Category Archives: Academics

Tip of the Week: Recognizing Fad Autism Treatments

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Learning that your child has autism is incredibly overwhelming. You’re under intense stress to make the best decisions possible for your child, and to do so quickly. Add to the fact that autism is a popular topic in the news and social media, so tips and quick fixes frequently show up in headlines and news feeds. Autism is considered to be a fad treatment magnet, and while some of the fad treatments are ineffective, others are flat out dangerous. How is it possible to parse through all this to find reliable information? Here are a few tips to help you out:

  1. Avoid products or organizations that promise a cure or rapid progress. All children respond to intervention at different rates. There is no known cure for autism, and there is no “quick fix” either.
  2. Avoid products or organizations that use scare tactics. Anyone who is trying to scare you into using their products or services does not have your best interest at heart. Instilling fear in parents can make it more difficult to make knowledgeable choices and increase the pressure already felt. Scare tactics are generally used to encourage you to make a snap decision, often at a high monetary cost.
  3. Avoid products or organizations that utilize subjective testimonials instead of data-driven science to measure progress. Testimonials may be compelling, but without scientific research it’s impossible to know what actually caused progress. Research should be completed that illustrates an intervention or treatment is directly linked to progress.
  4. Avoid products or organizations that advertise easy solutions which don’t require a professional’s help. Many of the behaviors presented with autism are incredibly challenging. Approaching those issues without the assistance of a trained professional can be detrimental or potentially dangerous for your child, especially when your child exhibits self-injurious behaviors.
  5. Avoid products or organizations that do not measure progress for the intervention being used. It should be very clear what the expected outcome of a product or treatment is, as well as how it will be measured. Relying on informal reports from either parents and/or teachers does not supply valid information about the effectiveness of the product or treatment.
  6. Be wary of treatments that require “faith” to work. If a treatment is not working, it is not because you didn’t believe in it, it’s because something in the treatment needs to be changed to meet the unique needs of your child.

So where can you find valid information? The Association for Science in Autism Treatment is a reliable source for up-to-date information about the many types of treatment available for individuals with autism. The website is packed with useful information, but you may find “Questions to Ask Marketers of Autism Interventions” especially helpful as you make decisions about your child’s treatment. You may also want to pick up Sabrina Freeman’s book, The Complete Guide to Autism Treatments: A Parent’s Handbook: Make Sure Your Child Gets What Works!

 

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.

Pick of the Week: NEW Workbook on Developing Receptive & Expressive Language Skills

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Help young learners develop expressive and receptive language skills with this comprehensive workbook filled with 33 reproducible lessons! This week only, you can also take 15%* off your order of “Developing Receptive & Expressive Language Skills in Young Learners” by SLP Jean Gilliam DeGaetano. Just use our promo code JDGLANG during check-out online or over the phone with us.

Each lesson in this workbook is accompanied by an Instructor Worksheet page that covers 4 sections of questions involving answering “Yes” or “No,” responding verbally, or responding non-verbally by pointing to the correct answer. “Developing Receptive & Expressive Language Skills in Young Learners” is a great workbook that provides a variety of techniques, with adequate repetition within each to develop receptive and expressive language skills in both verbal and non-verbal children, mainstream ages 3–7.

Don’t forget to apply our promo code JDGLANG at check-out to save 15%* on your order of “Developing Receptive & Expressive Language Skills in Young Learners” this week!

*Offer is valid until 11:59pm EST on March 10th, 2015. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at check out!

Pick of the Week: NEW! Photographic Matching Cards

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One set of cards, so many different skills to work on! Photographic Matching Cards contains 260 cards – 130 unique cards with an identical match – that cover 12 basic categories: Actions, Clothes, Colors, Emotions, Everyday Objects, Farm Animals, Foods, Pets, Shapes, Toys, Transportation, and Wild Animals.

This week only, take 15% off* your set of Photographic Matching Cards by using our promo code MATCH15 at check-out!

DRC_057_Photographic_Matching_Cards

These cards are ideal for developing expressive and receptive language skills, as well as sorting and classifying skills. Students who are ready can use the cards to stimulate discussion and conversation. The cards portray children in a variety of settings, full of real life and childhood enchantment. Each of the 260 cards measures 5½” x 8½”.

