Category Archives: Guest Blog Post

Autism Awareness Month Is Over…Unless You’re A Parent

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Autism Awareness Month is over, but for many parents of children with autism, awareness is a daily battle. You would think that after decades of research, awareness of what autism  would be more prevalent. But I still talk with parents who are struggling with relatives, friends, or strangers on the street being unaware, (and often incredibly rude,) about Autism.

             One parent I work with recently asked me if I had a stock response for such rude responses. The truth is that even after seventeen years of working with people with autism, I am often at a loss for words when I encounter statements such as “I don’t even think your child has autism. This seems like a discipline issue.” OR “Why aren’t you working on _______ since you’re spending so much time on all of these other behaviors.” So, I turned to some of my colleagues for help.

            Below is a list of some “stock responses” to help out in these awkward, and possibly offensive, conversations.

Response to statements like “Autism isn’t a real thing.”

“Autism is a real thing in our house. We’d be happy to have you come over and see first hand what it is and how it effects our family. In many ways, we need to live differently than we expected, but we have all learned to grow in ways we never expected. “

I think the best answer is probably to refer the person to a resource like Autism Speaks or ASAT. “Thanks for expressing an interest in what we’re doing.  Our strategies are based on scientific principles and are supported by trained professionals.  If you’d like to learn more about what it means, here’s a website you can look at.”  

“Autism is a tricky disorder because sometimes people who have it have strengths in some areas but weaknesses in others.  I know my child may seem just like any other kid, but he’s worked hard to get to this point, and he’s still working hard.”

“It may seem to you like my child is crying/tantrumming/etc. because he’s spoiled or just wants to get his way, but his ability to communicate with others is really impaired, so he gets easily frustrated.  Thanks for your concern, but we’re working on helping him to overcome this.”

I think my response would depend on the day and my mood.  On a BAD day, I might tell (yell at) the person to be thankful they are not faced with the same challenges in their children.  On a more level day, I would attempt to use it as a learning experience and provide a logical response that Autism is a genetic disorder recognized by the Surgeon General and defined in the DSM-V.  That it generally impacts the child’s social and communication skills and can often result in stereotypic motor movements like hand-flapping.  I would go on to tell them about ABA and that there is no known cure.

“Autism is a neurological disorder so his brain works differently than other people. I can send you some info through email if you would like.” (Or end it after the 1st sentence and walk away)

“Thank you for your concern. It really takes a supportive community for us to manage each day.  We prefer to not discuss this with people who don’t understand autism as our time is best spend with our child, rather than explaining ASD to others.”

“Autism isn’t a ‘thing’ – Well, it really is, but it’s a wide spectrum so almost every person with autism is different from any other one you’ve met. That’s why it can be hard to diagnose and treat, because of the wide range of the disability and variability across it.”

“Thanks, but I’d rather not discuss this with you” can go a long way, too!

 

Response to statements like “Why aren’t you working on _______ since you’re spending so much time on all of these other behaviors?”

“We are working tirelessly everyday to improve social behavior, we target the most interfering behaviors first and will systematically work through the list. “

“While _________ is important, there are other things that are more important at this time- _________ won’t matter if the child can’t tell you what he wants or needs. We’ll get to it eventually but only once it shows to be important and interfering with other things. “

“Or, we ARE working on it, but it takes a long time to change behaviors.” (maybe even insert a “You could help us by…”  line)

“Yes we are working on that too. We still have work to do. And how is your…”

 

Response to statements like “What’s his problem anyway?”

“He just learns some things differently and a bit slower than others; but you should see how smart he is in (describe an area of strength).”

“There are some things that really get him mad, but he is getting better and is learning to tell us what the problem is.”

 

Responses to “I’m sorry, but I don’t think my kids can be around your kid. I’m worried about them picking up some of his problem behaviors.”

“I’d say that’s too bad, he’s a great kid and really helps other people in ways that he can; he’s never had a problem with anyone.”

“I tried to think of something good and positive, refine to say/write…but you know me…I would give them the middle finger :)”

 

More general advice:

I have worked with a parent who had business cards printed that had 2-3 websites listed on it. When the person started up, the parent handed the card to them and just said something like: “That is a big question that would take too much time to answer here so here are some resources for you to check out.” This allowed them to shut it down but in a way that was not confrontational. 

Remember that you don’t have to say anything, especially when it’s to a stranger. It is perfectly okay not to share personal details about your child’s diagnosis.

So you can see I try to not directly contradict someone saying something; I downplay the concern, reflect back, gently push back, and then stop talking and redirect the conversation if I can.

 

Thank you to Cheryl Davis, Michael Dorsey, Kari Dunlop, Dana Reinecke, Krishna Ruano, Sarah Russell, Erin Stone, and Tom Zane.

WRITTEN BY SAM BLANCO, PhD, LBA, BCBA

Sam is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges.

