. Podcast Episode 164: The Danger Of Car Travel For Dogs: Evaluating Your Risk - https://dogsthat.com/podcast/164/ 9. Podcast Episode 165: Why Do Dogs Bark In Cars And How To Stop It - https://dogsthat.com/podcast/165/ 10. YouTube Playlist: How to Socialize a Puppy with Susan Garrett - https://www.youtube.com/playlist?list=PLphRRSxcMHy0BlVig_nEj72p_phVU00lT 11. Podcast Episode 157: Dog Body Language: Understanding Canine Communication Signals And Emotions - https://dogsthat.com/podcast/157/ 12. Podcast Episode 217: Understanding Emotional Regulation In Dogs To Create Calm - https://dogsthat.com/podcast/217/ 13. Podcast Episode 109: Project Calm Dog: Prevent Over Enthusiastic Greetings - https://dogsthat.com/podcast/109/ 14. YouTube Video: Understanding Your Dog's Reinforcement Zone (RZ) with Susan Garrett - https://youtu.be/OaUAScgaFAg 15. Podcast Episode 73: Why Your Dog Is Still Pulling on Leash And How To Fix It - https://dogsthat.com/podcast/73/ 16. Podcast Episode 88: Barrier Frustration: Help for Fence Fighting, Leash Reactivity and Window Guarding - https://dogsthat.com/podcast/88/ 17. Watch this Episode of Shaped by Dog on YouTube - https://youtu.be/1bIBG2B7p1o

Visit us at shapedbydog.com    Recently, a professional dog trainer told me her favorite Shaped by Dog episode is 16, where I explain the simple concept of “antecedent arrangements” as one of the most effective, animal behavior science solutions to ANY dog training problem. Although it's an all-time favorite of my students and dog training professionals, it's a hidden gem to the general public. So, I'm revisiting the topic of how to increase brilliant dog behavior – while decreasing undesired ones – with one easy focus shift. As my mentor, Bob Bailey, says, “When dog training is right, it's easy.” Enjoy this game changer!   In this episode you'll hear:   • How to increase desired dog behaviors while reducing unwanted ones. • The ABC's of learned behaviors in the animal kingdom. • What some dog owners and trainers focus on to fix behaviors. • Why “get a bigger meatball” and punishment don't work in dog training. • That knowing “the thing before the thing” is your dog training salvation. • What “antecedent arrangements” are in triggering behavior. • The stimuli that make a behavior desirable for dogs. • Why lure training makes dog behavior a negotiation rather than a desire. • What sensory stimuli get attached to behavior triggers. • The importance of training in different environments at different times. • Why varying your dog's daily routine is ideal. • How past experiences influence a dog's emotional state. • About your dog's motivations and distractions. • An example of how to stop counter surfing. • How “ItsYerChoice” teaches dogs to choose the right behavior. • About incompatible behaviors. • What “Hot Zones” are and how they help your dog choose wisely. • When dog training is right, it's easy.   Learn To Play ItsYerChoice - https://recallers.com/iycsummit-join/ Get Crate Games Online -  https://get.crategames.com/   Resources:   1. Podcast Episode 37: Dog Training as a Career - https://dogsthat.com/podcast/37/ 2. Podcast Episode 16: The Thing Before Your Dog's Thing - https://dogsthat.com/podcast/16/ 3. Podcast Episode 68: 3 Easy Tricks Every Dog Should Know - https://dogsthat.com/podcast/68/ 4. Podcast Episode 33: How Do I Stop My Dog Counter Surfing?! - https://dogsthat.com/podcast/33/ 5. Podcast Episode 202: Getting A Happy Well Behaved Dog With The ABCs Of Training - https://dogsthat.com/podcast/202/ 6. Podcast Episode 205: The Hidden World Of Reinforcement For Dogs And Why You Need To Know - https://dogsthat.com/podcast/205/ 7. Podcast Episode 59: Why Your Treats Aren't Working for Your Dog - https://dogsthat.com/podcast/59/ 8. Podcast Episode 121: How To Stop Dogs Jumping Up On People - https://dogsthat.com/podcast/121/ 9. YouTube Short: 19 Week Old Prophet's Selfie Trick - https://youtube.com/shorts/bCRbQeBCAu0?feature=share 10. Podcast Episode 48: Potty Train Your Puppy in a Week (Easy 3 Step Process) - https://dogsthat.com/podcast/48/ 11. YouTube Playlist: The Emotional State of Dogs with Susan Garrett - https://www.youtube.com/playlist?list=PLphRRSxcMHy29pv3_9b7DZdMFJL9ZJPMy 12. Podcast Episode 144: Teach Your Dog To Listen No Matter What… Even If You Think They Are Stubborn - https://dogsthat.com/podcast/144/  13. Blog Post: Built In Dog Crates For Home Decor - https://susangarrettdogagility.com/2020/02/built-in-dog-crates/ 14. Watch this Episode of Shaped by Dog on YouTube - https://youtu.be/quPNF0tWdvk

  Shannon discusses the jargon of the day: Antecedent Intervention and welcomes Autism Advocates and Special Lab Artists Anthony Vasquez and Caroline Corry.

Basic principles of ABA: Antecedent-Behavior-Consequences- Antecedent: These are events that occur immediately before a behavior. Antecedent is what was happening right before the behavior occurred. It may be an instruction given by the parent/caregiver/therapist for the child to perform an action, e.g., touch your head, do the puzzle, match the picture etc.-Behavior: Everything a person does, says, feels, or think is a behavior. Any response or action from the child is behavior, e.g., touching the head, not doing the puzzle, matching the picture, saying yes/no, etc.-Consequence: Anything that happens after the behavior has occurred. It could be a reaction from the parent/caregiver/therapist, an object, access to a favorite toy, or attention, e.g., getting a break after completing an activity, getting scolded for misbehaving, people smiling or disapproving, etc.Antecedent-behavior-consequence forms a behavior chain or simply speaking it makes up what the behavior is all about. Understanding the antecedent-behavior-consequence chain is extremely important for knowing why a behavior occurs, when it occurs, and what maintains it over time. Some of the benefits of understanding a behavior chain are:-To understand and modify behavior, it's important to analyze the antecedents and consequences.-To modify behavior, we must modify the antecedents and consequences that happen before and after a behavior.-Different combinations of antecedent and consequences changes can be done to change behavior. https://www.instagram.com/reel/CpRvPQQjjzM/?utm_source=ig_web_copy_link&igshid=MzRlODBiNWFlZA==#autism #autistic #neurodiversity #autismpride #asd #autismawareness #autismacceptance #autismadvocate #staystrong #thanks #life #optionsoflife #lifechoices #choices #patience #success #happiness #love #story #aba #appliedbehavioranalysis

Tune in to hear the Word of God… --- Send in a voice message: https://podcasters.spotify.com/pod/show/emerson-devaraj-d/message

Join us as we explore the complex relationship and differences between choice, freedom, and agency in animal training; and delve into whether our current discussions surrounding agency are truly reaping the benefits described in the current literature to empower animals. The science is clear, agency isn't an aspiration, it's a prerequisite and fundamental component of instructional design. Don't miss out on this thought-provoking journey! Click here for a transcript of this episode. References:  Bandura, A. (n.d.). Agency. Albert Bandura Social Psychology. https://albertbandura.com/albert-bandura-agency.html  Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. Desnoyer, Brittany & Liu, Kimy. (2022). Personal Agency as a Component of Applied Behavior Analysis. Intervention in School and Clinic. 105345122211405. 10.1177/10534512221140529.  Hebert, Emmie & Flynn, Maureen & Wilson, Kelly & Kellum, Karen. (2021). Values Intervention as an Establishing Operation for Approach in the Presence of Aversive Stimuli. Journal of Contextual Behavioral Science. 20. 10.1016/j.jcbs.2021.04.001.  Maier SF, Seligman ME. Learned helplessness at fifty: Insights from neuroscience. Psychol Rev. 2016 Jul;123(4):349-67. doi: 10.1037/rev0000033. PMID: 27337390; PMCID: PMC4920136. Ming, S., Gould, E., & Fiebig, J. H. (2023). Understanding and applying relational frame theory: Mastering the foundations of complex language in our work and lives as behavior analysts. Context Press, New Harbinger Publications, Inc.  Veilleux, J. C. (2023). A Theory of Momentary Distress Tolerance: Toward Understanding Contextually Situated Choices to Engage With or Avoid Distress. Clinical Psychological Science, 11(2), 357–380. https://doi.org/10.1177/21677026221118327 Wilson, K. G., & DuFrene, T. (2009). Mindfulness for Two: An Acceptance and Commitment Therapy Approach to Mindfulness in Psychotherapy. Oakland, CA: New Harbinger.

The Children of Húrin by J.R.R. Tolkien Chapters 5 - 8 In this episode the Doug pitches the Children of Húrin movie and an ending we'll never see. Robb gets excited to try a new Text-To-Speech app.   Death Readers Theme by Matt Faubion Perdona by Stereohada

This episode of Remonstrance is entirely devoted to the question, “What is the will of God?” We first discuss the Calvinist understanding of the will of God to provide context for the Arminian understanding. We also look at Calvin's distinction between the decretive and prescriptive will of God. We then discuss the philosophical differences between Voluntarism and Intellectualism. It is more important than you might think. We then look at the distinction between the Antecedent and Consequent will of God that Arminius emphasized in his theological writings. We then look at the question of divine determinism and look at how Thomas C. Oden explains how God governs the world according to His will. We hope you are blessed by this episode!

This episode Nicki Boyd, San Diego Zoo Wildlife Alliance, discusses the namesake of the podcast: The ABCs of Behavior! Antecedent, Behavior, Consequence and how we can utilize the ABCs of Behavior to help us maintain and train new behaviors. Tune in for some amazing training stories from Nicki about emergency recall training with bears, tigers, polar bears, and gorillas. You can also read more and see videos of the emergency recall training in the Winter 2023 publication of "Engage" on the ABMA's website! For questions or suggestions about the podcast email abc@theabma.org and to reach Nicki contact nboyd@sdzwa.org. Let's talk some training!