Don’t forget to apply or mention promo code MATCH15 to save 15%* when you purchase your set of Photographic Matching Cards this week online or over the phone with us!

*Offer is valid until 11:59pm EST on March 3rd, 2015. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at check out!

Tip of the Week: Use Noncontingent Reinforcement – A Powerful Addition to Your Intervention

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Noncontingent reinforcement (NCR) is the presentation of reinforcement independent of behavior, and there are many studies out there that demonstrate it can have a significant impact on behavior.

Before we get to how you can use it with children with autism or other developmental disabilities, it’s important to recognize that noncontingent reinforcement happens all the time with all of us. A few common examples:

  • You’re walking alongside your child. Your child reaches up and grabs your hand. This is a behavior you like, but it did not occur because of any one behavior you exhibited, such as reaching for their hand or requesting their hand. They just did it spontaneously. This probably changes your behavior: you may smile, initiate a conversation, or give their hand a special squeeze.
  • It’s snack time at your preschool. You realize the bag of popcorn you’re giving for snack is almost empty, so you give each student a few extra kernels of popcorn. They did not “earn” it for good behavior, it was just a little extra reinforcement. This may change your students’ behavior: they may sit still a little longer as they eat the additional snack, say thank you, or exclaim, “More popcorn! Yay!”
  • A common example in preschool is placing a child on your lap during story time. They didn’t earn it, but it may change their behavior. For example, instead of calling out to get your attention, they may sit quietly for the duration of the story.
  • You’ve come home from a stressful day at work. You want to just sit down and veg in front of the TV for a few minutes, but discover that your husband has cooked dinner. This may change your behavior: you may sit down at the dining room table or give him a hug. Again, you didn’t exhibit a specific behavior that “earned” you dinner; it was presented independent of your behavior.

Noncontingent reinforcement can be a powerful addition to your interventions. But it looks a bit different when you’re using it as part of your intervention. You want to provide continuous access to the reinforcer maintaining the problem behavior so that the problem behavior becomes unnecessary. The preschooler sitting on the teacher’s lap is an excellent example, because the child has continuous access to the teacher’s attention. This can be faded over time, but can be an effective starting point for reducing problem behaviors when used in conjunction with other strategies.

Research has shown that noncontingent attention can decrease destructive behavior, noncontingent juice can decrease rumination, noncontingent access to preferred items can decrease inappropriate mealtime behavior, and noncontingent social interaction can decrease vocal stereotypy (Hanley, Piazza, & Fisher, 1997; Kliebert & Tiger, 2011; Gonzalez, Rubio, & Taylor, 2014; Enloe & Rapp, 2013). There is much more research out there that demonstrates that noncontingent reinforcement can impact behavior. Here are a few tips for using it:

  1. Make sure it matches the function. If your student is engaging in destructive behavior in order to escape a task, then providing noncontingent attention is unlikely to produce the behavior change you are expecting.
  2. Decide on a method for providing noncontingent reinforcement. Will you provide it continuously (like the preschooler sitting in the teacher’s lap) or provide it on an interval schedule (such as providing verbal attention every 2 minutes)?
  3. Take data! You need to know if the noncontingent reinforcement is actually decreasing the problem behavior or increasing the desired behavior. Define the behavior you want to change and then take data on its frequency, rate, or duration.
  4. Account for other students’ needs. If you are only using noncontingent reinforcement for one student, you need to be prepared to address the needs of other students. For example, if just one preschooler gets to sit in the teacher’s lap every day at story time, you may see an increase in problem behaviors from the other preschoolers in the class.
  5. Plan ahead! Our ultimate goal is that our learners be as independent as possible. Plan for how to fade your intervention over time.
  6. Take a look at the research. There are a few studies cited at the end of this article, but you may be able to find research simply by searching for “noncontingent” and the name of your problem behavior.

Noncontingent reinforcement is much easier to implement than many interventions that are available and can have a huge impact on your learner’s behaviors.

References
Enloe, K., & Rapp, J. (2013). Effects of noncontingent social interaction on immediate and subsequent engagement in vocal and motor stereotypy in children with autism. Behavior Modification , 38(3), 374-391.

Gonzalez, M., Rubio, E., & Taylor, T. (2014). Inappropriate mealtime behavior: The effects of noncontingent access to preferred tangibles on responding in functional analyses. Research in Developmental Disabilities , 35(12), 3655-3664.

