The last change is listed beside the Undo menu option, letting you know what you will be undoing for example, Undo Image Size. Self-hypnosis: The complete manual for health and self change 2nd ed.
Change your mind and keep the change. Addiction and the brain: The neurobiology of compulsion and its persistence. Real People Press, Avison, John. The World of Physics. Thomas Nelson and Sons Ltd, Arieti, Silvano. Basically the Swish Pattern involves using an individual's internal Alder, H. Now that's flexibility! Gary: Do people ever have time circles or something else besides lines? We've found mostly lines.
I did find one woman with a time circle, with her future circling around to her right, and her past circling around to her left. The distant past and distant future were directly behind her. She had the sense that her past and futurejoined behind her, but she wasn't sure exactly how.
One man had a very detailed "time helix. Many of these small circles together curved around in a larger helix, like a curved spring, to make up a year. The years curved around in an even larger helix to make a century. This man remembers things, in minute detail-he was always very good at history. We haven't checked, but we suspect that in Eastern cultures you might find more circles or cycles. There are lots of cyclical metaphors in Eastern religion: the wheel of life, the cycle of death and rebirth, etc.
Other Examples of Tilines A computer engineer had his past behind him and his future appeared as a series of transparent color slides that went straight out in front of him. When he wanted to see into the future, he would make the ones in the immediate future very big and enlarged, so that he could see through them into the next one. If he wanted to see farther, he'd enlarge those and see through those to the next, and so on. His immediate future literally colored the more distant future. That's one of the more unusual timelines we've encountered.
Ann: I just tried that timeline with something really neat from my past. With that transparent timeline, when I went back to a resourceful time, that resource changed the immediate future, and the immediate future colored the farther future, and made that more resourceful, too.
That is a very useful thing to do whenever you use the change history pattern, the fast phobia cure, or any other NLP pattern to alter a past representation. After you have changed a particular memory from a particular location on the timeline, you can say, "That old experience was like a filter that made you respond to later events in a particular way, coloring them in ways you couldn't ignore or change.
Now the same will be true of this new way of experiencing that past event. As you place this memory back in its place on your timeline, I want you to notice how it will alter and recolor all the events between then and now, in a 'domino' effect, so that you will enjoy the benefits of that change now, as well as at all intermediate times in the past.
One woman's future angled out behind her to her lefl and her past angled out behind her to her right. She was the point of a "V" which diverged behind her.
Guess what she was. Sally: The figurehead of a ship? Very present-oriented. At first she wasn't aware of where her timeline was at all, but I saw where her arms gestured when I asked about the past or future.
Once she became aware of her timeline, she said it made sense out of the way she functioned. She was very present-oriented, and other people complained because she didn't plan well enough for the future. Luckily her husband was a very good planner. I suggested that the group help her experiment with other timelines to find out if somethingelse would work better for her. It wouldn't be wise to simply swing her past and future lines around in front of her, because her accessing cues were normal so she would still be trying to access the future with remembered pictures and the past with constructed pictures.
Her group tried to get her to think about time the way most people do, and she couldn't do it. She finally told them, "You know, I feel as though I'm all turned around. She quickly spun around befbre her timeline could move. That may sound a bit bizarre, but it worked! Suddenly she had a lot more "time on 22 Change lhu Mind and Keep the Change her hands," and she liked being able to more easily think about the past and plan for the future.
Another person with regular accessing cues had her past in a line going down and to her right. When she thought about her past, guess which representational system she tended to access strongly? Audience: Kinesthetic! She thought of unpleasant past experiences "with great feeling. She didn't like that too well, so she tended to focus on the future instead.
She decided to move her past up and to her left, where most people put theirs. After doing this, she could think about the past without the intense bad feelings. I encouraged her to keep her old way of sorting time if she wanted to think about pleasant'past experiences. One man's past was on a line straight in front of him, slightly to his right.
It angled up, so he could see it all. His present was directly in front of him, and his future was in a slot above and a bit behind his head. He said to me, "I'm pretty good at taking the future, pulling it down, stepping into it, and manifesting it, but I would like to know if there's a way that I could set up my timeline so that I could manifest the future even faster. Knowing that his future is up above his head, what do you think about his request?
Remember, he wants to be able to pull down his future images and step into them faster than he already does. Is that an ecological request? Chris: It's fairly ecological, because when he thinks of something in the future, he tries it on. That way he can get a kinesthetic representation of that possibility.