In postwar Italy, a group of visionary artists used emergent computer technologies to experiment with art and technology and subvert conceptions of freedom and control. ARTE PROGRAMMATA is a book that describes how Italy's distinctive political climate fueled the group's engagement with computers, cybernetics, and information theory, creating a broad range of immersive environments, kinetic sculptures, and other multimedia art and design works. Here, author Lindsay Caplan is joined in conversation with Tina Rivers Ryan and Jacopo Galimberti.Lindsay Caplan is assistant professor in the History of Art and Architecture Department at Brown University.Tina Rivers Ryan is an art historian focused on art and technology. Ryan is curator at the Buffalo AKG Art Museum in Buffalo, New York, and a critic who writes most frequently for Artforum.Jacopo Galimberti is an art historian and assistant professor at IUAV (Venice).REFERENCES:-The New Museum / Ghosts in the Machine Show (2012)-Jackson Pollock-New Tendencies (Armin Medosch)-Antonio Negri-Michael Hardt-From Counterculture to Cyberculture (Fred Turner)-Christiane Paul (Whitney Museum of American Art)-Edward A. Shanken-Pier Paolo Pasolini-Spazio elastico (Elastic Space, 1967), Gianni Colombo-Guy Debord-Enzo MariTOPICS:gestalt art, abstraction, politics, information theory, freedom, technology, operaismo (or: “workerism”)

Host Shannon Penrod covers Antecedent Intervention during the jargon of the day. Christina Adams, author of A Real Boy and Camel Crazy, visits to talk about new Autism research, Camel milk and her recent travels. #CamelMilk #Autism #antecedentIntervention https://christinaadamsauthor.com/ https://www.autismnetwork.com/ Autism Network Website  Shannon Penrod's book is out now! Order from the link below! Autism Live's Link Tree Order the book written by the host of Autism Live, Shannon Penrod!  Click Here for Autism Live on Apple Podcast  Autism Network Toy Guide Autism Live on Twitch Autism Live on Spotify Autism Live on IHeartRadio Autism Live on Amazon Audible

Every October I send out a survey to find out what you all are struggling with. This year the top 2 answers were Engagement and Behavior Barriers. I talk about engagement often on the show, and in this episode, I am focusing on behavior barriers. If you're trying to find ways to support your students who might have behavioral barriers or problem behaviors here are seven things to consider for preventing and handling these barriers:Service delivery - Where are your students receiving services? Classroom, Therapy office, Individual setting, group, etc.Staff support - Request support either with a behavior plan or with physical support from a paraprofessional or behavior technicianVisual Use visuals and familiar icons to help students know what to expect in your schedule and sessionHave your materials ready - Be prepared, and don't leave time for gathering materials during your session… be ready to go, and keep your student engaged.Behavior Plan - Does your student have a behavior plan? Seek access to it or get the process started to create one.Fun and Functional - Embed student interests into the session, and be the giver of fun thingsAsk for help - The top priorities are for you to feel safe, the student to feel safe, and for intervention to take place…these things need to happen, advocate for them.I also recommend recording ABC data. Antecedent, Behavior, Consequence. Write down and track every occurrence of behavior and the correlating information. As time continues you will understand, notice a pattern, and begin to prevent these behaviors. I offer an ABC sheet in my course Help Me Find My Voice, but ABC sheets are readily available via web search.Not only is this podcast meant to help you give a voice to your learners, but also helps you have the confidence to reach and support all of your autistic students. If you found this helpful please subscribe so you don't miss more important information you can put to use in your therapy room.#autism #speectherapy What's Inside:How can you reach and engage students with behavioral barriers?How to approach behavioral barriers in therapy.7 things to consider when supporting students with behavior barriers.Giving the provider confidence to help ALL autistic students.Mentioned In This Episode:ABASpeechByRose - Rose Griffin - InstagramABA Speech: HomeABA SPEECH Your Autism Resource

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Antecedent is a noun that refers to a thing or event that existed before or logically precedes another. The Latin word cedere (say DARE ay) means ‘to go.' The prefix A-N-T-E means ‘before.' Our word of the day is often used when discussing history. Here's an example: It is often assumed that the war was a consequence of the dictator's behavior, but the war was actually an antecedent. It began years before the dictator's actions became unruly.

For the next few weeks, we will review the skills taught on Smarterparenting.com. This week we are focusing on the ABC's of Behavior. The ABC's of Behavior is a tool parents can use to figure out why a behavior is happening and then take the appropriate steps to keep the behavior from happening again or promoting repeat behavior.  The ABC's of Behavior stands for:  A-Antecedent. The Antecedent is what was happening before the behavior.  B-Behavior. It is what happened or the action. C-Consequence. This is what follows after the behavior. It can be either positive or negative. When parents can understand why a specific behavior is happening, it is easier to address the root cause in a way that helps a child learn and grow. Visit SmarterParenting.com for more information about The ABC's of Behavior

All saints ought to be soul-winners. But most do not understand what that entails. Soul-winning is the inviting of sinners to Christ. It began in eternity past.

We all should know our A.B.C.'s but when we are talking about Dog Training we are talking about The Antecedent, The Behavior, and The Consequence. By applying this basic formula to any given behavior we see our dogs exhibiting, we can narrow down the exact causes and the primary reinforcers behind them. In doing so, we can give ourselves the best opportunity to reshape that behavior and see it increase or decrease depending on what our goals are at the time. NEW Video format is now available for those platforms that support it. --- Send in a voice message: https://anchor.fm/stewart-wynegar/message Support this podcast: https://anchor.fm/stewart-wynegar/support

회화와 문법을 동시에 공부하는 Everyday English, VOA 매일영어 진행에 이은경입니다. 영문법에는 ‘선행사'라는 개념이 있습니다. ‘선행사(ANTECEDENT)'는 다른 단어 앞에 오는 단어나 ‘구'입니다. 보통은 명사나 명사구인데요, 뒤 따르는 대명사가 가리키는 대상입니다. 깔끔하고 정돈된 문장을 구사하는데 중요합니다.

Behaviour is a form of communication but sometimes it is really hard to determine what is trying to be communicated. This is especially true in the field of Early Childhood Education when children are trying to communicate through their behaviours. Enter the ABC of behaviour chart. This chart is a wonderful tool to help you observe the ABCs (the Antecedent, Behaviour and Consequence) to look for patterns in a child's behaviour to better support them. Listen to the podcast to learn more about how to observe and track.

Coleman is up for a Christmas Day broadcast with personal faves from 2021, some new jams from Arde and Nekrovault, a ton of great CanCon through the year, and some highlights from our year in broadcasting. Thanks for tuning in, see you in 2022!

The ABC triangle is huge in understanding what is reinforcing your dog and how we can alter their thinking to change behavior. Learning how to dissect this pattern will save you so much stress when it comes to fixing problem behaviors. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

The ABC triangle is huge in understanding what is reinforcing your dog and how we can alter their thinking to change behavior. Learning how to dissect this pattern will save you so much stress when it comes to fixing problem behaviors. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

Visit us at shapedbydog.com     How do you move from punishment based or balanced dog training to being a choice based trainer who uses positive reinforcement? That's a question one of our YouTube viewers asked. If you have the same question, you are not alone. Three keys to help make lasting change in how you train your dog are knowing your why, having a plan, and giving yourself grace.   In the episode you'll hear:   • Why we notice the bad and how that can is evident on social media. • About the ABC's of dog training: Antecedent, Behavior, Consequence. • How the ABC relates to counter surfing. • Why the consequence of punishment can reinforce that dog training choice. • About starting with your WHY. • The difference between wishing and dedication. • How we train our dog changes us and the way we look at life. • About considering the lessons we are teaching to our children. • How our why can bring the best in our dogs and in ourselves. • That staying present will help you be the trainer you want to be. • How to get brilliant at using reinforcement. • Why to be aware of your dog's reinforcement away from training. • The reason to change how you think and talk about yourself and your dog. • What grace has to do with dog training. • The questions to ask yourself to create the changes you want.   Resources:   • Learn How to Play ItsYerChoice - https://recallers.com/iycsummit-join/ • Podcast Episode 16: The Thing Before Your Dog's Thing - https://dogsthat.com/podcast/16/ • Book: Start with Why: How Great Leaders Inspire Everyone to Take Action by Simon Sinek - https://www.amazon.com/Start-Why-Leaders-Inspire-Everyone/dp/1591846447 • Podcast Episode 100: Dog Training: The Most Important Lesson I Can Share - https://dogsthat.com/podcast/100/ • Podcast Episode 27: Do Dogs Need Rules? - https://dogsthat.com/podcast/27/ • Shaped By Dog Podcast: All Episodes - https://dogsthat.com/podcast-all-episodes/ • Podcast Episode 83: The Dog Training You Do When You're Not Dog Training - https://dogsthat.com/podcast/83/ • Podcast Episode 11: The Power of Permission in Dog Training - https://dogsthat.com/podcast/11/ • Podcast Episode 2: Reinforcement - https://dogsthat.com/podcast/2/ • Podcast Episode 8: Get Your Dog in the Belief Loop of Awesome - https://dogsthat.com/podcast/8/ • Podcast Episode 21: The 5 Critical Dog Training Layers for Confidence with Anything - https://dogsthat.com/podcast/21/ • Watch this Episode of Shaped by Dog on YouTube - https://youtu.be/eFzA4iFVnbU

The ABCs of behavior is an important tool to analyze whether a certain behavior is likely to happen again or not. The key here is that consequence matters. For OTs, it is possible to measure the effectiveness of interventions by hypothesizing and data-taking. Discussed today is the case of Johnny's rocking and some antecedent (environmental) interventions that could usher in permanent change and affect the consequences of this action. Also discussed today are ways to get assent from clients to help ensure that interventions will have favorable outcomes.  HIGHLIGHTS 02:18 Shoutout to the World Health Organization for developing Self-Help + 04:55 The ABCs: Is it reflexive behavior or is it sensory? 15:02 The consequence matters on whether a behavior will happen again 22:28 Hypothesizing can help OTs measure the effectiveness of interventions 29:20 Case study: Johnny's rocking and implementing antecedent interventions 36:02 Modifying ABCs to improve client progress 40:30 How to get assent from clients  GLOSSARY Operant behavior - This refers to behavior that can be modeled by its consequences. It often corresponds closely to behavior colloquially called voluntary or purposive. As this behavior is related to its consequences, it is said to be emitted rather than elicited. Antecedent intervention - A strategy to manipulate an environment prior to the occurrence of a behavior. This is utilized to increase the likelihood of the desired behavior to occur and to decrease the occurrence of maladaptive behavior. RESOURCES Join our The ABA and OT Podcast Facebook Group to get access to the following resources: Facebook group link: https://www.facebook.com/groups/397478901376425 EXTERNAL RESOURCES Scalable Psychological Interventions for People in Communities Affected by Adversity by the WHO Dr. Aditi the OT Website The Databased OT Facebook Group QUOTES 15:00 "The consequence matters. So when you're trying to determine why is a student doing this thing? Why is this occurring? The first question to look at is what is the consequence? It's the consequence that matters." 15:25 "If the behavior is something we want less of or there is a behavior we want more of, we need to look at what is occurring after behavior to either strengthen or weaken it." 18:01 "If you're going to put interventions in place and look at their effectiveness, don't do it immediately in the presence of behavior you don't want more of if it's potentially a pleasant consequence to that student. Do it prior to the behavior." 29:03 "Are they deprived of something or are they satiated on something? This motivating variable before the behavior, looking at the environment is very important to determine why the student is engaging." 41:54 "Ensuring that you are strengthening and reinforcing behavior that has a student engaged, that it's a pleasant task that's involved, and that great things happen when the student is engaged and involved in the activity."

. José Díaz - The House Music Adventure - Deep House 197 . WEB: https://soundcloud.com/wavinmusic . YOUTUBE: https://www.youtube.com/channel/UCRoEGazMioRQ_WSM9BQ7LgQ/videos . BEATPORT CHART: https://www.beatport.com/chart/jose-diaz-deep-house-197/682348 . TRACKLIST: . Greenfish - Untouched Feelings. . Mariner + Domingo - Miss You. . Medsound - Es Arenals. . Addex - Blazing. . Amháin - Antecedent. . Nae tek, Deeperwalk - Idealizing. . Leon Lobato - Where The Moon Glow. . Nohan - Flavor. . Viel - Resilience (Shunus Remix). . Alessio Serra - Strangers Violins. . Minas Portokalis - Lost Minds. . Standub - Black Water. . Hraach - Bajo El Cielo Azul (Sarkis Mikael Remix). . Matías Delóngaro - Viaje Nocturno. . Sunchain Rada A - Voda (Hrag Mikkel Remix). . Lesny Deep - Sneaky. . Sebas Ramis, Guri Feat. Eider - Guest Of My Soul. . Big Al Bigz - Wire. . Adam Byrd - After Sunset (Big Al Deep Re-Think). . Big Al - Beloved (Oz-e Remix). . The House Music Adventure.

Aaron McKenzie is the head of mischief at Antecedent.Media who specialize in producing commercials, videos, short films, TV shows. What does head of mischief mean, you ask. To translate, Aaron is a writer, photographer, producer, and digital media consultant. Born and raised in the Pacific Northwest, Aaron decided to leave the United States at age 22 and spent a decade living and working in South Korea. He returned to the United States in 2012 and found his way into a career in the automotive media space. Throughout his work he has partnered with major brands including Ferrari, Mercedes-Benz, and Jaguar and worked with some of his childhood heroes including Stirling Moss, Hurley Haywood, and David Hobbs.

