The holiday season is approaching! What better way to celebrate than to take 20% off our collection of toys and games?
This week only, use promo code “holiday20” at checkout!
The holiday season is approaching! What better way to celebrate than to take 20% off our collection of toys and games?
This week only, use promo code “holiday20” at checkout!
This is for all autism parents who’ve once heard “your child has autism.”
This comment from my experiences has came with different emotions for different people. Sadness of the uncertainty…Happiness about finally knowing what the diagnosis was… And often a neutral look where I cannot see any expression.
Over the years I’ve been contacted by thousands of parents asking for advice about their child’s autism diagnosis based on my experiences navigating the world growing up on the autism spectrum. During those times there have been many of these emotions I’ve seen from parent.
I was thinking about this recently when a mom reached out to me online telling me that her child was just diagnosed with autism. I asked her some preliminary questions such as “When were they diagnosed” and the follow up hit me when she said “my 2-year-old was diagnosed with autism today.”
This was one of the first times I ever talked to a parent the actual day of their child’s diagnosis. She told me more about how she was feeling right now. How her heart was breaking for her child. How she had seen signs for so long and how it had finally become confirmed.
Then she said I inspired her and I honestly didn’t know what to say. For her to contact me had left me at a loss for words. I took a few minutes to compose myself before following up. I than wrote this letter to the mom saying…
“Thank you for your kind words. Remember that you are never alone in this community and there are so many people who you can rely on. Many of them will have already walked similar roads to yours. Lean on these people. Listen to their stories and most importantly, cherish each and every single day that you have with your child. We are learning more about autism everyday to provide them with supports to see them progress.
I know today may have left you with so many different emotions. My parents had those same feelings when I was diagnosed with autism when I was 4. But my parents were able to get through that day and so will you. You will become a champion for your child and their greatest advocate they will ever have. I wish you nothing but the best for you and your child in the future.
Your friend, Kerry
She followed up hours later with gratitude and saying that she would look into the Tool Kit. To this day I’ve been thankful to this mom for sharing her story with me. Stories like hers is why I’m an advocate today. For those other parents out there whose child is diagnosed I hope this message I shared will be helpful for you as well. If I can ever be a resource you can message me on my Facebook Fan Page here.
My hope by sharing my successes and challenges on the spectrum is that I can provide our community with resources that they can use to help their children. That’s one of my hopes that won’t be changing anytime soon.
Kerry Magro is an award winning national speaker and best-selling author. Kerry has become a rolemodel in the disabled community. Non-verbal at 2.5 and diagnosed with autism at 4, Kerry has overcame countless obstacles to get to where he is today. A recent Masters graduate from Seton Hall University, he currently is CEO and Founder of KFM Making a Difference, a non-profit corporation focused on disability advocacy and housing.
Today Kerry travels the country sharing his story and telling our society to define their lives and their dreams in the best way they can. Of his highlights include publishing 2 best-selling books (Defining Autism From The Heart and Autism and Falling in Love) and working on the 2012 Motion Picture Joyful Noise. Kerry currently resides in New Jersey and works in New York as the Social Media Coordinator for Autism Speaks.
Happy Tuesday, Different Roads family!
We’re incredibly excited to announce our newest product, a collection of puttys that can help strengthen fine motor skills and provide tactile exploration. Each of our puttys are gluten, latex and casein free.
Save 20% on your purchase of these innovative puttys this week only by using promo code PUTTY20 at checkout!
Pictured above are two of our two featured products, the DISCOVERY PUTTY™ School Tools (X-Soft Resistance) and the EMOTIONS – ENERGIZING putty.
Discovery Putty is the playful way to strengthen hands. You can even play hide-and-seek with this therapy putty! Stretch, mold and pull the putty until you find all the hidden objects–and then hide the pieces all over again! For ages 5+.
The Emotions – Energizing putty has color-changing properties that provide hours of fun! Great for kids with low tone, “”gorilla grips”” and fidgety fingers, this soft-resistance putty can be pulled, twisted, rolled, stretched and manipulated for hours. For ages 3+.
I am a special education teacher interested in learning more about educating for inclusion. How can I set up my small groups to target skills that will serve my students well in the classroom?
Answered by Renita Paranjape, M.Ed., BCBA, Director, Intake, IBI and Group and Transition Services, Geneva Centre for Autism
Presenting a special guest post by Renita Paranjape from ASAT.
Preparing students for group instruction in inclusion classrooms requires careful consideration of the responses required in that setting as well as the strengths and needs of the child with autism. What follows are some considerations that may ease the transition of students from one-to-one instruction to group-based instruction within inclusion classrooms.
Investigate the next setting
Take time to visit and observe group instruction in the inclusion classroom. There are a few questions to keep in mind when observing the inclusion setting, including:
Once you have a clear idea of what transpires during group instruction, attempt to replicate, as closely as possible, the activities observed in the inclusion environment during small-group lessons.
