During the summer break, parents and providers of children with autism may seek guidance on effective strategies to keep them engaged and occupied during this time. Fortunately, Applied Behavior Analysis (ABA) research provides valuable insights and evidence-based interventions to ensure a fulfilling and enjoyable summer experience for children on the autism spectrum. Let’s explore some research-backed strategies and resources aimed at keeping children engaged and occupied during the summer months.
1. Implement Structured Schedules
Children with autism benefit from predictable routines, which can reduce anxiety and promote a sense of stability (Smith et al., 2018). Establish a visual schedule that outlines the daily activities and transitions, incorporating both familiar routines and new summer-specific activities. Visual schedules, such as picture-based schedules, can effectively help children understand and anticipate their daily routines. If you are in need of some resources, you can find visual schedules here: https://difflearn.com/collections/schedule-sale
2. Engage in Sensory Play
Sensory play activities can offer opportunities for exploration, self-regulation, and sensory integration for children with autism. Research has shown that sensory-based interventions can lead to improvements in attention, social interaction, and adaptive behavior (Schilling et al., 2003). Consider incorporating sensory-rich activities, such as playing with water, sand, or textured materials, to provide engaging and stimulating experiences for your child. If you are interested in some supplies to encourage sensory play, you can find materials here: https://difflearn.com/collections/sensory-supports
3. Explore Nature and Outdoor Activities
Outdoor activities can provide numerous benefits for children with autism, including sensory experiences, physical exercise, and social interaction opportunities (Fisher et al., 2011). Take advantage of the summer weather and engage in activities such as visiting parks, going on nature walks, or participating in outdoor sports. These experiences can foster exploration, imagination, and a connection with the natural world.
4. Promote Social Interactions
Social skills development is a crucial aspect of a child’s overall development. Encourage social interactions by organizing playdates with peers who understand and support your child’s unique needs. In addition, community-based programs and summer camps specifically designed for children with autism offer structured environments that facilitate socialization and skill-building (Vernon et al., 2014). Such programs often provide opportunities for positive peer interactions and the development of social skills. You can check out these social skills games and activities as well: https://difflearn.com/collections/social-skills-games
5. Utilize Technology and Educational Resources
Technology can serve as a valuable tool to support engagement and learning for children with autism. Educational apps and websites designed for children with autism offer interactive and individualized activities that can enhance communication, academic skills, and independence (Ramdoss et al., 2011). Carefully select age-appropriate and evidence-based resources to ensure their effectiveness in promoting skill development.
6. Incorporate Special Interests
Children with autism often have unique and intense interests. These special interests can be leveraged to foster engagement and motivation during the summer break. Encourage activities related to your child’s interests, such as reading books, engaging in crafts, or participating in outings aligned with their passions (Solomon et al., 2008). By incorporating their special interests into summer activities, you can create meaningful and enjoyable experiences that support their overall development.
With the support of evidence-based strategies, parents and providers can ensure that children with autism have an engaging and fulfilling summer break. By implementing structured schedules, incorporating sensory play, exploring nature, promoting social interactions, utilizing technology and educational resources, and embracing special interests, you can create a summer filled with enriching experiences for your child. Remember, each child is unique, so adapt these strategies to meet their individual needs and preferences. By doing so, you can make this summer a time of growth, fun, and lifelong memories for your child with autism.
References
Smith, T., Klorman, R., & Mruzek, D. W. (2018). Predicting summer learning gains for students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(6), 1930-1942.
Schilling, D. L., Schwartz, I. S., & Sandall, S. R. (2003). Children with autism in inclusive preschool settings: Can teaching assistants effectively implement behavioral interventions? Journal of Autism and Developmental Disorders, 33(5), 559-571.
Fisher, A. G., Bundy, A. C., & Murray, E. A. (2011). Sensory integration: Theory and practice (2nd ed.). F. A. Davis Company.