Packed run sheet this week! A ‘quick’ chat about Spring! What on earth would you do if your tech of choice was no longer an option? Welcoming baby Mac! Media corner picks for your weekend! Don't Change Settings 00:00:00 Wireless Headphones, who knew!?

In today’s episode of My Disney Class Podcast, Ryan and Howie welcome Jaime Williams to the show. Jaime is originally from Albertville, AL. Her research interests are in the areas of Organizational Behavior and Human Resources with a primary focus on how personality characteristics, especially aggression, can have a detrimental effect on a firm or on other people within an organization. Her dissertation is titled, “The Inclusion of Aggressive Personality as an Antecedent of Abusive Supervision.” As that isn’t impressive enough, Jaime is a big Disney fan too! This puts her high on our list of course of educators that are doing incredible things that we think you need to hear about. On the show today, you are going to hear Jaime talk about how she uses Disney in the classes that she teaches at the University of Mississippi. That’s right, in her spare time, insert cough and chuckle here, she is an instructor in the Business School at the University. We think you are really going to enjoy her examples and reasonings to why Disney is such a great model for teaching business and HR concepts that her students need to learn so they can be successful in the corporate world. Being the Disney fan she is, Jaime has some really good examples that she’s backed up with loads of research and facts that even us veteran Disney fans might not have known about! We loved hearing her passion for education and had fun discussing her Disney fandom as well and we think you will too. Shereceived her Bachelor of Arts in Political Science, History, and English from Ashland University and an MBA at the University of North Alabama. She is currently finishing up her Doctoral program at the University of Mississippi. As always remember to keep the conversation going over on our Facebook group Educators Who Love Disney and don’t forget if you like the show or any of our episodes, head over to Apple Music and rate and review our podcast. This helps get the word out to other educators and we would love to continue to grow our wonderful community.  

Denying the Antecedent is a type of flawed “if-then” argument which claims that a “then” statement is false because an “if” statement is also false. Like “If you have a dog, you are a pet owner. You do not have a dog. Therefore, you are not a pet owner.” Using real examples from the origins controversy, let's see when Denying the Antecedent is (and isn't) a fallacy. --- Send in a voice message: https://anchor.fm/answerstv/message Support this podcast: https://anchor.fm/answerstv/support

In advance of School For The Dogs April 24th screening of Bob Bailey's short film, Patient Like The Chipmunks, Annie is reading aloud some works by Dr. Bailey and his late wife, Dr. Marian Breland-Bailey. Today she is reading from their 2001 article, The ABCs of Behavior, from The Trainer's Resource: The APDT Chronicle Of The Dog. The ABCs are Antecedent, Behavior, and Consequences. Sign up for the screening at http://schoolforthedogs.com/bailey Purchase The Dog Trainer's Resource by The APDT Chronicle Of The Dog https://amzn.to/2Rv3ZsU

Conditional arguments use “if-then” statements, like “If God created humans, then all humans have value.” The “if” is the antecedent, and the “then” is the consequent. Let's look at 3 valid types of conditional arguments: Affirming the Antecedent, Denying the Consequent, and Hypothetical Syllogism. By recognizing these valid forms, we can better spot related fallacies. --- Send in a voice message: https://anchor.fm/answerstv/message Support this podcast: https://anchor.fm/answerstv/support

This week we continue with "An Antecedent and a Horror" and find some interesting parallels between Eucharist and Alchemy.

Join us! We are LIVE! Today on Autism Live, our host Shannon covers Antecedent for the jargon of the day before getting an interview with Autism Advocate Jordan Kamnitzer and his partner Toni Kent! Check it out

Join us! We are LIVE! Today on Autism Live, our host Shannon covers Antecedent for the jargon of the day before getting an interview with Autism Advocate Jordan Kamnitzer and his partner Toni Kent! Check it out

The brew continues to mature as Mike and Dan evolve the discussion naturally into the next flavor, antecedent based strategies. Given ABA has been driven largely by a consequence base, the discussion leads into how to prepare for certain behaviors ahead of time, knowing they are actively being emitted. The idea becomes not to preempt or avoid the behavior, but to prepare for it in terms of learning potential toward the next time the same circumstance arises. In this manner, consequence approaches are fortified, given the effort to redirect the behavior prior to emission as well as prepare for the consequence base. Enjoy! And always analyze responsibly.

When we add a pronoun to replace a common name, we are using an antecedent.

Listener question: I have no control around food after drinking booze and giving up booze isn't an option for me. What can I do?Weekly Behave Yourself Check-in-Emily- hitting water and veggie goal even during Birthday week!-Jo: Birthday week too and she enjoyed peanut buttery chocolate!Antecedent strategies:- "Pre-game" the party/drinking - eat a meal with protein, veggies and 350-500g calories MINIMUM. This will 'line your stomach', limit your hunger and reduce your MO for binging later.- Drink plenty of water beforehand.- Set your environment up - don't buy the food or keep it in the house- Set your environment up - keep more nutritious / less calorific alternatives in the house (e.g. salty ricecakes instead of nachos)Mindset:- Is this a self-fulfilling prophecy? A "stuck mindset" around booze and food?- What if a 5-year old said something similar to you? How would you parent them?- Write out all the ways you could finish the sentence, "Alcohol is..." and consider what function alcohol plays for you.- Have some time not drinking to recalibrate your relationship with booze.- If you think alcohol is something that is a concern - VISIT YOUR DOCTOR and/or seek professional help.Connect with Us!If you have any questions, comments, concerns or topics that you would like us to cover, please reach out to us! FacebookBehave Yourself Podcast (private group)Instagram:instagram.com/emily.a.macraeinstagram.com/thebehaviourladyinstagram.com/behaveyourselfpodEmail:behaveyourselfpod@gmail.comDisclaimer: While we're both behaviour analysts and qualified in our respective fields, this podcast is for education and information sharing only and should not be taken as personal, medical or behavioral advice or services. 

Post by Skyler J. Collins (Editor). Episode 047 looks at the logical fallacy Denying the Antecedent and the phenomenon of Cognitive Dissonance.

Rachel Palmer is originally from my neck of the woods – the Minneapolis area. But she’s now in Berlin (like so many people whose work I love…), expanding her visuals-for-music practice, and – germane to this interview – promoting her new music release: Antecedent, on Modularfield Records (https://modularfield.io/rachel-palmer-antecedent). It was just released on November 27th, but I had a chance to check out the pre-release, and was quite drawn in by the work. The music has many of the cinematic qualities that I think of with Modularfields’ releases, but the tracks are also unique in the individuality – each one sets itself as a unique entity, and it harkens to both Rachel’s personal story and her history in songwriting. In our chat, we discuss her background – which includes serious live visual work as well as a long musical history, her struggles finding a musical voice, and some of the concerns that exist for artists living through a pandemic. A thoughtful chat with an artist unafraid of exploration. Enjoy! Transcription available at http://www.darwingrosse.com/AMT/transcript-0344.html

Don't miss a LIVE episode of Autism Live! Today Shannon covers Antecedent for the Jargon of the day! After that, Shannon hosts an interview with the founder of the Miracle Project Elaine Hall! Don't miss it!

Don't miss a LIVE episode of Autism Live! Today Shannon covers Antecedent for the Jargon of the day! After that, Shannon hosts an interview with the founder of the Miracle Project Elaine Hall! Don't miss it!

Message NotesDo everything without complaining or arguing so that you may become blameless and pure, children of God without fault in a crooked and depraved generation in which you shine like stars in the universe as you hold out the word of life.” Philippians 2:14 What does it mean to “grow deeper spiritually?”When did you most grow spiritually?The ABC’s of Emotional Life:“A” stands for the word “Antecedent.” These are the things that happen to us; my circumstances or my situation.“C” stands for the word “Consequences.” This is how I feel about something. This is the way that I respond.“B” stands for my “Beliefs” about what happened to me. It is my Beliefs about what happened to me that ultimately determine the way I feel.The ABC’s of Paul’s life: A Paul’s Antecedents (his circumstances) - He is in chains.B His Belief - Jesus is Lord.C The Consequence to this is - I will rejoice.Life is difficult. Jesus is Lord; therefore, I’ll rejoice.Paul has a deeper aim for his life than pleasant circumstances.His aim is to make his life a little conduit where God’s love and God’s grace and God’s power can be poured out into whatever circumstances he fi nds himself.Our God is faithful.ScripturePhilippians 2:14, James 1:2-3, John 16:33, Numbers 13:26-30, Philippians 1:12-18

Visit us at shapedbydog.com   There is one question you can ask yourself to solve virtually any dog training problem. If your dog is jumping, digging, chewing, biting or doing something else you want to fix, you need to know “the thing before the thing”. In the episode you'll hear:   The four most common naughty behaviors in dogs. How to use the ABC’s of dog training to fix anything. What the antecedent of a dog’s behavior could be. How the consequence could be contributing to the problem. Two ways to fix anything. What I learned from my dogs about the things before the things.   Resources:   Recallers - https://dogsthat.com/recallers/ Podcast Episode 6: The Art of Manipulation - https://dogsthat.com/podcast/6/ Vlog Post: The ABC's of Dog Training - https://susangarrettdogagility.com/2020/06/the-abcs-of-dog-training/ Podcast Episode 4: T.E.M.P. (Tail, Eyes/Ears, Mouth, Posture) - https://dogsthat.com/podcast/4/

This time on Autism Live, Shannon covers Antecedent for the Jargon of the day! an interview with a former show regular, Dr. Evelyn Gould! Tune in!

This episode covers the Fourth Edition Task List items D-09: Use the verbal operants as a basis for language assessment. In order to discuss that, I first discuss FK-43 - FK-46, which covers echoics, mands, tacts, and intraverbals. If you want more information on verbal behavior, check out Ch. 25 of the 2nd edition of the Cooper et al. text. Helpful visuals in the 2nd edition of the Cooper et al. text: Page 529 - Table 25.1: Plain English Definitions of Skinner's Six Elementary Verbal Operants. Page 532 - Table 25.2: Antecedent and Consequent Controlling Variables for Six Elementary Verbal Operants. Page 534 - Figure 25.1 : Verbal behavior classification chart. References: Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Prentice Hall. I want to hear from you!!!! E-mail me at abastudypodcast@gmail.com and reach out on Instagram @abastudypodcast. NEW: Join the Facebook group - A Bad Ass Study Group!

In this episode we go over ways that you can get a better understanding of why behaviors are occurring. 