Hanley, G. P., Piazza, C. C., & Fisher, W. W. (1997). Noncontingent presentation of attention and alternative stimuli in the treatment of attention-maintained destructive behavior. Journal of Applied Behavior Analysis , 30(2), 229-237.

Kliebert, M. L., & Tiger, J. H. (2011). Direct and distal effects of noncontingent juice on rumination exhibitied by a child with autism. Journal of Applied Behavior Analysis , 44(4), 955-959.

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.

Guest Article: “Speech-Language Pathology and ABA – Can’t We All Just Get Along?” by Danielle McCormick, MA, CCC-SLP

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We’re excited to share with you an exclusive article “Speech Language Pathology and Applied Behavior Analysis: Can’t We All Just Get Along?” by co-founder of Bridge Kids of New York, Danielle McCormick, MA, CCC-SLP, with contributions by Ashley Stahl, MSEd. In this article, Danielle shares with us her quirky and humorous opinions on the importance of combining traditional speech-language pathology practices and those of Applied Behavior Analysis.

SLP-ABA

I have vivid memories of a professor in graduate school essentially condemning the field of Applied Behavior Analysis (ABA) as the most “robotic” and “unnatural” way to help a child learn communication skills. As a passionate and dedicated Speech-Language Pathologist (SLP), I took these words to heart and kept them with me as I continued my career. That was until my first job as a Clinical Fellow at an Early Intervention center—that (insert gasp!) followed the principles of ABA. This center was also filled with the most diverse, beautiful children I have ever known, many of whom were diagnosed with Autism Spectrum Disorder—my passion. I had to take this job!

As if starting my first job in New York City was not daunting enough, here I was surrounded by the enemy—the big, bad ABA therapists! As a newbie who was still building confidence in my field, and having been trained to always respect other professionals (especially those who are above you in the pecking order), I took a backseat and opened my ears and eyes to the ABA that was happening all around me. The voice of my graduate professor was ringing still in my ears, so in my sessions, I made sure there was to be absolutely no ABA (at least I thought at the time!). If they wanted to “do ABA” in the classrooms, that was their business, but I wanted nothing to do with it!

Except—wait a minute—how did they teach that child to start pointing so quickly?

As time went on, I started to notice that some of my children were exhibiting extreme interfering behavior that I had not been trained to deal with. I was lost and did not know how to support these learners. Much to my relief, in came my super hero colleagues wearing ABA capes, telling me exactly what to do and why to do it.

 

Pick of the Week: NEW! Inferencing Card Sets

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Help students improve their inferencing skills with these brand new inferencing cards we’ve just added to our catalog! This week, you can save 15%* on the Inferencing Quick Take Along! Mini Book or the WH Inference Question Cards by applying our promo code INFER15 at check-out!

The pocket-sized Inferencing Quick Take Along! Mini Book is perfect for the busy speech-language pathologist, special educator, teacher, or parent. Help students practice their inferencing skills by responding to 520 prompts in 13 different categories covering: Actions, Categories, Cloze Sentences, Context Clues, Descriptive Clues, Emotions, Locations, Naming Tools & Devices, Occupations & Jobs, Problems & Solutions, Pronoun Antecedents, and Time & Seasons.

This small 5″ x 3″ book is spiral-bound, so you can easily flip pages and keep it open to the page you’re working on. The sturdy, laminated pages are tear-resistant and easy-to-read. Includes an Answer Key.

WH Inference Question Cards is a robust set of five card decks ideal for helping students reach the next stage of Wh-development, once they have mastered the basics. Each deck contains 56 double-sided cards that provide clues and hints to answer various Wh- questions. Side A has a colorful picture and a Wh-question (“Why is Karla waving?”). This picture provides clues that the children must use to infer the correct answer. Side B has a second, related picture and the answer (“She is going on a trip”).

The durable tin comes with 5 decks for Who?, What?, When?, Where?, and Why? Questions, each on a long-lasting metal ring for convenient use and storage. Leave the cards on the color-coded rings as you teach, or easily remove them as needed. Each of the 56 cards in the five decks measures 2½” x 3½”.

Don’t forget – you can take 15% off* either or both of these inferencing card sets by using our promo code INFER15 at check-out this week!

*Offer is valid until 11:59pm EST on February 24th, 2015. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at check out!