If he doesn't like it, he can step out of the picture, and choose to go a different route. It would be fine if he did that. However, he didn't ask to be able to decide better. He wanted to "manikst the future faster. He didn't mention anything about having the flexibility to step out of a future he doesn't want. You probably have that ability, Chris, but I got no indication that he had it. He'd simply get the next image in line, pull it down, and step into it!
Think about that for a moment. He couldn't see his future very clearly anyway-the pictures were up over his head-so he could hardly know the details of what was in them. And he wanted to do it faster! As we did more exploring, it turned out that he had two locations for storing past events: his unpleasant past went out to his left, and he didn't Timelines 23 look at it.
Only his "good" past was on the line right in front of him. So the only past experiences that he looked at were the ones in which he was successful. How do you think that affectedhim? Bob: He would only repeat what had worked in the past. June: He wouldn't learn from his mistakes. Sally: He was a risk-taker. Since he only accessed how things had worked, not how they had fallen apart, he took a lot of risks but didn't learn much from his mistakes.
He could make these wonderfully successful futures and just step into them, so he came across as "Mister Confidence. He didn't fully utilize the times things didn't work out-the counter-examples, and the exceptions-all of which could have helped him achieve his goals in a realistic way. We heard later that he got involved in a big business venture and went bankrupt. Bob: I come from an athletic background, and it seems to me that in athletics that kind of confidence could really be useful.
Yes, that's a good point. When, exactly, would it be useful for you to only access success examples and step into them? Man: When you're skiing down through the slalom poles. When you're actually committed to going down the hill, you want to access doing it right, not all the times you hit the poles. So this man had a skill many people could use.
However, ahead oftime, when you're deciding, "Do I want to go down that slope? If you were working with someone,what would let you know that it might be appropriate? If a person isn't functioning the way she wants to, and I can't put my finger on why, I start wondering if it's caused by something about the timeline or some'other basic structure.
If the problem is a simple stimulusresponse type of thing, you can use one of the standard anchoring or framingpatterns described in Frogs into Princes , or the swish described in Using Your Brain-for a CHANGE.
When none of the standard pattems seem to work, that's another indication. In some situations there are obvious indications to change time sorting. If someone is overly past-oriented-especially if she's preoccupied with a lot of unpleasant past experiences-it may be useful to help her move the past farther out of her visual field, in addition to changing specific 24 Change Your Mind and Keep the Change events.
Some people have the past on a line immediately in front of them, and this usually distracts them from going forward in life. On the other hand, some people are so future-oriented that they can't enjoy the present, or use the past as a resource.
Others complain about being too impulsive and aren't capable of planning for the future. Whenever people complain of overeating, or abusing drugs, that's a strong indication of someone being very present-oriented. Some people will come right out and tell you that they have no future. That's about as close as we can get to telling you when this approach might be useful. We invite you to explore.
Some of you have asked about the ethics of changing people's timelines, or of creating them for people who don't seem to have them. Since your timeline underlies all your skills and limitations, changing the way you sort time can lead to some new and useful abilities, or it can eliminate them.
If your outcome is to help someone solve a certain difficulty, the most ethical thing for you to do may be to change his timeline. Like any other change you help someone make, it's ethical as long as you're installing something that is ecological, and that will make a useful difference to him. If your outcome is only to find out how a person sorts time so that you can learn from him, you simply gather information as cleanly as possible.
When I'm doing this, one way I keep from installing anything is to let him lead me with his verbal and nonverbal cues. If I do make suggestions that could lead the person, I always make two or three, which allows him to choose: "How can you tell it's now as opposed to yesterday?
Is the picture bigger? Is it closer? Is it in a different location? Is that how you can tell? Although you can come up with all sorts of ideas about a person's timeline and how it might work, it's most useful to invite that person to make his own discoveries without imposing your theories on him.
Remember, he is always the expert, and you want to explore his reality with respect, not bulldoze him with your own. When you approach it with this frame of mind, you can often learn something totally new and fascinating, something very useful to you and to your other clients that otherwise might never occur to you.
This attitude of fascinated exploration is a lot of what NLP is about-and it also makes your work much easier and more fun. Like so much of language, we take verb tenses for granted, and usually don't realize the impact they have. Notice what you experience as you read the following sentence: "I'd like you to look forward with anticipation to what you're doing now,reminiscing about what you will have accomplished at the conclusion of your life, while noticing what you are experiencing on your fifth 'rthday.
