Product Highlight: POWER-Solving® – A new social skills curriculum


Available in child and adolescent levels, this new social skills curriculum teaches students how to become independent problem-solvers via a hands-on and interactive approach through visual cues and supports.

We offer class kits including 5 or 10 sets of Student Workbooks and Facilitator Guides to accommodate larger groups.

This social skills curriculum teaches students to problem-solve first using their “toolbox” (i.e., the five steps of POWER-Solving®) and then to apply this “toolbox” to various social situations, allowing them to develop and enhance their social-emotional skills. Child and Adolescent Student Workbook Sets when paired with their corresponding Facilitator Guides will help students successfully solve problems in various social situations at school, home, and in the community.

Each Student Workbook Set and Facilitator’s Guide Set covers 4 areas of everyday social situations:

  1. Introduction (recommended that students complete this first)
  2. Social Conversation
  3. Developing Friendships
  4. Anger Management

Learn more about the curriculum here.

The Social Problem-Solving Model: Promoting Greater Social Independence – Part II

In continuing our exclusive social problem-solving series, Drs. Gordon and Selbst, developers of the new POWER-Solving® Curriculum, have addressed the importance of social information processing as a framework for understanding how children and adolescents get along with their peers and adults.

The Social Problem-Solving Model: Promoting Greater Independence – Part II
Steven B. Gordon, PhD, ABPP & Michael C. Selbst, PhD, BCBA-D

Social Information Processing (SIP) is a widely studied framework for understanding why some children and adolescents have difficulty getting along with their peers and adults.

A well-known SIP model developed by Crick and Dodge (1994) describes six stages of information processing that individuals cycle through when responding to a particular social situation:

  1. encoding (attending to and encoding the relevant cues);
  2. interpreting (making a judgment about what is going on);
  3. clarifying goals (deciding what their goal is in the particular situation);
  4. generating responses (identifying different behavioral strategies for attaining the decided upon goal);
  5. deciding on the response (evaluating the likelihood that each potential strategy will help reach their goal, and choosing which strategy to implement);
  6. and performing the response (doing the chosen response).

These steps operate in real time and frequently outside of conscious awareness. Many studies have demonstrated that children and adolescents have deficits at multiple stages of the SIP model which impact their development of appropriate peer interactions and the development of aggressive behaviors (Lansford, Malone, Dodge, Crozier, Pettit and Bates, 2006).

As a result, they have difficulty attending to and interpreting social cues, adopting pro-social goals and utilizing safe, effective and non-aggressive strategies to handle conflict situations. The development of strong social skills has been shown to contribute to the initiation and maintenance of positive relationships with others.

POWER-Solving BooksThe POWER-Solving® Curriculum (Selbst and Gordon, 2012) is heavily influenced by the components of the SIP model as seen in the five steps of POWER-Solving, easily learned in the acronym POWER:

  • Put the problem into words;
  • Observe your feelings;
  • Work out your goal;
  • Explore possible solutions;
  • Review your plan

The curriculum is comprised of several modules, each with their own materials for facilitators and students. While it is critical for the student to learn the POWER-Solving® Steps first (i.e., the “toolbox”), the facilitator can determine the sequence of the subsequent modules. For example, one may prefer to move to the Anger Management module after the introduction. Alternatively, one may decide to move to Social Conversation or Developing Friendships. The goal is for students to learn valuable POWER-Solving skills that they can apply to an infinite number of social situations throughout their lives.


Crick, N.R., & Dodge, K.A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115(1), 74–101. doi:10.1037/0033-2909.115.1.74.

Lansford, J.E., Malone, P.S., Dodge, K.A., Crozier, J.C., Pettit, G.S., & Bates, J.E. (2006). A 12-year prospective study of patterns of social information processing problems and externalizing behaviors. Journal of Abnormal Child Psychology, 34, 715-724.

Selbst, M.C. and Gordon, S.B. (2012). POWER-Solving: Stepping stones to solving life’s everyday social problems. Somerset, NJ: Behavior Therapy Associates.


