The explanation below is only meant to examine the scientific laws that make REACTIVITY effective, if you wish to learn about them. You can play REACTIVITY without necessarily understanding these procedures. The procedure builds-in ABA technology that enables us to teach the skills effectively.ĭon’t let the terms intimidate you it is simpler than it sounds. REACTIVITY is a tool that uses a combination of procedures from 2 basic scientific laws of behavior: the Pairing Procedure and the Reinforcement Procedure. We figured, if you mix play with work, you can accomplish so much more! We took the most daunting task but we also reap the most astounding results. We simplified the science so that anyone can use it. We used multi-disciplinary knowledge and we built in ABA technology to ensure that we can effectively teach it. So, we broke down the most basic social skills into behaviors that we can teach. If social interaction is that difficult, who would want to learn it? The level of objectives are set so high that children with autism could not learn them. Autism is a problem with social connections and ironically, the tools that address this specific problem are very limited and if it exists, it is based on a very limited definition of social interaction. Naturally because a framework as to which we can teach the foundations for social skills did not exist prior to REACTIVITY. Rather than focusing on this specific problem head-on, most of the work done on autism veered around this core issue.
at it's most basic, where we can significantly intervene at it's simplest where we can still manage it.Īutism is a disruption of the social resonance, which is the earliest form of adaptive behavior humans develop. So, if we view treatment through the lens of development - that is, from the ground up, it makes perfect sense to focus our work in building the basic foundations for development. We at Betwixt wanted to create a tool that can address the specific problems in autism and target the problem at it's very core. If we want change to happen more drastically, we need to optimize his development. We can build pre-requisite skills and let development unfold more effortlessly. Instead, he will reach his maximum capacity at a limited level.Ĭhildren with autism cannot develop at an optimal level, where they can learn more readily and develop skills more naturally. Similarly, if development is not optimized (e.g., pre-requisite skills are taught to mastery, skills are taught at sequential, not just functional order, etc.), the child will not develop at his potential capacity. Optimal development may be better understood when related to how a car functions - for instance, if the engine is not optimized (e.g., broken in when new, regular oil change, etc.), the car will not function as well as it could and it will not last as well as it can. If the basic mechanism for development is not working, children cannot develop at their optimal level.
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