Simplified, it says: "Look forward from the past to what you are doing now in the present, and back at the future from the more distant future as you notice where you are in the distant past. Knowing how to use verb tenses can be a powerful aid to your communication. If you don't know what you are doing, it's easy to use verb tenses accidentially to install a problem on someone's future timeline by presup Position.
When attempting to make changes, you can work against yourself by using inappropriate verb tenses. We'd like to explore how you can use verb tenses systematically to have a useful impact. First let's examine the differentspecific verb tenses in English. Notice Your internal experience as you say each of the following sentences to Yourself.
First are the simple verb tenses: "I talked to her" past. When saying "I talked to her," most people are associated in the present, and see themselves dissociated talking to someone on their past timeline.
When saying, "I talk to her," most people are associated into the activity and visualizing only the other person listening. When saying, "I will talk to her," people usually are associated in the present, and see themselves dissociated talking to someone on their future timeline. Notice how your experience changes when you use the -ing verb form progressive tense to express the same three time frames: "I was talking to her.
Often the pictures become larger or closer as well, and some people associate into the picture, even if they are speaking of the past or the future. Ity this out yourself. Say, "I ran to the store. Are you either associating into the second sentence, or finding your picture getting closer or larger? Ity a simple experiment to demonstrate the impact of tense shifts. First think of a simple problem or limitation you have, and notice how you represent it.
Next read each of the sentences below, substituting your internal representation tbr the word "problem. If you don't immediately detect a change, go back and forth quickly between two adjacent sentences to make the contrast more obvious, or alternate between two other sentences that are farther apart to accentuate the difference between the two.
I will have this problem. I have this problem. I had this problem. I will be having this problem. I am having this problem. I was having this problem. Now take the time to think of an appropriate resource state,.
Notice how the submodalities of your internal representation of this resource shift when you shift verb tense as indicated below. I had this resource. I have this resource.
I will have this resource. I was having this resource. I am having this resource. I will be having this resource. If you want someone to dissociate from a past problem, it will be helpful to use the simple past tense, "You had a problem. The perfect tenses are even more interesting to explore. Three points in time are implicit in this sentence: "I" am associated in the present, thinking about an event in the distant past, which took place prior to another event in the more recent past.
Generally the two past events are dissociated. The event described is not only located in the past; it is followed by an unspecified later event which exists between the speaker and the described past event. This increases the dissociation between tine speaker and the past event. You can use this information to help someone dissociate from a problem and place it in their distant past while you're "just gathering information. Is that what you had done? So that's what you had been doing.
This has a very different impact than saying, "So when is it that you get jealous? Is it that you will get jealous every time your wife speaks to mother man? This ambiguity can be used as an intermediate step when you want to shift an experience from present to Past, or the reverse. It refers to a future time afer another future event. Its effect is to reorient the speaker into the distant future. From this viewpoint the speaker looks back to a "past" event which has actually not yet occurred at the moment the speaker is talking.
You can use this verb form to put a change in the past, with respect to a future time, so that the change begins to seem "real. The event talk follows a present event hope , expressed as an intention outcome. A presupposed event talk precedes an evaluation glad , which is itself in the past.
As with "had talked," there is a past event between the speaker and the described event, amplifying the dissociation. One very broad general formulation of change work is that you start with a problem state, and then identify and access an appropriate resource state. Finally you install the resource state so that it's triggered in response to the same cues that previously had been the triggers for the problem state.
You can accomplish this completely behaviorally by nonverbally eliciting and sequencing experiences in real time, as an animal trainer does.
But if you do use words, you will find yourself using verb tenses to resequence events in internal subjective time. For example, "When you notice those cues that used to result in your feeling bad, you can experience these satisfying feelings instead. Before reading it, think of a personal change you'd like to make, and use this change as the content referred to. If I have a problem I can't solve, I am associated into the problem state, in the present. I may have no awareness of the desired state.
The first step toward change is for me to think of the desired state, dissociated, as a possibility in thefuture. So I see myself acting resourcefully in the future. Next I dissociate from the present problem state, and associate into the future resourceful self. Now I am in the future, with resources. From this future vantage point, I can see the old problem behavior in the completed past.
