Archive for ‘Behavior’

May 1st, 2012

Introducing A Work In Progress Companion Series – A New Series of Booklets & DVDs from Autism Partnership

by Different Roads to Learning

We are thrilled to announce the arrival of A Work In Progress Companion Series by Autism Partnership. The Companion Series consists of five booklets and DVDs that synthesize solid information on various teaching strategies with demonstrations of actual sessions with students on DVD. The goal at Autism Partnership is to blend a natural, child-friendly approach to teaching while remaining determinedly systematic. This series offers viewers the unique opportunity to see these approaches implemented in actual teaching environments.

Parents and teachers will find this series to be a helpful companion and extension to A Work in Progress.  All author proceeds from A Work in Progress Companion Series will go directly to the Autism Partnership Family Foundation which was developed for three purposes: to provide services to families with limited resources; to fund research that will investigate new strategies and programs that truly make a difference in the lives of children and families; and to disseminate information about evidence-based treatment and provide resources for training parents and professionals.

 

“Cool” versus “Not Cool” Booklet & DVD: Volume 1

Volume 1 demonstrates the Cool versus Not Cool strategy. This is one of Autism Partnership’s most-used strategies for teaching students foundational as well as advanced social skills. Essentially, the strategy teaches students to understand the difference between behaviors that are socially appropriate (cool) and those that are inappropriate (not cool). In later stages they go on to actually practice the appropriate form of the behavior and receive feedback on their efforts. Research confirms the clinical experience that cool versus not cool is effective in teaching social skills and enabling students to monitor their own behavior.

 

Learning How to Learn Booklet & DVD: Volume 2

Volume 2 demonstrates the Learning How to Learn strategy. This is an underemphasized area in treatment and education. We often take for granted that students know how to learn or will acquire this skill on their own. But if students cannot pay attention, will not wait, or do not understand feedback, then learning is extremely difficult. In this volume, you will see programs described and demonstrated that have been found to be helpful in teaching students how to learn.

 

Teaching Interactions Booklet & DVD: Volume 3

Volume 3 demonstrates the Teaching Interactions strategy.  The Teaching Interaction is an approach found to be especially effective with students who have more advanced language ability. It offers a conversation style of teaching which adds the all important element of leading students to understand rationales for why they might want to change their behavior and learn new skills. With Teaching Interactions, students develop understanding and insight that help develop their internal motivation.

 

 

Token Economy Booklet & DVD: Volume 4
Volume 4 demonstrates how to effectively develop and use a Token Economy. Although token systems are commonly used in school as well at home, too often critical steps are neglected in their development. You will learn step-by-step how to ensure there is a strong connection between the target behavior and the reward that follows. Token Economies have a number of advantages and can be very flexible in adapting to the age of the student, the types of rewards used, and the skills and behavioral targets you are seeking to improve.

 
Developing Reinforcers Booklet & DVD: Volume 5

Finally, Volume 5 focuses on Developing Reinforcers. The foundation of good teaching is utilizing powerful reinforcement so as to motivate students to learn as well as behave appropriately.  This volume will show you how to be creative in developing new sources of reinforcement, which is especially useful for students who have limited interests.

 

 

 

To celebrate the publication of A Work In Progress Companion Series, we’re slashing the price of each booklet & DVD from $29.95 to $19.95 apiece. And to make it even better, the Companion Series is the Pick of the Week so you can save an additional 15% by entering the Promo Code BLOGWIPCC at checkout.

*Offer expires on May 8, 2012 at 11:59 pm EST. Not compatible with any other offer. Be sure there are no spaces after the Promo Code when you enter it at checkout.

Posted in ABA, Applied Behavior Analysis,, autistic spectrum disorder, Behavior, Difflearn Promo Code, Pick of the Week, Products, Sale | No Comments »

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April 12th, 2012

Fostering Prosocial Behavior: A Guest Post by Terese Dana of TD Social Skills

by Different Roads to Learning

To get along with others successfully, people must exhibit prosocial behavior. Susan Fiske, a social psychologist, defines this as behavior intended to benefit others. It includes behaviors such as, helping, comforting, sharing, cooperating, reassuring, defending and showing concern. Prosocial behavior promotes positive interactions and friendships, and exhibiting these behaviors is considered part of the social norm.  Since prosocial behavior is expected, deficits in this area can lead to unfulfilled attempts at developing friendships.