Steven B. Gordon, PhD, ABPP is the Founder and Executive Director of Behavior Therapy Associates, P.A. He is a clinical psychologist and is licensed in New Jersey. Dr. Gordon is also Board Certified in Cognitive and Behavioral Psychology by the American Board of Professional Psychology and is a Diplomate in Behavior Therapy from the American Board of Behavioral Psychology. Dr. Gordon has co-authored three books, published numerous articles, presented papers at local and national conferences, and served on editorial boards of professional journals. Most recently, Dr. Gordon and Dr. Selbst have co-authored the new social-emotional skills program POWER-Solving: Stepping Stones to Solving Life’s Everyday Social Problems. Dr. Gordon’s professional interests range from providing assessment and treatment for individuals diagnosed with Autism Spectrum Disorders, AD/HD and other disruptive behavior disorders associated with childhood and adolescence. He has co-founded and is the Executive Director of HI-STEP® Summer Program, which is an intensive five-week day program for children to improve their social skills and problem solving ability. In addition, Dr. Gordon has had extensive experience providing clinical services not only for children diagnosed with phobias, stress, selective mutism, obsessive compulsive disorders and depression, but also with adults coping with anxiety,depression and relationship difficulties. Dr. Gordon is a member of the American Psychological Association, the Association for Behavioral and Cognitive Therapies, and the New Jersey Psychological Association.


Michael C. Selbst, PhD, BCBA-D is Director of Behavior Therapy Associates, P.A. He is a Licensed Psychologist and a Certified School Psychologist in New Jersey and Pennsylvania. He is also a Board Certified Behavior Analyst at the Doctoral level. Dr. Selbst has co-founded and is the Executive Director of HI-STEP® Summer Program, which is an intensive five-week day program for children to improve their social skills and problem solving ability, and the Director of the Weekend to Improve Social Effectiveness (W.I.S.E.). He has extensive experience working with pre-school aged children through adults, including individuals who have social skills deficits, emotional and behavioral difficulties, learning disabilities, gifted, and children with developmental delays, including those with Autism and Asperger’s Syndrome. Dr. Selbst consults to numerous public and private schools, assisting parents, teachers, and mental health professionals, and presents workshops on all topics highlighted above, as well as Parenting Strategies, Depression, and Suicide Prevention. Dr. Selbst and Dr. Gordon have co-authored the new social-emotional skills program POWER-Solving: Stepping Stones to Solving Life’s Everyday Social Problems. Dr. Selbst is a member of the following professional organizations: American Psychological Association; National Association of School Psychologists; Association for Behavioral and Cognitive Therapies; Association for Behavior Analysis International; Association for Contextual Behavioral Science; New Jersey Psychological Association; and New Jersey Association of School Psychologists.

The Social Problem-Solving Model: Promoting Greater Social Independence – Part I

This week, in continuing the spirit of Autism Awareness, we’re excited to feature a two-part expert article on a social problem-solving intervention method by Steven Gordon, PhD, ABPP, and Michael Selbst, PhD, BCBA-D, who are the founder and directors of Behavior Therapy Associates, P.A.  Here in Part I, Drs. Gordon and Selbst have addressed the outcomes of different types of social skills training and what an effective social skills teaching program encompasses in order to promote independence in learners.

The Social Problem-Solving Model: Promoting Greater Independence – Part I
Steven B. Gordon, PhD, ABPP & Michael C. Selbst, PhD, BCBA-D

Students with social skills deficits often have difficulty in many of the following areas: sharing, handling frustration, controlling their temper, ending arguments, responding to bullying and teasing, making friends, and complying with requests.

These impairments require direct instruction to address the deficits. In addition, these impairments are exacerbated for those with a mental health diagnosis of Autism Spectrum Disorder, Attention Deficit/Hyperactivity Disorder, Oppositional Defiant Disorder, and Nonverbal Learning Disorder.

A large body of research indicates that social skills training produces short and long term positive outcomes. The improvement in social skills has many benefits: an increase in students’ positive behavior, reduction in negative behavior, improvements in academic performance, more positive attitudes toward school, and increase preparation for success in adulthood.

