Different Roads to Learning Thanks You For 19 Years in Business

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Since our inception in 1995, Different Roads to Learning has helped meet the needs of parents and professionals working with children on the autism spectrum. This year marks our 19th Anniversary, and we would like to say thank you to all of you, our wonderful friends, customers, and community.

Happy 19 Years!

Our focus here at Different Roads to Learning is on the student with autism spectrum disorder, their teachers, and their families. We strive to give every young student on the autism spectrum the right tools they need to reach their highest academic and social potential. We would not be where we are today without the loyalty and referrals of our customers, so we thank you today for continuing to help us achieve our goal of helping you find the best learning tools for children on the spectrum.

Here’s to a fantastic 19 years of business and many more in the future!

Simplifying the Science: Using Evidenced-Based Practices to Increase Food Variety for Children with Autism

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An essential part of ABA is providing evidence-based treatment. Research is consistently being done all around the world to determine best practices for working with learners with autism, as well as addressing many issues outside of the realm of special education. This week, we’re pleased to introduce the first in a new month series: Simplifying the Science. In this feature, BCBA Sam Blanco will highlight one paper from the world of research to help provide you with a deeper resource base. She’ll delve into the study and offer some strategies on how the findings apply to your programming needs. Our hope is that these monthly tips will shed a different light for you on the importance of looking to research for guidance.

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When faced with feeding issues, many parents or caregivers may not consider seeking out help from a BCBA or behavior analyst. There is a tendency to associate ABA with sitting at a table and completing discrete trials, but this is only one tool in a behavior analyst’s extensive toolkit. Whether you are providing intervention for feeding issues or seeking more information, it is essential to look to scientific research for help.

There are several studies available about feeding issues, and many of these studies are specific to feeding issues in individuals with autism. One such study was published in 2010 in the Journal of Applied Behavior Analysis (JABA) by Hildur Valdimarsdóttir, Lilja Ýr Halldórsdóttir, and Zuilma Gabriela SigurÐardóttir. “Increasing the Variety of Foods Consumed by a Picky Eater: Generalization of Effects Across Caregivers and Settings” provides one detailed case in which a five-year-old boy with autism refused to eat anything beyond meatballs, fishballs, fruits, and cereal. While his school had had some success with getting him to eat a few new items, the boy’s parents were unable to reproduce the same results at home.

The intervention the researchers used involved multiple steps that would require the assistance of a BCBA or skilled behavior analyst if you wanted to replicate it at home. In order to increase the number of foods this boy ate, the intervention included several behavioral techniques such as escape extinction (not allowing the child to escape mealtime upon refusing to eat or engaging in inappropriate behavior), stimulus fading (setting goals of increasing difficulty), and a schedule of reinforcement (frequency of reinforcement for appropriate behavior) that was systematically thinned as the child experienced success. By the end of the intervention, the boy was consuming 39 new, “non-preferred” foods, including 14 vegetables.

You can read the research study here, which I recommend you share with your child’s ABA provider. I also suggest taking a peek at the references listed at the end for insight into other resources. This particular study is of a five-year-old boy with autism, but you may find studies that are more relevant for your particular child.

In the end, when you’re feeling at a loss for strategies on improving your child’s eating, there is a lot of research out there. It takes time to go through it and set up a similar system for your own child, but the end result can have a huge impact on your child’s health as well as the stress-level in your home during mealtimes. It is definitely worth the effort to attain more information.

Written by Sam Blanco, BCBA

Sam is an ABA provider for students ages 3-12 in NYC. Working in education for ten years with students with Autism Spectrum Disorders and other developmental delays, Sam has developed strategies for achieving a multitude of academic, behavior, and social goals.

Pick of the Week: “The Cow Says Moo” – 10 Tips to Teach Your Toddler to Talk

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Teach your child to communicate with words and expand his or her language skills with the new early intervention guide The Cow Says Moo. And this week only, you can take 15% off* your purchase of The Cow Says Moo by entering in our promo code MOO15 at check out!