In this episode, Dr. Kelly discusses antecedent Interventions. Antecedent Interventions are those strategies, which are aimed at preventing challenging behavior from occurring. The focus is on strengthening deficient repertoires, while systematically increasing task demands and difficulty. For more information, visit www.behaviorbabe.com. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

This week we'll be playing around with a made up example of when we aren't asking the right questions. We'll ask "do we need a better bucket?". In the second part I'll give you a brief introduction to a tool to help figure out behavior problems. Applied Behavior Analysis, Functional Behavior Assesment, and Antecedent, Behavior, Consequence chains. Don't worry! I'll try to make this tool fun and easy. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/creatinggreatgroomingdogs/message

Today, Shannon covers Antecedent in the Jargon of the day segment before she gets into an interview with the Lemur Mom Megan Dolan! Don't miss it! Like Autism Live on Facebook at http://facebook.com/autismlive Sign up for Autism Live’s free newsletter at: http://www.autism-live.com/join-our-email-list.aspx Autism Live is a production of the Center for Autism and Related Disorders (CARD), headquartered in Woodland Hills, California, and with offices throughout, the United States and around the globe. For more information on therapy for autism and other related disorders, visit the CARD website at http://centerforautism.com

Today, Shannon covers Antecedent in the Jargon of the day segment before she gets into an interview with the Lemur Mom Megan Dolan! Don't miss it! Like Autism Live on Facebook at http://facebook.com/autismlive Sign up for Autism Live’s free newsletter at: http://www.autism-live.com/join-our-email-list.aspx Autism Live is a production of the Center for Autism and Related Disorders (CARD), headquartered in Woodland Hills, California, and with offices throughout, the United States and around the globe. For more information on therapy for autism and other related disorders, visit the CARD website at http://centerforautism.com

Today, Shannon covers TWO terms for the jargon of the day, Three-term contingency and Antecedent! After that we take some time out for a little mindful thinking for our Mindful Thursday segment! Don't miss it! Like Autism Live on Facebook at http://facebook.com/autismlive Sign up for Autism Live’s free newsletter at: http://www.autism-live.com/join-our-email-list.aspx Autism Live is a production of the Center for Autism and Related Disorders (CARD), headquartered in Woodland Hills, California, and with offices throughout, the United States and around the globe. For more information on therapy for autism and other related disorders, visit the CARD website at http://centerforautism.com

Today, Shannon covers TWO terms for the jargon of the day, Three-term contingency and Antecedent! After that we take some time out for a little mindful thinking for our Mindful Thursday segment! Don't miss it! Like Autism Live on Facebook at http://facebook.com/autismlive Sign up for Autism Live’s free newsletter at: http://www.autism-live.com/join-our-email-list.aspx Autism Live is a production of the Center for Autism and Related Disorders (CARD), headquartered in Woodland Hills, California, and with offices throughout, the United States and around the globe. For more information on therapy for autism and other related disorders, visit the CARD website at http://centerforautism.com

