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.
Happy last Tuesday of October! This week only, save 20% on your purchase of select executive functioning tools by using promo code EXECFUN20 at checkout!
These products are great for problem solving and ideal for individual and classroom settings.
Pictured are two of our featured curriculum books, Unstuck & On Target! and Solving Executive Function Challenges.
Unstuck & On Target gives clear instructions, materials lists, modifications for each lesson, and intervention tips to reinforce lessons throughout the school day for students with cognitive ability and language skills 8-11. Helps educators and service providers teach these executive function skills to high-functioning students with autism.
Solving Executive Function Challenges is a practical resource for parents, teachers, and therapists helps high-functioning students with autism improve on these critical skills. With this guide, teachers and caretakers learn 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.
We’re so excited to present SupervisorABA, one of my favorite new resources available to both supervisors and individuals pursuing Board Certification in Behavior Analysis. I was very excited to have the opportunity to ask its creators, Dana Reinecke and Cheryl Davis, about their process in creating it and how it can help improve training of behavior analysts. Dana is a BCBA-D working New York, and Cheryl is a BCBA working in Massachusetts.
NOTE: The article refers frequently to BCBAs. A BCBA is a Board Certified Behavior Analyst. You can learn more about that by referring to this previous post or visit www.bacb.com.
Sam: What inspired you to create this resource?
Dana and Cheryl: Our mission is to help supervisors “build better BCBAs” by providing effective supervision with task-oriented activities that align with the current BACB task list. We both have a desire to help behavior analysts to be as effective as possible, and have encountered BCBAs who do not seem to have all of the necessary skills. Supervision is the place to make sure that these skills are well-developed, but it can be tricky to manage time and get all of the skill areas covered within the course of supervision. We wanted to help supervisors to structure supervision so that they can cover each and every task list item over the course of supervision. As such, our mission is to assist BCBA candidates and their supervisors in the development of behavior analytic skills through applied experiences and contact with the research literature. Creating better behavior analysts will ensure quality services are provided to all members of society.
Sam: Can you summarize the services provided by SupervisorABA?
Dana and Cheryl: In a nutshell, we have developed 2-5 activities for each item on the task list. These activities vary and include applied activities with clients, video-based activities, reading and discussing journal articles, and downloadable worksheets. We wanted to offer choices within each activity so that supervisors can tailor the content to what the supervisee would most benefit from. We have also included reading lists for each content area, and other resources like a YouTube channel for video content. Subscribers are able to access all of the activities, reading lists, and resources through an interactive website that generates a downloadable, printable supervision form based on the BACB supervision form, that can be used to document supervision activities. The website also keeps track of which task list items have been completed and shows a percentage of completion for each content area.
Sam: You mentioned your YouTube channel with videos for training purposes. Why did you feel that was important, and how do you go about selecting videos?
Dana and Cheryl: We think it’s important because it adds diversity to supervision. The videos can enhance the supervisee’s ability to apply task list mastery to scenarios different than those they encounter daily in their practice. We enjoy spending time finding videos we think will be useful to supervision so supervisors do not need to spend time trying to find their own videos – making supervision time more efficient! At this time, videos are curated from what is publicly available on YouTube. Some of them were made to explain and demonstrate behavioral concepts, but some are just really interesting naturally-occurring examples of principles that supervisees can view, discuss, or use to practice data collection and analysis. We’ll be updating the YouTube channel regularly. Subscription to the channel is free and open to anyone, and playlists are organized according to task-list item so it’s easy to find what you might need.
Sam: One of the things I love about SupervisorABA is how I can easily customize it to meet the individual needs of the people I supervise. Your service is dedicated to helping provide effective supervision. How is the customization important to your mission?
Dana and Cheryl: This was especially important to us as the supervisees’ experience settings vary greatly. On the one hand, it’s important to make sure that supervision matches the supervisee’s needs in her or his current setting, but we wanted to make sure that supervision covered areas outside of the fieldwork experience so future BCBAs would have a breadth of knowledge on how behavior analytic skills can be applied across setting, clients and the like!
Sam: The website is quite easy to use. What was the process for designing it to help meet the needs of users?
Dana and Cheryl: We really wanted a user friendly website that was easy to navigate and did not require time on the supervisor’s part to learn the process. Using our background in online teaching, we teamed up with a great web design company that helped us make an easy to navigate system. We have received great feedback from customers on ways to enhance the website and already have some upgrades in progress, such as adding multiple activities to one form!
Sam: Is there anything else you’d like to add?
We hope that people use our product to enhance supervision. As stated before, our goal is to help supervisors build better behavior analysts by making supervision more productive while ensuring each item on the task list is covered in a meaningful way. We really want to help people provide quality services provided to anyone in need of behavior analytic services!
You can take a peek at SupervisorABA yourself at or follow them on Facebook.
WRITTEN BY SAM BLANCO, MSED, 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. Sam is currently a PhD candidate in Applied Behavior Analysis at Endicott College. She is also a lecturer in the ABA program at The Sage Colleges.
Reading comprehension is important for children of all ages, but especially young learners, as they learn to develop and process words and text.
Pictured to the right is our featured product, the Sentence Building Dominoes, a game you can build a variety of sentences with. With 228 color-coded dominoes, featuring 8 parts of speech — nouns, pronouns, verbs, 
adjectives, adverbs, conjunctions, prepositions and punctuation marks — the possibilities are endless! Dominoes come packed in a handy storage bucket.
Be sure to check out the rest of our products on sale this week.
Save 20% on your purchase of select Reading Comprehension Tools by entering the Promo Code READ20 at checkout!
Several years ago, I was working with a 6-year-old boy we’ll call Terrence. Terrence was diagnosed with autism. He was a very playful child who was generally good-tempered, enjoyed playing with trains and watching TV, and posed few difficult behavior issues for his parents…until the day there was construction on their walk from the grocery store to their apartment and they decided to take a different route home. What happened next is what most people would call a full-blown meltdown: Terrence dropped to the ground, screaming and crying, and refused to move.
Many of the parents I work with have a similar story when it comes to their child with autism and an unexpected change in the routine. The change varies: the favorite flavor of fruit snacks is out of stock at the store or the babysitter greeted the child at the bus instead of the parent or they grew out of the coat they wore the past two winters… In fact, it can be difficult to anticipate exactly what specific routine may be a trigger for your learner. This is precisely why building variability into the routine can be helpful.
Here are a few things to consider:
If you build in variations in routine and teach your learner some strategies for being flexible, you and your learner are much more likely to be successful in navigating unexpected changes.
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. Sam is currently a PhD candidate in Applied Behavior Analysis at Endicott College. She is also a lecturer in the ABA program at The Sage Colleges.