The Cow Says Moo is an early intervention guide that teaches parents easy-to-use, common-sense strategies for helping their children learn to communicate. The 10 tips and appendices filled with songs, checklists, and resources rely on the same methods that practitioners use when providing direct home-based speech therapy to toddlers and their families.

Tips focus on things like giving your child a reason to talk, using sign language, oral motor exercises, finding the right word, pairing movement with sound and more.

This simple guide delivers speech therapy activities that any parent can implement right away.

Save 15%* on your order of The Cow Says Moo this week by mentioning or entering in promo code MOO15 at checkout.

*Offer is valid until 11:59pm EDT on July 1, 2014. Not compatible with any other offer. Be sure there are no dashes or spaces in your code at check out!

Pick of the Week: Decisions ColorCards – Teach reasoning skills in problem situations

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Inspire rational decision-making with Decisions, a set of 30 beautifully clear images printed on large photo cards. This week only, you can take 15% off* your order of the Decisions ColorCards by entering in promo code DECIS6 at checkout!

Each card depicts an unexpected, unwelcome, or difficult situation to encourage logical thinking, using reasoning skills, and making prompt and rational decisions. Each scene presents a problem or requires specific decisions to be made, and varies from minor difficulties that upset daily life (e.g. missing a bus, waiting for a visitor) to elements of risk and danger (e.g. finding a pan on fire in the kitchen, stopping a water leak from the ceiling).

With the Decisions ColorCards, students will learn to:
  • make responsible choices
  • develop independent thought
  • keep safe
  • recognize consequences of intervening
  • understand the differences between minor difficulties and emergencies
  • find a balance between acting quickly and considering all aspects of a situation

Also included in this set is a CD-Rom that features printable versions of each card and graphic organizers that are useful for prompting meaning conversation.

Don’t forget—this week only, save 15%* on your purchase of the Decisions ColorCards by using or mentioning promo code DECIS6 when you check out online or over the phone with us!

*Offer is valid until 11:59pm EDT on June 24, 2014. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at check out!

Different Roads iOS Apps Now Feature Family Sharing

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Apple has recently introduced a new Family Sharing feature, which allows up to 6 family members to browse and access each other’s iTunes, iBooks, and App Store purchases, as well as share photos, calendars, and locations with each other. We’re excited to announce that all of our Different Roads apps in the iTunes App Store have also begun to support this feature. Family Sharing also includes parental controls, enabling parents to approve purchases and downloads initiated by children first.

Different Roads to Learning Apps

Clean Up Cateogory Sorting AppClean-Up: Category Sorting  This highly-rated interactive program develops language, reasoning, and sorting and classifying skills in young learners. Players must “clean up” by putting 75 photographic images of toys, food, and clothing away in the correct shopping cart, refrigerator, or toy box. Each target is introduced by its label (“Where does the Apple go?”) in each round where players see 15 unique images. Correct responses receive visual and auditory reinforcement while incorrect answers are corrected by a visual prompt of the correct answer flashing. This app builds foundational sorting skills for students just developing their sorting and classifying skills. Available on iPhone and iPad.

Whats that Sound App

What’s that Sound? Learning to Listen and Identify Sounds  This interactive and easy-to-grasp game develops auditory discrimination and processing skills in young learners. Players will improve their skills by matching objects and their associated sounds. Simple auditory processing skills lay the foundation for learning how to read, speak and spell.
Available on iPhone and iPad.

 

What Goes Together App

What Goes Together?  This interactive program develops language, discrimination, and reasoning skills in young learners. Clear, colorful images of everyday objects promote an understanding of functions and the relationships between items that children encounter on a daily basis. With built-in reinforcement and error correction, this game provides a solid foundation in building critical expressive and receptive language skills. Available on iPhone and iPad.

