Pick of the Week: Inference Card Decks – Learn to infer meanings through critical thinking and auditory comprehension

Oftentimes, people do not communicate a complete message; they assume their listeners are also interpreting important visual information. Help students learn how to determine the “true” meanings of messages and improve their critical thinking, auditory comprehension, and inferencing skills with our newly added inferencing card decks: Look, Listen & Infer and the Inferencing Big Deck. And this week only, take 15% off* your order of either or both of these inferencing decks, by using promo code INFER14 at check-out!

Look, Listen & Infer is a 56-card illustrated set that will teach students to infer the meaning of a message by both listening to a statement or question, and also looking at the picture for important visual cues. One side of each card shows a colorful illustration of the scene. The other side presents the scene and asks, “What should you do next?” followed by three possible answer choices, one of which is correct.

 

 

 

 

 

 

 

 

The Inferencing Big Deck features 100 large 5″ x 7″ photo cards that contain a short story along with with six follow-up questions to help children improve their ability to correctly inference. The color-coded topic areas include: Associations (These items belong to…); Identify the Setting (Where is this?); Part to Whole (What is it?); Predicting (What happens next?); and What Happened?

Don’t forget – you can save 15%* this week on your order of Look, Listen & Infer and/or the Inferencing Big Deck by using code INFER14 at check-out online or over the phone!

*Offer is valid until 11:59pm EDT on October 21st, 2014. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at check out!

Simplifying the Science: Using a MotivAider to Self-Monitor

Teaching independent on-task behavior can be quite challenging when working with any student, but particularly so with some students with autism. In a study published in 2010, researchers Dina Boccuzzi Legge, Ruth M. DeBar & Sheila R. Alber-Morgan implemented and evaluated one way of teaching student to self-monitor their on-task behavior using a MotivAider. (The MotivAider is a simple electronic device that vibrates at timed intervals to provide an individual with a private prompt to engage in a specific behavior. It can be programmed to vibrate on a fixed or variable schedule at different duration and intensity levels.)

In this study, the researchers worked with a fifth grader with autism, a sixth grader with autism, and a fifth grader with cerebral palsy. They taught the boys to wear the MotivAider (calling it a pager) and note a + or a – to indicate their behavior each time the MotivAider vibrated. The behaviors they monitored were all related to being on-task: “eyes on my work,” “in my seat,” and “doing work.” Once each boy consistently rated his behavior upon feeling the vibration, the researchers implemented the intervention.

The MotivAider’s were initially set to vibrate every two minutes. Each time the MotivAider vibrated, the student would mark a + or a for each of the behaviors on a sheet he had on his desk. Prior to the intervention, the average percentages of time each boy was on-task ranged from 26% to 77%. Upon implementation of the intervention, “all three students showed an immediate and substantial increase of on-task behavior ranging consistently from 80% to 100%.

The researchers also included a plan for fading out the use of the MotivAider‘s, changing from a fixed schedule of every two minutes, to an increasing variable schedule. The fading schedules varied for each student. For example, for one student, the fading schedule started with a variable schedule of a vibration about every four minutes, then moved to about every six minutes, then to about every eight minutes, and then to about every ten minutes. The MotivAider was then removed completely.

After the intervention was complete, researchers collected data once a week for three weeks to see if the intervention was maintained. During all three maintenance probes, “all students continued to demonstrate 80%-100% on-task behavior.”

We’ve talked about how to use MotivAider‘s in the past, but I particularly love this intervention because it is feasible for teachers to implement in the classroom, promotes independence in learners with autism, and allows teachers to focus on other issues. Take a look at the study here to get a fuller description of how to implement such an intervention with your students.

For more information about the MotivAider, click here.


WRITTEN BY SAM BLANCO, MSED, BCBA

Sam is an ABA provider for students ages 3-12 in NYC. Working in education for ten years with students with Autism Spectrum Disorders and other developmental delays, Sam has developed strategies for achieving a multitude of academic, behavior, and social goals. Sam is currently pursuing her PhD in Applied Behavior Analysis at Endicott College.

Best Cities for People with Disabilities

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Overland Park, KS is the number one city for people with disabilities, according to a new ranking from WalletHub. (Overland Park CVB / Disability Scoop)

Here’s an interesting finding. For people with disabilities, what city is “best” to live in? According to consumer finance website WalletHub, it looks like Overland Park in Kansas is the nation’s best city for people with disabilities to call home. Each of the 150 ranked cities was analyzed based on 23 factors, from cost of living to effectiveness of the state Medicaid program.

Where does your city rank?