Many children on the autism spectrum can spend much of their time intensely focusing on their own self-interests.  To enhance their social experiences they will need to learn how to include the interests and needs of others into their daily interactions. To increase prosocial behavior, complex cognitive and emotional competencies, along with specific social skills need to be developed.

Studies have shown video modeling to be an effective tool to teach many different skills and behaviors. Using video modeling DVDs that incorporate perspective taking can help children to understand WHY acting in ways that include the needs, concerns, and interests of others can lead to better friendships.  By viewing social interactions from multiple perspectives, children learn, through modeling, what they can do differently to get better outcomes when engaged in social exchanges.

Why does video modeling work?

  • Most children are highly motivated, interested and thus attentive to video
  • Most enjoy repeat viewings
  • It gives the student the opportunity to observe, discuss, imitate and learn skills and behaviors from peers
  • It is easier to implement and has been shown to be more effective then using live models
  • Many students on the spectrum are visual learners

“ I think in pictures. I do not think in language.  All my thoughts are like videotapes running in my imagination.  Pictures are my first language and words are my second language.”  – Temple Grandin, Ph.D, Teaching Tips for Children and Adults with Autism

Increasing social competency provides children with opportunities to interact with peers more successfully.  Video modeling has been shown to be a particularly effective way for children on the autism spectrum to not only gain skills but to generalize those skills as well.

Terese Dana, BCaBA, is a behavior analyst and social skills instructor who has been helping students find solutions to social, emotional, behavioral and organizational challenges since 1988. Ms. Dana consults for both school and home programs. She collaborated with Madison Elementary School, to establish the Madison Educational Center for Children (MECC) in Madison, NH.Ms. Dana is the creator of the Fitting In and Having Fun Video Modeling Program.  The DVD series includes: Fitting In and Having Fun, Moving On to Middle School and Confident and In Control. She has also created the File Factor Emotional Empowerment System, a tool that helps children regulate their behavior by teaching them how to identify, understand, express and control their emotions.  She is the author of the book, The File Factor; Filing Away Disappointment.

Ms. Dana has appeared on national television, in the New York Times and in The Autism Sourcebook, Everything You Need to Know About Diagnosis, Treatment, Coping and Healing.  She lectures across the country and is the autism consultant for Didi Lightful, a children’s television show currently in production.  Ms. Dana also serves as board President of The Laura Foundation for Autism and Epilepsy and in that role is creating the Laura Adaptive Sports and Recreation Center in Madison, NH.

Posted in autism, autistic spectrum disorder, Behavior, Guest Blog Post, Playskills, Social Skills | No Comments »

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April 10th, 2012

Pick of the Week: Photo Conversation Cards for Children with Autism and Asperger’s

by Different Roads to Learning

Photo Conversation Cards for Children with Autism and Asperger’s help children develop social and communication skills. Each card presents a full-color photo with a phrase on the front and a social/communication skills story on the back. The photo and script can be used as a discussion or story-starter for developing awareness of social situations. Each scenario is described in detail with socially appropriate responses for children to practice. The set covers topics such as meeting and greeting, personal space, manners, safety, emotions, making and keeping friends, good sportsmanship, and more.

This week only, save 15% on the NEW Photo Conversation Cards for Children with Autism and Asperger’s by entering the Promo Code BLOGPCAA at checkout.

*Offer expires on April 17, 2012 at 11:59 pm EST. Not compatible with any other offer. Be sure there are no spaces after the Promo Code when you enter it at checkout.



Posted in ABA, Applied Behavior Analysis,, autism, autistic spectrum disorder, Behavior, Difflearn Promo Code, Pick of the Week, Products, Sale, Social Skills | No Comments »

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March 28th, 2012

Pick of the Week: Know the Code at School – Social Skills Card Games

by Different Roads to Learning

Know the Code at School is a behavioral and social skill card game that illustrate 50 social skills in typical school scenarios. Each card shows a skill with a relevant photo, lists five sequential steps to accomplish the skill and suggests a talking point. The cards are great for games and role plays at an elementary or middle school level.

This week only, save 15% on the Know the Code at School cards by entering the Promo Code BLOGKC9 at checkout.

*Offer expires on April 3, 2012 at 11:59 pm EST. Not compatible with any other offer. Be sure there are no spaces after the Promo Code when you enter it at checkout.