Vernon, T. W., Miller, A. R., Ko, J. A., & Pugliese, C. E. (2014). Recreation programs for children with autism: Impact on families. Therapeutic Recreation Journal, 48(4), 271-288.
Ramdoss, S., Lang, R., Mulloy, A., Franco, J. H., O’Reilly, M., Didden, R., … & Lancioni, G. (2011). Use of computer-based interventions to teach communication skills to individuals with autism spectrum disorders: A systematic review. Journal of Behavioral Education, 20(1), 55-76.
Solomon, M., Ono, M., Timmer, S., & Goodlin-Jones, B. L. (2008). The effectiveness of parent-child interaction therapy for families of children on the autism spectrum. Journal of Autism and Developmental Disorders, 38(9), 1767-1776.
About the Author
Nicole Gorden, M.S., BCBA, LBA has over 14 years of experience implementing Applied Behavior Analysis principles with the Autism Population. She currently works for Comprehensive Behavior Supports in Brooklyn, NY.
This month’s ASAT feature comes to us from Kate McKenna, MEd, MSEd, MS, BCBA,and Executive Director David Celiberti, PhD, BCBA-D,Association for Science in Autism Treatment. 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!
This is Part 1 of the Description of the Treatment Team series.
Individuals with autism often receive services from multi-disciplinary teams. Treatment teams work in partnership with the individual and their family. The members of a team, and their specialties, may depend on the individual’s current level of functioning, the nature of the needs and concerns, the age of the individual at the onset of intervention, and the type of school or community setting where services are provided. The composition of the treatment team may also change as the individual ages. Below we provide a brief description of the roles of those likely to be members of a treatment team. For more information see Ramirez and Pantelides (2019). Please note that these members are listed alphabetically.
Board Certified Behavior Analysts (BCBAs)
Board Certified Behavior Analysts work with families and other team members on a wide range of activities related to improving language, social communication, play, academic, and daily living skills. BCBAs will also work to teach functional communication and other replacement skills with the goal of reducing challenging behavior that negatively impacts the individual’s ability to learn in the least restrictive environment. BCBAs will, if necessary, conduct behavioral assessments related to, for example, language and social skills or challenging behavior. They then provide interpretations of the results of such assessments to families and team members. Many BCBAs also hold licenses or certifications in other disciplines, such as special education, speech-language pathology, or psychology. For more information about what to expect from a quality program designed by a BCBA, click here.
Depending on the state and the services mandated in the Individualized Education Plan (IEP), a Board Certified Assistant Behavior Analyst (BCaBA) or a Registered Behavior Technician (RBT) may be the person working with the individual. BCaBAs and RBTs receive training at institutions accredited by the Behavior Analyst Certification Board (BACB) and work under the supervision of a BCBA. If they are providing services to the individual, they may attend and contribute to team meetings. Before team meetings, it would be important to work on communication systems with the BCBA concerning whom to talk with about what, as some of your questions and concerns should be addressed directly with the BCBA.
Early Intervention Providers
Early intervention providers seek to address the needs of children suspected of disabilities from birth to three years of age. In some states, early intervention is defined as birth to five years of age. Children in this age group must meet eligibility criteria, which differ from state to state, in order to qualify for services. Priorities in early intervention often include addressing deficits in cognitive, language, motor, social, play, and self-care skills. Focus in these areas seeks to reduce the gap between the child’s skills and those of their typically developing agemates and to prepare the child for public school. Early intervention providers deliver an array of services to both the child and the family, and these should be clearly delineated on a child’s Individualized Family Service Plan (IFSP).
General Education Teachers
General education teachers work with students in preschool, elementary, and secondary schools. They provide services to large groups of students, although class sizes range from school to school. Given the federal mandate that children participate to the fullest extent possible in the least restrictive settings, children with autism and related disorders often have considerable contact with general education teachers. This may involve an all-day placement or parts of the day spent in activities with same-aged neurotypical classmates. Since general education teachers have tremendous experience with typically developing children and the vast array of learning potentials, their input and perspectives on age-appropriate skills can be invaluable. In some states, the presence of a general education teacher at IEP meetings is required. In that role, they provide information about the grade level curriculum, prerequisite skills necessary for access to that curriculum, and the level of functioning typical of students at that age and grade. If the child receives shadowing support from a paraprofessional, the general education teachers will work closely with those individuals within their respective classrooms.
