ABA and science Archives - Autism: Chaos to Calm

Will I be treating my child like a dog if I use TAGteach?

March 27, 2024April 23, 2024 Martha Gabler 1 Comment

This is a fair question. On the surface, Teaching with Acoustical Guidance (TAGteach), a method where you use an audible event marker signal (a click) and a reinforcer to teach a human a behavior, sounds very similar to the popular and effective clicker training method used with dogs, dolphins, killer whales and other animals. From a scientific and technical standpoint, the methods are similar.

Both methods are based on the scientific, research-validated fact that a behavior that is reinforced will occur more often. TAGteach has been used successfully in many teaching and training applications with humans, including elite level gymnastics, orthopedic surgeons, emergeny nurses, fishermen working on boats in the Bering Sea, speech therapy, professional golf instruction, main stream classrooms and special education classrooms, among others. Turns out, TAGteach is also a wonderful way to teach kids with autism.

TAGteach is recommended by many leading experts as an effective and science-based approach for teaching children with autism. TAGteach research results have been presented at the Association for Behavior Analysis conferences more than 50 times since 2004.

Got autism? Got screaming and verbal stimming? You can teach your child peace and quiet.

January 25, 2023April 20, 2024 Martha Gabler 11 Comments

Screaming, loud noises, verbal stimming

These are the sounds we autism parents hear all too frequently in our homes.

They never seem to stop.

They drive us to distraction.

They can destroy the peace and quiet of the family. Sometimes they can destroy the family itself.

When my son was little, he did a lot of screaming and verbal stimming. I discovered that with the positive behavioral method known as TAGteach (Teaching with Acoustical Guidance) I was able to reduce these sounds, increase appropriate vocalizations and get some of that precious peace and quiet.

TAGteach uses positive reinforcement

TAGteach is based on the science of Applied Behavior Analysis (ABA) and uses positive reinforcement to build desired behaviors. In addition to the positive reinforcement, TAGteach adds an “event marker” i.e., an acoustical signal to indicate to the child when he/she has performed a desired behavior. The acoustical signal is generally a click sound, called a “tag” made by any type of clicker device, or better yet, a TAGteach tagger. After the “tag,” you give a reinforcer to the child. Here’s how I used this.

Spelling and writing, oh my! TAGteach saves the day.

January 25, 2023January 27, 2023 Martha Gabler

TAGteach is so versatile

Not only does TAGteach help with behavior, you can also use it to help kids overcome learning obstacles.

Here are two examples of how people used TAGteach to help kids who were unhappy about completing their spelling and writing assignments. These were quick, spur-of-the-moment interventions, but they created great outcomes.

TAGteach and Spelling

Rosie G., a parent from the UK, has a lovely daughter who needed to practice her spelling. Rosie explains, “Sophie really didn’t want to practice her spelling [word]s and we were on the verge of a major tantrum but I tagged each ‘correct’ letter of each word and we got through it calmly.”

Example: Spell “crisis.” The tag point is: “Say letter.”

“C” tag

“R” tag

“I” tag

“S” tag

“I” tag

“S” tag

Great job Rosie and Sophie! The precise reinforcement of each correct letter told Sophie she was right! She experienced continuous success, reinforcement and praise. Her emotions changed from anger to calm.

Helping Sonny Learn to Love those Loud Squawking Flamingos!

February 3, 2018January 26, 2023 Martha Gabler

Child Highly Sensitive to Noise

Many children with special needs have a hard time coping with loud unpredictable sounds. The family featured here taught their child to cope with certain sounds that bothered him. This story comes to us courtesy of Sarah M., a dedicated mom, special needs advocate, and talented glass artist in the UK. Sarah and her husband have two sons, the younger of whom has developmental challenges.

Sarah describes how they helped their younger boy, Sonny, overcome his painful reactions to noise, especially the random and sharp sounds made by animals. She helped him get used to these noises, made sure he had nice experiences while hearing the noises, and used TAGteach. The family’s goal was to be able to enjoy trips to the zoo.

The difficult car trip: Some suggestions for addressing a common problem for autism parents

July 30, 2017January 27, 2023 Martha Gabler

four kids in a car in bright clothes with seat belts on, smiling and happy

Recently, a person sent a query asking what to do about a child who has severe anxiety when riding in the car.

Good car behavior is critical for the well-being of the family. It is worth the time and effort to teach the child how to behave properly in the car and to feel calm and happy when riding in the car. TAGteach is an excellent and easy way to build these skills in small increments. With TAGteach, you “tag” a desired behavior of the child with an event marker signal (often a clicker) and then “reinforce” (give a treat of the child’s liking). TAGteach allows the child to experience success for very small behaviors that eventually add up to a strong, complex behavior.