Setting up the group
Here are some pointers for setting up group instruction:
Readiness skills for small group instruction
The following are a few examples of what learners may benefit from in order to participate in group instruction, but they are not necessarily prerequisites. Some of these goals require group instruction in order for the goals to be taught, whereas other goals can be introduced in smaller groups or in one-to-one instruction.
Effective teaching strategies to include in small-group instruction
The research in small-group instruction has identified specific strategies that have been found to be particularly effective for learners to acquire skills in a group setting (e.g., Heward & Wood, 1989; Kamps et. al, 1991).
Small-group instruction can be a highly effective way to prepare students for less restrictive settings. With appropriate environmental manipulations, as well as effective teaching strategies, students who participate in group instruction can acquire skills needed for fuller inclusion.
References
Carnahan, C., Musti-Rao, S., & Bailey, J. (2009). Promoting active engagement in small group learning experiences for students with autism and significant learning needs. Education and Treatment of Children, 32(1), 37-61.
Harrower, J. K., & Dunlap, G. (2001). Including children with autism in general education classrooms: A review of effective strategies. Behavior Modification, 25(5), 762-784.
Heward, W. L., Gardner, R., Cavanaugh, R. A., Courson, F. H., Grossi, T. A., & Barbetta, P. M.(1996). Everyone participates in class: Using response cards to increase active student response. Teaching Exceptional Children, 28(2), 4-10.
Heward, W. L., & Wood, C. L. (2009). Let’s make some noise! Using choral responding to improve the effectiveness of group instruction. In W. L. Heward, Exceptional children: An introduction to special education (9th edition) (pp 158-159). Upper Saddle River, New Jersey: Merrill-Pearson Education.
Kamps, D. M., Walker, D., Dugan, E. P., Leonard, B. R., Thibadeau, S. F., Marshall, K., & Grossnickle, L. (1991). Small group instruction for school-aged students with autism and developmental disabilities. Focus on Autism and other Developmental Disabilities, 6(4), 1-18.
Ledford, J. R., Gast, D. L., Luscre, D., & Ayres, K. M. (2008). Observational and incidental learning by children with autism during small group instruction. Journal of Autism and Developmental Disorders, 86-103.
Rotholz, D. A. (1990). Current considerations on the use of one-to-one instruction with autistic students: Review and recommendations. Focus on Autism and other Developmental Disabilities, 5(3), 1-5.
Renita Paranjape, MEd, BCBA, is a Board Member of ASAT. Renita joined the ASAT Board of Directors in 2015. Prior to serving as a Board Member, Renita served as ASAT’s Social Media Coordinator. Renita received her Master’s degree in Developmental Psychology and Education from the University of Toronto, and completed courses in Behavior Analysis from the University of North Texas, in 2009. Since 2002, Renita has worked in the fields of ABA and ASD in several capacities, including supervising an ABA program in a private school, supervising ASD consultants in public schools, and managing an ABA program in group homes serving adults with severe behavior disorders. In her current role, Renita has been fulfilling the role of Director of Intake, IBI Services, and Group and Transition Services at Geneva Centre for Autism in Toronto. Renita is passionate about the dissemination of science based treatments for autism, and working with families to access those resources.
Check out our last sale in November before Black Friday! This week only, take 20% off select social skills games with promo code SOCGAME20.
Many kids, especially those with ADHD, autism or Asperger’s, have trouble comprehending the socially accepted physical boundaries that many take for granted. These games pictured above will help enhance social skills and make your child more comfortable in social settings.
Here’s the truth about having a sibling with autism. When we were younger, I tried so hard to reach out to my brother, but he seemed to reject me. I would try to play with him, and he would either push me away or run away. It was frustrating. I knew my brother had a disability, but I didn’t really understand the different characteristics of autism. I couldn’t understand why if I showed him how to catch a ball, he would just let it hit him or drop to the floor. He wouldn’t look at me when I called his name. He wouldn’t even stay in one place to figure out how to play the game. Whatever was going on in his own head was much more fun than his big sister, and it ticked me off.
Things are really different now. I’m much more educated about autism. I understand that individuals with ASD have communication deficits. The disability also makes it difficult for people to learn social skills. Observational learning is something that isn’t instinctive, but has to be taught. There’s also a piece to the disability where people are really rigid in their behaviors. They might engage in repetitive behaviors and that’s much more motivating for them to do than interact with others. It’s just the disability. Everyone has different manifestations of these traits, and to varying degrees with different combinations. They often say, “If you met one person with autism, you met one person with autism.” It’s so true.
Deborah with her brother and worship band.
In our mid and late twenties, my brother and I hang out much more. We even hang out with other people. This took over twenty years to develop. I don’t want to paint a picture that my brother and I had only painful memories in our childhood, because we didn’t. It’s just now, we have a much more interactive relationship. Not only with me, but with others. As you can see in the pictures above, my brother is just one of the gang.