Now I can collapse the future "now" with the present "now" so that I experience the resources in the present, and the problem as over in the past. Of course, just saying Richard's words won't automatically change someone; they have to be delivered with appropriate timing, hypnotic intonation and tonal shifts, within a context of rapport and responsiveness, with feedback that indicates that the person is actually accessing the appropriate experiences, etc.
Appropriate verb tense shifts can be a powerful ally in all your change work, and inappropriate verb shifts can mess up what otherwise would have been an effective piece of work. Here is a variation of the same sequence, again from Richard Bandler's "torpedo therapy.
When you know someone's timeline, you can amplify this process by using congruent hand gestures to help access different time frames and shift the client's orientation in time. We have emphasized how you can use time words to shift someone's experience. You can also gather valuable information from clients or friends by listening to their verb tenses. If your client "spontaneously" starts talking about his problem in the past tense, this lets you know the problem has shifted into the past.
For example, "I'm amazed at how much trouble The Swish Pattern 3 1 30 Change Your Mind and Keep the Change that caused me" is very differentfrom "I'm amazed at how much trouble this causes me. If your client continues to speak of the problem in the present and future, you may not be done. But if the client speaks of the problem in past tense, that's a good indication that you have succeeded. To be sure, test behaviorally or with a detailed future-pace. Cause-Effects Everyone uses cause-effect understandings to comprehend and predict events.
Whether or not this is philosophically sound is a completely separate issue that thinkers have been arguing about for years. The cause must always exist earlier in time than the effect.
Even when the cause is an understanding of a probable future consequence, that understanding has to occur at an earlier time than any effects caused by it. Because of this, cause-effects depend absolutely upon an orderly sense of time. If we weren't able to arrange events in a sequence, we would not be able to make cause-effect connections.
Most of our understandings would dissolve into chaos, as happens in some of the more disorganized forms of mental illness. People who feel powerful perceive themselves as causes with choices about changing their situation, and this motivates them to take action. Besides the typical response of depression-and the lack of motivation, substance abuse, and other problems that depression often leads to- there are extensive well-documented physiological effects, including suppression of the immune system, and shorter life span.
In contrast, those who believed that the cancer had "just happened to them" and that there was nothing they could do to alter the course of the disease died quickly. Since cause-effect beliefs are so vitally important to maintaining a coherent internal world, it makes sense to examine how we represent them. Think of some simple cause-effect relationship that you believe to be true, such as "rain makes the grass grow," or "a loving childhood produces well-balanced adults.
NW, Calgary One way to do it is with a complete and detailed movie associated or dissociated of the events leading from cause to effect. Or you can shorten this complete movie into a film strip; although it has much less fine detail, the cause-effect relationship probably stands out more clearly in the strip. Since these cause-effect representations are so basic to maintaining a coherent world, they are often difficult to change.
If you try to eliminate a limiting cause-effect belief such as "My abusive childhood makes it impossible for me to feel safe in a close relationship," you are literally attacking part of the person's way of understanding. It is typically much easier to create a new cause-effect that uses the same evidence in a new way to overshadow or reverse the presuppositions of the limiting one. For instance, you can say, "You have had a miserable childhood, which you can recall in minute detail. You know from personal experience the kind of things that crazy mixed-up people will do, and you know well the warning signals that indicate when this is about to happen.
Then you begin to lead her in a new direction. They may feel safe in a close relationship, but they're just living in a fool's paradise that could be shattered at any time. They are like small children walking happily into the African jungle. Because you know what can happen and can be on the lookout for it, you can know far better when you are truly safe. Because of your childhood you can actually be much safer than others who justfeel safe because they don't know any better.
Submodalities helps you understand how they work. Of the 24 syntactic forms for complex presuppositions, nine of them depend on time, and these are among the ones typically used most often in hypnotic inductions. The most frequently used category, called "Subordinate Clauses of Time" includes such words as before, afrer, during, as, since, when, prior, while, etc.
These words create presupposed sequences or linkages in contrast to explicit conscious cause-effects between experiences in time.
Ify the following experiment. First make a representation of eating dinner at a restaurant,. Now notice your experience of the following sentence: "Let's eat dinner at a restaurant before discussing a proposal. Notice how the two representations become smoothly linked together in your mind. Unless you are adept at identifying presuppositions, this process occurs unconsciously.