 

Ranking Names Best Cities For People With Disabilities

Pick of the Week: Clue Cards – 5 Fun Games to Improve Social Communication

Clue Cards aims to help students who are struggling with interpreting social situations, reading facial expressions, noticing body language, and understanding idioms and other metaphorical forms of speech. This week, you can save 15%* on your set of Clue Cards by entering or mentioning promo code CLUE15 at check out!

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 socio-emotional difficulties. There are instructions for 5 different games along with 100 reward chips, targeted for players ages 6-16.

Below are the 5 different games included in Clue Cards:

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

Don’t forget to redeem your 15% savings* on Clue Cards this week by using promo code CLUE15 when you check out online or over the phone with us!

*Offer is valid until 11:59pm EDT on October 14th, 2014. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at check out!

How to Assess and Address Pants-Wetting Behavior—A Response to a Teacher’s Question

Sometimes we get specific questions from teachers and parents about managing problem behaviors that are quite common. In these cases, we think it can be helpful to share the question and response, so that others in similar situations might benefit from the suggestions offered. Bed and pants-wetting can be an enormously challenging issue both at home and at school, so when we received the following question from a teacher in Australia about her student, we thought it was a great opportunity to offer some suggestions and strategies on how to address the behavior.

PantsWettingQA

This is definitely a difficult behavior to address. It’s also challenging to provide accurate advice without directly observing the behavior, instead here are a few questions to consider and potential resources.

  • First and foremost, this is a behavior in which you should consult with a Board Certified Behavior Analyst for assistance. You can find BCBAs in your area by going to this webpage: http://www.bacb.com/?page=100155. If possible, reach out to more than one to find the BCBA who is the best fit for you and your learner.
  • Second, you should conduct a functional assessment to clearly determine the reason for the behavior. It may be for attention, but you may discover there is a different cause. It is best to perform a formal functional analysis, but if that is not possible, you may consider using the Functional Assessment Screening Tool (FAST). To get the best results from this, you should have more than one person fill it out, and, if possible, one person who observes the behavior but is unfamiliar with the child. Compare results to see if you are in agreement, then make a behavior intervention plan based on the function of the behavior. For more information about the FAST and its reliability compared to a formal functional assessment, you should refer to the study by Iwata, Deleon, & Roscoe (2013).
  • If indeed the behavior is for attention, consider how to provide minimal attention for pants-wetting. You mention that he receives high-level attention right now. What qualifies as high-level for him? Is it eye contact? Physical touch? Proximity? There are ways to remove each of these types of attention while also making sure you address the behavior hygienically.
  • While your son is continent, some of the strategies that are used in toilet training may prove helpful in intervening with this behavior. Take a look at this article by Kroeger & Sorenson-Burnworth (2009), which “reviews the current literature addressing toilet training individuals with autism and other developmental disabilities.” It may provide potential solutions that you have not attempted.

I hope this information is helpful! And good luck as you plan and implement your intervention.


WRITTEN BY SAM BLANCO, MSED, BCBA

Sam is an ABA provider for students ages 3-12 in NYC. Working in education for ten years with students with Autism Spectrum Disorders and other developmental delays, Sam has developed strategies for achieving a multitude of academic, behavior, and social goals. Sam is currently pursuing her PhD in Applied Behavior Analysis at Endicott College.

+steps Program Cultivates Social and Executive Planning Skills in Students with Autism

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We’ve always believed in the importance of nurturing independence in our students. When we came across this article in the Lowell Sun, we found it a great opportunity to share how one school district is cultivating its autism curriculum to help their students towards achieving independence.

+steps (read: Positive Steps) is a program within the North Middlesex Regional School District in Pepperell, MA that helps over 600 students with autism and other developmental disabilities develop social and executive planning skills with various activities of daily living, from going out to local supermarkets to learn how to shop, to preparing meals for assisted living residents, and to creating podcasts to improve on public speaking skills.

Read the full article here

When Kids Are Just Kids: Avoiding Over-Pathologizing Behaviors of Children with Autism

A diagnosis of autism can be very challenging for a child and for his/her family. But one of the most difficult aspects of autism is that it is not clear cut what behaviors are related to autism, and what behaviors are related to just being a kid. Every child tantrums sometimes. Every child talks back sometimes. Every child engages in dangerous behavior sometimes.

When I look back on my own childhood, I think of several behaviors I exhibited: in third grade I cut my own hair while my teacher’s back was turned, in fourth grade I got mad at my brother and threw an alarm clock at him, and in seventh grade I loved Agatha Christie books so much that I frequently refused to go outside and sat in my room reading by myself for hours on end. If I had autism, any one of these behaviors may have been pathologized instead of being considered as just a part of growing up.