This is us hanging out at a cafe after a band practice. My boyfriend and I are part of a church worship band. My brother comes to our practices and listens to us. He loves music, and live music amplifies the experience. He often paces the room, and listens to us sing. Afterwards, we often all go out to eat and hang. When we hang, my brother is just part of the gang. He’s just as much a goofball as our friends are, and fortunately, they all treat him like one of the gang. I can’t say how much it means to me that we can hang out with friends together. It’s not always picture perfect, but this night definitely was.
How did we get here?
To any families out there… Be brave! Have hope! Press on!
We’re incredibly honored to publish this guest post by Deborah Chang, an autism blogger. Visit Deborah’s blog here. If you’re interested in submitting a guest post for our blog, please email elizabeth@difflearn.com for more info.
This week only, save 20% off our Occupational Octaves Piano book Series with promo code “OCCOCT20”!
Occupational Octaves Piano is the first of its kind curriculum written in the special-needs-user-friendly language of music. Named Lee Stockner’s Music Box Method, this unique piano program has been enriching the lives of students with Autism through music since 2009. !
The original language of music can be a confusing symbolic language that should perfectly instruct a student as to which notes, fingers and beats to play. Occupational Octaves Piano students read the same instructions, not through the traditional presentation of confusing musical symbols, but through colored letters in rhythmically designed boxes. This means that students on the autism spectrum, including those with severe disabilities, can play the same songs as a traditional player with the same notes, fingers and beats as a mainstream student would. Each curriculum music book comes with a set of rings that are placed on the player’s fingers to help them match their hands to the notes they’re seeing.
School learning communities are dynamic and complex, and meeting the challenge requires a detailed understanding of how such communities work, a task that is ideally suited to Ecological Assessment. Ecological Assessment for successful school inclusion settings can be a vital part of the structure of maintaining scientifically-grounded, evidence-based practices in schools. Like functional assessment, Ecological Assessment uses the tools of Applied Behavior Analysis – behavioral definitions, direct observation and data collection, task analysis, simple statistical analysis, structured interviews – and applies them to the ecosystem of the classroom and other settings in schools.
In 2007, Cooper, Heron, & Heward wrote: “An ecological approach to assessment recognizes the complex interrelationships between environment and behavior. In an ecological assessment a great deal of information is gathered about the person and the various environments in which that person lives and works. Among the many factors that can affect a person’s behavior are physiological conditions, physical aspects of the environment (e.g., lighting, seating arrangements, noise level), interactions with others, home environment, and past reinforcement history. Each of these factors represents a potential area for assessment.” (p. 55)
Ecological Assessment has been discussed in behavior analysis for at least the past 45 years. Wallace and Larson (1978) described Ecological Assessment as referring to the analysis of an individual’s learning environment and his/her interactions within and across these settings. In stressing the importance of ecological assessment, Hardin (1978) said that “appropriate and effective intervention cannot occur without an adequate understanding of the child and his or her environment.” Heron and Heward (1988) pointed out that sometimes students’ situations warrant comprehensive study, saying, “…some students’ learning/behavior difficulties are subtle and complex and, thus, necessitate a more global assessment to ensure the most appropriate instructional approach.” They suggested that Ecological Assessment should be based on various sources of information such as student records, interviews, formal and informal tests, and direct observation, and include an examination of specific influences within a setting such as:
According to Carroll (1974) a model of Ecological Assessment consists of six steps:
Like functional assessment, Ecological Assessment is part of an analysis involving students and the environment. While functional assessment identifies specific behaviors (usually problem behaviors) exhibited by a student as the target of the assessment, Ecological Assessments have both a setting focus and a student focus. Ecological Assessments study the nature of all behaviors required to be reinforced in a particular setting and the specific circumstances under which those behaviors must occur. It then compares these requirements to the abilities and experiences of the student. The central question in an Ecological Assessment is, “What does the student need to do to succeed?”
Why Conduct an Ecological Assessment?
There are many reasons to conduct an Ecological Assessment:
The Future of Ecological Assessment
Educational teams in schools tackle problems encountered in inclusion settings every day, both from the assessment side and the student preparation side. While Ecological Assessment has been frequently discussed as a valuable tool and would seem to be ideal for gaining a detailed understanding of environmental barriers and challenges in classrooms and other inclusion settings, there is little established structure to guide clinical implementation.
At this point, one Ecological Assessment is very likely to look completely different from another. Like functional assessment, Ecological Assessment in the future must take on recognized and validated structure that is data-based, reliable, and highly descriptive of setting characteristics and related student abilities. Insights into how to provide meaningful student inclusion experiences depend on well-developed tools that synthesize and easily communicate information about complex challenges.