Occupational Therapists (OTs)
Occupational therapists (OT) providing early intervention (birth to age 3) may focus on gestures and actions critical for interacting effectively with the environment. This can involve functional and symbolic play with toys, coloring, stickers, play dough, and toy musical instruments. As children age and the focus shifts to preparation for school, goals related to fine motor skills such as handwriting, cutting, and the effective and efficient use of manipulatives may be targeted. Across the lifespan, occupational therapists work on daily living skills such as dressing and hygiene, as well as skills necessary for employment, leisure skill development, navigating the community, and living as independently as possible. For more detailed information about occupational therapy, click here.
Paraprofessionals
The goal of paraprofessional teaching staff is to support the efforts of teachers. Their involvement varies widely with respect to both the amount and nature of their contact with students. For example, paraprofessionals may be involved in one-to-one teaching, small group instruction, or shadowing and supporting the child with autism in a general education classroom. Paraprofessionals working in a classroom are typically supervised by a special education teacher. Despite the limits of their role, it is often the case that a paraprofessional may spend the most time with the student during the school day, compared with the other team members. Thus, their input at team meetings may provide important information about the student’s response to services, although they may not always be present at these meetings.
Physical Therapists (PTs)
Physical therapists (PT) are concerned with establishing, improving, or restoring physical function of large muscles in gross motor activities such as navigating stairs, riding a bike, safe use of park equipment, and muscle movements necessary to engage in age-appropriate physical games and activities. PTs use therapeutic exercises to improve posture, locomotion, strength, endurance, balance, coordination, joint mobility, and range of movement and flexibility. The goal of physical therapy is the development and improvement of gross motor and basic movement skills.
Psychological Providers
Depending on the setting in which services are provided, clinical psychologists, school psychologists, or family counselors, may be included as ongoing team members. Parent training, participation in social skill groups, or behavior therapy can be included in mandated services on a student’s IEP. In some cases, the involvement of these providers may be restricted to conducting evaluations and making recommendations as part of the diagnostic process.
Social Workers
In some states, a social worker who specializes in autism may be part of the treatment team. The training that social workers receive in counseling, problem-solving, and monitoring the well-being of individuals and families, allows them to bring a wider perspective to the work of the treatment team. Social workers support individuals and families in a variety of ways, including aiding in filling out and filing paperwork to obtain additional services, serving as a clearinghouse of information on support services available in the state or community, acting as an advocate in dealing with local and state government agencies, and providing individual or group counseling. In some cases, a social worker may serve as the case manager.
Special Education Teachers
Special education teachers focus on meeting the unique educational needs of children with identified disabilities such as autism. They provide an array of services that can be delineated on a student’s Individualized Education Plan (IEP). Special education teachers work with students with autism in a variety of settings, including inclusive co-taught classrooms (ICT), self-contained classrooms, or in resource rooms. Placement typically depends on the extent of the student’s needs for modifications and support. In ICT rooms, special education teachers work closely with general education teachers in adapting and supporting the general education experience to make it more meaningful for the child with autism. In addition, the special education teacher typically supervises the efforts of paraprofessionals.
Special Education Itinerant Teachers (SEITs)
A special education itinerant teacher (SEIT) is a special educator who provides one-on-one educational support to students. The exact role of SEITs, the settings in which services are provided, and the ages of students served varies from state to state. In some states, SEITs work exclusively with children ages three to five, either in the home or in a preschool/daycare, spending all or part of the school day providing scaffolding and support to facilitate the student’s access to the curriculum and social interactions with peers. In others, teachers travel to different schools and work with students in elementary, middle, and high school. As members of the treatment team, SEITs provide updates on student progress, report on assessments they conduct, and suggest strategies to maximize student performance. If a student meets criteria, a SEIT provides a bridge from home to school if the student is unable to attend school in-person due, for example, to a prolonged illness.