How to Avoid Over-Pathologizing Behaviors in Kids with Autism

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A diagnosis of autism can be very challenging for a child and for his or 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:

  1. Is the behavior dangerous?
  2. How often and for how long does your learner engage in the behavior?
  3. 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?
  4. How is this behavior interfering with the learner’s ability to learn?
  5. How is this behavior interfering with the learner’s ability to engage with peers and family members?
  6. 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, PhD, LBA, BCBA

Sam is an ABA provider for students ages 3-15 in NYC. Working in education for twelve years with students with Autism Spectrum Disorders and other developmental delays, Sam utilizes strategies for achieving a multitude of academic, behavior, and social goals. She is also an assistant professor in the ABA program at The Sage Colleges.

The Function Wheels

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This month’s ASAT feature is a review of the Function Wheels, one of our Different Roads exclusives! To learn more about ASAT, please visit their website at www.asatonline.org. You can also sign up for ASAT’s free newsletter, Science in Autism Treatment, and like them on Facebook!

Reviewed by
Jen Cote, BA, Extern
David Celiberti, PhD, BCBA-D
Association for Science in Autism Treatment

Individuals with autism often demonstrate challenging behaviors in home, school, and community settings and, as a result, their service providers develop behavioral interventions to address these challenges. The effectiveness of behavioral interventions is predicated, in part, consistency across people and settings. Aside from inconsistent implementation, one of the primary reasons for the failure of interventions targeting the reduction of challenging behavior is that the intervention does not adequately address the underlying function of the behavior. Behavior intervention plans can be conceptualized in one of three ways:

  • Functionally relevant in which the intervention reflects the underlying function of the challenging behavior;
  • Functionally irrelevant in which the intervention does not reflect the underlying function of the challenging behavior; or
  • Functionally contraindicated in which the intervention includes components that may actually serve to reinforce the challenging behavior (e.g., a time out procedure for a behavior maintained by escape).

Function Wheels is a quick, easy-to-use resource that enables individuals working with students to better understand the underlying function of a student’s behavior and its direct implications for behavioral intervention. Function Wheels is a systematic approach that sequentially guides users through the process of identifying the function of a problem behavior, collecting data on the occurrences of problem behavior, developing a hypothesis based on the pattern of data collected, and implementing research-based interventions for each function. The purpose of the guide is to offer assistance when writing behavior intervention plans, with specific examples laid out in a step-by-step format.

Prior to providing a summary of the contents of this guide, we wanted to share a few cautionary statements with our readers. The Function Wheels is not intended to replace a more in-depth Functional Behavior Assessment (FBA) or Functional Analysis (FA) (Amerson, 2014). According to the author, “While Function Wheels is a handy and useful behavioral tool in the management of behavior, careful considerations should also be given when a more-in-depth and formal FBA or FA is warranted. In such cases, information using Function Wheels can be incorporated into the FBA or FA descriptive information.” (A Guide to Behavioral Interventions, pg. 8). Though this guide provides conceptually systematic interventions, the author further recommends that if a multi-variable treatment package is used, which may be required for certain individuals, multiple treatments should be implemented in consultation with a Board Certified Behavior Analyst (BCBA) or licensed professional who possesses the clinical experience to design, implement, monitor, and/or modify the treatment package accordingly (Amerson, 2014).

As with any tool, the effectiveness is directly connected to the integrity and consistency demonstrated during implementation by the user. For this reason, users must be able to objectively assess their own ability and others’ ability to follow each component of the intervention, and determine if they or the other persons have the skills necessary to effectively implement the intervention techniques. All users should be prepared to seek additional support and training if needed, or request consultation with a Board Certified Behavior Analyst or a licensed professional who possesses the clinical experience to train and support others in the implementation of intervention.

Function Wheels Components

The Function Wheels system consists of separate components, meant to work as a whole, to help teachers proactively identify why problem behavior occurs so they can then follow the research-based interventions and strategies provided. The Function Wheels kit includes:

Guide to Behavioral Interventions:

The Guide to Behavioral Interventions provides research-based interventions and features conceptually systematic interventions that can be adapted and used as a resource to help identify specific management strategies. The first four sections of the guide focus on the four main behavioral functions; behaviors with the function used to obtain attention, behaviors with the function to escape, behaviors with the function to gain access to preferred items, and behaviors maintained by automatic reinforcement. In addition to providing the user with a general knowledge of what the behaviors may look like, the authors also provide examples of how the behaviors may be displayed during specific environmental conditions or situations for different age ranges. When developing a behavior intervention plan, it is critical to match the intervention to the function of the behavior, or reason the behavior is being exhibited. If the function of the behavior is not determined, the intervention implemented could be ineffective or counterproductive.

