By: Caitlin Reilly Lostan, PsyD, BCBA, NCSP (Breakthrough Learning Group) and Marcia Questel, MSEd, BCBA (Association for Science in Autism Treatment)

The following is an excerpt from Lostan, C., & Questel, M.’s “How can I structure playdates for success?” featured in Science in Autism Treatment. The full article can be found here.)

For many children with autism, exhibiting appropriate, functional social and play skills with peers is hard. To set your child up for success during social skills teaching, here are 10 tips to help you plan accordingly. While this roadmap is applicable to any social skills program, it was written for playdates organized within the home; and individual differences will exist within programs based on your child’s strengths and needs, as well as any restrictions necessary due to the COVID-19 pandemic (which is addressed more later in this article).

1.Identify target social skills. The best way to identify what to teach is to collect “baseline” information: observe your child’s social behavior with adults, peers, and toys/games under typical conditions (e.g., outside with a peer, using Facetime with a peer, playing at home with a sibling, participating in an organized community activity, etc.). What activities will your child enjoy most during a playdate? Can you think of very small next goals for them? For example, if they can say “Hi,” and often do respond to that opening greeting, can they add “Let’s play” while beginning a game on their iPad? If they hand over the iPad when someone says, “My turn,” can they wait while the person plays? For how long? Can they learn “My turn” before taking the game back? Be sure that you understand what is developmentally appropriate and that you have individualized expectations for your child (Chang & Shire, 2019).

Create a list of things that your child often does on their own, followed by a potential list of “target skills” for teaching, such that simpler skills are to be taught first (e.g., greetings, staying near peers, passing a ball back and forth a small number of times). Then, once simpler social skills are mastered, more complex social skills (Barton et al., 2019) can be addressed (e.g., turn-taking, adding more social phrases, engaging in loosely structured play, playing a game). Additionally, taking note of activities that your child will enjoy most during a playdate will help create motivation and a positive attitude toward peer play. To develop strategies to teach these smaller steps and build momentum, consult with your BCBA if possible. Again, this person can be found through the BACB website, or there may be certified professionals available to provide ABA parent training through your school district.

At this point, your focus is on identifying a professional who can provide you with teaching strategies of your own (parent training), recognizing the strengths and preferences of your child, and taking small steps towards increasing their practice of skills close to what they can already do. Your BCBA, or professional consultant, can help you to identify which targets are developmentally appropriate, what prerequisite skills are needed for the target skills you hope to teach, and strategies for teaching those skills.

2. Teach skills with an adult first. Ensure that your child has opportunities to gain experience with target social skills before playdates to set everyone up for success. It is often beneficial to teach a skill first with an adult, as an adult is more likely to respond to your child reliably and favorably when they are displaying target responses that a peer might otherwise miss. An informed adult is acutely aware of what the child is working towards, and what behaviors to reinforce. For example, if one parent is teaching a child to play a game with the other parent, one adult acts as the facilitator and the other as the peer. The “teaching” parent will provide prompts and reinforcement, and the “peer” parent will behave as a child ideally would. Further, you can help your child to maintain and generalize learned skills by having him practice the skills with other people. Helping your child become fluent in these foundational social skills will help him feel more comfortable and confident, minimize frustration, and will allow you to focus on teaching advanced social and play skills more efficiently during live social skills sessions with peers. It also increases the likelihood that a successful playdate with be a reinforcing event for your child and may lead to their increased desire to play with peers.

3. Select peers carefully. Identifying a peer for social skills sessions is paramount to the success of your social skills program. Effective social skills peers are enthusiastic, responsive, and understanding. That is, they initiate opportunities for your child to respond, they reliably respond to your child in a favorable way, and they exhibit patience as your child practices socializing. A peer’s response should serve as reinforcement for your child’s response, so it is important that they reliably respond to help your child learn the positive consequences of social interaction.