First small step: show that the car is not harmful

Instead of taking an anxious child out in the car, start by showing the child that the car is just an object on the driveway. Park the car on the driveway and tag and reinforce the child every time he looks at or walks near the car. Here are some potential movements to tag: Child walks next to car, Tag and Reinforce. Child stands next to car, Tag and Reinforce. Child touches or opens car door, Tag and Reinforce. Child walks to another door, Tag and Reinforce. Child touches or opens another door, Tag and Reinforce. Child glances inside car, Tag and Reinforce. Give the child as much time as he needs to become comfortable around the exterior of the car. Spend a few minutes several times a day working around the exterior of the car.

Second small step: child gets into car

Once the child is comfortable around the exterior of the car, work on making the child comfortable in the interior. Bring the child to the car and open the doors. Place toys and some lollipops on the seats. Wait to see if the child goes into the car. Tag and reinforce all physical movements related to getting into the car: potential tag points are Hand On Car, Foot On Car Step, Head Poking In Car, Climbing Into Car. Let the child explore at his own pace; refrain from urging him to go into the car. Let him take his time.

When it finally happens and the child gets in the car, tag and reinforce! This should earn a huge reinforcer! Keep practicing Child Gets In Car until he is comfortable. Continue observing the child and tag and reinforce every time he sits on the seat; this would earn another huge reinforcer! Keep practicing Child Sits In Seat and tag and reinforce the child every time he does it. Offer toys or activity items to the child and tag and reinforce every time he touches an item; the tag point would be Touch Toy.

Nonverbal Autism and TAGteach: How do kids know what they did to earn a tag if you can’t tell them?

February 26, 2017January 26, 2023 Martha Gabler

This is one of the most frequently asked questions about TAGteach.

Many children with autism have low verbal skills. Not only may they be unable to speak, they may also be unable to endure the sounds of spoken language (like my son); even if they can manage to listen to language, they may be unable to understand and/or follow verbal directions.

These are challenging learners. TAGteach can reach them because the tag and reinforcer communicate where words cannot.

So… let’s say you’re using TAGteach for the first time with a nonverbal child who is flailing about and shrieking. In the midst of this maelstrom of activity, you spot a split second of a desired behavior (let’s say Quiet Mouth) that the child performed and you tag and reinforce that behavior.

How on earth does the child know, in the midst of the chaos, which behavior earned the tag?

The answer has four parts:

First: The sound means good news!

The child notices that the sound of the tag is followed by a nice treat, so the child becomes interested in the sound. Since the sound indicates that something nice (a desired reinforcer) is about to happen, the sound quickly acquires meaning and significance. This learning phase happens quickly. My son figured this out in 25 seconds. “Hmm, that sound is great!”

Second: The child realizes that he causes the tag to happen!

The child notices that his own actions are causing the tag and reward. The tag is not some random, inexplicable event in his environment. The tag is aligned precisely with something he has done, and it’s always followed by a nice treat. This is the big light bulb moment! “Hey, it’s because of something I did!”

Third: The child figures out which behavior resulted in a tag!

How does this child do this part? Since children with autism are hyper-sensitive to their environment, they perceive very quickly when timely information (the tag) and nice reinforcers (the treat) are entering their environment. They use the process of elimination to figure out exactly what they are doing that caused this.

Process of Elimination

“Hmm, I was jumping around and screaming, then I heard the tag and got a nice treat. Was it for jumping up and down? Let me try jumping again; I see: no tag, no treat, so no. Was it for swinging my arms around? Let me try that again: no tag, no treat, so no. Wait, I’m running out of air and want to scream, let me pause and take a breath. Hey, I heard the tag and got a treat. Was it for the pause? Let me try that again: Quiet Mouth, tag! Treat! Yes! It’s Quiet Mouth! Okay, I’ll do more Quiet Mouth! Wow, I’m smart!”

Our kids with autism are brilliant at this. They figure it out quickly, and it’s a thrill for them when they get that big lightbulb moment!

Fourth: The child wants more success and reinforcement, so he continues paying attention to the tag

Like us, kids with autism want success and reinforcement. Once they know how to get it, they will repeat the process, and get to the point where they are looking out for tags and reinforcement and responding quickly.

In a period of often less than fifteen minutes, a nonverbal child can learn that:

The tag means success
He performed a productive behavior
He knows what that behavior is
It’s worthwhile to perform that behavior again

At this point, the stage is set for teaching all kinds of functional behaviors. It’s also set for communicating and interacting with a child on a personal level. The child performs behaviors, the adults respond with tags and reinforcers, and the child experiences success. The child builds trust in his environment and starts trying out new behaviors; the adults respond patiently with more information (tags) and reinforcement.

