Question and Answer
Martha: Now we have time for questions and answers. Please either raise your flag or type things
in to Joan and she can read them out for everybody.
Joan: We have a few questions.
Joey: When I’m teaching the Special Needs tennis group, most of them are fairly nonverbal. I’d
love to incorporate tagulators, but because of the attire they are wearing – it’s knit clothing and
sweat pants – I haven’t figured out a really good way of having the tagulators accessible to the
kids and still run an effective class. There is nothing on their clothing that you can carabiner it to.
Theresa: What about using the tagulator as a bracelet?
Joey: Oh, I like that. Duhh. I have one. That’s a great idea. I will make those.
Martha: And then in the ice-skating video with Lynn we saw the labels on the kids’ shirts with
markers for points. That might be something to consider.
Theresa: We had a gymnastic coach using it and we had blocks of chalk, kind of like you might see in a
climbing gyms too. So when they earned a tag, she would make a little mark on their skin
because it was chalk and they were putting chalk on anyway. It ended up being stripes like little
tigers and she called them her “tag tigers.”
Joan: Joey also said, “I’m frequently reminding parents to stop and celebrate a step forward more
often than a simple raise in criteria.”
Joan: Which is a good point. Seany has a question, “Reinforcement has been one of the hardest
things with my daughter because of her stimming behaviors and sensory processing. So this
webinar has been very useful in giving me a lot to think about and evaluate in how I can build
reinforcers via positive association. It has also taught me to observe more and use my
Joan: Good. Thank you!
Joan: Kathy says, “Safety pins could be a way to attach the tagulator.” Also, Kathy says, Kathy asks, “do we have other examples of well-rehearsed behaviors that could be used to help a child return to task?”
Joan: So Martha, do we have more examples of well-rehearsed behaviors used in transition or to
return to task? One of them of course would be touching a target or touching your hand. That is
probably one of the most useful. Any behavior that is well-rehearsed and is on cue is potentially
useful for getting the child’s attention away from whatever she is doing. Get her to respond to the
cue, and once she responds to the cue you tag and treat, and then you can get back into your
session. So you can use behavior you already have or specifically teach behaviors for that
purpose. I know a lot of people like to teach the target “Touch.” Seany showed us that in one of
his videos where he has a target for Tink to touch and he can use that pretty much whenever he
wants because it’s a strong behavior for Tink. She really likes to do it and it has a strong
Martha: Behaviors that are low demand for the child would be something to build up for that
Joan: We have one more comment. This is from Mark about the taggers when we were talking
about the tagulators, and when we were talking about creating a variable schedule and
reinforcing only the better behaviors, the higher quality behaviors. He says, “This is great. It
gives the taggers a way to focus on quality or quantity.”
Joan: That’s all the questions that we have today.
Martha: Thanks everybody for signing in today and listening. We’d like to thank our
TAGteachers for these videos: Kerry Gorman, Joan Orr, Theresa Lewin, Theresa McKeon, Linda
Locke and Lynn Loar. Thank you all very much.
Introduction to Module 4
Review and Agenda
Purpose of Reinforcement
Finding Good Reinforcers
The Tag as a Reinforcer
How to Reinforce Effectively
Effective Reinforcement Delivery
Wrap-Up and Q&A