To find suitable peers, ask your child’s teacher or other school staff for children that your child gets along with; ask the parents of other neighborhood children; or search among a support group online. You may be surprised to find parents looking for peers right in your neighborhood through Facebook groups! Make your needs specific and clear (e.g., playdates will be a few times per week/ month, the peer will need to read from a script, etc.), particularly if health concerns are in play at the time (e.g., both children will wear masks, sessions will be via Skype from time to time, etc.). Some considerations you may have are finding peers with similar interests; finding peers who have exceptional social/empathic skills (they can wait patiently, don’t mind compromising, etc.); and those who have parents who understand and accept neurodiversity.

Set a schedule to ensure consistent opportunities for learning. For younger children, it may be more appropriate to refer to these sessions as playdates (as we have throughout), but be clear and honest to the peer about his or her responsibilities (e.g., that they must follow the playdate activity list; that they must wait for their peer to respond to any social initiations as it might take a little longer; that their job is to help a friend practice talking; or that they get to earn a prize at the end for helping their friend practice). Remember that the structure for social skills sessions will look quite different across both learners and peers depending on the unique abilities, needs, personalities, and preferences of both participants. Some children may need more practice to learn to play the games that your child is already good at; others may start off seeming apprehensive; or some may not feel sure of what they are expected to do. Try to be patient and provide several opportunities for the peer to warm up, feel comfortable, and practice the expected responses before moving on to someone new. While this may take time, remember that this peer may grow to become a wonderful part of your home-based efforts.

4. Use evidence-based methods. Once you have identified teaching targets and potential peers for playdates, it is time to really get started! As exciting as this is, it is important to guide these social skills sessions by using evidence-based methods, choosing and measuring appropriate goals, individualizing those goals, and learning to teach them. Depending on the structure of your session and your child’s needs, these methods may take different forms, but generally should include the use of motivational systems (like token boards) and the use of systematically faded prompts to foster independence (e.g., removing your verbal prompt of “Hi” when your child sees his peer, as he is reliably saying “Hi” each time you use this prompt). Evidence-based methods also call for the collection of objective data to monitor progress (more on that below). If any of this sounds confusing or overwhelming, consult with your BCBA as you plan; ask for help from school staff; or find videos (such as Playdates: Real Life Tips for Kids with Autism or How to Plan a Successful Playdate for Your Child with Autism) of others using these techniques to bolster your skill set and help increase the effectiveness of your playdate program. Additional resources have been provided at the end of this article to support your program development

5. Ease into demands. Take care to ensure the social skills session is a positive experience; neither you, the peer, nor your child should feel overwhelmed with the plan. Working on a few goals effectively is better than attempting to conquer an overwhelming list of too many targets. When starting out, keep sessions very short and consider prompting more heavily for their success, so that your child gains confidence and comfort with his peers. Keep the rate of reinforcement very high in the beginning, and as your child and the peer demonstrate increased comfort and success, you can stretch out the requirements necessary for earning those intermittent rewards. Make every effort to end the session on a high note (e.g., a highly preferred activity for both the peer and your child, a video game, a make-your-own sundae activity).

6. Maximize motivation through preferred activities. Motivation is essential for keeping both children engaged, and for maximizing your child’s learning. Your child will be more likely to ask his friend to play a game if he enjoys it. Taking turns in selecting activities or using a choice schedule of activities may help keep both children motivated to participate. If motivation is lacking, think of ways you might increase it by modifying session activities or implementing a reward system. Remember: have fun! It is important that joy is evident (smiles, laughter, silliness, or that the children are calm and engaged). If it is not, something should change. Stick to your plans and schedule but take opportunities to change things up if something is not working. If you planned a game of tag that is not working out, feel free to say “You know what? This isn’t super fun, is it? Let’s move on to the next thing in the schedule.” If the children agree, move on. But beware, you do not want to overdo this as it will degrade the worth of having the schedule in the first place. Instead of skipping an activity, try making it shorter, finding a silly way to get to the end faster, or pairing it with something fun or even a tasty treat alongside it.