Children Hanging Together

Social skills learning programs have yielded significant benefits in many studies conducted to date. “The ultimate goal of a social skills program is to teach the interpersonal, problem-solving, and conflict resolution skills that students need relative to interpersonal, problem-solving, and conflict resolution interactions. In a generic sense, then, students with good social skills are unlikely to engage in inappropriate internalizing or externalizing behaviors” (Knoff, 2014). In one important meta-analysis by the Collaborative for Academic, Social and Emotional Learning (CASEL), it was concluded that social and emotional programs are effective in both school and after-school settings, for students with and without behavioral and emotional problems, for racially and ethnically diverse students from urban, rural, and suburban settings across the K-12 grade range.

Social and Emotional Learning (SEL) interventions improve students’ social-emotional skills, attitudes about self and others, connection to school, and increase positive social behavior while reducing conduct problems and emotional distress. CASEL’s review also indicates that school-based programs are most effectively conducted by school staff (e.g., teachers, student support staff) and suggest that they can be effectively incorporated into routine educational practice. In light of CASEL’s positive findings, it has recommend that federal, state, and local policies and practices encourage the broad implementation of well-designed, evidence-based social and emotional programs in schools. Continue reading

10 Things Autism Awareness SHOULD Be About

We’re so thrilled to be kicking off Autism Awareness Month with a special guest article from the Executive Director of the Association for Science in Autism Treatment (ASAT) David Celiberti, PhD, BCBA-D, who shares with us 10 things autism awareness should be about. David has also provided a wealth of information and resources for parents and professionals to utilize in finding the best treatments out there, seeking out reliable research and asking good questions, helping individuals with ASD find a place in the workforce, and much more. To learn more about ASAT, please visit their website at You can also sign up for ASAT’s free newsletter, Science in Autism Treatment, and like them on Facebook!

10 Things Autism Awareness SHOULD Be About

10 Things Autism Awareness SHOULD Be About
by David Celiberti, PhD, BCBA-D

April is Autism Awareness Month. The blue puzzle pieces will appear on thousands of Facebook pages and billboards, and the media will give greater attention to, and information about autism. Further awareness is a wonderful thing, as detection and diagnosis are necessary first steps to accessing help in the form of treatment, information, and support. With well over 400 treatments from which to choose, parents of children with autism need guidance, tools, and accurate information to make the best possible choices for their children: choices that will undoubtedly have a profound impact on both their current quality of life and their children’s future.

Clearly, autism spectrum disorder (ASD) is no longer the rare diagnosis that it once was. With the incidence of one in 68 children, and one in 42 boys, our own families, neighbors, and co-workers are all touched by autism. In fact, the sheer numbers have heightened awareness of autism in and of themselves. This awareness is essential: it promotes early detection, and with early detection, we hope for a relatively clearer course toward effective treatment and better outcomes. Sadly, however, the early detection of autism alone does not always mean a seamless path to intervention. Furthermore, families whose children are diagnosed with autism are still not able to expeditiously access the most effective science-based treatments available. Instead, families often have to sort through over 400 pseudo-scientific treatments until they arrive at the most effective and research-proven intervention in addressing the complex disorder of autism. We must do better!

“Autism Awareness” should be about more than just detection and diagnosis. It has always been ASAT’s hope that the conversation around autism awareness would be broadened to focus upon the obstacles that separate individuals with autism from effective, science-based intervention and distract their families, caregivers, and teachers from accurate information about effective autism intervention. Below are 10 ideas about what Autism Awareness should be about, along with ways that the Association for Science in Autism Treatment (ASAT) can assist families and providers in navigating the complex maze of autism treatment options.


Autism treatment is a multi-million dollar industry. For the majority of the 400+ available interventions, science is overlooked in favor of pseudoscience, and they are marketed with heart-wrenching testimonials, anecdotes and video montages, and often bolstered with poorly crafted and misleading surveys. Many boast inaccurate and even outrageous claims that are touted as evidence of effectiveness. Aggressive marketing of these so-called “therapies” and “cures” is absolutely overwhelming and it drowns out accurate information for parents who are desperate to help their children.