Posted in Academics, autism, autistic spectrum disorder, Behavior, Difflearn Promo Code, Pick of the Week, Products, Social Skills, Transitions | No Comments »

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February 17th, 2012

AUTISM PARTNERSHIP’S LATEST STUDY PROVES SUCCESS OF INTENSIVE THERAPY

by Different Roads to Learning

AUTISM PARTNERSHIP’S LATEST STUDY REVEALS PROMISING TREATMENT RESULTS IN CHILDREN WITH AUTISM SPECTRUM DISORDER

Historically considered a lifelong disorder, a new study published in “Education and Treatment of Children,” reveals that intensive behavioral treatment can have life-changing results for children with Autism Spectrum Disorder. (www.autismpartnership.com)

 

Autism Spectrum Disorder (ASD) has been regarded as an extremely serious disorder that severely impacts the lives of children and their families.  The prognosis has been bleak at best and the future was one of restricted opportunities. Although treatment based upon Applied Behavior Analysis (ABA) has provided strong evidence as to its effectiveness, many of these studies fell under harsh scrutiny and were considered controversial across the field. However, a new study conducted by Autism Partnership to be published in Education and Treatment of Children answers many of these critiques and criticisms.

The study, which tracked 64 students ranging from age 1.5 to 8 years, spanned four countries – the United States, the United Kingdom, Hong Kong and Australia. Each child underwent an average of 22.5 hours of ABA treatment weekly (provided in schools, homes and clinics) for roughly 3.5 years. The results demonstrated that 45 out of the 64 children’s IQ’s increased an average of 22.5 points.  Such a significant increase demonstrates not only the effectiveness of intervention but is predictive of future success in school.  Moreover, these children were able to successfully participate in general education classrooms.

                “It is so gratifying to be part of life changing treatment which will enhance the quality of children and families lives,” says Dr. Ronald Leaf, lead author of this study.  “But parents should understand that this treatment is not a miracle nor is it easy.  It is a long journey, with ups and downs and numerous challenges to overcome. It requires everyone who touches the child’s life to work together in partnership.”

                Autism Partnership is one of the nation’s premier agencies dedicated to providing intensive behavior intervention for children with autism and their families. Established in 1994 by world-renowned psychologists Ron Leaf and John McEachin, Autism Partnership offers a comprehensive program and a variety of proven services, including in-home, in-classroom and one-on-one, as well as lectures and workshops. All programs are handled by expert staff and tailored to each individual child, family and caregiver, with the goal of helping that child achieve their best life. For more information, visit www.autismpartnership.com.

 

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January 30th, 2012

Individualized Token Economy Systems – Strategies for Teaching Students with ASD by Autism Partnership

by Different Roads to Learning

Individualized Token Economy Systems

 At Autism Partnership we have found the development and implementation of individualized token economy systems to be a powerful tool in accelerating progress for our students. Token economies have been shown to be an extremely effective contingency management system for a variety of populations. Initially, Ted Allyon used token economies to provide consequences to hospitalized mentally ill residents. The procedure proved to be extremely effective and quickly token systems were utilized with other populations exhibiting challenging behavior problems, including “delinquent” adolescents (Montrose Wolf) and mentally retarded adults (Nathrin Azrin).

Today, token economies are used to address a variety of behavioral concerns including those of children with Attention Deficit Disorder and Autism Spectrum Disorder as well as typically developing children. Token economies have been so widely recognized as effective and efficient behavior management strategies to such a degree that they are routinely being employed in general education classrooms throughout the world. (Star Charts, Table Points, Marble Jar).

Tokens are symbols (e.g., points, coins, stickers, ticks or check marks, toy parts, etc), which are delivered immediately after a target response and are exchanged later for an item or activity of preference. Tokens therefore symbolize access to other preferred items or experiences, technically referred to as “generalized reinforcement”. Initially the tokens in and of themselves are not rewarding but once the student understands that tokens can be “exchanged” for preferred activities, their value is established. A daily life example of this process would be our use of money which allows us to purchase desired items or experiences. Creative systems often use motivating tokens such as pictures of favorite cartoon characters, athletes or musicians. Pictures of the target behavior can be used as the symbol as well. The tokens are clearly displayed, allowing the student to always see how many they have earned, and how many more they need to earn until reinforcement will be delivered.

This is part of a guest series by Autism Partnership founders Ron Leaf, John McEachin and Mitchell Taubmann. Established in 1994, Autism Partnership is one of the nation’s premier agencies dedicated to providing intensive behavior intervention for children with autism and their families. They offer a comprehensive program and a variety of proven services, including in-home, in-classroom and one-on-one, as well as lectures and workshops. All programs are handled by expert staff and tailored to each individual child, family and caregiver, with the goal of helping that child achieve their best life. For more information, visit www.autismpartnership.com.