Speech and Language Pathologists (SLPs)
Speech and language pathologists (SLP) are involved in the treatment of communication, language, and speech impairments. In addition, some speech and language therapists are educated in the treatment of swallowing and feeding disorders. SLPs respond to a variety of goals related to the muscle control necessary for speech production, articulation, prosody, vocabulary development, receptive and expressive language skills, conversation skills, and social pragmatics. When working with individuals who struggle significantly with spoken communication, speech pathologists are also involved in the selection and implementation of augmentative communication systems (see description on website).
The Importance of Science-Based Treatment
Science and evidence-based strategies and techniques should be the core of a treatment plan. It is important to note that providers may vary widely with respect to their commitment to scientifically validated treatments for autism. Some providers rely exclusively on scientifically validated treatments, others emphasize such treatments but may not restrict their practice to them (i.e., they may also use procedures that remain untested and lack scientific evidence), and still others appear to be providing services without consideration of scientific support for the methods they use.
Furthermore, some providers collect data to objectively assess whether their interventions are leading to positive outcomes, whereas other providers do not use data and rely exclusively on subjective impressions to assess progress. These differences exist across all disciplines, so consumers should assume their right to ask questions about how progress will be measured.
Finally, keep in mind that a license or certification is no guarantee that an individual: 1) possesses adequate, or even any, experience working with individuals with autism; 2) uses scientifically validated methods when providing their services; and 3) relies on data to guide their assessment of progress and decision making, and 4) brings a strong sense of collaboration and compassion to the team.
For more information about science-based autism treatments or being a savvy consumer, click here.
Reference:
Ramirez, H., & Pantelides, M. (2019). Clinical corner: What does it mean to become an advocate for my child on multi-disciplinary teams? Science in Autism Treatment, 16(12).
Kate McKenna, MEd, MSEd, MS, BCBA, LBA, received a Masters in Child Study from the Eliot-Pearson Department of Child Study at Tufts University, a Masters in Special Education from Pace University, and a Masters in ABA from Hunter College. In addition to New York state certifications in general and special education from Birth to Grade 2 and Grades 1-6, she holds a New York State Annotated Certification in Severe/Multiple Disabilities. Kate is currently completing a Masters degree in Children’s Literature at Eastern Michigan University. She was an extern at the Association for Science in Autism Treatment before joining the Board of Directors in 2020.
David Celiberti, PhD, BCBA-D, is the Executive Director of ASAT and Past-President, a role he served from 2006 to 2012. He is the Editor of ASAT’s monthly publication, Science in Autism Treatment. He received his PhD in clinical psychology from Rutgers University in 1993 and his certification in behavior analysis in 2000. Dr. Celiberti has served on a number of advisory boards and special interest groups in the field of autism, applied behavior analysis (ABA), and early childhood education. He works in private practice and provides consultation to public and private schools and agencies in underserved areas. He has authored several articles in professional journals and presents frequently at regional, national, and international conferences. In prior positions, Dr. Celiberti taught courses related to ABA at both undergraduate and graduate levels, supervised individuals pursuing BCBA certifications, and conducted research in the areas of ABA, family intervention, and autism.
As teachers and clinicians dedicated to supporting children with autism, it’s important to recognize that prioritizing self-care is not only essential for our own well-being but also for the quality of care we provide. The summer months offer a valuable opportunity to focus on nurturing self-care practices and promoting wellness. In this blog post, we will discuss the significance of self-care, examine the benefits it offers to professionals in the field, and provide guidance on how to prioritize self-care during the summer break.
Understanding the Importance of Self-Care
Self-care is not selfish; it is a crucial aspect of maintaining overall health and well-being. It involves intentionally engaging in activities and practices that rejuvenate, nourish, and support our physical, emotional, and mental needs. Prioritizing self-care enables us to bring our best selves to our work and positively impact the lives of the children we support.