So how do you parse through all the behaviors your learner is exhibiting and figure out which ones you should actually be worried about? Here are a few questions to ask yourself in determining behaviors to address:

  • First and foremost, is the behavior dangerous?
  • Secondly, how often and for how long does your learner engage in the behavior
  • How different is this behavior from the learner’s same-age peers? For example, does your three year old cry for a couple minutes when told that she can’t have her favorite toy, or does she cry for two hours and refuse to engage with any other toys for the rest of the day?
  • How is this behavior interfering with the learner’s ability to learn?
  • How is this behavior interfering with the learner’s ability to engage with peers and family members?
  • Is the behavior related to a skill? For example, pacing the room and flapping your arms is typically not related to a skill, but building Lego models can be related to a skill. If it is related to a skill, think about ways to provide opportunities for expanding that skill.

The answers to these questions should be able to inform the decisions that you make in intervening with behaviors. And we should remember that above all else, kids with autism are still just kids.

WRITTEN BY SAM BLANCO, MSED, BCBA

Sam is an ABA provider for students ages 3-12 in NYC. Working in education for ten years with students with Autism Spectrum Disorders and other developmental delays, she has developed strategies for achieving a multitude of academic, behavior, and social goals. Sam is currently pursuing her PhD in Applied Behavior Analysis at Endicott College.

Online Briefs & Learning Modules for Evidence-Based Treatment Strategies

The National Professional Development Center on Autism Spectrum Disorders holds an impressive wealth of information and resources for evidence-based practices for children with autism. We wanted to share their website as a resource to both parents and providers, since evidence-based strategies are so important in devising a home or school-based program for students with ASD. Specifically, we found the online learning and training modules by the NPDC on ASD to be extremely useful and – even better – accessible to anyone online.

For the following evidence-based practices (EBP), the NPDC on ASD has developed briefs with the following components:

  • Overview of the practice
  • Step-by-step instructions for implementation
  • Checklist to document the degree of implementation
  • References that support the efficacy of the practice

Each brief package comes in downloadable PDF formats for easy saving and printing. Some practices also come with downloadable data collection sheets and supplemental materials for teachers to use.

EBP Briefs 1

Additional resources provided by the NPDC on ASD include Learning Modules to accommodate children in early intervention (birth to 3 years).  The 10 Learning Modules touch upon:

  1. Discrete Trial Training (DTT)
  2. Functional Communication Training (FCT)
  3. Naturalistic Intervention
  4. Parent-Implemented Intervention
  5. Picture Exchange Communication System (PECS)
  6. Pivotal Response Training (PRT)
  7. Prompting
  8. Reinforcement
  9. Structured Work Systems
  10. Time Delay

Each module includes a pre-assessment, objectives, an overview of the evidence-based practice, detailed information about the use of the EBP, step-by-step instructions for implementing the practice, case studies, a summary, a post-assessment, frequently asked questions, and references at the end.

EBP Briefs 2

For more information on the NPDC, visit their website at www.autismpdc.fpg.unc.edu

Pick of the Week: NEW! Executive Function Curriculum Books

How can you help kids with autism be flexible, get organized, and work toward goals – not just in school but in everyday life? It’s all about executive function. This week, we’re offering 15% off* our newest books on teaching executive function: Unstuck & On Target: An Executive Function Curriculum and Solving Executive Function Challenges. Just use our promo code EXECFXN at check out to redeem these savings!

Unstuck_and_On_TargetThese practical resources for parents, teachers, and therapists help high-functioning students with autism improve on these critical skills.

Unstuck & On Target! is a robust classroom-based curriculum book that will help educators and service providers teach these executive function skills to high-functioning students with autism through ready-to-use lessons that promote cognitive and behavioral flexibility. This curriculum gives clear instructions, materials lists, modifications for each lesson, and intervention tips to reinforce lessons throughout the school day. Topics touched upon include flexibility vocabulary, coping strategies, setting goals, and flexibility in friendship, all introduced and reinforced with evidence-based lessons. Lessons will target specific skills, free up the instructor’s time, fit easily into any curriculum, ensure generalization to strengthen home-school connection, and best of all, make learning fun and engaging for students in the classroom.

Unstuck & On Target! also comes with an accompanying CD-ROM that contains printable game cards, student worksheets, and other materials for each lesson. The curriculum is targeted for students with cognitive ability and language skills ages 8-11.