This guide provides the user with intervention strategies for each function of problem behavior. Each intervention discussed throughout the guide has a brief overview of the history of the intervention and examples of the interventions being implemented. Intervention strategies for the four function areas include, but are not limited to: non-contingent reinforcement/attention, time-out, behavior contract/contingency contracting, reinforcement of successive approximations, contingent sensory access/breaks, sensory extinction, non-contingent reinforcement, and differential reinforcement of other behaviors. Research provided for the interventions ranges from 1969 to 2013. As the author mentioned, this guide is not intended to list all possible interventions, only to provide a sample of interventions available. As research in this field continues to grow, the research basis for the underlying techniques can be expanded upon to reflect the advancements that have been made in the field.

Procedural steps are written out under the intervention. The procedural steps provide the reader with the sequence in which the intervention should be implemented. These procedures include data collection, environmental setup, and reinforcement and consequences dependent on behavioral responses. In addition, the author also includes a Key Notes section, which provides the user with additional knowledge of directions/instructions to be considered when implementing the particular intervention.

User Guide:

The User Guide describes step-by-step how to use the Function Wheels system. Before determining any functions or implementing any interventions, it is essential for the user to feel comfortable with their abilities, and have a solid understanding of all the pieces to this kit. As mentioned previously, it is noted that when looking at the User Guide, the sequence of the steps would lead one to believe that Writing Descriptive Notes (step 5) would take place after the function has been calculated (step 4). In order to determine the function of a behavior, one must fully evaluate the description of the behavior, the antecedent (triggering event) and the consequence (maintaining event). This would be followed by the identification of the function.

Function Wheel:

The Function Wheel is a double-sided wheel featuring eight research-based conditions. One side of the wheel displays antecedent conditions and the other side displays consequent conditions. Turning the wheel allows each user to align an environmental event with the function(s) of the behavior. The smaller, inner wheel represents the presence of a behavior (attention, escape, tangible, automatic), while the larger, outer wheel represents the environmental event, or condition, that triggered and/or maintained the behavior. The function wheel is designed to be a straightforward way of determining the function behind a problem behavior; however, in order to prevent any confusion, it would be helpful to differentiate the side of the wheel designed to help identify the trigger from the side designed to help identify the maintaining event.

Student Screening Sheet:

The Student Screening Sheet provides a template for tracking each incident of the problem behavior. It allows for up to 15 behavioral events to be recorded. Fifteen recordings across at least three observations are recommended to provide an adequate sample to help identify the function of the problem behavior. The Student Screening Sheet has three distinct sections: Description of Observable Behavior, Functional Categories, and Descriptive Notes (detailed information about the antecedent and consequent condition for each observable behavior recorded). Though the Student Screening Sheet offers its user a simplistic way to track data on behavior, the arrangement of the screening tool could mislead one to believe the function of the behavior is determined prior to examining antecedent variables and consequent/maintaining variables. To be clear, the function of a behavior should not be determined prior to the examination of all variables.

Intervention Wheels:

The four Intervention Wheels are Attention, Escape, Tangible, and Automatic. The specific Intervention Wheel directly related to the identified function provides recommended research-based treatments across six intervention areas. In addition to providing the user with research-based treatments across the intervention areas, the authors have placed ‘Facts to Remember’ on the front of each Intervention Wheel. The facts offer broad tips that are beneficial when working with any behavior despite the function, but it may be more beneficial to connect function. Although this guide provides conceptually systematic interventions, the author further recommends that if a multi-variable treatment package is used, which may be required for certain individuals, multiple treatments should be implemented in consultation with a BCBA or licensed professional who possesses the clinical experience to design, implement, monitor, and/or modify the treatment package accordingly (Amerson, 2014).

Utilizing the Function Wheels System

The Function Wheels system can be used two ways: the Function Wheels Brief Method or the Function Wheels Extended Method. Both methods can be utilized by any individual working with students. The Function Wheels Brief Method includes collecting data using the Student Screening Sheet to capture functions of behaviors as they occur, then based on the information obtained, proceeding to the corresponding Intervention Wheel to read about interventions which could minimize the occurrence of problem behavior and reduce any unwanted, inadvertent, or unintentional reinforcement of the problem behavior. A limitation of the Brief Method noted by the author, involves careful consideration of the tentative hypothesis formed about the function as it is not verified prior to intervention when the Brief Method is employed.

The second method, Function Wheels Extended Method, utilizes the same framework but with more detail. Time is taken to meet as a team to define the target behavior and discuss data collection. Following the data collection process, the team meets again to discuss and analyze the variables associated with the unwanted problem behavior, determine the behavior’s function, and what potential interventions can be employed. The difference between the two methods is the time spent collecting data, which during the Extended Method takes place over several sessions or days. This will allow for confirmation or provide the team with an opportunity to test the hypothesis regarding the function(s) of the student’s challenging behavior and more importantly, to engage in a validation process prior to the start of any intervention.