The child is not the only one experiencing reinforcement; the adults wielding the tagger are also experiencing massive reinforcement and empowerment! The adults realize that they can do it! They can change the child’s behavior and can help that child learn useful skills. This is the powerful upward spiral of learning and reinforcement that TAGteach delivers.

The cycle of success builds and expands.

What is TAGteach?

TAGteach stands for Teaching with Acoustical Guidance. TAGteach is a teaching and communication method based on the scientific principles of Applied Behavior Analysis (ABA).

TAGteach enables extremely precise positive reinforcement of behavior by using an acoustical signal to “mark” a behavior – at the precise moment the child performs the behavior! The acoustical signal is a short, sharp sound made by a handheld device (the “tagger”). When the child performs the correct action, the parent/instructor immediately presses the button on the tagger and hands over a treat (candy, treat, token, praise, social recognition, or money) as a reinforcer.

Learn More About Martha and TAGteach

With TAGteach, it is easy to reinforce behaviors precisely and quickly. The immediate, accurate feedback and positive reinforcement result in the child performing the correct action more often, and for longer periods of time. With immediate feedback and learning tasks broken down into small steps, children (and adults) can learn many new skills with TAGteach — at their own pace.

For more information visit the TAGteach website

For research on TAGteach, please see the TAGteach Reference List

Join the free TAGteach For Learning and Behavior Facebook group here

See Martha’s book about TAGteach for Autism or feel free to ask me a question (with no obligation).

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Question: How does my child know what to do when we say, “The tag point is __”?

February 13, 2017February 27, 2017 Martha Gabler 2 Comments

This question comes up often when people first learn about TAGteach.

The answer is: It depends on the learner’s profile of skills.

Before we get into a detailed explanation of the answer, let’s review the definition of a tag point, how the tag point phrase is developed, and what it is designed to achieve.

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TAGteach for Autism: The Calming Tag Points

January 23, 2017November 22, 2017 Martha Gabler 1 Comment

Would you like to help your child with autism calm down when he or she becomes upset? Here is a great way to help your child get to a calm state of mind and body.

The calming tag points are five tag points that I come back to time and again because they are so useful. The calming tag points are:

Quiet Mouth – The child is silent
Appropriate Vocalization or Communication (words, signs, gestures, picture symbols, device) – The child communicates in his/her own way
Hands Down – Hands placed at side or in front of body (not flailing about)
Feet On Floor – Both feet touch the floor or ground
Exhales – Child breathes out; you can see shoulders/chest go down upon exhalation.

All of these are simple behaviors that a child performs often, so there are lots of opportunities to tag and reinforce.These tag points increase calm and communicative behaviors in children with autism. Plus, the more reinforcement and success our children experience, the happier they are.

Use Reactively — For Tantrums and Agitation

In the early years I used these tag points to calm my son down during tantrums. They were highly effective in calming him down and helping him regain his composure. Best of all, after using TAGteach a few times in this way, his tantrums diminished dramatically.

Use Pro-actively — For Calm and Individual Development

After my child learned to be calm, I found myself coming back to these tag points again and again. Why? I discovered that they were a great way to maintain his calm behavior and promote happiness and competence.

Once or twice a day, I sit down with my son for 5-10 minutes and tag and reinforce the calming tag points. He enjoys these quiet sessions very much, and the result is a trusting relationship: he feels calm, happy, and supported (and so do I).

If we are traveling or doing something unexpected, I tag and reinforce the calming tag points too. The reinforcement and familiarity keep him calm and collected; as a result, he handles challenging and unexpected situations very well and often displays new and amazingly competent behaviors. I think of this as “pro-active” tagging.

The Calming Tag Points – Always Available and Always Useful

For these reasons, I recommend that parents and professionals dealing with children with autism consider using the calming tag points as part of their behavior building repertoire. They work, they are easy to observe, and the child enjoys the success and reinforcement.

For more information, please see these links:

What is TAGteach?

TAGteach stands for Teaching with Acoustical Guidance. TAGteach is a teaching and communication method based on the scientific principles of Applied Behavior Analysis (ABA).

With TAGteach, it is easy to reinforce behaviors precisely, quickly, and intensively. The immediate, accurate feedback and positive reinforcement result in the child performing the correct action more often, and for longer periods of time. With immediate feedback and learning tasks broken down into small steps, children (and adults) can learn many new skills with TAGteach — at their own pace.

To learn more about this effective, low-cost method visit TAGteach International or Chaos to Calm

For research on TAGteach, please see the TAGteach Reference List

Join the free TAGteach for Learning, Behavior, and Autism Facebook group

TAGteach taggers available here and i-Clicks available here

See Martha’s book about TAGteach for Autism or feel free to ask me a question (with no obligation).