2015 Autism Speaks Baker Summer Camp Grant Application Now Open!

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Summer camp can have a significant impact on individuals with autism. Applications for the Autism Speaks Baker Summer Camp Program are now being accepted! The program selects eligible camps in the United States to identify qualified campers and offer up to $5000 in scholarship funds for financially disadvantaged children with autism to attend a summer camp.

Autism Speaks recruits members for the Autism Speaks’ Baker Summer Camp Program Review Committee. The national committee is composed of families affected by autism, individuals with autism, and autism professionals. The Committee reviews eligible applications and selects camps to receive a Camp Scholarship Fund.

Visit their website to learn more about the program and its eligibility requirements. Click here for the scholarship fund application. For more information about the Baker Summer Camp Grant program, you can contact Elizabeth Fields, Family Services Grants Coordinator at elizabeth.fields@autismspeaks.org.

21st Annual Eden Princeton Lecture Series: March 19–20, 2015

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Mark your calendars! This terrific lecture series by Eden Autism Services is happening again on March 19–20, 2015 at Princeton University. Guest lecturers include Connie Kasari, PhD, Helen Tager-Flusberg, PhD, Matthew Goodwin, PhD, Ron Suskind, and more.

Attend the 21st Annual Princeton Lecture Series to learn more about current technologies in autism research, strategies for effective early intervention programs, and more. For more information about the event, please email Joni Truch or call (609) 987-0099 ext. 4010.

You can also download a copy of the event brochure here (Registration Form included inside)!

Pick of the Week: NEW! Fun and Colorful Reinforcers

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Reinforcers are a key element in any intervention program as they lay a foundation for motivating children to learn and acquire new skills and language. This week, we’re letting you take 15% off* on these great reinforcers we’ve just added to our catalog. Just apply our promo code REINFORCE at check out to redeem your savings on either or both of these reinforcers!

Pop Toobs – Set of 6
The fun never ends with these snapping, popping toobs! Each toob flexes back and forth, expanding from 8″ to 30″ and can be stretched, bent, and connected together. This is a great toy for working on joint-attention, reciprocity, response to sounds, and working on action words, such as “push,” “pull,” “pop,” and “open.” The toobs provide tactile stimulation while developing fine motor skills and auditory feedback. Most of all, they’re just plain fun to play with! Colors vary.

Ocean Wave Drum
Hold the ocean in the palm of your hand! This attractive Ocean Wave Drum carries a special textured wave-like rim. Gently tilt the drum and watch the colorful beads dance as you listen to the soft, gentle sound of soothing ocean waves. This drum also makes a great tool for practicing vocabulary (e.g. “shake,” “hit,” “up,” “down”), joint-attention skills, and using multiple objects together in play. This sight and sound experience will provide endless fascination and fun!

Don’t forget – you can take 15% off* your order of either or both of these brand new reinforcers by using our promo code REINFORCE when you check out online or over the phone this week!

*Offer is valid until 11:59pm EST on February 17th, 2015. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at check out!

Valentine’s Day Craft Ideas for Kids

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Valentine’s Day is coming up, so we thought we’d share with you a few craft ideas we came across online to help you add a little lovable learning into your weekend with your child. These crafts and activities are great for practicing skills in fine motor development, matching and sorting, sequencing, identifying emotions, and more!

Valentine’s Day Bingo

These Valentine’s Day-themed Bingo cards, created by Kristy over at Libbie Grove Design, are a great way to get kids excited about learning about numbers. Download and print them out for free on regular A4 paper to get started.

 

Valentine’s Day Same or Different

This packet, designed by speech & language pathologist Jen, contains eight different worksheets that target identifying items that are the same and items that are different.  There are two color worksheets and two black and white worksheets that target identifying items that are the same in a row.

Hearts-Themed Missing Letters and Matching Numbers Activity

Sherine at Trial & Error Mama came up with these adorable hearts-themed activities to practice spelling, counting, and matching with her daughters. For some inspiration, check out the different ways she got crafty on Valentine’s Day with her girls.

Valentine’s Day Feelings Book

Valentine’s Day is the day to show your love to those you care about. This Feelings Book idea by Ruth is a great way to help kids identify and talk about feelings. Download the Feelings Book template for free here!

 

Let us know how you’re getting crafty this Valentine’s Day with your student or child!