Well-structured Ecological Assessments will provide a vital means of approaching inclusion that, in addition to providing a detailed analysis, will create a structure that can extend well beyond the initial decision-making phase of programming, and, without a doubt, promises to contribute enormously to student program development.
For more on Ecological Assessment, check out our newest product by Fovel, the SEAT!
This innovative new protocol and manual provides essential structure to facilitate ecological assessment of inclusion settings that is systematic with ABA principles and straightforward to implement. This assessment tool is a must for practitioners and educational teams at all levels and grades, who need to design, and evaluate student inclusion experiences using evidence-based methodologies.
This week only, get the SEAT for 15% off with promo code SEATNEW.
WRITTEN BY J. TYLER FOVEL, M.A., BCBA
Tyler Fovel has worked in the field of Applied Behavior Analysis for over 40 years, with all ages of students and with dozens of educational teams. He has published manuals on educating students with autism and related developmental disabilities: The ABA Program Companion and The New ABA Program Companion (DRL Books). He lives in Massachusetts with his wife, Jan, and their golden retriever, Lucy.
Happy November, Different Roads family!
We’re incredibly excited to announce our newest product, the Structured Ecological Assessment tool (SEAT) by J. Tyler Fovel, M.A., BCBA.
The SEAT is a structured protocol and manual that guides you through the process of conducting an Ecological Assesment. It provides forms, data-sheets, graphic display grids, and even report samples to take you from referral through data compilation and effective reporting.
This innovative new protocol and manual for school inclusion settings from the author of The New ABA Program Companion provides essential structure to facilitate ecological assessment of inclusion settings that is systematic with ABA principles and straightforward to implement.
WHY USE THE SEAT?
* Teams use the SEAT with students making transitions between programs, supplementing the typical discussions between sending and receiving teams for a smoother transition
* For students who are less-than-engaged in class and exhibit off-task behavior, the SEAT assessment helps teachers identify and eliminate barriers to on-task behavior and, as efforts are made to resolve issues, provides both a baseline and a convenient on-going monitoring vehicle for both the student’s behavior and any continued existence of the barriers
* When evaluating student readiness, the SEAT identifies the key skills actually reinforced in target environments, so that specific, concrete, realistic preparations can be implemented
Save 15% on your purchase of this exclusive class set of one protocol and five manuals this week only by using promo code SEATNEW at checkout!
Did you know that October is National Bullying Prevention Month? In an effort to raise awareness around issues of bullying for students with autism, we’re honored to feature this article on preventing bullying of students with ASD by Lori Ernsperger, PhD, BCBA-D, Executive Director of Behavioral Training Resource Center, on some tips and information for parents on protecting their children from disability-based harassment in school. 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!
We have a nine-year old daughter with ASD who started 3rd grade in a new school. She is coming home every day very upset due to other students calling her names and isolating her from social activities. We wanted her to attend the neighborhood school but how can we protect her from bullying?
Answered by Lori Ernsperger, PhD, BCBA-D
Unfortunately, bullying and disability-based harassment is a common issue for individuals with ASD. As parents, you have a right to insure that the school provides a multitiered framework of protections for your daughter to receive a free appropriate public education (FAPE) in the least restrictive environment and free from disability-based harassment. Start with educating yourself on the current legal requirements and best practices for preventing bullying in schools.
Recognize
Recognizing the startling prevalence rates of bullying for students with ASD is the first step in developing a comprehensive bullying and disability-based harassment program for your daughter. According to the Interactive Autism Network (IAN, 2012), 63% of students with ASD were bullied in schools. An additional report from the Massachusetts Advocates for Children (Ability Path, 2011) surveyed 400 parents of children with ASD and found that nearly 88% reported their child had been bullied in school. According to Dr. Kowalski, a professor at Clemson University, “because of difficulty with social interactions and the inability to read social cues, children with ASD have higher rates of peer rejection and higher frequencies of verbal and physical attacks” (Ability Path, 2011).
In addition to recognizing the prevalence of bullying of students with ASD in schools, parents must also recognize the complexities and various forms of bullying. Bullying of students with ASD not only includes direct contact or physical assault but as with your daughter’s experience, it can take milder, more indirect forms such as repeated mild teasing, subtle insults, social exclusion, and the spreading of rumors about other students. All adults must recognize that laughter at another person’s expense is a form of bullying and should be immediately addressed.
Finally, recognizing the legal safeguards that protect your daughter is critical in preventing bullying. Bullying and/or disability-based harassment may result in the violation of federal laws including:
The Office of Civil Rights (OCR), along with the Office of Special Education and Rehabilitative Services (OSERS), have written guidance letters to all schools to clarify that educational institutions are held legally accountable to provide an educational environment that ensures equal educational opportunities for all students, free of a hostile environment. Any parent can access and print these Dear Colleague Letters and distribute them to school personnel working with their child.