If you liked this post, please share it. Thank you!

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Want your child with autism to see the world? Travels with Autism: Part 4 – Learning something unexpected

December 5, 2016April 20, 2024 Martha Gabler

Taking a nonverbal young adult with severe autism on a trip to Wyoming turned out to be a wonderful experience, and a learning opportunity for me. One thing I learned about (unexpectedly) was the benefit of doing “pro-active tagging.”

The Problem — Don’t Spook the Horses!

During the horseback rides I wanted to be sure my son could maintain Quiet Mouth behavior for two reasons: so that the other riders would have an enjoyable outing and so that he would not spook the horses by a sudden loud outburst. I could not tag and reinforce this behavior since I riding behind him and he was out of reach.

The Accidental Solution — Pro-active Tagging

What to do? I mulled this over the first morning as I took my son for a long walk before breakfast. During this walk I decided to tag intensively for what I call the “calming tag points”: Quiet Mouth, Appropriate Vocalization, Hands Down, Smiles, and Cute Glances. Intensive tagging and reinforcing had worked well on our airplane trip to keep him calm and happy, so it seemed reasonable to do this again.

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Want your child with autism see the world? Help them cope with new sensory environments! Travels with Autism: Part 3 – Sensory Challenges

November 28, 2016November 29, 2016 Martha Gabler

In Wyoming this past summer we had the opportunity to climb Mt. Washburn (elevation 10,219 feet), a mountain renowned for the winds whipping around its slopes, often at speeds of 20-30 miles per hour; at the summit, the gusts blow even harder.

Sensory Challenges

affordable autism intervention autism travel — (See the scrunched up shoulders!)

It’s one thing to read about strong winds; it’s another thing to experience them on your way up a high mountain. The wind and powerful gusts posed new sensory challenges to my son as we climbed, not only the sensation of blowing air, but the noise and roaring.

To get my son Douglas up and down the mountain I saw right away that he would need extra supports, especially since his reaction to the buffeting wind was to stand stock still, scrunch up his face and shoulders, and not move! Clearly he was enjoying the wind, but we also had to move along.

The tag point to address this situation was obvious: Take Next Step.

Going too slowly

Although I knew how to address the problem, I hadn’t expected the lengthy “stand still” reactions to the wind. My concern was that it would take so long to do the hike that we would be late with his food schedule and that he would become hungry and upset. This concern only worsened when we were well up the trail and I realized that he had already eaten the snacks in the back pack while we were in the car!

We kept going. As we dawdled along, I tagged and reinforced him every time he took the next step, until finally our pace picked up and we made slow, steady progress along the trail. We enjoyed the spectacular views and had pleasant chats with the many families and groups who power-walked past us. Everyone marveled at the wind.

Reaching the peak and the kindness of strangers

After being almost knocked off our feet by the howling winds of the final ascent, we scrambled our way into the shelter at the top. There we were, windblown, hungry, and foodless. Luckily, a number of people who had passed us along the way spotted us and very kindly offered Douglas snacks and drinks from their backpacks. I was very grateful.

It all worked out

Thanks to positive behavioral supports and the kindness of fellow hikers, we had the wonderful, once-in-a-lifetime experience of climbing the highest peak in Yellowstone – a dream come true.

TAGteach is a great tool for dealing with unexpected sensory issues: look at the sensory challenge, set a tag point for a desired behavior that the child can do (or is already doing), and tag and reinforce intensively. Naturally, if a situation is too difficult, re-assess and make appropriate changes.

It would have been so easy to bail out of this hike from frustration because we spent a lot of time standing still and going nowhere; yet with patience, persistence, and positive reinforcement we made it to the top.

What is TAGteach?

TAGteach stands for Teaching with Acoustical Guidance. TAGteach is a teaching and communication method based on the scientific principles of Applied Behavior Analysis (ABA).

TAGteach enables extremely precise positive reinforcement of behavior by using an acoustical signal to “mark” the behavior – at the precise moment the child performs the behavior! The acoustical signal is a short, sharp sound made by a handheld device (the “tagger”). When the child performs the correct action, the parent/instructor immediately presses the button on the tagger and hands over a treat (candy, treat, token, praise, social recognition, or money) as a reinforcer.

To learn more about this effective, low-cost method visit TAGteach International or Chaos to Calm

Join the free TAGteach for Learning, Behavior, and Autism Facebook group

TAGteach taggers available here and i-Clicks available here

See Martha’s book about TAGteach for Autism or feel free to ask me a question (with no obligation).

If you liked this post, please share it. Thank you!

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