Recognizing the Challenges
Working in the field of autism can be rewarding but also demanding and emotionally taxing. As teachers and clinicians, we often invest our time and energy in meeting the needs of others, sometimes neglecting our own well-being. The summer break provides an opportunity to shift the focus back to ourselves and recharge.
Setting Boundaries
One essential aspect of self-care is setting boundaries. Use the summer break as a time to establish clear boundaries between work and personal life. Allocate specific times for work-related tasks and dedicate the rest of your time to personal interests, hobbies, and relaxation. Communicate your boundaries effectively with colleagues, supervisors, and families, ensuring they understand and respect your need for downtime (e.g. – put up that away message and do not check your emails on vacation!).
Engaging in Relaxation and Stress Reduction
Summer offers an ideal time to engage in relaxation techniques and stress reduction activities. Explore practices such as meditation, deep breathing exercises, yoga, or mindfulness. Dedicate time each day to engage in activities that promote relaxation and help alleviate stress. This can include reading, taking walks in nature, practicing hobbies, or spending quality time with loved ones.
Nurturing Personal Interests
Use the summer break to reconnect with your personal interests and passions. Engaging in activities that bring you joy and fulfillment outside of work is vital for your overall well-being. Pursue hobbies, explore new interests, or enroll in a class or workshop that allows you to develop new skills or indulge in your favorite pastimes.
Connecting with Peers
Building a network of supportive colleagues and peers can significantly contribute to your well-being. Reach out to other professionals in the field, attend conferences or workshops, and engage in discussions or online forums. Sharing experiences, seeking advice, and collaborating with like-minded individuals can provide a sense of support and camaraderie.
Reflecting and Growing
Summer break offers an opportunity for self-reflection and professional growth. Take time to reflect on your experiences, identify areas for improvement, and set goals for the upcoming year. Consider attending professional development workshops or engaging in online courses to expand your knowledge and skills in working with children with autism.
Seeking Support
It’s crucial to recognize that self-care doesn’t mean facing challenges alone. Seek support when needed. Connect with mentors, supervisors, or therapists who can provide guidance and assistance. Remember that seeking help is a sign of strength and a commitment to your well-being.
Prioritizing Physical Health
Maintaining physical health is an integral part of self-care. Use the summer months to establish healthy habits such as regular exercise, balanced nutrition, and sufficient sleep. Engage in activities that promote physical well-being, such as swimming, hiking, cycling, or participating in recreational sports.
Prioritizing self-care as a teacher or clinician supporting children with autism is not only beneficial for your own well-being, but also for the quality of care you provide. Use this summer as an opportunity to set boundaries, engage in relaxation and stress reduction techniques, nurture personal interests, connect with peers, reflect on professional growth, seek support when needed, and prioritize your physical health. By investing in self-care, you will rejuvenate yourself, enhance your ability to support children with autism, and find greater fulfillment in your role. Remember, self-care is not a luxury; it is a necessity for professional longevity and personal satisfaction.
About the Author
Nicole Gorden, M.S., BCBA, LBA has over 14 years of experience implementing Applied Behavior Analysis principles with the Autism Population. She currently works for Comprehensive Behavior Supports in Brooklyn, NY.
Written by Noah Edis, Reposted with permission from Dr. Anton Shcherbakov, BCBA, Co-founder of ThinkPsych
Did you know that around 97% of American adolescents play video games at least once a week, and approximately half play daily? That’s almost every single teen in the country.
It’s no secret that kids (and adults alike) enjoy playing, and this love of gaming has become a driving force behind the concept of gamification in education.
Educators find that students become more engaged, motivated, and ultimately more successful when they incorporate game elements into their teaching.
In this article, let’s explore the power of gamification in education and how it can unlock the full potential of play to enhance learning outcomes. Whether you’re a teacher, a parent, or just interested in the future of education, you won’t want to miss this deep dive.