Tell Me About It App

Tell Me About It!  Featured as Editor’s Choice on Best Apps for Kids, this universal app is specifically designed for children with autism and other speech and language delays. Based on the Applied Behavioral Analysis approach, this program mimics an actual one-on-one instructional session with a therapist. The app provides 15 categories of language targets, such as body parts, household items, clothing and food, and six levels of difficulty, which progressively become more difficult, from labelling to shared feature, function, and category. This app also features an easy-to-read report card, which provides tracking data for each child and an option to e-mail the report card results. Available on iPhone and iPad.

To discover all of our current apps and what Family Sharing can do for your family, visit our iTunes App Store page.

Tip of the Week: Teaching Money Skills to Students with Autism in Natural Social Situations

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Recently I took a thirteen-year-old boy with autism grocery shopping for the first time. We had practiced all of the steps for paying: looking at the total on the register, taking out the necessary bills or coins, waiting for change, making sure we had correct change, returning the money to the wallet, etc. While I thought he was ready to do this in a natural environment, I did not expect what actually happened.

Standing at the counter with a line of people impatiently waiting behind us, my student dumped all the change from his wallet on the counter and slowly began counting out the exact amount. I could hear other store patrons grumbling behind us when my student finally finished paying, then dropped coins all over the floor, and swept his remaining money back into his wallet.

The concern here is that some of the behaviors associated with autism can place an individual in danger if misunderstood by a cashier or store patron. My student appeared to be oblivious to the frustration of the people around him, offering no apology or explanation. There are many resources out there for teaching children with autism about identifying coins, counting out exact change, etc. But it’s essential that we think beyond the fundamentals of managing money to the more complex skills of managing the social situations that arise during money transactions on a daily basis.

Here are some social skills related to money to practice with your students:

  • Keep your wallet in your hand, do not lay it on the counter.
  • Look for the total on the register. If there is not a place to see the total, ask for it after all the items have been rung up.
  • Put the money in the cashier’s hand.
  • Put your hand out to receive change.
  • Once you have completed payment, make sure your wallet is securely back in your pocket or bag.
  • Understand how to respond if a cashier asks “Do you have exact change?” or “Do you have a smaller bill?” or any variation of those questions.
  • Pay with speed.
  • Understand how to ask to put an item back if you do not have enough money.
  • Know basic scripts for what to say in challenging situations, such as if you accidentally bump into someone with your shopping basket or you are taking a long time and another patron says something rude about it.

My takeaway from this experience was that I needed to provide practice in the natural environment much sooner than I had thought. I must consider the fact that we simply can’t contrive the broad range of possible interactions with strangers in a home or classroom setting. My students require dozens, if not hundreds, of opportunities to practice a skill before mastering it, and generalization is frequently challenging, so presenting them with a variety of natural environment experiences is important. I also must recognize that a student’s behavior will often vary from one environment to another, so the sooner I know what he or she is doing in the natural environment, the sooner I can implement meaningful instruction and intervention to address any problems. Finally, because ABA providers and teachers have more limited access to the natural environment than parents and caregivers, we should provide specific goals and teaching strategies to help them practice with the learner when we’re not present.

Data Sheets Now Available for Hooray for Play!

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I get pretty excited about pretend play and it isn’t unusual for me to engage colleagues at length in a conversation about how it can be incorporated into a learner’s home program using naturalistic behavioral methods. I can go on and on about all of the various play schemas that can be taught, my observations regarding which play schemas are of the greatest interest to the learner’s peer group at the moment, and regular items from around the house that can be incorporated as props.

The Hooray for Play! cards break down all of this information into a framework that is easy to reference and remember. Additionally, the simple illustrations provide visual stimuli to facilitate conversation about various schemas, to prime a student before play begins, or to help facilitate choice during pretend play. However, it isn’t long into our conversation when my colleagues ask, “What about the data?” Of course, this is where the conversation ends up because in an ABA program, all decisions are data-driven and based on observable and clearly defined target behaviors. However, with something as fluid as pretend play, it can sometimes feel a bit daunting to break the play down into smaller parts without scripting it completely.