7. Try using a reward system. Reward systems can take on many different forms (token boards, sticker charts, points), so consider what has motivated your child in the past. You might use small pieces of a favorite snack alongside tokens; provide access to a favorite toy; or use a token board where your child is given stickers for desired behavior. You may even have a group reward system where both children earn rewards for social interactions and prosocial behaviors, such as sharing, turn-taking, complimenting, waiting, etc. It is best to save these special snacks or other rewards for playdates only, as this will likely make your child more eager to earn them. Children do not always have to earn a specific thing; they could just earn a break. Locating a place to take a break on their own, or doing an isolated activity for a few moments, decompressing, breathing, etc., may be helpful. In the early stages, the effort needed to learn new skills may not be inherently rewarding, so the hope is that a reward system will maximize motivation and cooperation for your child and their play partner.

8. Provide effective prompting and support for ultimate independence: Prompt fading, reducing rewards, and considering using schedules. You and your BCBA, consulting professional, or certified school staff may decide that your child may require significant prompting initially, so think about how you can fade that assistance as your child’s skills improve. When your child demonstrates a target skill, provide a reward and praise for what was done correctly. As your child demonstrates these skills reliably with a certain level of help, you should fade your assistance until the child is ultimately independent. Similarly, as the child exhibits a skill with more ease, decrease how often that skill results in a reward. Eventually, the goal is for your child’s behavior to be rewarded by playing and talking with his friend, rather than your delivery of contrived rewards and praise.

Structure will help a social skills session move along efficiently and successfully. It also helps both children anticipate what will be happening and when, in what order. Therefore, it may be worthwhile to make a picture or textual schedule of activities to follow (Hampshire & Hourcade, 2014). You may also embed textual prompts for verbal exchanges in this schedule of activities or create a full script for your child to practice interacting with a peer. As your child learns, you can gradually fade out the schedule so that the social interactions become more natural.

9. Develop a plan for managing problematic behavior. If your child exhibits behaviors that may interfere with a successful social skills session, plan for how to manage these moments and be sure to follow through. This plan may be one that you are carrying over from what school staff do during the school day (a Behavior Intervention Plan, or BIP). It is important that this is discussed with your team, consultant, your spouse or partner, and any other members of your family that may take part. Your plan may include preventative strategies, such as limiting the duration of the playdate, using visual supports (e.g., the schedules described above), providing breaks, providing frequent rewards, or minimizing activities that are a source of frustration. Consistent consequences are essential to decrease disruptive behaviors and to help your child successfully relate to his peers

10. Collect data to monitor progress. Taking data on your child’s target skills (those identified earlier in this process) during social skills sessions is essential to monitoring progress (Barton & Pavilanis, 2012). This process will help you set goals, monitor changes objectively, and alter your teaching methods if progress has stalled or declined. For example, if your child is not saying “Hi” to his peer after teaching this during several playdates, you may need to increase motivation; increase your level of assistance (such as providing a verbal model of the greeting); or consult with a BCBA for other suggestions.

The following is a mock example of a basic data sheet that can be created to track your child’s progress during each social skills session. The skills that you teach and the data you collect will vary depending upon your child’s individual needs and abilities.

About the Authors:

Caitlin Reilly Lostan, PsyD, BCBA, NCSP is a NJ licensed psychologist, board certified behavior analyst, and NJ-licensed/nationally certified school psychologist. Dr. Lostan obtained her MA in psychology in education from Columbia University, and her PsyD in school psychology at Fairleigh Dickinson University. Dr. Lostan’s dissertation focused on the components that contribute to autism awareness. She is the founder and director of Breakthrough Learning Group, a pediatric therapy practice providing ABA and psychological services for young children.   

