+steps Program Cultivates Social and Executive Planning Skills in Students with Autism

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We’ve always believed in the importance of nurturing independence in our students. When we came across this article in the Lowell Sun, we found it a great opportunity to share how one school district is cultivating its autism curriculum to help their students towards achieving independence.

+steps (read: Positive Steps) is a program within the North Middlesex Regional School District in Pepperell, MA that helps over 600 students with autism and other developmental disabilities develop social and executive planning skills with various activities of daily living, from going out to local supermarkets to learn how to shop, to preparing meals for assisted living residents, and to creating podcasts to improve on public speaking skills.

Read the full article here

When Kids Are Just Kids: Avoiding Over-Pathologizing Behaviors of Children with Autism

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A diagnosis of autism can be very challenging for a child and for his/her family. But one of the most difficult aspects of autism is that it is not clear cut what behaviors are related to autism, and what behaviors are related to just being a kid. Every child tantrums sometimes. Every child talks back sometimes. Every child engages in dangerous behavior sometimes.

When I look back on my own childhood, I think of several behaviors I exhibited: in third grade I cut my own hair while my teacher’s back was turned, in fourth grade I got mad at my brother and threw an alarm clock at him, and in seventh grade I loved Agatha Christie books so much that I frequently refused to go outside and sat in my room reading by myself for hours on end. If I had autism, any one of these behaviors may have been pathologized instead of being considered as just a part of growing up.

So how do you parse through all the behaviors your learner is exhibiting and figure out which ones you should actually be worried about? Here are a few questions to ask yourself in determining behaviors to address:

  • First and foremost, is the behavior dangerous?
  • Secondly, how often and for how long does your learner engage in the behavior
  • How different is this behavior from the learner’s same-age peers? For example, does your three year old cry for a couple minutes when told that she can’t have her favorite toy, or does she cry for two hours and refuse to engage with any other toys for the rest of the day?
  • How is this behavior interfering with the learner’s ability to learn?
  • How is this behavior interfering with the learner’s ability to engage with peers and family members?
  • Is the behavior related to a skill? For example, pacing the room and flapping your arms is typically not related to a skill, but building Lego models can be related to a skill. If it is related to a skill, think about ways to provide opportunities for expanding that skill.

The answers to these questions should be able to inform the decisions that you make in intervening with behaviors. And we should remember that above all else, kids with autism are still just kids.

WRITTEN BY SAM BLANCO, 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, she 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.

Online Briefs & Learning Modules for Evidence-Based Treatment Strategies

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The National Professional Development Center on Autism Spectrum Disorders holds an impressive wealth of information and resources for evidence-based practices for children with autism. We wanted to share their website as a resource to both parents and providers, since evidence-based strategies are so important in devising a home or school-based program for students with ASD. Specifically, we found the online learning and training modules by the NPDC on ASD to be extremely useful and – even better – accessible to anyone online.

For the following evidence-based practices (EBP), the NPDC on ASD has developed briefs with the following components:

  • Overview of the practice
  • Step-by-step instructions for implementation
  • Checklist to document the degree of implementation
  • References that support the efficacy of the practice

Each brief package comes in downloadable PDF formats for easy saving and printing. Some practices also come with downloadable data collection sheets and supplemental materials for teachers to use.

EBP Briefs 1

Additional resources provided by the NPDC on ASD include Learning Modules to accommodate children in early intervention (birth to 3 years).  The 10 Learning Modules touch upon:

  1. Discrete Trial Training (DTT)
  2. Functional Communication Training (FCT)
  3. Naturalistic Intervention
  4. Parent-Implemented Intervention
  5. Picture Exchange Communication System (PECS)
  6. Pivotal Response Training (PRT)
  7. Prompting
  8. Reinforcement
  9. Structured Work Systems
  10. Time Delay

Each module includes a pre-assessment, objectives, an overview of the evidence-based practice, detailed information about the use of the EBP, step-by-step instructions for implementing the practice, case studies, a summary, a post-assessment, frequently asked questions, and references at the end.

EBP Briefs 2

For more information on the NPDC, visit their website at www.autismpdc.fpg.unc.edu. 

