The document describes the Lucky 7 Game, which is used to teach individuals with autism and other developmental disabilities to appropriately request items, accept "no" answers, wait, and share. The game uses picture cards to ask for items and answer cards that provide responses like "yes", "no", "wait", or "share". It is based on applied behavior analysis principles and can help reduce problem behaviors related to not getting desired items or activities. Variations and data collection methods are also outlined.

1. Manage the Mand The Lucky 7 Game Cynthia Rekort, BCaBA [email_address]

2. How do they ASK now? Cynthia Rekort, BCaBA [email_address] Pulling us to what they want Crying Getting it themselves Taking what they want

3. How do we want them to ASK? Cynthia Rekort, BCaBA [email_address] Sign Language PECS or other picture exchange methods Vocalizations or approximations Augmentative Communication device

4. How does the Lucky 7 Game Teach Asking (Manding)? Cynthia Rekort, BCaBA [email_address] The Lucky 7 Game includes 48 Question Cards with p ictures of some highly preferred and some neutral items/activities that the learner(s) may request during the game session. Three sets of supplemental question cards are also available.

5. How are the Question Cards Used? A preference assessment is conducted prior to game sessions using the question cards or other assessment methods. The information obtained allows the trainer to select question cards that will motivate the learner. A Lucky 7 “promised reinforcer” is also identified that the learner will receive at the end of the Game, contingent on their cooperation. When the game starts the learner picks a Question Card from the top of a prearranged stack or is handed the first question card and asks for the item or activity using his/her form of communication. Cynthia Rekort, BCaBA [email_address]

6. During Initial Sessions The question cards pre-selected for the first few spaces of the game are of highly preferred items/activities that will motivate the learner. The answers pre-selected to go with those questions are “Yes.” Item is delivered immediately But “Yes” answers do not typically trigger problem behavior. What about teaching them to accept the answer “No”, “Wait” or “Share”? Cynthia Rekort, BCaBA [email_address]

7. How do they respond to those ANSWERS now? Cynthia Rekort, BCaBA [email_address] Pout Display aggression Take it anyway Tantrum

8. How do we want them to Respond? ACCEPTING NO by picking an alternative item, activity or person WAITING by “counting to 10”, using a timer or other signaling method SHARING by handing a small amount of what s/he has to another individual or taking turns with an item Cynthia Rekort, BCaBA [email_address]

9. How does the Lucky 7 Game teach them to respond to those answers? Cynthia Rekort, BCaBA [email_address] The Lucky 7 Game’s 22 Answer Cards includes 7 Yes cards and 5 each of the No, Wait and Share cards.

10. How are the Answer Cards used? The Answer Cards are paired with the Question Cards by 1) pre-selecting, and then 2) pre-arranging the pairs The pre-selected Questions Cards are placed in a stack along-side the Game board so that they match the pre-selected Answer Cards you place, 1 – 7, on the Game board The Question Cards that are matched with No , Wait and Share Answer Cards will initially be neutral stimuli, or less-preferred items/activities, that should not trigger precursor or problem behaviors by being denied, shared, or delayed. Cynthia Rekort, BCaBA [email_address]

11. Then What? The question card that represents the promised reinforcer (MO) is placed face up beside the Lucky 7 spot on the game board. The learner will be told that this item or activity will be available to him/her when they reach the "Lucky 7" spot on the game board. A “Yes” Answer Card should always be placed at that #7 spot. Initially, have the #7 Answer Card turned upright so that the learner can see the “Yes” answer on that spot throughout the Game. Cynthia Rekort, BCaBA [email_address]

12. Playing the Game The game begins with the learner picking a Question Card from the top of the stack or being handed the first question card and asking for the item or activity. The learner will then turn over the Answer Card on spot #1 to see If the answer is Yes, No, Wait, or Share. The trainer will respond to the learner's request as indicated on the Answer Card. Cynthia Rekort, BCaBA [email_address]

13. Play continues for all 7 spots on the game board. Cynthia Rekort, BCaBA [email_address]

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18. When the learner reaches the “Lucky 7” spot s/he will receive behavior specific praise and the reinforcer s/he selected at the start of the Game. Cynthia Rekort, BCaBA [email_address]

19. If at any time during the game, the learner does not accept the answer say “stop,” attempt to redirect the learner to the desired response or redirect the learner to draw the next Question Card If the learner does not cooperate stop the session respond to problem behaviors as outlined in the Behavior Plan re-read the Game rationale and directions select a more potent Lucky 7 reinforcer, and/or redesign the instructional sequence for the Question and Answer cards. Cynthia Rekort, BCaBA [email_address]

20. Why does it work? The Lucky 7 game is grounded in the principles of Applied Behavior Analysis Motivating Operations through the use of a “Lucky 7” promised reinforcer the positive outcome for the learner results in reinforcement and strengthening of core replacement behaviors the learners’ enjoyment of the game becomes paired with their use of these behaviors Cynthia Rekort, BCaBA [email_address]

21. More ABA incorporated into the Lucky 7 Game Demand Fading starting the learning process with tasks that are primarily easy demands, then gradually fading in an increasing number of difficult demands ensures that the behaviors being taught are efficient ways for the learner to receive reinforcement, thus reducing the aversiveness of demands. Each demand becomes a promise of reinforcers to follow. Cynthia Rekort, BCaBA [email_address]

22. ABA Behavioral Momentum tasks with a high probability of success are presented in succession to increase the learners motivation to persist with a more difficult task that follows response persistence with difficult tasks occurs as a result of a high rate of reinforcement during Game sessions, generating behavioral momentum Cynthia Rekort, BCaBA [email_address]