Conclusion

The Function Wheels kit is an easy-to-use resource that provides service providers who have a basic knowledge of learning principles and who appreciate the communicative intent of challenging behavior and its functions with a way to quickly determine appropriate interventions for problem behaviors based on the function of the behavior. For effective implementation of behavior intervention plans, it is essential for the user to have clinical knowledge and experience, or access to working directly with a more qualified professional. A concern with the utilization of this kit with those who are less experienced or knowledgeable would be the counterproductive effects it can have on students who are already struggling. Secondly, the research basis underlying techniques includes many citations from decades ago, which may give the reader the impression that no other research has been published related to that intervention and that the field has not advanced. Nonetheless, the responsible use of the Function Wheels kit may aide in the quick and effective identification of functions and a comprehensive array of interventions that would benefit many students. We applaud the author for compiling this resource in such an innovative and meaningful manner. For more information, please visit the website for Different Roads to Learning.

Citation for this article:

Cote, J., & Celiberti, D. (2016). Review of The Function Wheels. Science in Autism Treatment, 13(4), 34-37.

About The Authors

Jennifer Cote, M.Ed.

Jennifer received an undergraduate degree in Mental Health and Human Services from the University of Maine Augusta in 2010. Working at a residential facility with adolescents diagnosed with autism sparked an interest in this population. In 2011 she switched her field to Special Education and earned her teaching certification, and completed a Master’s Degree through University of Southern Maine in Special Education in 2017.  After becoming interested in Applied Behavior Analysis Jennifer is currently working toward completing the requirements to sit for the BCBA exam. She enjoys enjoy working with children and watching them grow and develop. She continues to teach Special Education.

David Celiberti, PhD, BCBA-D

David is the part time Executive Director of ASAT and Past-President, a role he served from 2006 and 2012. He is the Co-Editor of ASAT’s newsletter, Science in Autism Treatment. He received his PhD in clinical psychology from Rutgers University in 1993. Dr. Celiberti has served on a number of advisory boards and special interest groups in the field of autism, applied behavior analysis, and early childhood education, and been an active participant in local fundraising initiatives to support after school programming for economically disadvantaged children. He works in private practice and provides consultation to public and private schools and agencies in underserved areas. He has authored several articles in professional journals and presents frequently at regional, national, and international conferences. In prior positions, Dr. Celiberti taught courses related to applied behavior analysis (ABA) at both the undergraduate and graduate levels, supervised individuals pursuing BCBA certifications, and conducted research in the areas of ABA, family intervention, and autism.

Positive Reinforcement Strategies For Bedtime

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“Dear Behavior BFF, bedtime is the absolute worst time of day. I dread putting my kids to bed because they draw everything out with so much drama! They argue, complain, cry, you name it! Why is it so hard? Can you help us?”

Unfortunately, you are not alone in this one. Bedtime can be hard for so many kids and parents (me included!).

We could spend all day guessing why our kiddos fight going to bed. Do they have FOMO (fear of missing out) on what parents do after they go to bed? Are they not tired enough? Are they too tired? Are their pajamas truly itchy? Is there really a scary shadow of a monster on the wall? But those questions don’t guide us to a solution to deal with this daily problem.

Instead- let’s look at it from a solution-based perspective. What would a solution look like for you? What behaviors are you looking to increase at bedtime?

Sample target behaviors (the things you are trying to get your kids to do MORE of):

  • Finish pre-bed routines with minimal reminders
  • Follow directions with 1 or 2 reminders
  • Use a quiet voice
  • Only come out of your room 1 time after bedtime
  • Ask nicely for things
  • Read or play quietly if you aren’t ready to go to sleep

So what can we do to increase these behaviors in our homes each evening? Try some evidence-based positive reinforcement strategies!

Premack principle: FIRST (do the unpreferred task), THEN (get a reinforcer).

The FIRST needs to be clear and direct. Tell your child what the target behavior is. What CAN they do right now to earn reinforcement? The THEN needs to be worth it for your child. Choose a quality reinforcer or better yet- let your kiddo(s) choose!

  • FIRST use a quiet voice at bedtime, THEN we can sing a song together.
  • FIRST stay in your room until 7am, THEN you can watch a TV show in the morning.
  • FIRST follow directions at bedtime, THEN choose a toy to take to bed with you.

Token Economy: A structured reinforcement system where your child earns tokens (stickers, marbles, points) to exchange for a big reinforcer when enough have been earned. Steps to using a token economy to make bedtime easier may include the following:

  1. Choose specific target behaviors. Tell your child 1-3 things they CAN and should do at bedtime instead of problem behavior.
  2. Give the token (sticker on a sticker chart, marble in a marble jar, points on a point sheet, etc) every time your child does these desired bedtime behaviors.
  3. When they reach their goal- let them use their tokens to ‘buy’ the big reinforcer!

To be successful, be consistent. Give a token every time your kiddo does one of the desired behaviors. Be clear- make sure your children know what the desired behaviors are. Don’t set the goal too high to start with. Help your children to be successful to get them on board with the plan!

No matter what evidence-based strategy you choose, be consistent with it. Give reinforcement as immediately as possible. Catch your children being good and give high-quality reinforcers!