Marcia Questel is a BCBA with a Master’s degree in Special Education (Concentration – Autism) and Graduate Certificate in Applied Behavior Analysis from Long Island University. She obtained her Bachelor’s degree in Developmental Psychology with a focus on autism and other developmental disorders, where her passion for researching executive functioning (EF) and Theory of Mind  (ToM) began. Her journey in this field started 20 years ago while volunteering in an early intervention center. It was at that time that autism became a part of her and her family’s lives, with a family member’s diagnosis. Since then, 3 other members of her extended family have received diagnoses of autism, and she has remained dedicated to the autism community. Previously, Marcia provided 1:1 instruction, managed an autism center in New York, and taught piano to children with autism and their siblings. Marcia is currently working in private practice, providing consultation to families and school faculty, and is a Content Editor for ASAT’s monthly publication, Science in Autism Treatment. She is also the Externship Co-Coordinator for ASAT. In response to the current climate, she is conducting research regarding access to telehealth during the COVID-19 pandemic, engaging in telehealth and in-person services through ABAskills, LLC, and is creating supportive content for parents and professionals. Marcia is also a research assistant at the Affect Regulation and Cognition (ARC) Lab at Yale University. 

References

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Barton, E. E., Gossett, S., Waters, M. C., Murray, R., & Francis, R. (2019). Increasing play complexity in a young child with autism. Focus on Autism and Other Developmental Disabilities, 34(2), 81-90.

Barton, E. E., & Pavilanis, R. (2012). Teaching pretend play to young children with autism. Young Exceptional Children, 15(1), 5-17.

Blackman, A. L., Jimenez-Gomez, C., & Shvarts, S. (2020). Comparison of the efficacy of online versus in-vivo behavior analytic training for parents of children with autism spectrum disorder. Behavior Analysis: Research and Practice, 20(1), 13–23. http://dx.doi.org/10.1037/bar0000163

Chang, Y. C., & Shire, S. (2019). Promoting play in early childhood programs for children with ASD: Strategies for educators and practitioners. Teaching Exceptional Children, 52(2), 66-76.

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Gustafsson, B. M., Gustafsson, P. A., Granlund, M., Proczkowska, M., & Almqvist, L. (2020). Longitudinal pathways of engagement, social interaction skills, hyperactivity and conduct problems in preschool children. Scandinavian Journal of Psychology. DOI: 10.1002/ab.21991

Hampshire, P. K., & Hourcade, J. J. (2014). Teaching play skills to children with autism using visually structured tasks. Teaching Exceptional Children, 46(3), 26-31.

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Lindgren, S., Wacker, D., Suess, A., Schieltz, K., Pelzel, K., Kopelman, T., Lee, J., Romani, P., & Waldron, D. (2016). Telehealth and autism: Treating challenging behavior at lower cost. Pediatrics, 137(Suppl 2), S167-S175.

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Citation for this article:

Lostan, C., & Questel, M. (2022). Clinical Corner: How can I structure playdates for success? Science in Autism Treatment, 19(5).

By Jen Knott, BS Recreation Therapy

Swimming is a whole-body skill and oftentimes challenging for individuals with autism to master. It requires the use of your arms, legs, core, breathing, spatial awareness, sensory regulation, as well as strength, endurance, motor planning and coordination.

When designing swim lessons for swimmers with autism, working on all the skills listed above via structured activities allows the swimmer to enhance their brain/body connection in many different movements. This approach assists in skill mastery at a faster rate. Specifically, it allows the individual to practice motor planning and strengthening skills such as crossing midline, coordinating arms and legs at the same time, and using arms in a reciprocal motion.

The more individualized, creative, and motivating you can make the activity, the better! Below are some specific actions that can be taken to help acclimate your autistic learner to the basics of swimming!

For example, floating in supine position (on your back) is an essential safety skill that all swimmers should learn. There are many creative ideas to work on this skill, and some can even be done at home! Laying on your back can be an unpreferred skill at home and while sleeping due to the changes in the position in the inner ear. Floating can feel very different to swimmers with autism and they often demonstrate a resistance to the position. Taking small steps in a variety of settings to introduce this skill is key.