23. Case Study - BJ Cynthia Rekort, BCaBA [email_address] 12 y.o., white, male with a dx of Autism Autistic classroom in a regular school until 5 th grade Transferred to center school in 6 th grade due to behavior concerns Tantrum behaviors – throwing himself on the floor, crying, whining, throwing materials Receives services from LI and OT

24. Cynthia Rekort, BCaBA [email_address] tantrum behaviors – socially mediated positive reinforcement - when denied access to a preferred item or activity, when a preferred item or activity is removed negative reinforcement - escapes an activity that he does not want to engage in at that time. This most frequently occurs when there is something else that he wants to access instead of the present item/activity. BJ’s Behaviors & Function

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27. 1 Game Board (entitled “Lucky 7 Game”) 22 Answer Cards which include a mixture of the following: Yes Cards = the learner may have the item/activity they request immediately No Cards = the learner may not access the item/activity they request Wait Cards = the learner may have access to the item/activity after a predetermined amount of time Share Cards = the learner may have access to the item/activity but must share 45 Question Cards : Pictures of some highly preferred and some neutral items/activities that the learner(s) may request Written narrative describing the rationale and directions for playing the Game Data Collection Sheets Instructional DVD including vignettes of game sessions. The Game Includes: Cynthia Rekort, BCaBA [email_address]

28. Practice Scenario w/ Game Set-up 10 yo female Autism Has spoken language but can’t read Enjoys music, blowing bubbles, going swimming, doing puzzles, watching Disney DVD’s Favorite foods are pizza, popcorn Likes potato chips and pretzels Favorite drink is orange gatorade Doesn’t like apples, riding bikes, going for walks, or using the computer Has trouble sharing with her brother and waiting for preferred food items Cynthia Rekort, BCaBA [email_address]

29. Game Variations Using real items: Use real items in place of the Question Cards. In that scenario, the trainer would hold up an item and prompt the learner to “ask the question.” A timer is helpful in order to cue the learner as to when s/he has to move on from that item/activity to the next question. Group Session: The Game may be played with a group of up to six players. Follow the single player directions with the exception of ensuring that each player is provided with their Lucky 7 individual reinforcers upon their successful completion of the Game. Cynthia Rekort, BCaBA [email_address]

30. Game Variations (cont’d) Two players: For learners who need training in improving their interactions with another individual such as a sibling or friend One player becomes the “asker” and the other becomes the “responder” Your targeted learner can play the role you deem most appropriate. If both roles are important, two rounds of the game can be played with each participant having a turn in each role. Cynthia Rekort, BCaBA [email_address]

31. Data Collection A session is defined as one round of the Lucky 7 Game. A task is defined as a combination of one Question Card with one Answer Card. The item/activity is written next to the corresponding task number Ask ? column, indicate whether the learner asked the question correctly, required a prompt, or responded incorrectly (i.e,did not comply). Answer column, indicate the answer that corresponds to that task question & the learner’s response when given that answer Comments section provides an area to note other significant observations Use the recorded data to plan for the next session, as per demand fading guidelines in the Rationale Section (above). Cynthia Rekort, BCaBA [email_address]

32. Data Sheet Example Cynthia Rekort, BCaBA [email_address] Session 0 Date: 7/7/07 Example Task 1 - apple Ask ? + P -- Answer: Y N W S Comments: didn't want the apple Response: + P -- Task 2 - walk Ask ? + P -- Answer: Y N W S Comments: required a physical prompt to go to the next question card Response: + P -- Task 3 - drink Ask ? + P -- Answer: Y N W S Comments: Response: + P -- Task 4 - High 5 Ask ? + P -- Answer: Y N W S Comments: required gestural prompt to wait until the timer went off Response: + P -- Task 5 - pretzel Ask ? + P -- Answer: Y N W S Comments: hesitated to share with other consumer but complied Response: + P -- Task 6 - coloring Ask ? + P -- Answer: Y N W S Comments: Response: + P -- Task 7 - video game Ask ? + P -- Answer: Y N W S Comments: happy to get to go to play his video game Response: + P --

33. Generalization Direct care staff observe the Game session to become familiar with the phrases used and are paired with the reinforcement contingencies surrounding the core replacement behaviors These phrases include the following: “ Ask the question.” “ Sometimes you have to wait.” “ Sometimes you need to share.” “ Sometimes the answer is no .” Direct care providers should regularly use the same cues in the natural environment. Because the behaviors, and the corresponding cues, have been correlated with reinforcement during the Game, the behaviors will transfer to the natural environment. Cynthia Rekort, BCaBA [email_address]

34. Cynthia Rekort, BCaBA [email_address] Natural Environment: Ask the Question Data Sheet Date: Mark a “ + ” for each Correct Response: When an opportunity arose for the learner to ask for an item, activity, or attention, s/he did so correctly Mark a “P” if the response was prompted: When an opportunity arose for the learner to ask for an item, activity, or attention s/he did so correctly after being prompted Mark a “--” if the response was incorrect: When an opportunity arose for the learner to ask for an item, activity, or attention s/he did so incorrectly and/or did not comply with answer

35. Davis 11 year old (fraternal twin) - Autism and OCD Spoken language, reads above grade level with comprehension significantly below grade level Behaviors to Increase Functional Communication: Use of verbal mands to request attention or help from others, as well as preferred items and activities Social Skills: Initiate social interactions with peers independently Self Care Skills: Completion of task related to personal hygiene with minimal assistance from others Behaviors To Decrease Tantrum behaviors – crying, whining, begging Mom to stay, clinging or chasing her Noncompliance with Dad – crying, verbalizing “No”, physically resists any attempt to physically prompt him to comply Function: Avoidance and Attention Cynthia Rekort, BCaBA [email_address]

36. Davis Cynthia Rekort, BCaBA [email_address]

37. www.TheLucky7Game.com Thank you for your participation Cynthia Rekort, BCaBA [email_address]