References

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis.

Homme, L. E., Debaca, P. C., Devine, J. V., Steinhorst, R., & Rickert, E. J. (1963). Use of the Premack principle in controlling the behavior of nursery school children. Journal of the Experimental Analysis of Behavior.

Kazdin, A. E. (1982). The token economy: A decade later. Journal of Applied Behavior Analysis, 15(3), 431-445.

Kazdin, A. E. (Ed.). (1977). The token economy: A review and evaluation. Plenum Publishing Corporation.

Knapp, T. J. (1976). The Premack principle in human experimental and applied settings. Behaviour Research and Therapy, 14(2), 133-147.

This piece originally appeared on www.bSci21.com. 

About The Author 

Leanne Page, MEd, BCBA, is the author of Parenting with Science: Behavior Analysis Saves Mom’s Sanity. As a Behavior Analyst and a mom of two little girls, she wanted to share behavior analysis with a population who could really use it- parents!

Leanne’s writing can be found in Parenting with Science and Parenting with ABA as well as a few other sites. She is a monthly contributor to bSci21.com , guest host for the Dr. Kim Live show, and has contributed to other websites as well.

Leanne has worked with children with disabilities for over 10 years. She earned both her Bachelor’s and Master’s degrees from Texas A&M University.  She also completed ABA coursework through the University of North Texas before earning her BCBA certification in 2011. Leanne has worked as a special educator of both elementary and high school self-contained, inclusion, general education, and resource settings.

Leanne also has managed a center providing ABA services to children in 1:1 and small group settings. She has  extensive experience in school and teacher training, therapist training, parent training, and providing direct services to children and families in a center-based or in-home therapy setting.

Leanne is now located in Dallas, Texas and is available for: distance BCBA and BCaBA supervision, parent training, speaking opportunities, and consultation. She can be reached via Facebook or at Lpagebcba@gmail.com.

The Benefits of an Early Autism Diagnosis

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Children are being diagnosed with autism earlier and earlier. Some children are as young as 18 months when they receive an autism diagnosis. Identifying an autism diagnosis at an early age can result in better future outcomes for a child, that is, if steps are taken to help children receive effective services, such as Applied Behavior Analysis (ABA). Early intervention, as it relates to ABA is oftentimes referred to as Early Intensive Behavioral Intervention (EIBI).

  • Early, because a child begins receiving treatment between the ages of 18 months and 3 years old.
  • Intensive, because of the amount of time treatment is provided. Research demonstrating the effectiveness of an Applied Behavior Analytic approach demonstrates that the optimal number of hours of treatment should typically range from 25-40 hours per week.
  • Behavioral Intervention, because it relates to the principles of behavior (such as reinforcement, shaping, and prompting) that have been demonstrated as effective strategies in changing behavior for decades.

Deciding to enroll an 18-month-old child into a therapeutic program that recommends upwards of 25-40 hours per week of intervention can be quite intimidating. However, children with autism demonstrate developmental delays in comparison to their typically developing peers. Therefore, the “intensity” of an ABA program helps to bridge the gap between a child on the autism spectrum and his/her typically developing peers. A quality ABA program will incorporate hundreds of valuable learning opportunities into a single hour of intervention. These learning opportunities are specifically tailored to meet each child’s unique needs, with the intent of teaching him/her the necessary skills to acquire age-appropriate behavior.

I have spoken to many parents who are hesitant to enroll their child in treatment that requires the level of intensity of an ABA program. However, the concentration on an individual child’s specific needs, paired with the magnitude of learning opportunities in a single day, allows for each child to achieve their personal best outcomes.

Because autism can lead to a lifetime of learning delays, the earlier a child can receive treatment, the better their long-term prognosis will be. I have never spoken to a parent who stated that they got their teenager with autism into treatment too early!

Dr. Breanne Hartley, PhD, BCBA-D is the Senior Clinical Director at Little Star ABA Therapy. You can learn more about Little Star on their website and Facebook page. 

Parenting Tips For More Independent Children

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“Dear Behavior BFF, How do I get my child to be more independent? I want her to handle dressing herself- things like getting out clean clothes, putting them on as much as she can, putting her dirty clothes in the correct hamper, etc. I know she is capable but she just chooses not to take care of these things by herself!”

I am going to take your word for it that your daughter does not have any limitations that would make the tasks associated with independent dressing difficult. So- how do you get her to actually do it? And do it consistently?

One question I have for you is simply this: Where are her clothes and hamper? Are they easy for her to access?  Let’s look at the physical environment and see if we can decrease the response effort for the desired behavior.

Response effort is what it sounds like: the amount of effort necessary to make a response. In other words, how easy it is to engage in the desired behavior.  We all typically orient toward a low response effort over something that is tedious or difficult. We can find ways to lower the response effort for the desired behavior, making it easier for our children.