For most other medical conditions, a provider who disregards a proven intervention in favor of using a “fringe” treatment could be sued for malpractice! Such safeguards do not widely exist for autism treatment. We do no favors for children with autism, their families, and those charged with providing effective services when we not only ignore quackery, but allow it to proliferate by failing to counter baseless claims. Families deserve better. Individuals with autism deserve better. Visit our website to learn more about the scientific support behind various autism treatments, the relevance of peer-reviewed research, the pitfalls of testimonials, as well as many other articles related to becoming a more savvy consumer. Please also see our review of Sabrina Freeman’s book, A Complete Guide to Autism Treatments.

As adults, voters, consumers, providers, and parents, choice underlies all of our decisions. Decision-making power comes with tremendous responsibility. There is a myriad of stakeholders whose decisions have profound implications for children and adults with autism – not just parents, but siblings, teachers, treatment providers, administrators, program coordinators, and taxpayers.

  • Scientists need to take responsibility in making their findings about an intervention’s effectiveness clear, unambiguous, and unexaggerated. Efforts should be taken to promote replication.
  • Administrators and program leaders need to take responsibility in identifying internal and external training opportunities that further their staff’s competence with evidence-based practice. Additionally, they should make sure their staff receives the support needed to sustain these efforts and to continually engage in data-based decision making when both selecting and monitoring interventions. They must be savvy and selective in their selections of trainings for their staff and not fall prey to gimmicks, splashy sales pitches or fads.
  • Providers need to select procedures that are based on published research, adhere to their discipline’s ethical guidelines about evidence-based practices, and maintain a commitment to ensuring that parents have truly been given the opportunity to provide informed consent. For example, if there is no scientific evidence to support an intervention that one is using, then it is an ethical obligation of the professional to inform parents of this lack of evidence. Please see Principle #1 and #2 of the Ethical Code for Occupational Therapists, Section 2.04 of the Ethical Principles of Psychologists and Code of Conduct, and Section 2 of the Guidelines for Responsible Conduct for Behavior Analysts.
  • Parents must continue to exercise caution in sorting through autism treatment options to make the best possible choice for their children, particularly since many providers do not make the path to effective treatment clear and simple.

There are far too many individuals with autism who do not have access to effective treatment, are receiving ineffective treatment, or are subjected to treatments that are, in fact, dangerous. Every minute of ineffective intervention is one less minute spent accessing effective intervention. Every dollar spent on an intervention that does not work depletes resources available for interventions that do work. For questions to ask to make sure that the individual with autism in your life is receiving science-based treatment, please see our article on questions to ask marketers and read more about the following three phases of inquiry about particular interventions and their associated questions and considerations in The Road Less Traveled: Charting a Clear Course for Autism Treatment:

  • Phase I: Exploring the viability and appropriateness of a particular treatment approach.
  • Phase II: Assessing the appropriateness of an intervention under the supervision of a specific service provider for a specific individual with autism.
  • Phase III: Monitoring the implementation of the treatment and evaluating effectiveness.


As we know, not all information on the Internet is reliable and accurate. You have probably heard the term, caveat emptor (“Let the buyer beware”). Consumers must also practice caveat lector (“Let the reader beware”).

Often Internet information is deemed equivalent in relevance, importance, and validity to research published in peer-reviewed scientific journals, but it is not. Testimonials and uncontrolled studies from so-called researchers can lead parents astray and be a tremendous source of distraction. Parents of newly-diagnosed children may be particularly vulnerable. Know the red flags to avoid and learn how to evaluate research by visiting our website. Our library of articles highlights scientific concepts and methods as they relate to potential autism interventions, with the goal of providing families, educators and clinicians with the information they need in order to be savvy consumers of marketed treatment products and therapies.

Continue reading

Pick of the Week: Token Tower– Fun, motivating, and reinforcing!

Keep students motivated and focused with these fun, noise-making Token Towers! Set goals using the colored ring and insert tokens as reinforcement for appropriate behaviors or correct responses. The hard plastic chips with smiley faces make a fun noise as they drop into the containers, which is almost as fun as watching the tokens pile up!


This week, save 15%* on your set of the Token Towers by applying our promo code TOWERS at check-out.