Solving_Executive_Function_ChallengesSolving Executive Function Challenges is a strategy guide that offers teachers and caretakers various ways to teach EF skills, including setting and achieving goals and being flexible, as well as ideas for accommodations and actions to address common problems (e.g. keeping positive, avoiding overload, coping, etc.).

To be used with or without the robust curriculum Unstuck and On Target!, this strategy guide aims to show how to embed executive function instruction in everyday scenarios with specific examples, samples IEP goals, and scripts and worksheets that break down tasks into manageable chunks. This guide is appropriate for learners in grades K–8.

Don’t forget – you can save 15%* this week only on these new executive function books by applying promo code EXECFXN at check out!

*Offer is valid until 11:59pm EDT on October 7th, 2014. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at check out!

Guest Article: “Promoting Socialization in Children with Autism Through Play” by Julie Russell

We’re so pleased to bring you this guest post by Julie Russell, Educational Director at the Brooklyn Autism Center (BAC). BAC is a not-for-profit ABA school serving children aged 5–21. Here, Julie describes specific, simple strategies for promoting socialization in children on the spectrum.

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Promoting Socialization in Children with Autism Through Play
by Julie Russell, Brooklyn Autism Center

Socialization – defined as a continuing process where an individual acquires a personal identity and learns the norms, values, behavior, and appropriate skills – is a vital part of life. It is also a particularly difficult skill for individuals with autism. Children with autism often struggle with initiating conversation, requesting information, making contextual comments, and listening and responding to others. These difficulties can interfere with the development of friendships for children on the spectrum.

The best way to improve socialization in children with autism is to emphasize play. There are several strategies to teach play skills to children on the spectrum that can help them improve socialization and develop friendships.

One method of teaching socialization is to condition the typically-developing peer as a reinforcer by pairing the peer with items and activities that are reinforcing for the child with Autism. The peer can give the child with Autism a preferred edible or join in on a preferred activity for the child with autism. If Ben’s (the child with autism) favorite edible is Twizzlers and his preferred activity is completing a puzzle, Adam (his typically developing peer) can offer Ben a Twizzler and join in on completing the puzzle. The typically developing peer is then associated with both the preferred edible and the preferred activity, making Adam a reinforcer for Ben.

This method is a great way to make the peer more desirable for the child with autism. The items or activities used for conditioning should only consist of items/activities that the child with autism already enjoys. When trying to introduce a new item or activity to the child with autism, peers should not be included right away. Trying to teach how to play with the item and the peer simultaneously can be confusing and over-stimulating for the child with autism. The child with autism should first be taught how to play appropriately with the age-appropriate activity during individual instruction, and then the peer can be included in the activity once mastery of the activity has been demonstrated.

Another way to promote socialization is to engage the child with autism in cooperative games, or any activity that requires interaction where each child has a role that is needed in order to complete the activity. This way, the motivation to engage with the typically developing peer will be higher. When teaching the child with autism how to play cooperative games, such as board games, you can include teaching skills that target turn taking and sharing. Children with autism (or any child) may have difficulties with giving up preferred items/activities, so these may be challenging skills to teach. In order to teach these skills with success, begin by having the child with autism share and take turns with non-preferred items/activities, then gradually fade in more highly preferred items to take turns and share.

Evidence-based practices such as social stories, peer modeling, and video modeling are also excellent methods to promote socialization in children with autism. Reading social stories and watching “expert” peers interact will allow children with autism to view and understand appropriate behavior before interacting with a new peer or practicing skills such as turn-taking, requesting information, and listening and responding to others.

All of the above methods of promoting socialization are used in Brooklyn Autism Center’s after school program BAC Friends, which pairs our students with typically developing peers from neighboring elementary and middle schools. We also provide additional opportunities for our students to practice peer socialization (along with academic work) during our reverse inclusion program with Hannah Senesh Community Day School. These methods combined with enthusiastic peers have helped our students improve their socialization skills and develop meaningful friendships.

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WRITTEN BY JULIE RUSSELL, MS, BCBA

Julie holds an M.S. in Applied Behavior Analysis from Simmons College in Boston, Massachusetts and received her BCBA in 2009. She has over 10 years of experience working with children with autism and related developmental differences in centers, schools, school districts and home-based programs. Julie received her supervision hours for board certification in behavior analysis by Dr. Nathan Blenkush, Ph.D., BCBA from JRC in Boston, Massachusetts. She was a Clinical Supervisor at ACES (Center for Applied Behavior Analysis) in San Diego California and Clinical Supervisor at the ELIJA School in Levittown, NY before joining the Brooklyn Autism Center as Educational Director.