Posted in ABA, Academics, Applied Behavior Analysis,, autism, autistic spectrum disorder, Behavior, Resources | No Comments »

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January 27th, 2012

Reinforcement Development – Strategies for Teaching Students with ASD by Autism Partnership

by Different Roads to Learning

Reinforcement Development

 When discussing the importance of reinforcement often parents and teachers alike will comment that reinforcement doesn’t work because there is nothing that the child finds to be reinforcing.   Often this is not accurate: there are lots of potential reinforcers but they are receiving them for “free.”  That is they are not earned or technically they are not contingent.  They watch TV, play on the computer or go on an outing without them being earned.  If they were made to be contingent upon behavior they would indeed change behaviors.  Moreover, there are often many things that could be reinforcers but if the student doesn’t know how to play with, say, the toy, therefore it too is not a reinforcer. 

Identifying reinforcers often requires creativity.  By “definition” children with ASD enjoy self-stimulation.  Perhaps their self-stimulation can be used as a reinforcer.  For example, you may provide them the opportunity to line up objects, sift sand or perseverate on a topic as a reinforcer.  As another potential reinforcer you can bother them by making demands and intruding upon their space and then leaving them alone can serve as the reinforcer.

Naturally, if you were to use self-stimulation or escape as a reinforcer, you would want to use this as a means to develop other reinforcers.  For example, when engaging in self-stimulation you may associate it with music so that music eventually becomes a reinforcer.  Association can also be used with escape.  For example,  when they escape a demand,  direct them to play on the computer thereby making the computer a reinforcer.

Whether a student has established reinforcers or if truly there is nothing that is reinforcing, it is necessary to develop reinforcers.  But it takes creativity and being highly systematic!  The following are a few ideas on how to develop reinforcers:

 

  •  Sometimes reinforcement development can be as simple as exposing the child to potential reinforcers. 
  •  Giving free access to potential reinforcers can also create new reinforcers. 
  • An effective way to develop reinforcers is to associate potential reinforcers with established reinforcers.
  •  The “packaging” of the reinforcer can is another strategy to develop reinforcers.  Often you can “sell” the reinforcer by being enthusiastic and playful. 
  • Assessing what the student likes and then creating reinforcers based upon interests can create reinforcers. 

Giving students choices can be effective in the development of the reinforcement.  Simply giving a student a choice of which of two toys he would like to play with can have the effect of making the selected toy as a reinforcer. 

This is part of a guest series by Autism Partnership founders Ron Leaf, John McEachin and Mitchell Taubmann. Established in 1994, Autism Partnership is one of the nation’s premier agencies dedicated to providing intensive behavior intervention for children with autism and their families. They offer a comprehensive program and a variety of proven services, including in-home, in-classroom and one-on-one, as well as lectures and workshops. All programs are handled by expert staff and tailored to each individual child, family and caregiver, with the goal of helping that child achieve their best life. For more information, visit www.autismpartnership.com.

Posted in ABA, Applied Behavior Analysis,, autism, autistic spectrum disorder, Behavior | 1 Comment »

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January 23rd, 2012

Drive Me to the Sea

by Julie Azuma

Last month, I was asked to support a viewing of a Japanese film about autism, “Drive Me to the Sea.”   I was so excited that the Japanese community was interested in autism awareness that I threw myself into promoting the film without knowing the details of the story.  I was doubtful that the film would portray autism appropriately (by my standards).  Upon viewing it, it does.  Everyone on the ASD spectrum is different but this film thoughtfully connects all of us affected by autism. The screenwriter, Kuniaki Yamashita, was a parent of a young man on the spectrum and a core advocate of people affected by ASD.

Jun, the young man with ASD, loves everything about cars and driving.  He has very limited language and independence and lives at home with his family.  There are scenes of what life is like for the family; his mother, his brother and their ties to the disability community. A young woman who knows nothing about autism gives a ride to Jun because he reminds her of someone in her past.  Jun loves everything about cars and vans, so of course, he got in the car and the adventure begins.

The film is about autism awareness, education, advocacy but more importantly acceptance; acceptance of behaviors and inclusion into the mainstream community.   The film gives the autistic person a place in our community.

Wouldn’t it be wonderful if we were able to gain acceptance for our children in the global community?  The film was a glimpse of promising possibilities.

Posted in autism, autistic spectrum disorder, Behavior | No Comments »

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