The set includes four Token Towers – in colors red, yellow, green, and blue – and 140 tokens (35 for each tower). Each Token Tower has target goal levels of 5, 10, 15, 20, 25, and 30, and can hold a maximum of 35 tokens. The towers measure 6½ inches tall, with tokens measuring 1½ inches in diameter.

*Offer expires on March 15, 2016 at 11:59pm EST. Be sure there are no spaces or dashes in your code TOWERS at check-out. Call our friendly customer service team at (800) 853-1057 with any inquiries.

Pick of the Week: Clue Cards – 5 games in one to teach socioemotional skills

Clue Cards teaches students how to interpret social situations, read facial expressions, and understand metaphorical forms of speech. This week, you can save 15%* on Clue Cards – just enter promo code CLUECARDS when you check out online! Play 5 different games to teach inferencing, faces and feelings, body language, exploring Wh- questions, and a variety of common idioms!

Therapists, teachers and parents can uses the cards and games included in this set to help students perceive and understand the details of social presentation. Because the cards are flexible and adaptable, they can be used with both younger and older children, with mild or sever socioemotional difficulties. There are instructions for 5 different games along with 100 reward chips, targeted for players ages 6–16.

  1. Get a Clue: Players find “clues” in social situations and make inferences based on those clues (15 Social Situation Cards).
  2. Faces and Feelings: Link expressions with associated emotions (20 Feeling Cards, 20 Faces Cards).
  3. Body Language: Matching photos and captions, children explore body language for clues about thoughts and feelings (24 Photo Cards, 24 Caption Cards).
  4. The 5 W’s: Analyze 10 social scenes by asking “who-what-where-when-why” questions (10 Social Scene Cards, 1 Spinner).
  5. In Other Words: Learn the idioms and proverbs that often pop up in social conversation (30 Idiom Cards, 30 Idiom Definition Cards, 26 Proverb Cards, 26 Proverb Definition Cards).

*Offer lasts through March 1, 2016 at 11:59 PM EST. Be sure there are no spaces or dashes in your code CLUECARDS at check-out! Not valid on past purchases.

“Expanding Interests in Children with Autism” by Tanya Baynham, MS, BCBA

This month’s featured article from ASAT is by Program Director of the Kansas City Autism Training Center Tanya Baynham, MS, BCBA, on a variety of research-based strategies to help you expand interests in children with autism. To learn more about ASAT, please visit their website at You can also sign up for ASAT’s free newsletter, Science in Autism Treatment, and like them on Facebook!

My child is doing well with many of his ABA programs, even the ones that focus on the development of play skills. Unfortunately, he doesn’t play with most of the toys that we give him, and he has worked for the same five things since our program began a year ago (marshmallow peeps, Thomas trains, tickles, Wiggles songs, and raisins). What can I do to expand his interests and maybe even get those interests to function as reinforcers for teaching targets?

Answered by Tanya Baynham, MS, BCBA
Program Director, Kansas City Autism Training Center

Little Boy and TrainInherent to a diagnosis of autism is the observation that the child will engage in restricted or repetitive behavior and may also display restricted interests. Expanding those interests, specifically in the areas of toy use and play, is an important programming goal as it can result in a number of positive effects. First, rates of socially appropriate behaviors may increase while rates of inappropriate behaviors may decrease. For example, engaging a child in looking at a book may decrease stereotypic behaviors or passivity (Nuzzolo-Gomez, Leonard, Ortiz, Rivera, & Greer, 2002). Second, interest expansion can lead to new social opportunities for children and promote greater flexibility when bringing them to new environments. For example, a child with a new preference for coloring may be more successful in a restaurant because he will sit and color the menu, or he can attend Sunday school because he will color a picture when directed. Third, the addition of new reinforcers in ABA programs may help prevent satiation or allow you to allocate more highly preferred items for difficult teaching targets and less preferred items for easier targets.

