Category Archives: Resources

Productive Meetings in Home ABA Programs

Posted on by

Creating effective meetings with your child’s BCBA and other service providers can be difficult. In this month’s ASAT feature, Preeti Chojar, Board Member of the Association for Science in Autism Treatment (ASAT), shares some valuable tips about how parents can make the most out of these meetings. 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!

I am a parent who has a home-based ABA program.  We have monthly meetings with all of the providers that work with my child.  I am looking for some ideas on how to make the most of these meetings.  Any suggestions?
 

Answered by Preeti Chojar, Mother and ASAT Board Member

It is terrific that your team meets monthly! Collaboration and consistency amongst members of the professional team is the hallmark of a successful home program. I have found that a great way to build teamwork is to have regular meetings to keep the whole team on the same page. Here are some suggestions to help you use this time effectively and efficiently. In our particular case, we meet monthly, but keep in mind that some teams may need to meet more frequently (depending on the composition of the team, level of oversight required, and needs of the child).

Meeting composition
Ideally, a time should be scheduled when the entire team can be present. A supervisor like a behavior consultant (e.g., BCBA) or a family trainer should be present as well. It could also include any related service providers, such as the speech pathologist, occupational therapist, or physical therapist. Assembling the entire team can be difficult but try your best, as the benefits will make it worthwhile.

Develop the agenda
Always create an agenda well before a team meeting. Please note that this agenda should not side-step any other communication that should be occurring (e.g., the consultant may want to know right away if a new skill-acquisition program is not going well).

  • Start by writing down any new behaviors, both positive and negative. Also note if there is evidence of lost skills or discrepancies in skill levels across settings, situations or people.
  • Any data taken by instructors should be summarized and analyzed before the meeting.
  • Add anything that the supervisor or the collective wisdom of the group could help resolve.
  • One of the agenda items should always be to review last month’s meeting notes paying close attention to any open or unfinished items.
  • If the child is also receiving services in a school or center-based environment, it is beneficial to seek input from those providers as well. Any observations made by people in the community that highlight some skill or skill deficit which had gone unnoticed can be brought to the table too.
  • Finally, make sure the agenda is well balanced and addresses everyone’s concerns. Prioritize agenda items and if necessary suggest some time limits.

Circulate the agenda

  • Make sure to circulate the agenda to everyone attending the meeting, ideally a few days before the meeting.
  • Ask all team members to notify you ahead of time of any other agenda items they might have that were not added yet.

Continue reading →

Tip of the Week: Things You Should Know About BCBAs

Posted on by

Maybe you’ve never heard of Board Certified Behavior Analysts (BCBAs), or you’ve heard of them frequently but never been provided an explanation of how a BCBA differs from an ABA therapist. Here are a few things you should know:

  • BCBAs are required to take extensive coursework in applied behavior analysis and complete 1500 hours of supervised work. Furthermore, they are required to take a difficult comprehensive exam at the end of their coursework and supervision hours. Once they have completed the hours and passed the exam, they are officially a BCBA.
  • BCBAs must complete 32 units of continuing education every two years. There is a requirement that some of these hours pertain to ethics, but the rest can be focused on skills such as addressing verbal behavior, feeding issues, aggressive behaviors, and more.
  • BCBAs are required to utilize evidence-based practice. A BCBA should be aware of current research in the field and should be able to easily reference the literature when encountering a difficult problem or working on an intervention.
  • One of my favorite parts of the ethical code for BCBAs is that “clients have a right to effective treatment.” Your BCBA should be taking data and implementing interventions that are effective in creating behavior change for clients. If an intervention is not working, then adjustments should be made.

The goal of Behavior Analyst Certification Board is to ensure appropriate training and accountability for behavior analysts.

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: Executive Function Books & Curricula

Posted on by

Executive function is a set of mental processes that help us organize, make plans, focus our attention, remember things, and juggle multiple tasks. This week, you can SAVE 15%* on any of our books on executive function in students with autism. Use use our promo code EXECFXN at check-out!

Executive Function Books

Unstuck & On Target is a robust classroom-based curriculum book that helps educators and service providers teach executive function skills to high-functioning students with autism through ready-to-use lessons, materials lists, and intervention tips that reinforce lessons throughout the school day. Topics touched upon include flexibility vocabulary, coping strategies, setting goals, and flexibility in friendship. 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! The guide also comes with an accompanying CD-ROM that contains printable game cards, student worksheets, and other materials for each lesson.

Solving Executive Function Challenges is a practical resource for parents, teachers, and therapists helping high-functioning students with autism improve on their executive function skills. To be used with or without the curriculum Unstuck & On Target, this book contains strategies to teach EF skills, including setting and achieving goals and being flexible, as well as ideas for accommodations and actions to address common problems, such as keeping positive, avoiding overload, and coping.