These techniques can also be used for submerging under water and floating in prone (on your stomach) position, taking it slow, using motivating items to look for under the water, slowly introducing water to body parts, singing songs or counting, providing tactile support and fading it out when the swimmer is ready. Other activity ideas to complete in the water to develop and practice planning and strengthening skills would be jumping jacks, toe touches, jumping and splashing at same time, swinging a tennis racket or barbell across midline under water, reaching across body or reciprocally overhead for items, and pushing barbells reciprocally. Providing adaptations, creativity, and flexibility is key in all swim sessions for success. Using motivating items, playing games, providing a picture schedule, video modeling, accommodating for any sensory needs, and making the skills fun can help your swimmer succeed with even the most challenging swim skills! 

Jen Knott, CTRS (Certified Therapeutic Recreation Specialist)

Jennifer is a graduate of Kent State University with a degree in Leisure Studies, with a concentration in Recreation Therapy and a minor in Psychology. Jennifer began Rec2Connect in 2009 with 2 clients. She launched the Rec2Connect Foundation in 2014. Her previous experience includes: Classroom Behavior Therapist at Cleveland Clinic Center for Autism, Job coach at Goodwill Industries, Volunteer in Aquatic Therapy at Hattie Larlham in the Physical Therapy Department and Recreation Therapist at the Cleveland Clinic.

By: Michelle Zeman, MA, BCBA

Board Certified Behavior Analysts (BCBAs) often work with the Autistic community. However, you may not often run into an Autistic BCBA. There are Autistic BCBAs who support and have a career in Applied Behavior Analysis (ABA), and as one I would like to share my perspective.

This field gets a bad reputation for many reasons. It’s claimed that ABA “masks Autistic behaviors” as well as “teaches children to be robots”. I hate the reputation that proceeds today’s ABA; however, if you look back at how ABA was conducted in the 1960s, there’s enough rationale to support.  We must condemn the actions of rigid and uncompromising ABA while changing current stands, as I attempt to do in my practice. Therefore, my perception of ABA is taken into 3 points: (1) using a trauma-informed lens, (2) actively listening and validating our clients, (3) individualizing care.

1. When we use a trauma-informed lens, it means that we are not just looking at behaviors from the 4 functions. Rather, we look at behaviors that happened because of traumatic experiences. In my own life, I got into a car accident when I was 16 years old. I was already semi-emotional, and I was driving in the rain (it was sprinkling). I was turning left at a green light and overcorrected, thus hitting another car. I was so traumatized by the experience that I couldn’t stand the thought of going behind the wheel for 4 years. What motivated me to get behind the wheel again was the fact that I was sick and tired of my mom and my friends having to drive me around. If anyone would have forced me to comply by making me drive from place to place, there’s a not insignificant  chance that another car accident would take place. Likewise, when we force clients to attempt things they are not ready for, we risk traumatizing them.
2. Active listening and validating our clients, as well as their caregivers, is vital in this field. Practitioners are not always right (even Autistic ones!), and we must approach in situation with humility and compassion. RBTs implement ABA therapy at their full ABA therapy hours. BCBAs go out anywhere between 5 and 20% of an RBT’s direct therapy hours per month. Then, we have our caregivers, who are with the client when we are not. When emphasizing compliance over collaboration, active listening and validation is thrown to the wayside. We have many elements that we must consider when implementing services, such as trauma, culture, environment, and feasibility of interventions. If we run into issues, we accommodate while doing our due diligence.
3. Perhaps the third point is the most important – individualizing care. When I was a Clinical Director, I was strict when report reviews. However, I was strict because I wanted to make my analysts place themselves in their client’s shoes. For instance, I have seen vocal and motor stereotypy in several reports with a function of automatic reinforcement. Granted, each of these behaviors are different across each client we work with, but I still ask for rationale for how these behaviors are socially significant to reduce. If I notice the rationale does not fit the criteria, I will say “remove this behavior as it is not socially significant, does not impede the client’s ability to access contingencies, and it is not harmful to themselves or others”. I’ve also had clients ask me to write in specific goals they want to work on in their treatment plans too – for instance, I had a client who told me “Michelle, I want to work on becoming organized.” I wrote in a goal that fit the medical necessity model, but also targeted what the client wanted to work on.