What is Gamification in Education?
Without a doubt, playing games is enjoyable. This not-so-secret discovery has led teachers to incorporate games for education, also known as “gamification.”
Gamification in education is a teaching strategy that uses game-like elements and mechanics in the learning process.
This can help make learning more interactive and engaging, leading to better interpersonal communication, academic performance, and long-term knowledge retention. For example, children’s listening skills can be improved through role-playing and audio-related narrative activities while still being a relevant learning experience.
The theory around gamification in education suggests that students learn more effectively when having fun – also known as joyful education. This is further reinforced when they have specific goals, targets, and rewards to strive towards, all within an enjoyable framework.
Given the addictive nature of video games that appeal to both kids and adults, it’s no surprise that similar levels of engagement can be achieved by incorporating game-like elements into educational content.
How Does Gamification Differ from Game-Based Learning?
While game-based learning and gamification involve game elements in education, they differ in some fundamental ways.
Game-based learning involves using actual games as the primary mode of instruction. In this approach, students play games explicitly designed to teach a particular concept or skill.
Most of these games are purchased commercially and played in class, such as board games or video games for computers or consoles.
Gamification, on the other hand, involves incorporating game elements into the learning process. For example, an online learning platform may use badges or point systems to reward students for completing tasks or achieving specific learning objectives.
The goal of gamification is to make the learning experience more engaging and interactive while motivating students to stay on task and continue learning.
Examples of Gamification
Are you tired of seeing your students zone out during class, struggling to stay focused and engaged? Educators know that keeping kids motivated and interested in learning is a challenge. That’s where gamification comes in, and these strategies aim to motivate learners and make learning more enjoyable and interactive.
Here are some examples of game-like elements to include in your learning.
Badges: Students can earn digital badges for completing tasks or achieving specific learning goals. This can be a fun way to build self-confidence and recognize student achievements.
Points and Leaderboards: Students can earn points for completing tasks or answering questions correctly. Leaderboards can display the scores of the top-performing students, providing a competitive element to the learning process.
Quests or Missions: Teachers can create quests or missions that students must complete to progress through their lessons. These can be a series of challenges or tasks that students must meet to earn rewards.
Role-playing: Teachers can incorporate role-playing activities into the classroom to engage students and make learning fun. For example, students can take on different roles and work together to solve problems or complete tasks.
Gamified Assessments: Teachers can create quizzes and tests incorporating game elements, such as points, levels, or rewards. This can make tests more engaging and less intimidating for students.
Gamification can be a powerful tool for educators to motivate and engage students in the classroom. Including game elements in your lessons can make them a more interactive and rewarding learning experience that encourages students to take ownership of their learning.
Best Practices to Implement Gamification in the Classroom
Implementing any new kid learning style means planning ahead and adapting to their unique needs – gamification is no different. There’s no surefire way to do it, but these best practices should help.
Here are some tips on how to use gamification successfully in the classroom.
Define clear learning objectives: Before incorporating game elements into your lesson plan, define clear learning objectives that align with your curriculum. This will ensure that the game elements support and enhance the learning process rather than distract from it.
Start small:Begin by introducing simple game elements, such as point systems or badges, and gradually build up to more complex activities. By doing this, students can get used to this learning style and understand how it relates to their learning.
Provide feedback: Feedback is an essential component of gamification. Ensure students receive meaningful feedback on their progress and performance and use this information to guide their learning.
Adapt to student interests: To maximize engagement, tailor your game elements to your students’ interests and preferences. Learning will be more effective this way.
Balance competition and collaboration:While competition can be a motivator, balance it with opportunities for collaboration and teamwork. This will promote a positive classroom environment and encourage students to support one another.
Gamified learning environments can be engaging, motivating, and effective when implemented successfully.
Wrapping Up
Gamification can potentially transform how we approach education by making learning more engaging, interactive, and effective.
By incorporating game elements into the classroom, educators can tap into the motivational power of games and create a fun, immersive learning experience for students.