Pick of the Week: NEW! Executive Function Curriculum Books

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How can you help kids with autism be flexible, get organized, and work toward goals – not just in school but in everyday life? It’s all about executive function. This week, we’re offering 15% off* our newest books on teaching executive function: Unstuck & On Target: An Executive Function Curriculum and Solving Executive Function Challenges. Just use our promo code EXECFXN at check out to redeem these savings!

Unstuck_and_On_TargetThese practical resources for parents, teachers, and therapists help high-functioning students with autism improve on these critical skills.

Unstuck & On Target! is a robust classroom-based curriculum book that will help educators and service providers teach these executive function skills to high-functioning students with autism through ready-to-use lessons that promote cognitive and behavioral flexibility. This curriculum gives clear instructions, materials lists, modifications for each lesson, and intervention tips to reinforce lessons throughout the school day. Topics touched upon include flexibility vocabulary, coping strategies, setting goals, and flexibility in friendship, all introduced and reinforced with evidence-based lessons. 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.

Unstuck & On Target! also comes with an accompanying CD-ROM that contains printable game cards, student worksheets, and other materials for each lesson. The curriculum is targeted for students with cognitive ability and language skills ages 8-11.

Solving_Executive_Function_ChallengesSolving Executive Function Challenges is a strategy guide that offers teachers and caretakers various ways to teach EF skills, including setting and achieving goals and being flexible, as well as ideas for accommodations and actions to address common problems (e.g. keeping positive, avoiding overload, coping, etc.).

To be used with or without the robust curriculum Unstuck and On Target!, this strategy guide aims to show how to embed executive function instruction in everyday scenarios with specific examples, samples IEP goals, and scripts and worksheets that break down tasks into manageable chunks. This guide is appropriate for learners in grades K–8.

Don’t forget – you can save 15%* this week only on these new executive function books by applying promo code EXECFXN at check out!

*Offer is valid until 11:59pm EDT on October 7th, 2014. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at check out!

Guest Article: “Promoting Socialization in Children with Autism Through Play” by Julie Russell

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We’re so pleased to bring you this guest post by Julie Russell, Educational Director at the Brooklyn Autism Center (BAC). BAC is a not-for-profit ABA school serving children aged 5–21. Here, Julie describes specific, simple strategies for promoting socialization in children on the spectrum.

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Promoting Socialization in Children with Autism Through Play
by Julie Russell, Brooklyn Autism Center

Socialization – defined as a continuing process where an individual acquires a personal identity and learns the norms, values, behavior, and appropriate skills – is a vital part of life. It is also a particularly difficult skill for individuals with autism. Children with autism often struggle with initiating conversation, requesting information, making contextual comments, and listening and responding to others. These difficulties can interfere with the development of friendships for children on the spectrum.

The best way to improve socialization in children with autism is to emphasize play. There are several strategies to teach play skills to children on the spectrum that can help them improve socialization and develop friendships.

One method of teaching socialization is to condition the typically-developing peer as a reinforcer by pairing the peer with items and activities that are reinforcing for the child with Autism. The peer can give the child with Autism a preferred edible or join in on a preferred activity for the child with autism. If Ben’s (the child with autism) favorite edible is Twizzlers and his preferred activity is completing a puzzle, Adam (his typically developing peer) can offer Ben a Twizzler and join in on completing the puzzle. The typically developing peer is then associated with both the preferred edible and the preferred activity, making Adam a reinforcer for Ben.

This method is a great way to make the peer more desirable for the child with autism. The items or activities used for conditioning should only consist of items/activities that the child with autism already enjoys. When trying to introduce a new item or activity to the child with autism, peers should not be included right away. Trying to teach how to play with the item and the peer simultaneously can be confusing and over-stimulating for the child with autism. The child with autism should first be taught how to play appropriately with the age-appropriate activity during individual instruction, and then the peer can be included in the activity once mastery of the activity has been demonstrated.

Another way to promote socialization is to engage the child with autism in cooperative games, or any activity that requires interaction where each child has a role that is needed in order to complete the activity. This way, the motivation to engage with the typically developing peer will be higher. When teaching the child with autism how to play cooperative games, such as board games, you can include teaching skills that target turn taking and sharing. Children with autism (or any child) may have difficulties with giving up preferred items/activities, so these may be challenging skills to teach. In order to teach these skills with success, begin by having the child with autism share and take turns with non-preferred items/activities, then gradually fade in more highly preferred items to take turns and share.