Executive Skills in Children and Adolescents explains how executive function processes develop and why they play such a key role in children’s behavior and school performance. With more than 24 reproducible checklists, questionnaires, planning sheets, and assessment tools, this manual provides step-by-step guidelines and practical tools to promote executive skill development by implementing environmental modifications, individualized instruction, coaching, and whole-class interventions.

*Promotion is valid until May 24, 2016 at 11:59pm EST. Offer cannot be applied to previous purchases, combined with anyother offers, transferred, refunded, or redeemed and/or exchanged for cash or credit. Different Roads to Learning reserves the right to change or cancel this promotion at any time. To redeem offer at differentroads.com, enter promo code EXECFXN at checkout.

Autism Awareness Month: Free Color Sorting Jar Activity

Posted on by

Check out this Color Sorting Jar Activity designed by Lavinia Pop from In My World! This printable activity includes four different color jars: red, orange, yellow, and green. It also includes sixteen different corresponding images, four for each color jar.

To create the color sorting jar, you cut around the edges of each color jar. Then, you cut out all of the color pictures. Once all the pictures are cut out, you can mix and start sorting the objects into the same color jar! You can also use the jars for sorting different color objects from home or the classroom.

We recommend printing the activity on cardstock or laminating the jars and objects for longer use.

To download this free printable click here. For more fun activities and ideas, you can read the full post from In My World here!

Autism Awareness Month: Free Cookie Number Matching Printable

Posted on by

Cookie-Jar-Number-MatchingIf Cookie Monster could play any math literacy game, we’re sure this free Cookie Jar Number Matching activity would be the winner! This free printable from Totschooling.net includes three representations of numbers one through ten to help build counting and number recognition skills.

To play, all you have to do is print all the pages and cut out each cookie individually. You can then have the student either match cookies to the jar containing the written names of the numbers or the jar containing the corresponding numerals.  If you want to make the activity even more challenging, you can print out an extra numeral jar or an extra number name jar page and cut out each circle to create more options to match!

cookie-matching 2You can download the free printable by clicking here and don’t forget to share with us all the other creative ways you and your students build math literacy skills!

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

Posted on by

POWER-Solving-Feature_01

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

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

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

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

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

Learn more about the curriculum here.

Facilitating Social Groups for Students with Autism

Posted on by

In honor of Autism Awareness Month, we’re pleased to highlight an NYC-based agency called East Side Social this week! Alicia Allgood is a BCBA and co-founder of East Side Social. With her co-founder Kimia Tehrani, BCBA, they organize social groups and also provide a wealth of additional services for both parents and practitioners in the field of autism. Alicia was kind enough to provide some very comprehensive answers to our BCBA consultant Sam Blanco’s questions about facilitating social groups for learners with autism. You can learn more about East Side Social here.

Autism Awareness Highlights: Interview with Alicia Allgood, MSEd, BCBA
Co-founder of East Side Social, New York, NY

Facilitating Social Groups for Students with AutismSam: What prompted you to begin East Side Social?

Alicia: I co-facilitated social groups in San Diego in the early 2000’s with an amazing group, Comprehensive Autism Services and Education. They provided a number of other services, but the social group was the directing psychologists’ pet project, and you could really tell for the quality. It was wonderful to see these quirky, amazing kids that were struggling socially come into this group and make friends. They engaged with one another in significant ways that impacted their sense of well-being and confidence, all the while learning how to be more and more socially appropriate. I was inspired. When I met Kimia in New York, she and I found we worked very well together. I mentioned my interest in starting such a group in New York, and Kimia held me to it. We both saw a need for these services here, but there really wasn’t much being offered at the time, and that which was being offered didn’t have a behavior analytic approach. In our mind, this suggested they weren’t objectively verifying the effect of their programs, nor were they necessarily using evidence-based practiced to teach the skills these kids needed to learn. We saw a need, we were inspired, and so made the necessary movements to begin East Side Social.

Sam: What is the primary challenge to organizing social skills groups? How have you addressed it?

Alicia: We were both private practitioners prior to starting this social group. Starting a business is a whole other beast in its own right, and being a good technician doesn’t necessarily mean you’re prepared to grow that skill into an actual business. We were caught a bit by surprise by all that would be necessary on the back end. From marketing to balancing the budget and handling insurance billing, we were not prepared to take all of that on while maintaining our private clients and actually preparing for and leading the social group. Realizing our deficits along the way, we’ve hired consultants and people to support the back end, and that is what has really made this possible. We couldn’t do what we do without the support of a small group of really wonderful people. It’s also been extremely challenging to find a way to collect data on target behavior during our groups. We’re suddenly extremely sympathetic to classroom teachers who are asked to collect data on their students. We have tried data collection systems into our token economies. We’ve also used time sampling data, and once when feeling highly ambitious and having approval of all parents, we video-taped all groups and spent hours upon hours watching and re-watching these videos, tracking target group behavior and individual learner behavior. This is a continuous work in progress that we feel dedicated to on account of our commitment to ethical behavior analytic practice. It’s also a bit fun to solve this puzzle. Continue reading →