Image credit: Elco van Staveren   Special education is heavily regulated to protect the rights of eligible students to individualized educational planning, but complying with the regulations is easier said than done. The operational design of most public schools is over 150 years old and based on the mass production mentality of a factory, having been created during the Industrial Revolution. By contrast, the applicable special education laws were first passed in the 1970s, accounting for only the last 1/3rd of the current American public education system's history.   Trying to implement the individualized educational planning called for by special education law in an environment created for the purpose of mass instruction is like trying to build a custom piece of furniture on a moving assembly line. In the early days of special education, this meant removing students from the general education setting to special education classes, effectively choosing to build a custom piece of furniture in a specialized workshop rather than on the pre-existing assembly line.   The problem, however, is that pieces of furniture do not have civil rights. It's one thing to segregate inanimate objects according to how they are constructed. It's another thing to segregate human beings according to whether they need changes in how they are instructed due to disability.   Because special education students have legal protections against being segregated out of the general education setting simply for having a disability, integrating individualized educational planning into a mass instruction environment becomes that much more complicated for special education students who are educated with their general education peers for all or part of their school days. The complexities of individualizing educational programs for each student are seemingly infinite, given all of the relevant disability-specific considerations plus all of the ecological factors involved in each instructional setting.   However, science - specifically research conducted by educational psychologists and their colleagues - has been attempting to keep up with the demands created by various types of unique student needs, including disabilities of all kinds. While it all hasn't been figured out for every situation by any stretch of the imagination, there is still a wealth of information from education research that never makes its way into the classroom, much less into individual IEPs.   That's a problem because Title 34, Code of the Federal Regulations, Section 300.320(a)(4) mandates the application of peer-reviewed research to the design and delivery of special education on an individualized basis, unless it's not practicable to do so. No one has yet defined what "practicable" actually means, so it's still up for debate.   The history of how all this science ended up being codified within the implementing regulations of the Individuals with Disabilities Education Act (IDEA), has been summarized in our last blog post, "The Fundamental Flow of IEP Creation," so I won't repeat it here. You can review the impact of PARC v. Pennsylvania in that post to inform references to it, here.   The point is that the applicable science has always been written into any serious redress to the educational needs of students with disabilities after having been deprived educational benefits by the public school system. In PARC v. Pennsylvania, a psychologist with extensive experience working with children with intellectual disabilities and an attorney committed to representing the interests of children with intellectual disabilities were jointly appointed by the federal court to serve as special masters to oversee the implementation of appropriate interventions to students with intellectual disabilities in Pennsylvania's public schools as part of the settlement that was negotiated between the parties. The settlement included federal court oversight by way of the court-appointed special masters.   The historical foundations of the requirements for measurable annual goals in IEPs pursuant to 34 CFR Sec. 300.320(a)(2) and the application of the peer-reviewed research to the delivery of special education as mentioned previously can be traced directly back to PARC v. Pennsylvania. There has never been a time when the law did not expect the delivery of special education to be informed by anything other than evidence-based practices developed from the peer-reviewed research.   From the moment the first laws were created to provide special education to all eligible children in the United States, science was built into its design. Federal Supreme Court case law has established that Congress expected procedural compliance with the IDEA to all but guarantee compliance with the substantive requirements of the law when it authored and passed what is now the IDEA. Specifically, the case law states, "...the Act's emphasis on procedural safeguards demonstrates the legislative conviction that adequate compliance with prescribed procedures will in most cases assure much, if not all, of what Congress wished in the way of substantive content in an IEP." (Board of Educ. v. Rowley, 458 U.S. 176 (1982))   Congress intended for the applicable science to guide the special education process for a number of good reasons. First, using science means using what everybody can agree actually works under a given set of unique circumstances, to the degree such is known. There is evidence - proof - that under the explicit conditions that were tested, a particular method of intervention works or doesn't.   Because every special education student presents as a highly unique individual such that their learning needs do not conform to conventional instruction, they require highly individualized instruction that is tailored to each of them, respectively. There is no one-size-fits-all method of intervention proven to work in special education contexts. What is proven to work is writing up a unique program of instruction for each individual student. That is the evidence-based applicable science, that is the bottom line requirement of the applicable federal law, and this has been known and federally regulated since 1975.   This, therefore, begs the question as to why so much of special education is based on subjective opinions, ballpark estimations (often underestimations), and fad theories about learning rather than science. There's been a lot of research into why the research isn't being promulgated for use in public education and politics has a lot to do with it.   Applying the research means upgrading facilities, retraining teachers and their support staffs, buying new materials, and paying for more specialists. Further, it's often necessary to purchase all of the research materials necessary to inform any kind of evidence-based program design and hire someone who knows how to translate the research into a data-driven educational program. For highly paid top agency administrators who get compensated on the basis of how much money they don't spend rather than how many students they do get educated, applying the research means spending money, and that's no way to get a raise in that kind of institutional culture.   Another concern of many public education agencies is accountability. When using evidence-based practices in the delivery of special education, one can't ignore the body of research that supports that the data collection and analysis methods used in Applied Behavioral Analysis (ABA) are the most reliable methods of data collection and analysis used in any special education context (Drasgow, Yell, & Robinson, 2001; Kimball, 2002; Yell & Drasgow, 2000). The problem for some education agencies is that valid data collection means all their missteps will be captured by the data. If they aren't actually implementing the IEP as written, the data will reflect that, exposing the agency to legal consequences.   People often mistake ABA for a treatment for autism, but this is not the case. It is true that behavioral interventions using ABA can be effective at addressing behavioral challenges with students who have autism, as well as any other human beings with behavioral challenges, but it can also be used as an instructional methodology and as a tool to determine if learning has occurred and, if so, how much. That is, it is excellent at measuring progress towards a clearly defined outcome, such as a measurable annual IEP goal.   The Antecedent-Behavior-Consequence (ABC) data collection methods used in ABA naturally lend themselves to measuring progress towards IEP goals. This is how it works: a stimulus (Antecedent) is presented to which the student responds with a specific Behavior, which immediately results in an outcome (Consequence) that either increases the likelihood of of the behavior happening again (reinforcement) or it doesn't (absence of reinforcement or punishment).   Most people in special education are at least familiar somewhat with using this approach to dealing with inappropriate behaviors. You don't want to deliver a reinforcing consequence when an inappropriate behavior occurs. Instead, you want to reinforce a more appropriate replacement behavior that still meets the student's needs; the behavior was happening for a reason and you can't leave its function unaddressed or a new behavior will just develop around it. Treat the cause, not the symptom.   You only resort to punishing the undesired behavior when reinforcing the desired behavior is not sufficient at extinguishing the undesired behavior. Presenting reinforcement for doing what is expected and withholding reinforcement for doing what is not expected is usually a pretty powerful strategy for positive behavioral interventions.   When using ABC data collection and analysis on the fly during instruction, your thought process is a little different. When you're looking at whether a student is learning from the instruction you are providing, especially when working with students who have significant impairments that limit their expressive communication skills, sometimes it's the raise of an eyebrow, the turn of a head towards you with eye contact, or the smile or grin that tells you whether or not you're getting through. There is still an Antecedent (the delivery of your instruction and/or check for understanding), a learning Behavior (the student's response to your instruction and/or check for understanding, whether verbal or not), and a Consequence (praise for learning or encouragement for trying) that increases the likelihood that the student will remain engaged and continue to participate in the instruction.   When using ABA-based data collection methods to measure for IEP goals, so long as the goals are written as math word problems based purely on observable learning behaviors, it's pretty straight forward. Take for example this goal, which is purely made up for illustrative purposes: "By [due date], when given 10 calculation problems using multiplication of double digit numbers per trial, [Student] will calculate the 10 problems with at least 80% accuracy per trial in at least 9 of 10 consecutive trails within a semester, as measured by work samples."   This is easy. There are 10 problems per trial. The student needs to get at least 8 out of 10 problems right per trial (measure of accuracy) in at least 9 out of 10 consecutive trials (measure of consistency) within a semester (measure of time) in order to meet the goal. Nothing is left to guesswork. Everything is represented by an increment of measure.   What ruins a goal out of the gate is basing any part of it on internal thoughts and feelings experienced by the student. Never start a goal with language like, "... when feeling anxious or angry ..." or "... when presented with a non-preferred task ..." You can't trigger the onset of measurement based on something you can't observe. You only know what the student is thinking or feeling once they express it in some way.   There is no way to get in front of the student's expression of their thoughts or feelings to prompt their behavior in an appropriate direction because there is no way to know what the student is thinking or feeling before they act. Other people's thoughts and feelings, including those of special education students, cannot be observed or known by other people. No credential in special education imbues special education personnel with clairvoyance. By the time you know what the student is thinking or feeling, it's too late to influence how they act on those thoughts or feelings; you only know because they've already acted.   The same goes for preference. Preference cannot be observed and it can vary from day to day, or even moment to moment, for a lot of special education students. What is preferred at one time will often not be preferred at others. Eventually it is possible to have a good idea of what is not preferred by a student, but then confirmation bias can enter the picture and you see what you expect to see, not realizing you're prompting it according to your preconceived expectations.   What makes more sense is to write goals that do not target what are referred to in ABA as "private events," but rather to expected behaviors. For example, a common behavior targeted in the IEPs of students with challenging behaviors is work refusal, which is to say non-compliance with task demands. A teacher will assign a task and, if the student is non-compliant, they will either passively sit there and just not perform the task; do something else passive instead, like doodle or read a book; engage in distracting or disruptive behavior, like play on their phone or talk to their neighbors; or engage in outburst behaviors, possibly accompanied by leaving the room (eloping).   It's usually pretty easy to figure out if there is a pattern to the types of tasks assigned and when non-compliance occurs such that preference can seem easy to identify. But, trying to rely on that for the purpose of measurement is like trying build a house on shifting sands because someone's preferences can change so quickly.   The language that I see most commonly used in goals that work around the issue of private events reads more or less like this: "By [due date], when assigned a task, [Student] will either initiate the task, ask for help, or request a 2-minute break within 60 seconds of the task being assigned in at least 8 of 10 consecutive opportunities as measured by data collection."   This makes things easy. Regardless of whether the student has a personal preference or not for the task being assigned, they will either start the task, ask for help with the task, or take a short break and get it together before they come back to the task.   Some students have processing speed delays that interfere with their ability to get started right away. They need extra time to process the instructions so they understand what you want them to do. Sometimes that extra little break is all they need to get there independently. It just takes them a little longer to think it through and make sense of what you want from them before they know what to do and can start. Other students get emotionally overwhelmed and just need to go get a grip before they tackle the expectations being placed on them. Yet others take longer to stop one activity and transition to another one. That short little break can buy them the time they need to process the mental shift of set and orient themselves to the new demands being placed on them. Other times, students just don't understand the expectation being placed on them and need clarification.   In any event, if there's a problem, the goal provides a solution; otherwise, the student just needs to perform the task as assigned. Further, the language of this example goal can be modified for a student to provide for alternative acceptable responses and/or a different response time.   With respect to measurability, there is no guessing about what anybody is thinking or feeling in a goal formatted this way. Measurement is triggered by the delivery of a task demand (the assigned task) and is based on whether any of the described acceptable outcomes occur within 60 seconds. All of the elements of the goal are measurable.   Further, a goal written this way follows the ABC format of ABA. First an Antecedent is presented (the task demand), then one of three acceptable Behaviors (task initiation, request for help, request for break) occurs, then an appropriate Consequence (completion of the task, delivery of help, or receipt of a short break) is immediately forthcoming. Everything that needs to be measured can be observed. The observable criteria are easily represented in increments of measure. It's black-and-white without making any assumptions about a student's thoughts, feelings, or preferences.   So, having said all of this, how does this get us to the point of the article, which is how parents can successfully advocate for the application of the peer-reviewed research to the design and implementation of their children's IEPs? Well, first, I needed to be clear as to what I mean by applying the peer-reviewed research, hence everything I just got through explaining.   Parents first need to understand what they are asking for and how it impacts the design and implementation of their child's IEP. Further, any professionals reading this for the purpose of further developing their skill set may not have all the background information necessary to make sense of all of this, either.   A foundation first had to be laid. Having now done that, parents need to keep the information I've just shared in mind when participating in IEP meetings and reviewing IEP documents for appropriateness.   If you live in a consent state like California, I usually suggest signing only for attendance at the meeting and taking the document home for review before signing agreement to any of it. In California and other states, you can give partial consent to an IEP and the education agency has to implement the consented-to portions without delay while the non-consented-to portions remain subject to IEP team discussion and negotiation.   Anything that can't be resolved via the IEP process must go to due process for resolution, whether you are in a consent state or not. Just because you are not in a consent state doesn't mean that an education agency won't change the language of an IEP at your request. An IEP meeting would likely be called to discuss your concerns and, if you back them up with facts and logic, the education agency isn't going to have a good reason to say, "No." Not everyone is outlandishly unreasonable in special education; there are some definite bad apples, but they don't account for the entire barrel. Due process is your only resort if your efforts to resolve things at the IEP level are not met with success and your child is increasingly compromised because of the unresolved matters.   If you are unfortunate enough to have to rely on due process to see things resolved, the fact that your denied requests were supported by facts and logic will only help your case once you get in front of a hearing officer. Understanding the underlying arguments of what makes something legitimately measurable and the federal requirement that special education be delivered according to what science has already proven works makes you a far more informed IEP participant than at least some of the other people at the table.   As a parent, the more you can support your requests and arguments with peer-reviewed research, the better. Once you frame your requests according to the proven science and make it as black-and-white as possible, you eliminate all kinds of silly arguments. This means not only asking for goals that are truly measurable, though that goes a long way towards solving and preventing a lot of problems, but also understanding the nature of your child's disability(ies) and what the research says can be done to teach to learners with such needs.   Gathering the necessary research data to inform a request for a particular assessment, service, curriculum, methodology, technology, or placement requires accessing the peer-reviewed literature and understanding what it means. A lot of it is really dry and technical, as well as expensive. This isn't a burden parents should have to take on, but if it's one that they can take on, it will only help them become better advocates for their children. Google Scholar can be a good place to start.   In truth, it should be education agency personnel doing this research, but if parents want to see the science applied, they may have to push for it, themselves. Parents can also submit published research articles to their local education agencies that appear to apply to their children's educational needs and request that the approaches used on those articles be used as part of their children's special education programs, including being written into their children's IEPs. If the local education agency declines to honor any request, 34 CFR Sec. 300.503 obligates it to provide Prior Written Notice (PWN) explaining why to the parents.   Conversely, if the education agency proposes a particular approach and the parents are unsure about it, the parents can request an explanation of the peer-reviewed research that underpins the education agency's offer. Either it honors the request or it provides PWN explaining why it won't. If it's the latter, it better be one heck of a good explanation or it will only reveal that the education agency has no research-based explanation for its recommended course of action, giving the parents a good reason to dispute it.   If what you are asking for as the parent is backed up by facts, logic, legitimate measurement, and credible research that all directly apply to your child, and the education agency still says, "No," then you will either end up with no PWN because the agency doesn't want to put the denial in writing, which violates the law and only makes your case stronger in hearing, or you will end up with a PWN full of malarkey that won't stand up in due process. If what you are asking for makes total sense and the education agency won't do it or something else equally or more appropriate, the education agency will have some explaining to do in hearing.   So long as what you are asking for is necessary for your child to receive an appropriately ambitious amount of educational benefits (meaning as close to grade level or developmental norms as possible), there's not a lot of good reasons for a public education agency to turn down your request. It's illegal for the public education system to use fiscal considerations to determine what should be in a special education student's IEP.   Just be sure to submit all of your requests for changes to your child's IEP in writing. It is the education agency's receipt of your written request for changes that triggers the PWN requirement. In the instance of requesting assessments, many states allow for a public education agency to decline to conduct assessments for special education purposes upon parent request, but the agency must provide PWN when doing so. For more information on special education assessments, see our previous post, "The Basics of Special Education Assessments."   If it doesn't decline a parent's written request for assessment, the education agency must provide the parent with an assessment plan to sign that authorizes the agency to conduct the requested assessments. State law regulates the provision of assessment plans; in California, local education agencies have 15 calendar days to get an assessment plan to the parent, regardless of who made the referral for assessment. Submitting the request for assessment in writing is not only important for triggering the PWN requirement if the request is declined, it's also important in establishing when a state-mandated timeline starts counting down.   You as a parent can encourage the application of science in special education by insisting upon it. If you live in California or another consent state, you can use your authority to withhold your consent to anything that looks sketchy in an IEP being given to you for your signature. You can consent to instruction in the areas targeted by IEP goals but not to using the language of the goals for the purpose of measuring progress if they aren't actually written in a measurable way. You can consent to everything in an IEP except a change in placement. If you can't resolve all of the issues you have with an IEP this way, those left unresolved become due process issues.   Even if you are not in a consent state, you can still make the record in writing that you disagree with the sketchy portions of your child's IEP, explain why using math and science, and request appropriate changes. The local education agency will likely call an IEP meeting and change those things it's willing to change and give you PWN on those things it is not willing to change. The things left unresolved at that point are due process issues.   Understanding how to use math and science to solve everyday problems is a solid skill to have, but not everybody has it. It's a skill necessary to developing a sound IEP for any special education student. Parent education can be provided as a related service under a student's IEP if the purpose of the parent education is to help the parents understand their child's disability and/or to help them be equal participants of the IEP team. There is absolutely nothing wrong with parents asking to be trained on how to write measurable annual goals and the IEP process in general as part of parent training as a related service under their child's IEP. Parent training is specifically named as one of many possible related services that can be provided to a student with an IEP by 34 CFR Secs. 300.34(a) and 300.34(c)(8)(i)).   If you're distrustful of the quality of instruction you might get from parent training through your child's IEP, you may have to result to self-education by reading everything you can find about your child's disability, as much of the peer-reviewed research about instructing learners with the types of needs your child has as you can digest, and simplified reports of the research findings in trusted publications from credible sources. You may need to periodically consult with experts for hire, but what you invest in informing yourself you may save many times over by preventing yourself from getting duped.   The bottom line is that parents can protect their children's right to evidence-based special education planning and implementation the more they understand how to use measurement and evidence in the planning and implementation processes. By knowing what to look for, they know what request when they don't see it. Informed parents can monitor the situation for education agency compliance.   In those areas where parents have not yet mastered the knowledge necessary to know whether an approach is appropriate for their child or not, they are encouraged to ask questions like, "Can you explain to me how this fits my child?" and "How can we measure whether this works in a meaningful way?" By shifting the burden back onto the education agency to explain how and why its recommendations are supported by the peer-reviewed research and written in an appropriately measurable manner, parents rightly shift the burden of applying the science to the appropriate party.   Parents are not, and should not, be required to become experts in order to participate in the IEP process. But, for the sake of protecting their children's educational and civil rights, and their own rights to meaningful parent participation in the IEP process, it behooves parents to become as knowledgeable as possible. It's more difficult to get tricked or misled the more you know, and the more dry and technical you can keep things, the less hysterical drama you're likely to experience in dealing with your local education agency.   References:   Drasgow, E., Yell, M.L., & Robinson, T.R. (2001). Developing legally correct and educationally appropriate IEPs. Remedial and Special Education 22(6), 359-373. doi: 10.1177/074193250102200606 Kimball, J. (2002). Behavior-analytic instruction for children with autism: Philosophy matters. Focus on Autism and Other Developmental Disabilities, 17(2), 66-75. https://doi.org/10.1177%2F10883576020170020101 Yell, M. & Drasgow, E. (2000). Litigating a free appropriate public education: The Lovaas hearings and cases. The Journal of Special Education, 33(4), 205-214. doi: 10.1177/002246690003300403

The ABC’s of Behavior is a powerful tool in helping understanding behavior and why challenging behavior happens. Understanding what causes behavior and what to do after a behavior starts gives parents a better way to handle problems. Which, in turn, strengthens the relationship we have with our child. It also teaches them how to successfully navigate the world around them without our help. The ABC’s of Behavior is an acronym. It stands for Antecedent, Behavior, and Consequence. Antecedent means what happened before the behavior. It requires us looking at what happened 5 minutes or even an hour or two beforehand. The goal with the antecedent to understand what was the catalyst for the behavior. Did they get in trouble at school? Did they miss a nap or snack? Did they break a favorite toy? Did someone say something mean to them? When we understand what caused the behavior, we can give them tools to prevent the problem.  Behavior is what is happening. Behavior could mean sulking, throwing things, yelling, or being angry. Behavior is what we want to prevent, change, or fix. Address behavior at this stage is less effective than addressing it before it becomes a problem. Consequence is what happens after the behavior. What consequences or rewards did they receive? We may be reinforcing negative behaviors by giving a reward instead of consequence. If we reward our child with a sucker after a tantrum, we reinforce that throwing a tantrum is the way to get a sucker. Consequences should match the behavior and should teach and not punish a child. The ABC’s of Behavior is one of the skills of the Teaching-Family Model. The Teaching-Family Model is one of the evidence-based behavioral methods. Twenty million dollars of research went into deterring what the best way to parent is. It has been used since the 1960s by practitioners all over the world because it works!  For more information about the ABC’s of Behavior and the rest of the behavior skills of the Teaching-Family Model visit: https://www.smarterparenting.com/lesson/view/the-abcs-of-behavior/ Join the Smarter Parenting Club. https://club.smarterparenting.com/ For full show notes and transcript visit: https://www.smarterparenting.com/adhd-parenting-podcast/