Stocco, Thompson, and Rodriguez (2011) showed that teachers are likely to present fewer options to individuals with restricted interests and will allow them to engage longer with items associated with those restricted interests. The authors suggest one possible reason for this is that teachers might be sensitive to the fact that negative behaviors (e.g., whining, pushing the toy away) are more likely to accompany the presentation of a toy that is not associated with the child’s restricted interest. In general, this sensitivity to the child’s behavior is important in maintaining low rates of problem behavior, but it can potentially limit access to novel experiences or activities. We need to systematically program effective ways to expand a child’s interests without evoking tears and other negative behavior.

Most importantly we, as parents and intervention providers, must make reinforcer expansion a teaching focus and use data to determine whether our procedures are producing change. One recommendation is to first track the number of different toys and activities with which your child engages to identify current patterns. Then, measure the effects of attempts at reinforcer expansion on your child’s behavior. Ala’i-Rosales, Zeug, and Baynham (2008) suggested a variety of measures that can be helpful in determining whether your child’s world is expanding. These measures include the number of toys presented, number of different toys approached/contacted across a week (in and/or out of session), engagement duration with new toys, and affect while engaging with toys. It is sometimes helpful to track changes across specific categories (e.g., social activities, food, social toys, sensory toys, etc.). If, for example, your child only watches Thomas videos, you may narrow the focus to the category “videos” in order to track expansion of interests to different types of videos. Keeping in mind the previous point about a teacher’s role in expanding a child’s interests, you may also want to set goals to ensure changes in adult behavior such as, “Present three new items each day.”

Once data are being taken, it is important to implement procedures likely to expand your child’s interests. One way to expand toy play is to present, or pair, a preferred item with the item you want to become more preferred (Ardoin, Martens, Wolfe, Hilt and Rosenthal, 2004). Here are a few examples:

  • Playing a game: Use peeps as the game pieces in a game you want your child to enjoy, embedding opportunities to eat the peeps at different points during the game.
  • Trying a new activity: Sing a favorite song as you help your child up the ladder of an unfamiliar slide on the playground.
  • Reading a book: Tickle your child before turning each page while reading a book.

A second way to expand interests is to think about why your child might engage in those restricted interests. If he likes Thomas because of the happy face, put Thomas stickers on a ring stacker. If he likes Thomas because of the wheels, present other vehicles with wheels. If your child likes peeps because they blow up in the microwave, put Mentos in a cola bottle or use baking soda to make a volcano. If he likes peeps because they are squishy, use marshmallows in art projects or in a match-by-feel game.

A third way to expand interests is described by Singer-Dudek, Oblak, and Greer (2011), who demonstrated that some children will engage more with a novel toy after simply observing another child receiving reinforcers after playing with it. To apply these findings to your child, give Thomas trains, if they are used as a reinforcer, to a sibling who just played with novel items such as play dough or shaving cream. Continue reading

Pick of the Week: ABA Curriculum for the Common Core Books for Kindergarten & 1st Grade

Use the principles of Applied Behavior Analysis in this groundbreaking curriculum to teach the Common Core state standards in special education classrooms. Available in Kindergarten and First Grade, the ABA Curriculum for the Common Core drills down into each standard and breaks it into teachable steps. This week, SAVE 15% on the ABA Curriculum for the Common Core books for Kindergarten and First Grade. Use promo code KINDERFIRST when you check-out online or over the phone: (800) 853-1057.

Programs are presented in a format that supports data collection and ease of use. Clear teaching instructions detail the Teaching ProcedureDiscriminative Stimulus, and the Materials needed for each lesson or activity. Each standard also list several targets that demonstrate the steps and goalposts needed for mastery.

What professionals have said…

“This highly organized and comprehensive curriculum is a must for all special education teachers working to implement the Common Core standards in the classroom. Every teacher and student need is anticipated and planned for. With this curriculum as a resource, the Common Core standards are no longer an obstacle, but instead an accessible program of study for all students.” — Linda McSorley, Special Education Teacher

ABA Curriculum for the Common Core is bound to be the type of reference book every special educator will be reaching for. With its comprehensive, accessible, and task-analyzed programs, ABA strategies, and data collection sheets, Sam Blanco has created a compilation dream for all educators working with children who have special needs.” — Val Demiri, PhD, BCBA-D, Adjunct Professor, Endicott College