These 3 areas have shaped me into the BCBA that I strive to be. Though I am one Autistic human being, I strive to ensure that I can be a compassionate practitioner. That’s what our clients deserve.

About the Author:

Michelle Zeman, MA, BCBA is an Autistic Board Certified Behavior Analyst based out of Orlando, FL. She has been in the field since 2013, and a BCBA since 2016. She has worked with Autistic clients between ages 2-17, providing client-centered, trauma-informed, and compassionate care to all families. Michelle has worked in-home, in school, in center, and in the community with clients to help achieve her clients’ goals. In her free time, Michelle likes to spend time with her two pugs (Milo and George), ride rollercoasters, go to drag shows, and binge watch RuPaul’s Drag Race.

By: Tameika Meadows, BCBA from I Love ABA

Impairments in social communication are a key deficit of Autism, and can be seen across the varying range of the spectrum.

Social communication is a big word that can include many difficulties, such as making friends, maintaining friendships, being appropriate near peers, sharing or turntaking, empathy or perspective taking, initiating peer play, joining ongoing peer play, responding to peers, self-advocacy, conflict-resolution, getting AND keeping a job, etc. 
When clinicians throw around the term “social skills”, we are really talking about a lottttt of skills!

Some people have the mistaken belief that ABA therapy only focuses on 1:1 instruction, and therefore isn’t appropriate to target peer social interaction. Nope, not true.
ABA therapy can absolutely include targeted social skills instruction. Depending on the age of the learner and their specific social deficits, that will impact how social goals are assessed and selected. 

Parents of very young children usually want to work on: sharing, playing with peers instead of isolating, playing with toys instead of hoarding toys, reducing aggression towards peers, etc.

Parents of teens or young adults usually want to work on: initiating conversation, increasing MLU (jargon translation= you want your child to use more than 1-2 words to make a statement or answer a question), buying items in the community, talking to community helpers (e.g. a police officer), going on job interviews, assertiveness, dating, etc.

There are also many ABA programs that offer formal social skill groups to families, where learners are grouped together based on interests, abilities, age, or other factors, to participate in games and activities as a group. But the games are far more than just “games”, they are actually carefully designed to target specific social skill deficits. If you are already receiving ABA therapy services, ask if your child can participate in a social group with other clients.

Behavior Analysis has many empirically validated strategies to add to the social skills conversation, and also (depending on the funding source) the ABA provider can target social skills in a group format, at school, or out in the community, to ensure proper generalization. For example:

*Resources:

Mission Cognition
Crafting Connections (I love this book!)
Social Skills Training for Youth with Autism Spectrum Disorders, Otero, Tiffany L. et al. Child and Adolescent Psychiatric Clinics, Volume 24, Issue 1, 99 – 115
A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings, Watkins, L., O’Reilly, M., Kuhn, M. et al. J Autism Dev Disord (2015) 45: 1070
Making & Keeping Friends
Baker, J.E. (2004). Social Skills Training: For Children and Adolescents with Asperger Syndrome and Social-Communication Problems. Shawnee Mission, KS: Autism Asperger Publishing Co.

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. 

By: Rose Griffin, SLP, BCBA

There is a strong bond between joint attention and both receptive and expressive language skills. When we work on joint attention, we are showing that our learners’ communication is powerful! I am sharing a few tips and ideas that I use to build connection before communication while working on joint attention goals.

These activities involve shared activities through playing with toys, singing songs, and reading books. It is okay if your student isn’t ready to fully engage when you introduce these activities, note their baseline data and move forward with goals. You will be amazed to see the transformation and excitement over these simple activities.