001 - I Can See Your Weakness and You Can See MineChicory and Zero dissect a scene at a role-playing gaming table. They explore racist accents in gaming, media and society, social capital, group dynamics, racism in general, public vs private conversations, freewill and picking your battles, locker room talk, safe spaces, shared vulnerabilities and risks, family in-jokes, and quite a bit of star wars references. Where to start homework research based on episode references:Olly Thorn - "Yer Dad":Oliver Thorn - Philosophy Tube - Transphobia: An Analysis (~1:33-4:57)Fake Libertarian: Fiscally Conservative but Socially Liberal:The Cognitive Dissonance of Social Liberalism, Fiscal ConservatismWhat is Racism? Robin DiAngelo - Why "I'm not racist" is only half the story Racism against the Irish:Anti-Irish Sentiment in BritainIrish experience coopted by white supremacistsSquare-rhombusGeometry reviewAffirming the Consequent fallacyDenying the Antecedent fallacy Asian Representation in HollywoodThe Marginalization and Stereotyping of Asians in American Film The story of Appa voice in Kim's Convenience Acceptable TargetsTV Tropes Introduction to Acceptable TargetsPublic vs. Private conversationsCalling In and Calling OutRespectable ProtestorsTone PolicingThe Function of Respectability PoliticsYou're Not Really an Ally if You Must Be Spoken to in a Nice Tone in Order to Show UpSafe SpacesWhy we need Safe Spaces for MenSupport the show (https://www.patreon.com/dadyourewrong)

Hello and welcome to The Parenting Clubhouse Podcast! I'm so excited to talk all about the ABCs of your child's behavior. If you've been feeling lost, burnt out, or confused about your child's behavior, this episode will definitely give you a whole new insight into your child. Also, I don't want to forget to tell you about my Regain Control of Your Child's Behavior course. Let's get to those ABCs, shall we?    I want to start off by discussing why I'm bringing the ABCs of behavior up. As a parent raising our children, we may spend a good chunk of time handling and managing inappropriate behavior. We may deal with tantrums when our child doesn't get his way. And because these tantrums include pouting, crying, falling to the floor, kicking, and screaming, we want to get to a much better place in our home where this behavior isn't occurring as frequently. If we want to do something about this behavior, we'll need to take a look at the ABCs of behavior.   But some of us might also be consulting with a psychologist, behavior analyst, or counselor to help address these tantrums. And I would say that most behavior professionals are going to look at the ABCs of the behavior in order to help address the behavior and provide some solutions to the family.    Alright, so what are the ABCs of behavior? I'm going to start with the B.    B = Behavior   When I am working with a family and observing the child, I need to know what the behavior looks like. If the child is having tantrums, what does the tantrum include? Like I mentioned above, the tantrum may include pouting, crying, falling to the floor, and kicking. Ultimately, I need to know what the behavior looks like so I can know if the behavior is improving, getting worse, or staying the same overtime, especially if I've provided specific strategies for the family to try.    If you're wanting to try some new strategies now, download my 3 Parenting Tips freebie at www.lauralynnlapointe.com/3parentingtips.    A = Antecedent    Antecedent is anything that happens before a behavior occurs that may influence the behavior. Antecedents can be immediate (right before the behavior occurs) or more distant (not as immediate to the behavior). Things that occur before a behavior occurs are if a demand is in place, if a toy was taken away, or if a parent wasn't providing attention to a child. More distant antecedents that can influence behavior are lack of sleep or hunger. There can be a lot more antecedents but these are just some quick examples.    If you haven't had a chance, go check out my Regain Control of Your Child's Behavior course, which is full of strategies that can help manage and prevent behavior from occurring. Actually, all of the strategies in the course are antecedents… specific strategies that we can use before a behavior happens to prevent the behavior from happening in the first place.     C = Consequence   Consequence is not a punishment like we typically think. Consequence is anything that immediately follows the behavior. Some common consequences that may follow tantrums are access to preferred toys, attention like reprimands, or not having to follow through with a chore.    Knowing all of the pieces of the behavior puzzle - antecedents, behavior, and consequences -  can help us know what specific strategies we should use to help decrease some of those inappropriate behaviors.     Again, don't forget to check out my Regain Control of Your Child's Behavior course if you're ready for some specific strategies to use at home.    And, of course, don't forget to subscribe, leave a review, and share with your friends!    Let's connect! On Facebook: www.fb.me/lauralynnlapointe On Instagram: http://www.instagram.com/lauralynnlapointe 

Scott answers your questions, and covers the recent Mid-East developments, Tulsi being slandered in the media, and why he loves Hilary Clinton.

I read from antarctic to antecedent. Here's some info on Antares...cause I was curious...and you are too. https://earthsky.org/brightest-stars/antares-rivals-mars-as-the-scorpions-heart https://en.wikipedia.org/wiki/Antares The word of the episode is "antbear". dictionarypod@gmail.com https://www.facebook.com/thedictionarypod/ https://twitter.com/dictionarypod https://www.patreon.com/spejampar 917-727-5757

When skeptics fail at finding a naturalistic theory to account for the minimal facts, they resort to a different tactic. In this episode, Mr. Minton responds to the argument that the resurrection of Jesus is so improbable, that the evidence given in favor of it is just simply not good enough to overcome that probability. This is known as "The Antecedent Probability Objection". Mr. Minton will argue that all of the evidence we have is indeed strong enough to overcome the a-prior probability against miraculous resurrections. To get into more detail about the topics Minton discusses in this episode, get the book "My Redeemer Lives: Evidence For The Resurrection Of Jesus" written by Evan Minton himself, and available for free for a limited time in this DropBox link --> https://www.dropbox.com/s/3rvtwg9ai2w8you/My%20Redeemer%20Lives%20-%20Evan%20Minton.azw?dl=0 --- Support this podcast: https://anchor.fm/evan-minton/support

The RCP team (Jim Clemente, Laura Richards and Lisa Zambetti) continue their discussion and analysis of Lyn Dawson's case and The Teacher's Pet. Jim and Laura forensically deconstruct and analyse the so-called "Antecedent Report," Chris Dawson's two page police statement which was written on 16 August 1982, seven months after Lyn went missing.If you have any information about Lyn Dawson's disappearance or the historical sexual offences at the Sydney high schools please call Crimestoppers on 1800 333 000 If you would like to learn more about coercive control:www.laurarichards.co.uk/deep-diving-coercive-control/#HerNameWasLynDawson#CoerciveControl#TheTeachersPetThis Episode is sponsored by ManCratesJust for Valentine's Day, get 14% off when you spend $100 or more at ManCrates.com/REALCRIMEAlso sponsored by QuipQuip starts at just $25 and if you go to GetQuip.com/REALCRIME now, you will get your first refill pack for FREE

This week, Pastor Gary and I rehearse in depth God's Grace and how it leads to repentance. Visit Matthew Pancake's Facebook http://www.facebook.com/matthew.pancake Visit Pastor Gary Held's Facebook http://www.facebook.com/garyheld Visit our Website www.RadicalGraceRadio.com

Road trip podcast part two! This time we discuss setting the scene for desired behaviors with smart arrangement of antecedents.

In ep 03 of Truth Warrior I open with a personal story that I have not told many people about how I was jumped by a gang of 6 and was nearly killed. Martial arts saved my life. I then discuss popular culture and how young people need to be taught philosophy and a code of ethics. I break down the various warrior codes of ethics from the ancient past and how they can help you achieve the life you want. I move into sharing some current ideas on how the human brain is NOT a computer, nor is the human body. I get into AI, the rate of technology and its implications, and how to stay grounded, motivated, and focused in a crazy world. Next I go into some success secrets, and share my personal opinions on some political and social issues, and finish with an argument against psychological determinism (fatalism) and establish the case that we indeed have free will to choose our destiny and are not merely governed by antecedent forces infringing upon us. Hope it helps! - David Whitehead LINKS: The 9 noble virtues:http://www.odinsvolk.ca/O.V.A.%20-%20NNV.htm Bushido/Budohttp://www.aikidofaq.com/essays/ Antecedent definition: http://www.dictionary.com/browse/antecedent Conscientiousness: http://www.chegg.com/homework-help/definitions/conscientiousness-13 your brain is not a computer: https://aeon.co/essays/your-brain-does-not-process-information-and-it-is-not-a-computer Why Your Genes Aren’t Your Destiny: https://chriskresser.com/why-your-genes-arent-your-destiny/ Epigenetics: https://www.brucelipton.com/resource/article/epigenetics Politics and Social Philosophy: http://www.nathanielbranden.com/politics-and-social-philosophy Free Will: http://aynrandlexicon.com/lexicon/free_will.html Why Western Civilization Works: Dr Jordan Peterson https://www.youtube.com/watch?v=peWUjj4kTzk&feature=share

Vanessa Armand visits to discuss affirming the consequent and denying the antecedent