Check out our ThinkPsych blog for more expert-backed advice and guides.
With expertise in social and emotional learning, our company also offers products that support any teaching style to help children develop emotionally healthy behaviors, such as language learning, social emotional learning, and social skills. Focus on your child’s emotional health by checking out these resources as well.
Sources:
Teens, Video Games and Civics: https://www.pewresearch.org/internet/2008/09/16/teens-video-games-and-civics/
The Neuroscience of Joyful Education: https://www.researchgate.net/publication/239587483_The_Neuroscience_of_Joyful_Education
About The Author
Noah Edis is a freelance writer and systems engineer with an interest in behavioral psychology. When he’s not working on his latest project, you can find him playing competitive dodgeball.
About ThinkPsych and Dr. Anton Shcherbakov
ThinkPsych is a company committed to making fun and evidence-based toys for social emotional learning. Co-founder Dr. Anton Shcherbakov is a licensed psychologist and board certified behavior analyst. He has co-authored peer-reviewed research on topics that include depression and suicide prevention. He is also a nationally recognized expert and frequent presenter at national conferences on the treatment of anxiety, ADHD, autism spectrum, OCD, and related conditions. He previously taught at the Rutgers Graduate School of Applied and Professional Psychology. In addition to his work at ThinkPsych, he provides psychotherapy to children, adolescents, and adults at The Center for Emotional Health of Greater Philadelphia. In his free time, he enjoys traveling with his family, cooking meals with too many ingredients, and watching the latest Netflix documentary series.
With the start of Summer comes endless possibilities of fun in the sun, from beach days to festivals and fireworks. But for many children with sensory challenges, some of these activities can be overstimulating. Instead, there are many fun and individualizable activities for your child to enjoy which meet their sensory needs. Let’s review a few activities that you and your family can try before Fall comes back around.
Water Tables
Water tables make for a fun way to explore different textures. There are many activities you can do with water tables to make them both fun and educational.
Place objects in the water table and give your child a net to “fish” them out. You could use letters, numbers, colored ducks, etc.
Fill it with dirt and rocks and dig or drive through it with toy trucks.
Fill the table with water beads, sand, shaving cream, or pom poms and explore the different textures.
If your water table is small enough, you could place the water table in your bathtub. Your child can enjoy water play in a structured way indoors on rainy days.
Scavenger Hunts
Scavenger hunts can be so exciting. They encourage physical activity, exploring, and learning about the environment. They also require problem-solving and creativity. There are countless ways to make these unique and enjoyable.
Pick a theme of high interest for your child and curate the scavenger hunt around that theme. Examples: Dinosaurs, princesses, letters, etc.
Choose items to search for that your child is currently working on learning about. For example, if they’re working on identifying animals, the scavenger hunt may consist of animal toys, stuffed animals, animal puzzles, etc.
Take a walk around the neighborhood, searching for safety signs, items in nature, or other objects around your environment.
Obstacle Courses
For your highly active sensory seeker, obstacle courses are a unique way to burn energy and have fun. These may be used to work on balance, coordination, and motor planning as well. This is another great activity where creativity can shine.
Set up cones or other barriers to run or jump or hop around.
Place climbing blocks, stepping stones, or other uneven surfaces to walk on and climb through.
Move through the obstacle course like different animals-Bear crawl, hop like a bunny, etc.
Water Play
For children who enjoy water, but get overstimulated in large crowds like there are at waterparks or the beach, there are so many other fun ways to explore the water.
Sprinklers – The sprinkler level may need to be adjusted to fit your child’s comfort. For example, if your child does not like getting their face wet, but does like to run through the water, having the sprinkler level low would meet that desire.
Water balloons – While some children with hypersensitivity to stimuli may not enjoy a water balloon fight, they may find enjoyment in the actions of throwing water balloons and watching them splash when hit on surfaces.
Let them hose the car or bikes, fill up a bucket with water, or water the plants. So many options!