Toys:

Playing with toys in therapy is all about creating an interaction in a semi-structured environment. Remember to use simple language and allow for natural curiosity and play and not bombard with questions. 

Examples of toys I love to use:

Literacy:

Build excitement around the book, use books with repetition, and if your kids like it try an animated voice which can be really fun.

A few books I love to keep in my therapy bag that are a great success for joint attention are, Pete the Cat and his White Shoes, Brown Bear, The Very Hungry Caterpillar, and Chicka Chicka Boom Boom.

Music:

Students love songs, they are familiar, and create engagement. I also love to use visuals that can be just laminated pictures or little toys that match the activity of the song. It can also be engaging to sing songs that have motions for the words.

Songs I love:

It can be difficult to keep data and set goals around these abstract ideas, be sure to check out my goal bank on ABA speech. I hope you love these ideas and get use out of them in your next therapy session! 

Rose Griffin, SLP, BCBA is dedicated to helping SLPs and other professionals provide systematic language instruction with ease. Working with students with autism and other complex communication disorders can be challenging. Rose has dedicated herself to helping by providing professional development and real life examples of what she does in her daily practice. See her podcast, blog, and collaboration opportunities at www.abaspeech.org

By: Shahla Ala’i-Rosales and Peggy Heinkel-Wolfe

At one time there were very few avenues available to the increasing number of families receiving autism diagnoses for their children. In the 1960s experimental psychologists took a new direction to improve the quality of life for people on the autism spectrum and their families.  Their work in behavior intervention began as a treatment for people society had neglected.  Little did they know that it created a market.

Their success resulted in a new way of approaching autism that can bring lasting change when services are delivered with intention, skill, effort, and love. Today, autism services are widely available. These services have also become a multi-billion-dollar industry, where a child’s disability risks becoming a business opportunity.

But we can minimize that risk. First, we can ground ourselves in ethical principles and the science of learning. Then, we can remember the power that families have had all along: love. Responsible and Responsive Parenting in Autism: Between Now and Dreams offers timeless guidance as it answers three essential questions: What do you need to know? Who will help you? How can love be your compass?

Prior to the publication of this book, the authors have been friends, colleagues, and allies for 30 years. Shahla’s expertise as an applied behavior analyst and years of clinical work inform this book. Peggy is the author of See Sam Run: a mother’s memoir of autism, winner of a Mayborn Nonfiction Prize.

Together, they have collected meaningful stories from their own experiences and from others on the journey. The stories focus on how family members can understand the scientific principles behind autism services, how parents and professionals can best help and respond to their child and each other, and how they can bring meaning to all of their interactions.

All parents have a responsibility to raise their children with autism as best they can. Parents cannot sidestep this journey. This work is part of how we all develop as humans—nurturing children in ways that honor their humanity and invite full, rich lives. Between Now and Dreams provides the roadmap for a joyful and sustainable journey. The essence of this journey relies on three powers; learning, connecting, and loving. Each power informs the other. Each amplifies the other. And each power is essential for meaningful and courageous parenting.

Shahla Ala’i-Rosales is an Associate Professor int he Department of Behavior Analysis at the University of North Texas. She has taught courses on ethics, early autism intervention, parent training, behavioral systems, applied research methods, technology transfer, and behavior change techniques. She has served on several boards and disciplinary committees and has published and presented research on social justice, ethics in early intervention, play and social skills, family harmony, and supervision and mentoring. Shahla has more than four decades of experience working with families and has trained hundreds of behavior analysts. She has received awards for her teaching, her work with families, and for her work in the community.

Peggy Heinkel-Wofle‘s first book, See Sam Run, a mother’s story of autism, was originally published in 2008 by the University of North Texas Press. The book’s manuscript won the Mayborn Prize for Literacy Nonfiction in 2005. For more than a decade, she has been exploring themes in autism parenting and self-determination on her blog, peggyheinkelwolfe.com. An award-winning writer and journalist, Peggy holds a master’s degree in journalism from the University of North Texas and a master’s degree in music performance from the Eastman School of Music.