“Different Roads to Learning and Sam Blanco have developed the first of its kind: a user-friendly manual and kit of appropriate curriculum with materials for special needs students that aligns with the Common Core. The manual includes prepared data sheets and easy-to-read curriculum sheets. …  In addition, the focus of the skills targeted are prerequisites for lifelong skills the student will need throughout their education and beyond. Utilizing the principles of applied behavior analysis, teachers will be able to use motivation and reinforcement techniques to enhance student learning.” — Cheryl Davis, Educational and Behavioral Consultant, MSEd, BCBA

Don’t forget to use our promo code KINDERFIRST to redeem your savings this week only on the ABA Curriculum for the Common Core books!

*Offer expires at 11:59pm EST on February 23, 2016. Promotion does not apply to past purchases. Be sure there are no spaces or dashes in your code KINDERFIRST at checkout! Call our friendly customer service team at (800) 853-1057 with any inquiries.

Pick of the Week: Save 30% on “A Work in Progress” Companion Booklets & DVDs!

Building on the popular guide and curriculum A Work In Progress, this companion series of booklets and DVDs synthesizes information on various teaching strategies with demonstrations of actual sessions with students on video. The Work in Progress Companion Series aims 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.

This week, we’re offering the entire Set of 6 Work in Progress Companion Booklets & DVDs for only $99.00 (a $150 value)! Or get one (1) Companion Set for $24.95 only $17.50!  Just use our promo code AWIPSET at check-out to redeem these great savings. View our entire sale here.


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

Volume 1: “Cool” versus “Not Cool” teaches students foundational as well as advanced social skills in the difference between behaviors that are socially appropriate (i.e. cool) and those that are inappropriate (i.e. 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.

Volume 2: Learning How to Learn teaches and demonstrates programs that researchers have found helpful in teaching students how to learn.

Volume 3: Teaching Interactions 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. This booklet and DVD teaches students how to develop understanding and insight that help form their internal motivation.

Volume 4: Token Economy provides step-by-step instructions on 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.

Volume 5: Developing Reinforcers shows parents and teachers how to be creative in developing new sources of reinforcement, which is especially useful for students who have limited interests.

Volume 6: Bullying & ASD – The Perfect Storm focuses on the tools needed to help children with autism combat bullying. Students with ASD are particularly at risk because of their behavior issues and their vulnerability. This volume provides practical suggestions that help prevent the devastation of bullying.

Buy one (1) volume for only $17.50* this week using promo code AWIPSET at check-out! View our entire sale here!

*Offer is valid for one-time use only through January 26, 2015. Promotion does not apply to past purchases. Be sure there are no spaces or dashes in your code AWIPSET at check-out!


“Underwater Basket Weaving Therapy for Autism: Don’t Laugh! It Could Happen…” by David Celiberti, PhD, BCBA-D & Denise Lorelli, MS

This month’s featured article from the Association for Science in Autism Treatment (ASAT) is by Executive Director David Celiberti, PhD, BCBA-D and Denise Lorelli, MS on the abundance of so-called “therapies” available for children with autism, why some fall trap to these “therapies,” and how to assess what therapy is right, and most importantly, effective in the long run. To learn more about ASAT, please visit their website at You can also sign up for ASAT’s free newsletter, Science in Autism Treatment, and like them on Facebook!

Underwater Basket Weaving Therapy for Autism: Don’t Laugh! It Could Happen…
by David Celiberti, PhD, BCBA-D and Denise Lorelli, MS

Yes, sadly it can happen. With 400+ purported treatments for autism, there is no shortage of such whose name begins with an activity, substance, or favorite pastime and ends in the word “therapy.” A cursory internet search would reveal such “therapies” as music therapy, art therapy, play therapy, sand therapy, dolphin therapy, horseback riding therapy, bleach therapy, vitamin therapy, chelation therapy, and helminth worm therapy joining the list of the more established habilitative therapies such as physical therapy, occupational therapy, and speech-language therapy (this is by no means an exhaustive list of the array of “therapies” that are marketed to consumers). Touted therapies can involve all sorts of things. I recall sitting on a panel at Nova University in the late ‘90s with another provider boasting the benefits of llamas and lizards as well.