The Hooray for Play! Data Sheets allow for the most salient elements of a play schema to be taught while still leaving room for variation and flexibility, which can be critical when generalizing to peers. Additionally, the targets are not predetermined so that they can be individualized for the learner. Below, you will find an example of the data sheet with some rows filled in to illustrate what it might look like. A blank version is also available in the set, so that it can be individualized for a specific learner.

HoorayForPlay_DataSheets_Example

There are a variety of techniques founded in the science of Applied Behavior Analysis that are effective in increasing and improving play skills. Research-based procedures can range from very structured to more naturalistic and should be chosen based on an approach best suited for the learner.

Some examples include:

  • Video Modeling
  • Play Scripts
  • Pivotal Response Training (PRT)
  • Peer Training

References:
Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30 (6), 537-552.

Goldstein, H. & Cisar, C.L. (1992). Promoting interaction during sociodramatic play: teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25, 265–80.

Koegel, L.K., Koegel, R.L., Harrower, J.K. & Carter, C.M. (1999). Pivotal response intervention. I: Overview of approach. Journal of the Association for Persons with Severe Handicaps, 25, 174-85.

Stahmer, A.C. (1999). Using pivotal response training to facilitate appropriate play in children with autistic spectrum disorders. Child Language Teaching and Therapy, 15, 29–40.

Pierce, K. & Schreibman, L. (1997). Using peer trainers to promote social behavior in autism: Are they effective at enhancing multiple social modalities? Focus on Autism and Other Developmental Disabilities, 12, 207–18.

Pick of the Week: Watch It! Elapsed Time Clock

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Teach elapsed time with this classroom tool featuring two analog wristwatches with correlating digital clocks. The Watch It! Elapsed Time Clock is a simple, non-electronic, and clear way to teach elapsed time. This week only, save 15%* on your order of the Watch It! Elapsed Time Clock by using promo code WATCHIT at check out!

To operate the clock, simply move the minute hand on the first watch to your desired start time and the minute hand on the second watch to your finish time—the digital clocks underneath will automatically adjust. Then, slide open the cover on the answer window to see the elapsed time or keep it closed to quiz students. You can also use it to teach reading analog time and for practice on adding time. No batteries are required.

The Watch It! Elapsed Time Clock comes with two large, analog-geared wristwatches, two correlating digital clocks, an elapsed time answer window with a push-button quiz door, and a Teacher Guide with multilingual instructions (i.e. English, Spanish, French, and German).

This week only, take 15% off* your purchase of the new Watch It! Elapsed Time Clock by mentioning or entering promo code WATCHIT when you check out by phone or online.

*Offer is valid until 11:59pm ET on June 17, 2014. Not compatible with any other offer. Be sure there are no spaces or dashes in your code at checkout!

The MotivAider is back in stock!

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DRT_382_MotivAiderOh, MotivAider, how we’ve missed you! Our favorite tool for providing a private prompt is back in stock after a long manufacturing delay. We wonder how we survived without it these past months!

We’re all breathing a collective sigh of relief that this versatile and invaluable resource is back and available to ship right away.

NYS Licensing Process for Behavior Analysts Announced

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The New York State Office of the Professions announced on Tuesday, June 3rd, 2014, the application process for licensed behavior analysts and certified behavior analyst assistants.  This process marks the first step in implementing the landmark ABA License Bill that was signed by New York State Governor Cuomo in January. This bill establishes a new state license for providers of applied behavior analysis (ABA) services to individuals with autism spectrum disorder. Now, individuals seeking to become licensed BCBA’s and BCaBA’s in New York will be able to register and become certified by the following requirements (subject to change in January 2016):

 

  1. Currently certified by the national Behavior Analyst Certification Board
  2. Submit a 4-page application
  3. Pay the required application fee
  4. At least 21 years of age
  5. Complete a 3-hour training in the identification and reporting of child abuse
  6. Be of good, moral character

Visit the NYS Office of the Professions’ website to view the detailed list of Licensure/Certification Requirements.

Special thanks to Eden II and ELIJA for sharing the news with us!