Written By: Dana Reinecke, PhD, BCBA-D

Two people examine some graphs together.  They discuss the trends and variability in one graph, and troubleshoot ways to improve the pattern so that the child engages in a higher rate of mands (requests for desired items), with the expectation that this will reduce distress and improve independence and participation in family and school activities.  A child scoots by (literally, on a scooter), through the kitchen, giggling while another child jogs behind, also giggling.  The two adults stop to watch the kids for a moment, and exchange a smile and then return to their discussion.

Would it be surprising to know that one of the adults is a BCBA?  Probably not. The graphs and discussion kind of give it away.  Who is the other adult?  An RBT?  A consulting BCBA?  A trainee who is engaging in some unrestricted supervision activities?  Any of these make sense, but in this scenario, the other adult is the parent of both children, one of whom is receiving ABA services to increase manding.

This scene is a common one for BCBAs working with children, who regularly and comfortably consult with a parent or caregiver of each client regarding many components of programming (for the purposes of this article, the term “caregiver” will be used to include parents and anyone else who may take on the roles described here).  These components include type and results of assessment; goal selection; choice and definitions of behavior targeted for increase or decrease; strategies used for effecting behavior change; and as described above, data analysis and outcomes.  Ideally, there is also the opportunity to share celebrations of accomplishments, discuss the impact of treatment on the whole family, and address any other areas that may overlap with the BCBA’s role in the family.  This regular sharing of information can be approached as a partnership, entered into by people who care about the child, in the best interests of that child.

Partnership is a two-way street, requiring both the professional and the caregiver to prioritize and facilitate the relationship.  Depending on the funding source, there may be a third party impacting time and availability of resources for this relationship.  Even with limited formal “hours” for working with caregivers, however, the development of a partnership is a necessary and rewarding piece of any effective behavioral programming.  As in any partnership, negotiations must occur to arrive at the ideal situation for both parties.  Let’s take a look at some areas of consideration.

With mutual respect, partnership occurs easily and naturally.  One way to facilitate partnership is to approach each other with curiosity and humility.  The caregiver should assume that the behavior analyst has valuable information to offer, and the behavior analyst should assume the same about the caregiver.  Another important way to build partnership is to communicate openly and honestly.  If the behavior analyst proposes goals or interventions that are not comfortable or possible for the family, the caregiver should freely express their reservations.  The behavior analyst needs to make space for this feedback, and be receptive to it.  The caregiver should also be receptive to the behavior analyst, and assume that recommendations are based on best practices and in the best interest of the child and family.  Finally, even the best partnership needs to be nurtured.  Providers and caregivers should create opportunities to check in with each other about their relationship, and to make adjustments as needed regarding expectations and needs.

The provider and the caregiver will be much more helpful to the child they both care about together, than apart.  The little kid scooting around his house is lucky to have a team of people working together to help him live happily, safely, and independently, and the team is lucky to have each other in this important work.

About The Author

Dana Reinecke, Ph.D., BCBA-D is a doctoral level Board-Certified Behavior Analyst (BCBA-D) and a New York State Licensed Behavior Analyst (LBA).   Dana is a Core Faculty member in the Applied Behavior Analysis department at Capella University.  She is also co-owner of SupervisorABA, an online platform for BACB supervision curriculum, forms, and hours tracking.  Dana provides training and consultation to school districts, private schools, agencies, and families for individuals with disabilities. She has published her research in peer-reviewed journals, written chapters in published books, and co-edited books on ABA and autism.  Current areas of research include use of technology to support students with and without disabilities, self-management training of college students with disabilities, and online teaching strategies for effective college and graduate education.  Dana is actively involved in the New York State Association for Behavior Analysis (NYSABA).