New Level 1’s
Jennifer Nash LRSD, BCBA
Lisa Knighten, OT
Dr. Jennifer Hennessey, BCBA, Behavior Intervention Consultant
New Level 2
Every state should be lucky enough to have a group this educated, dedicated and open-minded.Here are some comments from attendees at the first training session in AK:
It truly was one of the best trainings I have ever had the opportunity to attend. Not only will help me in my professional world, but my daughter also learned to tie her shoes without the normal frustration we would experience. Thanks so much! - Sheila Smith
I agree with all Shelia said! I never believed I could teach my daughter to tie her shoes in less than an hour! I'm excited to see how I can use all I learned professionally. - Jennifer Hennessey
Thank you for investing your time bringing your training to AR. I agree with Shelia and Jennifer. Definitely was one of the best 2 days of training in 15 years. I look forward to applying the strategies at work and home and expect amazing results. - Laura McKenzie Cooke
Once again, the training was amazing!!! One of the most practical trainings I have ever attended. I highly recommend it to others in the field of education. Can't wait for the advanced training! - Sheila Smith
I agree with Shelia. I got positive feedback from all attendees. One sent me a text saying "I LOVE TAGTEACH" Thanks for another awesome training! - Jennifer Hennessey
“No tag? What was the tag point?The athlete self assesses before the coach provides additional feedback. This fosters accountability and may decrease the athlete's dependence on commentary from the coach.
It was…knees bent.
My knees must not have been bent.
I will focus on the bend next turn.”
“I didn’t receive a tag…why?” “The tag point was...toes touching in the handstand” “If I’m not getting tagged it must be because my toes are apart.” “I’ll put my toes together” (athlete hears the tag) “yep, that’s what it was!”Step 3
This scenario illustrates how useful athlete input can be and that with a little guidance the athlete can solve problems and ultimately shorten learning time. If the coach had simply kept repeating, “Parallel…the racket needs to be parallel…why are you ignoring the correction?” both parties could have become frustrated resulting in stalled progress. By creating a concentrated formula for delivering information (the audible tag), the TAGteach methodology reduces the time spent on external feedback, allowing for increased attention to internal feedback. Now it is possible for athletes to be part of the process and to take a cognitive role in their journey to accomplishment.
Athlete: "No! I understand the tag point but I really felt like I was swinging the racket parallel."
Coach: "OK, what should we do?"
Athlete: "First we should find out if we mean the same thing by ‘parallel’."
Coach: "Great idea. Show me what parallel feels like to you?"
Athlete: (Athlete demonstrates)
Coach: "Aha! There is the problem. The racket head needs to be tilted farther forward." (Coach tilts the athlete’s racket to the correct spot and marks it with a tag)
Athlete: "OK, that’s different from what I thought the tag point was. Can we tag this position a few more times without the swing so I can get used to it?"
Coach: (Tags the corrected racket placement and the athlete feels more successful and confident)
Athlete: "OK, I am ready to put it back into the full swing.”
My son is almost 27 months old. Focusing on the stuff I want him to do is working really well. He is currently the only kid in his "social circle" who does not use the word "no" as a general response/statement. He has used it a couple times to decline when I asked him if he wanted something. That to me seems really reasonable.
He is helpful in getting dressed and feeding himself. He (usually) is cooperative with having his teeth brushed. He holds my hand when we go in the street and will insist on holding other peoples hands if they are nearby. He also makes wonderful "piggy noises", has learned to blow "raspberries", and is generally a fun little guy. We're getting good with all sorts of things using positive reinforcement. And usually I can ignore the bad stuff and redirect with other behaviors I want.
But this evening I found it impossible to ignore him kicking a plate of stew left from lunch off the kitchen table. Management issue: I suppose I will have to improve my table clearing skills for the near future.
p.s. Lest you think my child is really a wild beast in a zoo, I confess that I don't think the plate was intentionally kicked. I was turned away finishing wrapping a gift for a cousin's birthday party and had left him happily eating pretzels in a chair so the dog couldn't "help." I believe he climbed on the table and began dancing (a behavior which has earned him a great deal of attention/reinforcement lately so why not try it out on the table) and accidentally dislodged said plate with all contents to the floor. And my response, while I couldn't ignore it, consisted of sitting him on the bottom step so I could clean up the mess without him running through it. Our "bottom down" cue worked pretty well since he seemed to still want to go dancing. Meanwhile, my husband will enjoy our son's impact on my housekeeping skills. I bet I even get clicked for the prompt cleaning!
I first learned of TAGteach through something Karen Pryor wrote some years ago. I tried so hard to chase down more information searching the internet, looking for books and so on - there was nothing out there at the time! Imagine how happy I was to then be invited to be on the first year's Clicker Expo faculty. Finally, I had first-hand information about TAGteaching!
One of the most joyous uses of TAGteach for me currently is in presenting seminars. My co-presenter, Megan Cruz, KPA CTP, and I bring bags of small candy bars and Werthers to our seminars. As people ask good questions or make observations about dog body language, we give them a bone cut out of cardstock, redeemable for the candy of their choice. It's really fun to see the seminar attendees start indicating "oh! she should get a tag for that" as they pick up on noticing the behaviors we are reinforcing.
Sometimes someone will run up to our table on a break and grab a bone to hand to someone who just did something great.