IIfy reading that sentence without linking those two representations. Now try a slightly different sentence: "Before we discuss a proposal, let's eat dinner at a restaurant. The process of getting there is slightly different, due to the different order of the two sentences.
Now try using the word "as. Now try the reversed sentence: "Let's eat dinner at a restaurant as we discuss the proposal. With both of these sentences, the two representations blend together into the same time-frame. Most people find the first sentence easier to process, because the very first word, "as," alerts you that you will be putting two representations together. The second sentence requires you to go back and change the representation you started with after it's already formed.
If you go on to experiment with the other time words listed above, you can discover for yourself how they alter your submodalities to link representations together in your mind.
In the same way, you can discover the impact of the other eight syntactic presuppositional forms that utilize time, which are listed below Reprinted from the Appendix of Patterns of the Hypnotic Techniques of Milton H.
Erickson, M. I by Richard Bandler and John Grinder, pp. The second sentence in parentheses is presupposed in the previous sentence in quotes. Complex Adjectives: new, old,former, present, previous. Ordinal Numerals:first, second, third, forth, etc. Repetitive Cue Words: too, also, either, again, back, another. Repetitive Verbs and Adverbs: verbs and adverbs beginning with re-: repeatedly, return, restore, retell, replace, renew.
The Swish Pattern 33 5. Change-of-Place Verbs: come, go, leave, arrive, depart, enter. Change-of-Time Verbs and Adverbs: begin, end, stop, start, continu,proceed, already, yet, still, anymore.
Change-of-State Verbs: change, transfom, turn into, become. Counterfactual Conditional Clauses. Verbs having subjunctive tense. Notice how many of these sample sentences use the "if-then" causeeffect structure. You can create sentences using these syntactic forms without using "if-then," but they will still contain cause-effects.
Compelling Futures One of the unique things about human beings is that we are able to make representations of the future, and that these future representations are often motivating; they can compel us to do things now, in order to create the kind of future we want to have.
Take a little time now to do a short exercise in which you discover the submodalities that make an imagined future event compelling to you. Exercise 1. Compelling future. Think of a future consequence X that compels your present behavior. This could be an unpleasant consequence-the thought of a car accident gets you to put on seat belts regularly-or it could be a pleasant consequence-you take care of your yard because you think of being able to enjoy it in the summertime.
Uncompelling future. Think of a future consequence Y of the same type pleasant or unpleasant that doesn't compel your present behavior, and you believe it would be valuable if it did. Be sure that Y is the same kind of consequence that you chose in the previous step.
If X is an unpleasant consequence, then Y should also be an unpleasant consequence-for instance, the thought of losing all your teeth to gum disease doesn't get you to floss your teeth.
If X is a pleasant consequence, then Y should also be a pleasant consequence: you know that your car will look nice if you clean it regularly, but you never actually get around to doing it. Contrastive analysis. Compare these two representations to determine the submodality differences. Test each difference to discover which submodality shifts can be used to make Y compelling.
Ecology check. Does any part of you have any objection to your transforming Y into a consequence that will compel your behavior in the present, so as to reach the desirable consequence or avoid the undesirable consequence?
Deal with any objections or concerns respectfully and completely before proceeding. Mapping across. Use the submodality differences you identified to transform Y into a representation that compels your behavior in the present. Does this future representation now motivate your present behavior? Reality Constraints This is another simple and direct application of the principles of contrastive analysis of submodality differences and mapping across.
As usual, representations of consequences that are bigger, brighter, closer, more colorful, etc. However, in order to be compelling, a consequence also has to be real and believable. If you review the submodality differences you just found, there are some that have to do with how you code reality.
These help you to distinguish between a consequence that you consider very unlikely and one that you really believe will happen. One participant thought of the unpleasant consequences of smoking by seeing a cartoon of what could happen to a smoker. He saw Mickey Mouse getting black lungs. Needless to say, this did not compel his behavior. The future was not represented in such a way that the results of smoking seemed real to him.
Now try a little experiment. Think of something Z that you could do, but it's unlikely that you ever actually would do-for example, sitting in the bathtub with your clothes on-and notice how you represent this. Now say to yourself, "I could do Z. Then say, "I can do Z" "I can sit in the bathtub with my clothes on" , and notice what changes. Next say with conviction, "I will do Z" "I will sit in the bathtub with my clothes on" and again notice what changes.
A typical response is that "I could do Z" is located wherever you The Swish Pattern 35 freely consider possibilities, no matter how unlikely; it is not on your timeline.