Summary:   Sara Brueske has been training dogs for over 15 years; she became a Karen Pryor Academy Certified Training Partner in 2011 and jumped into the world of professional dog training. Sara and her dogs work at Purina Farms in Missouri where they demonstrate the sports of disc, agility, and dock diving for the public in over 400 shows each year. She and her dogs also compete nationwide. Currently, she is active in the sports of disc dog, agility, mondioring and dock diving -- plus, she's a trick dog enthusiast. Sara has recently re-entered the world of competitive Disc Dog and is the 2016 overall UpDog International Champion as well as the 2017 UpDog Freestyle Champion. Sara believes in positive reinforcement not only for dogs, but for their handlers as well.  Her biggest joy in training is watching a handler and dog become partners and grow as a team. Links mentioned: Disc Dog Discussions Facebook Group Heeling is just another Trick DVD Drinking from the Toilet, What to do when you get stuck (full episode) Next Episode:  To be released 7/7/2017, featuring Laura Waudby. TRANSCRIPTION: Melissa Breau: This is Melissa Breau and you're listening to the Fenzi Dog Sports Podcast brought to you by the Fenzi Dog Sports Academy, an online school dedicated to providing high-quality instruction for competitive dog sports using only the most current and progressive training methods. Today we'll be talking to Sara Brueske. Sara Brueske has been training dogs for over 15 years; she became a Karen Pryor Academy Certified Training Partner in 2011 and jumped into the world of professional dog training. Sara and her dogs work at Purina Farms in Missouri where they demonstrate the sports of disc, agility, and dock diving for the public in over 400 shows each year. She and her dogs also compete nationwide. Currently, she is active in the sports of disc dog, agility, mondioring and dock diving -- plus, she's a trick dog enthusiast. Sara has recently re-entered the world of competitive Disc Dog and is the 2016 overall UpDog International Champion as well as the 2017 UpDog Freestyle Champion. Sara believes in positive reinforcement not only for dogs, but for their handlers as well.  Her biggest joy in training is watching a handler and dog become partners and grow as a team. Hi Sara! Welcome to the podcast. Sara Brueske: Hi Melissa, thank you for having me! Melissa Breau: Absolutely. I'm excited to chat a little bit.   Sara Brueske: Definitely. Melissa Breau: So, to start us out, can you tell us a bit about your dogs and what you're working on with them? Sara Brueske: I have a whole bunch of dogs. My job kinda dictates that i have more dogs than the average owner. I have 14 current in my household. So all 14 of them are either in training or participate in my job, which is doing shows at Purina Farms. I compete with a handful of them outside of that job as well. So it depends on the dog, what I'm working on with them. My main sports that i do with all of my dogs is agility, disc, and dock diving. And my malinois i compete and train in mondioring as well.   Melissa Breau: Do you want to give us a little bit of an idea of who you have in the household? I know you've got a mix of breeds and all sorts of stuff. Sara Brueske: Yeah, Sure! I'll do the run down. I have a whole bunch - I really like variety. I have 3 australian koolies, which is a little bit of a rare herding breed here in the United States. I imported 2 of them from Australia and I had my very first litter this year, so I have their daughter, too. She's about 11 weeks old now. And then I have 2 border collies, both of them are rescues. I have a border staffy, who is a rescue as well, and a whippet -- a rescue actually from the same house as the border staffy. I have 4 malinois, one of those is actually a permanent foster through the malinois ranch rescue in Tennessee. And I have a boston terrier mix, a papillion, and a labrador. Melissa Breau: Wow, some of those I actually hadn't seen pictures of before; it's definitely a household, huh? Sara Brueske: It's a full household, they're all very very active dogs other than the elderly foster; she's a little bit slow these days, but… Melissa Breau: How did you get started with all of this? Obviously, where you are today -- it probably took a little while to get there, but how did you first get started in dog sports? Sara Brueske: I was actually 11 years old when I begged my parents to let me buy my very first sport dog. I wanted a border collie and i wanted to compete in agility and that was because I watched the Purina Incredible Dog Challenge on TV. So I saved up all my money, and I found a border collie in a newspaper, which is the worst place to get a dog, and we went out and i bought my border collie. And so then I did my backyard training -- we had stick-in-the-ground weave poles made out of PVC, my tunnel was actually a construction drainage pipe that my dad found and gave me, and that's how I trained all my agility and I started competing as a junior handler. He actually got injured, and so I had to stop training him in sports and that's when I figured out about trick training. When he was 7 years old, he knew about 50 different tricks. Melissa Breau: wow. Sara Brueske: So like, high five and wave and spin, and other ones were throwing away my empty soda cans, and turning off the light because by then i was a lazy teenager. Melissa Breau: That's awesome. So I think that just goes to prove that anybody… people don't have an excuse if you could do it in your backyard with sticks and PVC pipe… Sara Brueske: Exactly! And I think my parents always were hoping that I'd outgrow this, go to school and maybe be a veterinarian, but here I am, with 14 dogs and training is my career. Melissa Breau: So agility is generally thought of as pretty positive -- same with trick dog training. Have you always been a positive trainer? Sara Brueske: I actually wasn't -- I was kind of what you'd consider a balanced trainer back then. All my agility training and trick training, that was all done with clickers, so I had read up on clickers and learned how to do that, kind of a self-study, but my parents were very much punishment based and they should be dogs and they should behave as dogs. And so that's kind of the background I have with that. I didn't have any formal dog training, so it's a mish-mash of everything you can imagine… and I actually was that way until I had a great dane and he was not the most balanced - mentally - dog, he was a little bit reactive and he was a big dog, and everyone told me I had to show him who's boss, and everything else and alpha roll him, and come-to-jesus moments and all that. Well, the dog out weighed me and it wasn't working. So that was when I switched and I became a positive-only trainer. That helped him tremendously. Melissa Breau: And I know that now you've done the Karen Pryor Academy, and everything else -- it sounds like that was kind of your pivot moment there… but it sounds like then you went that next step with it, right? Sara Brueske: Absolutely. So when i had that great dane i also actually on the path to becoming a professional dog trainer. I was looking for ways to enhance my education, looking for places to teach group classes, and that's where the Karen Pryor Academy came into place - it was a formal education that I could put on my resume and show people that I was serious about becoming a dog trainer. Melissa Breau: So, I think most dog trainers -- at least professional dog trainers -- would say their dogs are both their life and their work, right? Because of the nature of what you do at Purina, it seems like it takes that to a whole other level. Do you want to just talk for a few minutes about what you do a Purina and what that's like? Sara Brueske: Sure. So my job at Purina is to promote pet ownership and Purina believes that your life is really enhanced by owning a pet, so my job at Purina, at Purina Farms is to talk to the public, promote pet ownership by putting on shows every single day. So my shows are three times a day, 6 days a week. And I bring my dogs with me to work everyday and we show them what you can do with rescue dogs, what you can do with your dog at home, which is really why i like to have a variety of dogs. So my goal at Purina is to hear the audience go, “We should go home and train Sparky to do that.” That's my favorite thing ever to hear. It means they're going to go home and play with their dog -- and that's huge to me. And so, because we do so many shows a day I actually bring between 11 and 13 dogs with me every single day to work. And that means my dogs are with me from the time I wake up, I feed them, we get ready, we all go to work - I work with them all day long, I come home, I unload them, I feed them, and they're with me all evening. My dogs are literally with me 24/7. Melissa Breau: When do you find time to train, if you're working with them so much? Sara Brueske: To train? So that's my job at Purina, is to train them -- between the shows that's the time that I have to train my dogs and work them and make sure they're getting what they get. Melissa Breau: Wow - that's a very full day. Sara Brueske: It's a very, very full day - yes. Melissa Breau: You're basically relying on your dogs for your livelihood; I'm sure that's had a lot of impact -- and like you said, you're with them 24/7 -- on the actual relationship that you have with them. Do you want to just talk for a minute about how you think that's impacted things for you? Sara Brueske: Sure. It's really… you hear a lot of the time people in my line of profession looking at their dogs like they're just part of their paycheck. They have their job - they're tools of the trade. That's very much NOT how I view them. The reason why i have so many dogs is that i don't want my dogs to be burnt out; I don't want my dogs to hate their job. I want my dogs to have fun, just as much fun as I have working with them. You can't do this job and have that many shows to perform in and only have 6 dogs… you'll end up ruining your relationship with your dog. You'll end up hurting your dog. And really their well-being in the long run is the most important part. That's what I care about the most and that's why i have so many dogs. But, I mean, it is what it is. My dogs pour their heart out for me every single day. And I appreciate that so much. But they also really love what we're doing. So I have dogs that love frisbee, i have dogs that love dock diving, I have dogs that love working with me, and that's a big part of it as well. Melissa Breau: I know you mentioned you typically bring up to 13 of the dogs with you each day… how many tend to compete in any given show? Sara Brueske: So we run 5-6 dog shows. And I rotate through those. So I don't like my dogs to do more than 3 shows a day, and I actually rotate days. So for instance, yesterday it was Zip Tie, Nowie and Taboo and Zuma's day to work. I rotated through those dogs for the show, the other trainer covered the rest of the dogs in the show. And then tomorrow, since today was my day off, I'll have 4 different dogs that I'll put in the show again.   Melissa Breau: It's so interesting, just kind of juggling all of it, and managing schedules. Sara Brueske: Yeah, we count a lot of shows. We tally it all up and make sure everybody's not working too much all the time, and it's helpful having other trainers there because we each pull equal weight on any given day. Melissa Breau: So I want to switch gears and talk a little more specifically about disc -- I know that's kind of what you teach at FDSA. I think, like you were talking about having watched agility on TV, I think a lot of people have seen some of the cool tricks disc dogs can do and I think that some people probably look at it and go, “my dog couldn't do that.” So, I was curious what skills a dog actually needs to be able to learn some of those disc tricks. Sara Brueske: Sure. So freestyle is what you always see on TV and in the incredible dog challenge and really, in reality, that's just a tiny little aspect of the frisbee dog community and the competitions. It's actually not even the most competitive, you could argue. There's a ton of different games you can play with your dog in each competition, in each venue. Just like there's AKC agility, NADAC agility, USDAA and they all have different rules and different games, the same thing applies to disc dog. So your tradition frisbee dog competition will have freestyle and a toss-and-catch competition. And the toss-and-catch competition is just like it sounds -- it's a game of fetch, a timed game of fetch where you get extra points for distance and accuracy, so you want to throw in a certain zone, and how many throws you can get off in a minute or the 90 seconds that you have. So really, to compete in toss and catch at the novice level all you have to do is have a dog that loves to play fetch. I mean, whose dog doesn't really like to go out there in the backyard and catch a frisbee, right? So that's pretty applicable to any dog. Oh so you also have your handler, who has to be able to throw… but lucky in like the novice competition you just have to throw 20 yards, which isn't very far. Then there's other venues, such as UpDog, which is my preferred venue, it's just come out in the last 3 years or so. And they really cater to new disc players -- they do something that's called a roller, which is you throw the disc on it's edge on the ground and it rolls and the dog has to grab that. So you don't even have to be able to throw a frisbee to be able to compete in novice. And they have a bunch of strategy games, each kind of tailoring to each dog's individual strength and each handler's individual strength. So that's kind of cool; they're really starting to incorporate the idea that anybody can play frisbee with their dog, which is really interesting. Melissa Breau: So, in your classes at the academy, what are some of the common things or tricks that you wind up teaching? Sara Brueske: So all the tricks that we wind up teaching in the academy classes, the tricks themselves, are for freestyle. There are some that apply to the other games, such as the flatwork and stuff like that -- and that's just moving your dog around the field and connecting with your dog. That's where I really like to lay my emphasis with my classes, it comes from my agility roots - it's a lot like handing in agility. But the tricks themselves, for freestyle, we teach a whole bunch of different things. We do dog catches - which is where you literally catch your dog, with or without a disc. We do rebounds, which is where… it's kind of like a flyball box turn, but on your body, so the dog hits you and then jumps off. And then leg weaves, which is really good for any sport because it's a nice warm up, and then we also teach things like stalls, where they actually jump up onto a part of your body, and hang out there for a while. Melissa Breau: That's kind of neat. Sara Brueske: Yes, it's very exciting. Melissa Breau: So If somebody's trying to decide if they should take the class, are their any skills they need or their dog needs to start to do some of those tricks? Sara Brueske: We teach all those tricks actually with food, first. So if your dog has food drive, then you're pretty much golden for it. You can actually wind up taking the class and teaching those tricks for food and not ever touching a frisbee if you want to. But ideally, if you want the whole frisbee aspect of the class then your dog should have some sort of toy drive or disc drive, because I don't hit on that a whole lot in the classes. There are plenty of other Fenzi classes that build on toy drive, and I want to make sure that mine focuses just on the frisbee aspect of it. Melissa Breau: If someone was just interested in getting started, what's that first step -- where should they start out? Sara Brueske: The first step, which is what i always recommend to anyone looking at any sport, find a local club, find some local help that can give you hands on help because that hands on help is going to be priceless. And hopefully there's somebody there that's actively competing, and who has gone to the world's level to help you out. That's where I would start. There are a whole bunch of places on facebook that you can look - disc dog discussions is a group that you can check out and they have a whole bunch of different clubs that participate in that discussion group, so you can always post where you are and somebody will chime in to give you some contact information. After that, the online class at Fenzi is a pretty good one for foundation, and there are other online classes as well for disc dog foundations currently. Melissa Breau: Awesome. And kind of the way that we end every episode -- our big three questions -- what's the dog-related accomplishment you're proudest of? Sara Brueske: So I thought long and hard about this question. I have a whole lot of accomplishments that I'm very, very proud of. But the reality of that is that I get to experience something that a lot of people don't get to experience -- forming a new relationship with a whole bunch of different dogs. So in the last 4 years I've had 14 different dogs plus many fosters and dogs I've raised come through my house. And all of those dogs I've started in training and formed relationships with. My most favorite accomplishment i've ever had is with each of those dogs is when that dog really kind of has that light bulb moment and goes, “I really do enjoy working with you. This is fun, this is a game!” That's what I'm most proud of. Melissa Breau: That's definitely like that golden moment, that everybody is looking for, right? To form a relationship. Sara Brueske: Yeah, yeah, exactly. Melissa Breau: So, what's the best piece of training advice you've ever heard? Sara Brueske: That everything's a trick. From my history -- when I couldn't do agility anymore, I just did tricks with my dog. So when I actually started looking into IPO and Mondioring, and looking at these very complicated obedience maneuvers, and precision things it was really kind of eye opening to remember that everything is a trick. And that kind of came from Sylvia Turkman's DVD, Heeling is just another Trick. And that was kind of a light bulb moment for me -- this is just like teaching all those other things I teach. Melissa Breau: I think that's really interesting, because you mentioned it specifically in relation to Mondioring, which is not a sport people look at usually and go, “oh it's just tricks!” Sara Brueske: No they definitely don't. Melissa Breau: And then finally, who is someone else in the dog world that you look up to? Sara Brueske: So Sylvia Turkman. And the reason for that is that when i first started my dog training career she was the one i went to for online classes, i watched all the DVDs, and it was her upbeat attitude and her relationship with her dogs that really inspired me to be that kind of trainer. I wanted [my students] to be happy - i wanted to think that they're still going to come out the other side and they're still going to enjoy their dog and they're sitll going to be having fun. Melissa Breau: Thanks so much for coming on the podcast Sara -- and thanks to our listeners for tuning in! This week have a special treat -- FDSA's own Hannah Branigan Also runs a podcast, called Drinking from the Toilet - and today we're sharing an excerpt from her most popular episode, “What to do when you get stuck.” Enjoy! Hannah Branigan: Hey there - you're listening to Drinking from the Toilet and I'm Hannah Branigan. Today we're going to talk about what you can do when you get stuck. Why are we even talking about this? Well mostly because I was sitting here trying to think what topic i should make my next podcast be about, and I got stuck. I couldn't think of anything to talk about. So I kind of sat here, I looked at a few things on the internet, facebook, took a few pictures of my dog with my phone, and pondered on how many other places in my life I feel stuck, maybe feel like a failure. And at least one of those places in my life where i feel stuck is when I'm training a dog. So I thought, well, let's do a podcast about getting stuck when you're training because I think that's a fairly ubiquitous experience. There's probably people out there that sometimes get stuck when they're trying to train a behavior. And so in my previous life, when I would run into a problem, it really was almost a pattern, really… so I'm working on training a behavior or maybe untraining a behavior problem and I would get so far; I would make a certain amount of progress and then I would get stuck and i would revert to punishment. Maybe intentionally, as a training choice, or unintentionally as an emotional expression of frustration. But either way I would often fall back on these old habits -- after feeling like I was running out of choices. And so as my journey continues, i continue to improve my understanding of behavior, i have a better picture of the behaviors I'm trying to train. My knowledge in that area increases and I think clarity in your goal of your behavior is always helpful. And I learned more and my skill set improved. I had better tools for manipulating behavior and for manipulating contingencies, particularly those using reinforcement. Better understanding of how reinforcement works --  both in general, in concept and in theory, and then also in practical application. And so overtime, i can get a lot further before i would resort to that old habit. So eventually, maybe about 10 years ago at this point, I made a conscious decision to just take punishment totally off the table. So aversives are no longer an option for my training. So I still have frustration attacks occasionally - I am human - but i do try to recognize them for what they are. They're just emotional expressions, they have nothing to do with training the dog and i don't have any expectation that they're going to change either of our behaviors for the better in the long run. But I still have a lot of situations where I still get stuck. And now there's a vacuum. I'll still get training to the same point -- a little further each time because I'm learning more -- but when I get stuck, there's a place where I would punish or I would use an aversive in some way, which may or may not solve the problem because we know that simply bringing in punishment is no guarantee of getting the results that we want. And so now I'll get about 80% of the way there -- I'll get about 80% of the behavior trained that I want -- and then I'm stuck. And simply not punishing doesn't give me any information about what i should do instead to continue making forward progress. I end up with a kind of vacuum. So sometimes I quit. I don't have all the answers. And I know that's disappointing to hear, because frankly it disappoints no one more than i disappoint myself when i don't know the answer to a problem, when i don't know the solution…. Well, maybe my father. He has pretty high standards so he might be more disappointed but I learned it from somewhere. And I'm willing to bet that you get frustrated sometimes too. And your stuckness may not manifest in quite the same way that mine does, maybe instead of frustration, anger, and potentially aggression you turn to other defensive strategies. Maybe like rationalization. Sometimes I find myself thinking thoughts like, “Maybe my dog just doesn't like to do obedience. Maybe my dog actually can't do this -- it's not possible. You know, maybe he has a health problem! Maybe it's his thyroid -- he could have a thyroid, he could have low thyroid! So if my training plan didn't pay out the way that I expected it to, clearly the problem is caused by his thyroid and no protocol would have worked. He needs medication! This dog needs pills to fix this problem, and it has to be just the right medication, and it might take weeks or even months, or years, to find what that medication could be and so none of this is actually a training problem, it's not in my control. It's not me, it's the dog, right?” Okay. Now, to be clear, I'm not trivializing endocrine disorders in any way. They're very real and certainly having a health problem does throw a wrench into the works and can add contingencies beyond those that we can realistically control within the context of a training session. So if you're worried or suspicious that your dog has a physical or medical problem, it's always a good idea to consult with your vet. Get that physical problem ruled out. Make sure your dog is healthy and sound. I know I certainly have no problem paying my vet $100 -- sometimes maybe more -- to be told I'm crazy and there's absolutely nothing wrong with my dog. But just to be clear again, every now and then I'm actually right. And so I have that long interval of random reinforcement effect that maintains my behavior on dog after dog, year after year. Anyways, okay. Let's assume that we've ruled out any physical issue. What can we do when we get stuck trying to train something? So it is a training problem, we're stuck with the training, we need to change something about the training to get past this obstacle. Ok. So here's a pretty common scenario. You're trying to train some behavior. Maybe you're following a training plan or a recipe that you found on the internet -- or you saw on youtube, or maybe you've just been to a seminar and this is now Monday morning and you're trying to apply the technique you learned at that seminar to your training in real life and now the powerpoint slides aren't there and the presenter isn't there, and so you're on your own. And so maybe you get through the first couple of steps --  you're shaping and things seem to be going ok. You think you're doing it right; you think you're doing it the same way as you learned in that seminar. And then all of a sudden you hit a plateau. And the dog keeps doing the same version of the behavior over and over again without progressing to the next step. So maybe you've made it through steps 1 and 2, and step 3 - instead of performing step 3 a couple of times and then moving on to step 4 your dog keeps doing step 3 over and over and over again. You can't see why you're not able to make the leap to that next step. This is a common problem that I run into with different behaviors with different dogs and certainly see it in my own students periodically. Maybe you're trying to teach your dog to retrieve an object and your shaping plan is I'm going to start by clicking when the dog looks at the object and then click him for sniffing it and then I'll click him for touching it with his nose or targeting it. And then the next thing I'll click is for him to open his mouth and bite the object… but instead of biting the object he just keeps touching it with his nose over and over again and he never opens his mouth. What do I do then? Another common place where we'll run into this situation would be adding duration or distance to an existing behavior. So you can get the dog to hold the sit for 8 seconds -- as soon as you reach for 9 seconds the behavior falls apart. Or you can get your dog to respond to a cue -- maybe he'll lay down if you give him the cue at 6 feet but one more step back and the behavior disappears or starts to degrade. And it's really frustrating - and then it's easy to think this isn't working, something's wrong with this technique, this method is ineffective, or we can continue to spiral down and think about what might be wrong with the dog, and then the world in general. And so obviously continuing to repeat the thing that's not working isn't the right choice; that brings to mind that quote that I know i've seen lots of different places… I often see it attributed to Einstein but I don't know if that's true or if it's just internet-true. So, to paraphrase, the idea that repeating the same thing over and over again and expecting different results is the definition of insanity. So, I may still be crazy, but this totally applies here. Even if we just look at the A-B-C operant contingency, repeating that same A-B-C … the same Antecedent or A, the same Behavior or B, and the same Consequence - “C” - then yes, we're probably going to continue to get the same result. So, we need to change something. I like thinking about it this way because it gives me three solid categories of things to look at -- and three is my favorite number, also it's a prime number so a lot of things to recommend it. Three categories is a very achievable way to start putting stuff in buckets and structure our thinking. So let's start with A -- antecedent. So the Antecedent, this is the cue. It's what's inducing or causing the behavior, what's associated with the behavior. And when we're thinking about this in terms of cues from us -- so I say sit and the dog sits --  well that's easy to recognize and understand. In active training, when we're learning, the antecedent really is much bigger than that. It's a bigger idea; it's more than just the cue you're deliberately giving, but it's that whole picture, all of the stimulus and all the pieces of the picture. So it's the whole set up that the dog is associating with a particular behavior. It's your body, your body position, where you're situated in space, your dog's position, any props that you might be using, if you're using a platform or a target or if you're using an object in the case of that retrieve. And it's the environment in general -- where the dog is, where you're training, all of the sounds, smells, feels, tastes maybe, all of those things are in that big stimulus picture and that whole picture functions as the cue when the dog is learning the behavior.   Melissa Breau: Thanks to Hannah for letting us share that with you -- I hope you'll consider subscribing to both our podcast and hers if you haven't already, in itunes or the podcast app of your choice. We'll be back next week, this time with Laura Waudby to talk Fenzi TEAM training and training service dogs. CREDITS: Today's show is brought to you by the Fenzi Dog Sports Academy. Special thanks to Denise Fenzi for supporting this podcast. Music provided royalty-free by BenSound.com; the track featured here is called “Buddy.” Audio editing provided by Chris Lang and transcription written by CLK Transcription Services. Thanks again for tuning in -- and happy training!