Tip of the Week: Build Desirable Behaviors

Posted on by

One of my favorite textbooks about ABA is Focus on Behavior Analysis in Education: Achievements, Challenges, and Opportunities. And one of my favorite chapters in that book is called “Building Behaviors versus Suppressing Behaviors,” which focuses on school-wide positive behavior change This is an often-overlooked key concept in behavior analysis that can have a huge impact on the school environment. Furthermore, when we think of ABA, we often think about individual interventions, but the principles of ABA can be highly effective when applied to large environments, such as an entire school.

The chapter references several studies about school-wide behavior change and offers evidence-based practices for achieving such change. It also outlines social behaviors that should be taught, such as how to apologize or how to make a request, then discusses strategies for rewarding the desirable behaviors. I appreciate that it focuses on getting students involved in making such changes.

Teaching these desirable behaviors can often feel challenging with the additional stresses of a special education classroom. One curriculum I have found effective in addressing this problem is Skillstreaming. I often use Skillstreaming in Early Childhood with young learners, and love that it clearly defines desirable behaviors, such as how to listen or how to offer help (see image below), but provides those definitions in simple terms with visual prompts that help our young learners. It also incorporates positive reinforcement for learners who are engaging in those desirable behaviors.

Listening Skill

In summary, there is lots of evidence out there that focusing on what kids should be rather than what they should not be doing is beneficial for the learner and the general culture of the classroom. Providing clearly defined desirable behavior and building instruction in those behaviors throughout the day is essential. And that instruction may need to be more frequent and more detailed for our learners with developmental disabilities.

References

Heron, T. E., Neef, N. A., Peterson, S. M., Sainato, D. M., Cartledge, G., Gardner, R., … & Dardig, J. C. (2005). Focus on behavior analysis in education: Achievements, challenges, and opportunities. Pearson/Merrill/Prentice Hall.

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.

Tip of the Week: Keeping Up With the Science

Posted on by

A major tenet of Applied Behavior Analysis is that it is evidence-based. For decades, our field has conducted research about behaviors we can observe in the environment, and worked to create positive behavior change. But keeping up with research or determining what is actually evidence-based can be quite challenging.

One way that some organizations and schools address this is by having a “journal club” of sorts. An article is selected each month, staff read it, and then everyone comes together to discuss it. This is a great way to get people talking about evidence-based procedures, help introduce people to new concepts, and create an environment that relies on science rather than anecdotal information.

Here are a few tips to get you started:

  • Poll your participants. What topics might they be interested in? What dates and times work best for them? What is something they want to learn more about? You can use this information to get off on the right foot.
  • Sweeten the meeting. Make it fun with snacks or themes. It’s amazing how free food can draw people in.
  • Create questions for consideration. When you hand out the article, provide five or six questions for participants to consider as they read. This will help guide their reading and your conversation when you meet.
  • Make it applied. Think about how the information in the article can be used in your own setting. Have people discuss what it would look like if they tried out the interventions themselves.

Finally, take a look at Reading Groups: A Practical Means of Enhancing Professional Knowledge Among Human Service Practitioners by Parsons & Reid. This article demonstrates the utility of such groups, as well as important variables for implementing them successfully.

Good luck, and happy reading!

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

Posted on by

Building on the popular guide and curriculum A Work In Progress, this companion series of booklets and DVDs synthesizes information on various teaching strategies with demonstrations of actual sessions with students on video. The Work in Progress Companion Series aims to blend a natural, child-friendly approach to teaching while remaining determinedly systematic. This series offers viewers the unique opportunity to see these approaches implemented in actual teaching environments.

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

AWIP_Companion_Booklets_and_DVDs

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

Volume 1: “Cool” versus “Not Cool” teaches students foundational as well as advanced social skills in the difference between behaviors that are socially appropriate (i.e. cool) and those that are inappropriate (i.e. not cool). In later stages, they go on to actually practice the appropriate form of the behavior and receive feedback on their efforts. Research confirms the clinical experience that “Cool” versus “Not Cool” is effective in teaching social skills and enabling students to monitor their own behavior.

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

Volume 3: Teaching Interactions offers a conversation-style of teaching which adds the all important element of leading students to understand rationales for why they might want to change their behavior and learn new skills. This booklet and DVD teaches students how to develop understanding and insight that help form their internal motivation.

Volume 4: Token Economy provides step-by-step instructions on how to ensure there is a strong connection between the target behavior and the reward that follows. Token economies have a number of advantages and can be very flexible in adapting to the age of the student, the types of rewards used, and the skills and behavioral targets you are seeking to improve.

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

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

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

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