So- if her hamper is in the laundry room and you expect her to walk her dirty clothes down the hallway to put them there- is there an easy environmental manipulation you could try? How about moving her hamper to her bedroom or bathroom- wherever the dirty clothes are removed? Walking down the hall to put clothes away doesn’t seem like a big deal- but a simple hamper location switch could be a game changer for increasing your daughter’s independence.

What about accessing her clean clothes? Is it hard to open her closet door? Does it stick sometimes or is the handle difficult to turn? Is her closet floor a mess that she has to climb over to get to the clothes? (Pause writing this article to go assess my own child’s messy closet to decrease her response effort in getting to her own clothes.)

If a simple environmental manipulation will increase the desired behavior, there is no need for an involved intervention. Try the simple solution first!

Now- moving things around might not be enough to increase your daughter’s independent behaviors. Enter positive reinforcement. What does she get for doing these things listed above? What is the reward for independently dressing herself? The feeling of a job well done?

Whatever the current reward is, it’s not working. If it’s not increasing the frequency of the behavior, it’s not reinforcement. Find a way to increase your daughter’s independent dressing by offering positive reinforcement following every instance of the desired behaviors. This can be any range of things- a high five, verbal praise, access to a preferred item or activity, points toward a goal in a token economy, whatever works for your family!

In short:

  • Decrease response effort by changing things in the environment to make the desired behavior easier to emit.
  • Provide positive reinforcement for engaging in the desired behavior.

No matter what behavior you are trying to increase, these are the go-to first steps we can always try as parents. These are powerful evidence-based tools of behavior analysis that are quick and easy to try and can lead to some pretty fantastic results!

This piece originally appeared on www.bSci21.com. 

About The Author 

Leanne Page, MEd, BCBA, is the author of Parenting with Science: Behavior Analysis Saves Mom’s Sanity. As a Behavior Analyst and a mom of two little girls, she wanted to share behavior analysis with a population who could really use it- parents!

Leanne’s writing can be found in Parenting with Science and Parenting with ABA as well as a few other sites. She is a monthly contributor to bSci21.com , guest host for the Dr. Kim Live show, and has contributed to other websites as well.

Leanne has worked with children with disabilities for over 10 years. She earned both her Bachelor’s and Master’s degrees from Texas A&M University.  She also completed ABA coursework through the University of North Texas before earning her BCBA certification in 2011. Leanne has worked as a special educator of both elementary and high school self-contained, inclusion, general education, and resource settings.

Leanne also has managed a center providing ABA services to children in 1:1 and small group settings. She has  extensive experience in school and teacher training, therapist training, parent training, and providing direct services to children and families in a center-based or in-home therapy setting.

Leanne is now located in Dallas, Texas and is available for: distance BCBA and BCaBA supervision, parent training, speaking opportunities, and consultation. She can be reached via Facebook or at Lpagebcba@gmail.com.

ABA Is Fun!

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ABA is Functional. Unique. Natural.

Here’s a great process to create a FUN ABA goal:

1. ABA goals are functional. This means goals are chosen because they are of importance to the child and the child’s ability to be a part of the community. That is, within the family, school, at the grocery store, etc.

Sam (not an actual client!) is doing really well with his preschool peers and the teachers are excited to move him up to Kindergarten. Our goal is to work on Kindergarten readiness skills: playing with toys in a functional manner, reading grade level words/letter sounds, and identifying numbers.

2. Each child is unique. The first thing we have to do is find the appropriate motivation. Children don’t fit into cookie cutter therapy programs. Every child is UNIQUE and will prefer different activities, experiences, foods, or toys. Identify a few of these highly preferred things your child enjoys.

Sam is pretty good at playing with a variety of toys, but ABSOLUTELY LOVES vehicles. In fact, this is the first thing he runs to during free play time and will sit for 15 minutes and play with airplanes and firetrucks. Sam will also consistently and quickly finish worksheets when told that he can play with vehicles after work.

3. Natural. A lot of people think that ABA only occurs at the table, but it actually occurs everywhere. ABA therapists may have to begin skill building at a table, but they will quickly work on generalizing skills to the natural environment. We want the child to be able to use all of that wonderful knowledge in all environments.

Time to piece it together! For Sam, we made a parking lot and filled in the parking spots with “targets.” Programs covered during his therapy time included:

– Receptive and Expressive identification of words and numbers (park the airplane in spot 11, what is parked in the spot that says “that”)
– Multiple step instructions (grap the red train, fill it up at the gas station, and park it in spot 20)
– Colors
– Block imitation from a model (Vehicles need gas to go! build a gas station pump that looks like mine!)
– Following instructions (Parking lots need stores! Go get the pile of blocks and build your favorite store)
– Receptive and Expressive Categories (where are the numbers/words/vehicles, what vehicle do you want?)
– Math, Counting (how many empty spots do we have left? How many more vehicles need spots?)
– Positional words (put the airplane on top of the store)
– Yes/no/not (is this a firetruck? find the airplane that is NOT yellow)
– Answering questions (the kids on this bus are hungry…where should they go?)