What concerns us are the assumptions – made by consumers and providers alike – that promoted “therapies” have legitimate therapeutic value, when, in fact, there is often little-to-no scientific evidence to support them. Some might rightfully say that many of these touted methods are “quackery” without such evidence. The focus on such unproven methods or “therapies” may result in financial hardship and caregiver exhaustion, further exacerbating the stress levels of participating families. What is most alarming is that these “therapies” may be detrimental because they may separate individuals with autism from interventions that have a demonstrated efficacy, thus delaying the time of introduction of effective therapy.

This concern is echoed by the American Academy of Pediatrics. In their guidelines focusing on the management of autism spectrum disorders, they state: “Unfortunately, families are often exposed to unsubstantiated, pseudoscientific theories and related clinical practices that are, at best, ineffective and, at worst, compete with validated treatments or lead to physical, emotional, or financial harm. Time, effort, and financial re-sources expended on ineffective therapies can create an additional burden on families” (p. 1174).

If a child diagnosed with cancer were prescribed chemotherapy, there is a reasonable expectation that chemotherapy would treat or ameliorate the child’s cancer. Parents of individuals with autism have that hope as well when their children are provided with various therapies. While this hope is understandable, it is often placed in a “therapy” for which there is an absence of any legitimate therapeutic value. We hope the following will help both providers and consumers become more careful in how they discuss, present, and participate in various “therapies.”


1. Anything ending in the word “therapy” must have therapeutic value. The word “therapy” is a powerful word and clearly overused; therefore, it would be helpful to begin with a definition. Let’s take a moment and think about this definition:

Therapy: noun \ˈther-ə-pē\ “a remedy, treatment, cure, healing, method of healing, or remedial treatment.”

When a “therapy” provider or proponent uses the word “therapy,” he/she is really saying: “Come to me…I will improve/treat/cure your child’s autism.” The onus is on the provider/proponent to be able to document that the “therapy” has therapeutic value, in that it treats autism in observable and measurable ways or builds valuable skills that replace core deficits.

2. Providers of said “therapy” are actually therapists. It is not unreasonable for a parent or consumer to assume that the providers of particular “therapies” are bona fide therapists. It is also reasonable for a parent to believe that someone referring to him/herself as a therapist will indeed help the child. However, simply put, if an experience is not a therapy, then the provider is not a therapist. He or she may be benevolent and caring, but not a therapist.

Some disciplines are well established and have codified certification or licensed requirements, ethical codes, and practice guidelines (e.g., psychology, speech-language pathology, occupational therapy). Consumers would know this, as “therapy” providers will hold licenses or certifications. Notwithstanding, consumers can look to see if the provider has the credentials to carry out a particular therapy, and these credentials can be independently verified (please see as an example). A chief distinction is that licenses are mandatory and certifications are voluntary. In the case of licensure, state governments legislate and regulate the practice of that discipline. It cannot be over-stated that just because a discipline has certified or licensed providers it does not necessarily mean that those providers offer a therapy that works for individuals with autism. This segues into the third assumption.

3. All “therapies,” by definition, follow an established protocol grounded in research and collectively defined best practices. Let’s revisit our chemotherapy example. Chemotherapy protocols have a basis in published research in medical journals and are similarly applied across oncologists. In other words, two different oncologists are likely to follow similar protocols and precise treatments with a patient that presents with similar symptoms and blood work findings. This is not the case with many autism treatments. Most therapies lack scientific support altogether and are often carried out in widely disparate ways across providers often lacking “treatment integrity.”

4. If “XYZ therapy” is beneficial for a particular condition, it would benefit individuals with autism as well. Sadly, this kind of overgeneralization has been observed and parents of children with autism are often misled. Suppose underwater basket weaving was demonstrated through published research to improve lung capacity. Touting the benefits of this as a treatment for autism would clearly be a stretch. Therapeutic value in autism must focus on ameliorating core symptoms and deficits associated with autism such as social challenges, improving communication skills, and reducing or eliminating the behavioral challenges associated with autism.

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