Of course, it won't stay on your timeline if it's not a congruent and ecological decision. One characteristic of a positive compelling future representation is that it is located on your timeline. A representation that isn't on your timeline generally won't be compelling, no matter how big and bright it is. Your brain may think "It's interesting, but it doesn't apply to my life.
If it differs significantly from your other future representations, it may not seem believable to you, and it won't compel your behavior. Often future consequences don't compel behavior because they are so extreme that they are unbelievable caricatures. Many people automatically represent a future consequence as more real if they have personally experienced that consequence at some time in the past.
Small children often don't represent future consequences as real until they've actually experienced them in the real world. We told our little boys about hot stoves, but it wasn't until they reached out andfelt the stove that they made a compelling and dependable representation of something to avoid. Direct personal experience is a powerful teacher, even for adults. Many people stop smoking instantly and easily after a heart attack or a stroke provides compelling personal evidence of the consequences.
In a recent controlled study, wife-abuse complaints were randomly assigned to two groups. In one group the abusive husbands were arrested and jailed, while in the other group they were only warned. The first arrest wasn't enough to build a compelling future for them. As you get older you have more of an experiential base from which to construct a compelling future consequence that you haven't actually experienced. Most people don't have to be hit by a truck to make a compelling image that prevents them from stepping in front of one.
This works well as long as the situation is not too far beyond what you have experienced. Even someone who has experienced full-scale war can't represent an allout nuclear exchange in which the destruction of all of World War I1 would 36 Change Your Mind and Keep the Change occur every minute for most of a day.
Since we can't represent such futures in a compelling way, they unfortunately don't have much impact on our planning. In discussing compelling futures we have presupposed that the person perceives a cause-effect relationship between present behavior and future consequences.
Sometimes a person perceives the future consequences vividly and believably, but he doesn't believe that there is anything he can do to influence these consequences. In this case building a compelling future would be redundant. Instead you need to create subjectively real causeeffect beliefs that connect present actions to future consequences. When someone perceives a cause-effect relation between a behavior and a pleasant future consequence, he can simply decide what, where, and when the behavior needs to be done, and future-pace those behaviors.
However, when someone perceives a cause-effect relation between a present behavior and an unpleasant future consequence, it is not quite so simple. It would not be useful to simply future-pace this behavior and its undesirslble consequences!
When an unpleasant future consequence compels a person to alter her behavior, it's because it triggers a useful polarity process. Typically the person responds by literally saying "No," or "I don't want that," and then goes on to develop an alternative behavior, with alternative pleasant consequences.
It's this alternative deskable behavior and consequences that go on the person's timeline in the future. If you select an unpleasant consequence that already motivates you to do something useful, and then map across, these other elements will usualy fall into place automatically.
When you make the new unpleasant consequence the same as the old one, since it already has the other necessary elements, it will motivate you to do something useful. For future planning you need a compelling future to motivate you, cause-effectsto know what to do, and future-pacing to actually program these behaviors. If any of these steps is missing, you will not be able to use time to forecast and respond to events.
In this chapter we describe a number of detailed guidelines for creating an effective swish in any representational system, and provide unique case examples of making the swish work with clients. We are assuming that you have read the chapter about the swish in Brain. Our videotape "The Swish Pattern," Appendix I provides two live demonstrations of this technique with nail-biting and anger-one in the auditory system-as well as some discussion.
Richard Bandler's client session videotape "Anticipatory Loss" Appendix 11 provides another demonstration. In the sizelbrightness swish, the cue image begins big and bright, and then quickly becomes small and dim. At the same time the desired selfimage begins small and dim and quickly becomes big and bright. By changing submodalities in this way, the person's attention is quickly drawn from the cue to the desired self-image by a process called chaining: linking two experiences together.
The three major elements of the swish are: 1. Selecting the cue to swish from. Developing a desired self-image that is attractive and motivating. Using powerful submodality shifts to link the two together. Cue Selection Since the cue is the trigger that will begin the swish, it's important to identify a cue that will work. If you use an inappropriate cue, the swish may work perfectly, but at irrelevant times and places. Select a cue image that will always be there just befbre the problem behavior occurs.
If you do a swish and find that the problem behavior is significantly reduced but not eliminated, you can explore the possibility that there is an additional cue that still triggers the problem behavior.
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