Remember: It’s important for children to play and have fun while they learn!

About The Author

Elizabeth Ginder, MSSW, BCBA, LBA is the Clinical Director of ABA Interventions, LLC. Elizabeth specializes in working with children ages 2 through early adulthood. She has experience working with children diagnosed with intellectual and developmental disabilities, as well as children with severe, challenging behaviors. Elizabeth also has a strong background in parent, teacher and staff training. Her focus is on verbal behavior, skill acquisition and teaching children how to have fun! You can find more information on ABA Interventions at their Facebook page or at www.aba-interventions.com.

The NR Blues

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What’s “NR” you ask? A common way to collect data after a trial in which the learner not only did not give a correct response, but didn’t respond at all, is to score “no response” (NR).

While motor actions can be prompted if the learner does not do anything, vocal responses cannot. I say to my staff all the time, “we can’t reach into his/her throat and pull out words”. So if you say to your client “What color is the sun? YELLOW” and they just stare at you, then that was a “no response” trial.

Many, many moons ago I worked at an early intervention clinic. We had one client in particular there, let’s call him Sam. Sam was the bane of my existence for a while, because he made me feel like an incompetent idiot.

 See, Sam was a very bright little boy with the most beautiful smile who could sing songs, answer questions, do simple academic tasks, and engage in various play skills. But then, Sam would hit a wall in his responding. He would remove all eye contact, stop smiling, and just stare blankly at…nothing. I haven’t met anyone since who could be looking directly at you, yet not looking at you at the same time. When Sam got like that he would not emit any of his target responses independently. This meant all motor actions were prompted, and good luck trying to do anything that required vocalizing. I just did not know what to do when this would happen, and it made me nervous to work with Sam because I knew it wouldhappen at some point.

Sam is who I think about when I am working with staff who are having a hard time “connecting” with a client in the session. I can absolutely relate to how it feels to bring your A-game, put on your animated face, and get a lot of nothing in return. It’s frustrating, and makes you doubt your skills.

When correct responding disappears from the session, some clients may turn super silly and distractible, or some may have a spike in aggression. Just between you and me, I would much rather deal with one of those scenarios. It’s the completely checked- out individual that I find to be the most difficult…..it is kind of like your clients body remained in the chair, but the rest of them got up, walked out of the building, and is headed somewhere FAR more exciting.

So if you are working with a Sam or two, here are a few things that definitely do not work, are ineffective, and should be avoided:

  • *Waiting the client out – I have seen a few therapists try this one, and usually the client is perfectly content to keep staring into space as you wait them out.
  • *Continue teaching/Keep up the status quo – Think of it like this, if your client has completely stopped any correct responding and you just keep plugging away: Is learning happening?
  • * Speak louder – Sound silly? I see it a lot, and back in the day I was guilty of this one too.
  • * “Saaaam…..Sam!….Helloooooo, Sam?” – If your client is not responding to demands to touch, give, open, or talk, odds are they also will not respond to their name being called.

Now that we got all the stuff that does not work out of the way, I really only have one suggestion for what you SHOULD try when those non- responsive blues kick in. It may be just one suggestion, but it can look about 900 different ways depending on the learner. 

Change something about YOU.

What my staff usually say to me (and how I used to look at this back in the day) is: “I tried this, and that, and this, and Sam just won’t attend/listen/respond! I don’t know what else to do to get him to (insert whatever response the therapist is expecting)”.

What I am suggesting, is flip that statement on its head and instead ask yourself: “What can I do differently that will motivate Sam to respond? Am I interesting? Am I reinforcing? Would I want to attend to me? Is this program interesting? Are these materials engaging? When did I last reinforce any of his behavior? Is my frustration/annoyance showing on my face? Does my voice sound irritated? Am I moving through targets too quickly? Too slowly? How can I be more fun?”.

See the difference? Instead of unintentionally blaming Sam for his lack of responding, first blame yourself. Then, look at your options and start trying them out to see what is effective.  I am a big fan of “Let’s try this and see what happens”. Even if you try something and it fails, you just learned 1 thing that does NOT work. Which is still progress.

About The Author: Tameika Meadows, BCBA

“I’ve been providing ABA therapy services to young children with Autism since early 2003. My career in ABA began when I stumbled upon a flyer on my college campus for what I assumed was a babysitting job. The job turned out to be an entry level ABA therapy position working with an adorable little boy with Autism. This would prove to be the unplanned beginning of a passionate career for me.

From those early days in the field, I am now an author, blogger, Consultant/Supervisor, and I regularly lead intensive training sessions for ABA staff and parents. If you are interested in my consultation services, or just have questions about the blog: contact me here.”

This piece originally appeared at www.iloveaba.com. 

 

Language Milestones

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How many professionals have been asked: “How do I know if my child is behind in language development?” How many parents have asked the question, or at least wondered to themselves?