Evidence-based practices such as social stories, peer modeling, and video modeling are also excellent methods to promote socialization in children with autism. Reading social stories and watching “expert” peers interact will allow children with autism to view and understand appropriate behavior before interacting with a new peer or practicing skills such as turn-taking, requesting information, and listening and responding to others.

All of the above methods of promoting socialization are used in Brooklyn Autism Center’s after school program BAC Friends, which pairs our students with typically developing peers from neighboring elementary and middle schools. We also provide additional opportunities for our students to practice peer socialization (along with academic work) during our reverse inclusion program with Hannah Senesh Community Day School. These methods combined with enthusiastic peers have helped our students improve their socialization skills and develop meaningful friendships.

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WRITTEN BY JULIE RUSSELL, MS, BCBA

Julie holds an M.S. in Applied Behavior Analysis from Simmons College in Boston, Massachusetts and received her BCBA in 2009. She has over 10 years of experience working with children with autism and related developmental differences in centers, schools, school districts and home-based programs. Julie received her supervision hours for board certification in behavior analysis by Dr. Nathan Blenkush, Ph.D., BCBA from JRC in Boston, Massachusetts. She was a Clinical Supervisor at ACES (Center for Applied Behavior Analysis) in San Diego California and Clinical Supervisor at the ELIJA School in Levittown, NY before joining the Brooklyn Autism Center as Educational Director.

Pick of the Week: “Classifying with Seasons” Fun Deck – Teach time concepts with match-up games and more

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Classifying with SeasonsWinter, Spring, Summer, or Fall… What happens in each season and what do you need for it? With the changing season and cooler days, we thought it was the perfect time to share our newly added Classifying with Seasons Fun Deck as our Pick this week. The Classifying with Seasons Fun Deck contains 13 illustrated cards for each season, depicting holidays, activities, clothing, and weather that might occur. This week, take 15% off* your set of Classifying with Seasons by entering our code CLASSIFY at check out!

Use the Classifying with Seasons Fun Deck to teach time concepts, categorizing, and more. These cards come in a sturdy tin, and make great match-up games, as well as conversation and story starters.

Fall Examples

This week only, don’t forget to save 15%* on your deck of the Classifying with Seasons cards by entering promo code CLASSIFY at check out!

*Offer is valid until 11:59pm EDT on September 30th, 2014. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at check out!

Do-It-Yourself Fall Crafts: Paper Plate Owls and Apple Sensory Cards

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Crisp sunny days and cool nights mean that Fall is really on its way. The changing weather is a great opportunity to work on some seasonal activities with your kids. We found two wonderful little do-it-yourself fall craft projects for parents and teachers to engage in with their kids this season.

Dr. Carrie Wells over at Huppie Mama came up with an adorable Paper Plate Owl project that requires no more than just a few easy-to-find materials:

  • White paper plates
  • Scraps of construction paper
  • Glue
  • Markers, crayons, or paint

…and of course, some creativity!

Click here for the full DIY Paper Plate Owl project by Huppie Mama, and let us know how creative you and your kids get with these owls for Fall!

Samantha at Stir the Wonder came up with an apple-themed project that introduces various tactile sensations to young kids. Colored in red, yellow, and green, these Apple Sensory Cards can be used to incorporate a variety of textures, such as bumpy, smooth, rough, and soft, all with the following materials:

Click here for the full DIY Apple Sensory Cards project by Stir the Wonder, and share with us what kinds of textures you come up with for your kids!

Tip of the Week: Altering the Teaching Environment to Address Problem Behaviors

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A few years ago, I went in to observe an ABA therapist I was supervising. She was working with a ten-year-old girl with Aspergers. One of her goals was to increase eye contact during conversation, but her student wasn’t making much progress in this area. She had consulted the research and was considering a new behavior intervention plan, and wanted my input before doing so.

junior school classroom at the German School in Ham, by 3S Architects. Image shot 2006. Exact date unknown.The first thing I noticed when I walked in to observe was that she did her entire session at a long wooden table, sitting side-by-side with her student. After watching for about ten minutes, I asked if we could change the seating arrangement. We moved her student to the end of the table, then had the therapist sit next to her, but on the perpendicular side. This way, eye contact was much easier as they were able to face each other. The student’s eye contact improved instantly with a small environmental change. (Of course, once we made the environmental change, we worked together to address other changes that could be made to encourage eye contact.)