An understanding of form and analysis can be a great aid in getting to know music better. Like an architect, a composer will structure their music on a foundation of building blocks. It's time to check out the blueprints! In this episode, we will take it from the ground up. We'll start with motives. We'll use them to build phrases and phrases to build periods and phrase groups. 

This episode of Remonstrance is entirely devoted to the question, "What is the will of God?" We first discuss the Calvinist understanding of the will of God to provide context for the Arminian understanding. We also look at Calvin's distinction between the decretive and prescriptive will of God. We then discuss the philosophical differences between Voluntarism and Intellectualism. It is more important than you might think. We then look at the distinction between the Antecedent and Consequent will of God that Arminius emphasized in his theological writings. We then look at the question of divine determinism and look at how Thomas C. Oden explains how God governs the world according to His will. We hope you are blessed by this episode! Here are some links to articles we discuss: "God's Will In Calvinism and Arminianism" by Roger E. Olson   http://www.patheos.com/blogs/rogereolson/2014/08/gods-will-in-calvinism-and-arminianism/ "A Much Neglected Basic Choice in Theology" by Roger E. Olson http://www.patheos.com/blogs/rogereolson/2010/12/a-much-neglected-basic-choice-in-theology/  

May 22, 2016 Rev. Dr. Tony Sundermeier Psalm 8; Romans 5:1-5

Today's Jargon term is Antecedent Modification.  Sometimes the best way to change a behavior is by changing what happens right before the behavior.

Like Autism Live on Facebook at http://facebook.com/autismlive  Today’s Jargon is Antecedent!  The A,B,Cs of behavior tell us there is an Antecedent, a behavior and then a consequence.  Antecedents are things that come before a behavior.  Antecedent modifications are sometimes very effective. Sign up for Autism Live’s free newsletter at: http://www.autism-live.com/join-our-email-list.aspx   Autism Live is a production of the Center for Autism and Related Disorders (CARD), headquartered in Tarzana, California, and with offices throughout, the United States and around the globe. For more information on therapy for autism and other related disorders, visit the CARD website at http://centerforautism.com

The Latin root word ced means “go.” This root is the word origin of many English vocabulary words, including accede, secede, and recede. An easy way to remember this root word is by the word precede, for when one thing precedes another, it “goes” before it.Like this? Build a competent vocabulary with Membean.