Language development varies from child to child, and there are wide ranges of expected “normal” language development in young children. If you are using Stages Learning Materials products with your own child, and you are concerned about language development, you should definitely discuss this with your health care professional. However, for reference sake, in general:

By the age of one, a child is expected to achieve the following general language milestones: 

  • Respond to the speech of others verbally or through facial expressions or other simple gestures such as shaking the head up and down for “yes”
  • Pay attention to speech of others
  • Respond to simple verbal requests including the word “no”
  • Babble with inflection
  • Attempt to imitate speech of others
  • Use simple works such as “dada”, “mama” and simple exclamations such as “oh-oh!”
  • Use exclamations, such as “oh-oh!”
  • Follow simple commands or instructions
  • Point to an object or picture when it is named for her
  • Recognize names of familiar objects, body parts and familiar faces
  • Repeat words overheard in the conversation of others
  • Say several single words and simple phrases by 15-18 months
  • Use simple phrases and 2-4 word sentences by 18-24 months

By the three-four years of age, a child is expected to achieve the following general language milestones:

  • Understand the concept of “same” and “different”
  • Speaks in sentences of five to six words with an understanding of simple grammar
  • Speaks clearly enough for strangers to understand
  • Tell stories

Again, it is important to realize that all children are different, and develop at their own pace, but if you feel that your child is falling significantly behind, it may be a good idea to consult your pediatrician, speech therapist, or other child development professional to discuss a strategy to help your child reach language development milestones.

— Adapted from an article written by Dr. Jen Canter, pediatrician and inventor of the U-Play
Mat for Education

About The Author

Angela founded Stages Learning Materials in 1997 as a vehicle to publish and distribute her line of photo-based teaching tools for autism and special needs. Angela has a BA in Psychology, and a JD, both from UCLA; and an M.Ed. from Harvard Graduate School of Education from the Technology, Innovation and Education Program. 

At UCLA Angela studied behavioral psychology under Dr. Ivar Lovaas, head of the premier program in the treatment and education of children with autism. Following graduation, she worked as a senior therapist for the Center for Autism and Related Disorders, supervising educational programs, performing assessments, and conducting workshops for parents and professionals across the country and in Europe. During her graduate work at UCLA, Angela completed multiple cross-departmental courses through the MBA program at UCLA’s Anderson School of Business Management. 

Angela is currently the incoming Chair of the Education Market Association, serves as a Teaching Fellow at the Harvard Graduate School of Education, and speaks at national conferences and education institutes on autism education and early literacy. 

ABLLS-R® Skill Acquisition Program Manuals (Book 1 & 2)

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The development of these manuals is a culmination of years of clinical work involving direct ABA intervention, teaching, coaching, training, and clinical oversight to teams delivering ABA intervention.

I have always enjoyed seeing students’ progress in their learning – knowing that the foundation of ‘good teaching’ is not only based on proper training, supervision, coaching and modelling – but also a standardized teaching approach that can be individualized for each student.

With a multitude of approaches and teaching methods being used to impact the potential of a student’s learning and success, I became inspired to create a series of step-wise, quality Skill Acquisition Teaching Plans that provided a framework of consistency for Instructors and teachers who were working with the students.
I am excited to share with you the ABLLS-R® Skill Acquisition Program Manuals – created as companion manuals to Dr. James Partington’s Assessment of Basic Language and Learning Skills – Revised (ABLLS R ®). We are confident that these plans will provide users a consistent framework for skill assessment, skill teaching and skill tracking for students with autism spectrum disorders.
In conjunction with the ABLLS-R®, the contents of the manuals provide information for each of the Task Codes in the ABLLS-R® curriculum for how to:

• Assess baseline performance levels for skills/tasks within the ABLLS R®
• Arrange the teaching environment for optimal teaching and learning
• Set up and administer prompts
• Implement and embed various teaching strategies to teach a skill
• Use Error Correction Procedures
• Collect data to measure and monitor progress

Both manuals include Companion Forms and Data Templates that are used along with the written Skill Acquisition Teaching Plans. These documents offer a user-friendly structure for setting up a student’s program binder, as well as information for how to organize necessary information for teaching and monitoring student progress.
We trust you will find as much value in these manuals as we have, and that you will see continued success with your students learning.

The ABLLS-R® Skill Acquisition Program Manuals are currently available for pre-order. Head to our site for more details! 

About The Author 

Tammy J. Frazer is a Board Certified Behavior Analyst with over 18 years of experience working with individuals with autism and developmental disorders. She earned a Masters of Arts in psychology with a specialization in Applied Behavior Analysis from the University of Nevada, Reno and has been a BCBA since 2007. Tammy is the Founder and Director of On Solid Ground Inc, an organization in Barrie, Ontario that is committed to the delivery of quality, effective, and evidence based behavior assessment and intervention to individuals with autism and developmental disorders and delays.