Environmental changes can be a quick and simple solution to some problem behaviors. Here are some questions to consider in order to alter the environment effectively:

  • Is it possible that a change in furnishings could change the behavior? For example, moving a child’s locker closer to the classroom door may decrease tardiness, putting a child’s desk in the furthest corner from the door may decrease opportunities for elopement, or giving your child a shorter chair that allows them to put their feet on the ground may decrease the amount of times they kick their sibling from across the table. You may also want to consider partitions that allow for personal space, clearly-marked spaces for organizing materials, proximity to students and distractions (such as windows or the hallway).
  • Can you add something to the environment to change the behavior? For example, your student may be able to focus better on independent work if you provide noise-cancelling headphones, line up correctly if a square for him/her to stand is taped to the floor, or your child may be more efficient with completing chores if they’re allowed to listen to their favorite music while doing so.  I’ve also seen some cases in which the teacher wears a microphone that wirelessly links to a student’s headphones, increasing that student’s ability to attend to the teacher’s instruction.
  • Will decreasing access to materials impact the behavior? For example, removing visuals such as posters and student work may increase your student’s ability to attend or locking materials in a closet when not in use may decrease your student’s ability to destroy or damage materials.
  • Will increasing access to materials impact the behavior? For example, making a box of pre-sharpened pencils may decrease the behavior of getting up frequently to sharpen pencils. (I recently visited a classroom in which the teacher put pre-sharpened pencils in a straw dispenser on her desk, and each week one student was assigned the job of sharpening pencils at the end of the day).

Whenever you do make changes to the environment, you may want to consider if the changes require fading. For example, if I make a square on the floor out of tape to teach my student where to stand in the line, I will want to fade that out of over time to increase their independence.

A final consideration is that whatever impact you expect the environmental change to have should be clearly defined and measured. Take data to ensure that the intervention is working so you can make adjustments as necessary.

For more detailed information on modifying environments, there is a great article from the Council for Exceptional Children by Caroline A. Guardino and Elizabeth Fullerton entitled “Changing Behaviors by Changing the Classroom Environment.” Click here for the article.

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, she 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.

States Begin to Include ABA Coverage

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It looks like progress is being made on getting treatments such as ABA covered by insurance. Disability Scoop is reporting that states are finally starting to include coverage of treatments like Applied Behavior Analysis for children with autism under Medicaid. This means that states must cover services consistent with the categories defined by Early and Periodic Screening, Diagnostic and Treatment services (EPSDT). This includes Applied Behavior Analysis, speech and occupational therapies, and other personal care services.

Read the full article here.

Has anyone in CA, NV, and CT had success with getting services like ABA covered?

 

 

 

Pick of the Week: Unifix Cubes & Workbook with CD – Hands-on early math activities

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Perfect for early counting and mathematical operations, our newly added Unifix Cubes and accompanying Mathematics for Unifix Cubes Workbook and CD: Kindergarten will provide numerous activities and games for teaching young learners early math concepts. This week only, save 15%* on your set of Unifix Cubes and/or the accompanying Mathematics for Unifix Cubes Workbook and CD-Rom by entering our code UNIFIX at check-out.

Each set of Unifix Cubes contains 300 cubes in 10 assorted colors: red, dark blue, light blue, yellow, green, orange, maroon, brown, black, and white, great for teaching math concepts such as patterning, addition, subtraction, multiplication, division, and much more.

Your 90-page Mathematics for Unifix Cubes Workbook and CD: Kindergarten provides ready-to-use activities for early math, including worksheets, games, cards, and full teaching instructions, assessment, and extension suggestions. The accompanying CD-Rom contains a digital version of the workbook, as well as virtual Unifix Cubes that can be projected on the computer to make rods, patterns, and more.

Don’t forget to use promo code UNIFIX at check-out to save 15%* this week on your set of Unifix Cubes and Mathematics for Unifix Cubes Workbook and CD!

*Offer is valid until 11:59pm EDT on September 23rd, 2014. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at check out!