Fall is right around the corner. Before the cool air comes back around, try some of the activities suggested above to enjoy the weather in a sensory-friendly environment. Be sure to personalize each activity around your child’s interests, skillset, and needs.
About the Author
Ashleigh Evans, MS, is a Board Certified Behavior Analyst. She has been practicing in the behavior analysis field for over 13 years and opened her own independent practice in early 2022. Her experience has been vast across different age groups, diagnoses, and needs. She is passionate about improving the field through education, reformative action, and better supervisory practices, leading her to create content and resources for families and ABA professionals which can be found on her website, www.evansbehavioralservices.com/.
Originally posted on July 21, 2022 by Different Roads to Learning
Written by Ashleigh Evans, MS, BCBA. Reposted with permission from Dr. Anton Shcherbakov, BCBA, Co-founder of ThinkPsych
Behavior analysts and other professionals in the ABA field are tasked with the job of creating behavioral and skill acquisition goals for their learners. Choosing behaviors and skills to target can be challenging, with many considerations to make. One vital consideration when developing goals is to determine whether they are socially significant.
What is Social Significance in ABA?
Social significance refers to goals that are, first and foremost, important to the learner. If your learner can verbally communicate what’s important to them, this should take the highest priority. Some clinicians may not consider a learner’s goals due to their age or communication barriers. However, by monitoring for signs of assent, you can learn a great deal about what is important to the learner, even if they cannot verbally answer what goals they want to work on.
Beyond what’s important to the learner, social significance considers what goals are important to stakeholders and to society as a whole. Socially significant goals are behaviors and skills that will improve your learner’s overall quality of life and well-being. Goals should never be chosen simply for the convenience of others.
Considerations to Determine if a Behavior is Socially Significant
You may find yourself asking a number of questions when contemplating targeting a particular goal. Let’s review several considerations to make when evaluating whether to target a particular goal.
Is this behavior important to my learner?
As previously stated, this is the most important aspect of social significance. If the skill is something your learner is interested in or a behavior that they are motivated to modify, this would be considered a socially significant goal. Goals that are important to your learner should almost always be prioritized.
Will the skill cause harm or distress?
This may seem like an obvious one, but it’s important to carefully consider. Many ABA practices that were commonplace even just a few short years ago are now known to be potentially harmful, with advocates and autistic adults bringing concerns to light. For example, a lack of eye contact is common in people with autism. Some professionals consider eye contact to be an important social skill to target. However, many autistic individuals report adverse physiological reactions to eye contact. In other words, forcing eye contact may physically hurt. Research on this topic found that autistic adults and teens experience a wide range of reactions when engaged in eye contact including dizziness and headaches, increased heart rate, and nausea. Many also reported sensory overload when making eye contact, resulting in an inability to process and integrate visual and auditory information at the same time. Taking into consideration this information, one would likely determine that eye contact is not socially significant unless it is a skill the individual reports a desire to improve upon. When developing goals, determining whether targeting the skill may cause harm is vital.
Does the goal support the learner’s social-emotional development?
Social-emotional development is vital for a happy, healthy life. Research has found that a strong foundation of social-emotional skills can significantly improve a child’s future social, emotional, and academic success.
Social-emotional learning encompasses a wide range of skills related to self-awareness, self-control, social awareness, relationship skills, and responsible decision-making. Due to the social communication challenges that autistic children commonly experience, the development of these skills often takes more strategic planning and effort on the part of therapists, educators, and caregivers.
Make social-emotional learning enjoyable for your learner by engaging them in games and other preferred activities that support the development of these vital skills. Chat Chains, for example, is a unique game that targets developing conversational skills, teaches emotional awareness, and practices important social skills, all while having fun!
Will the skill enhance safety?
A staggering 28% of deaths of autistic people result from accidental injury. This includes causes such as suffocation, asphyxiation, and drowning. Of the general population, 6.5% of deaths result from accidental injury. This likely plays a significant role in the drastically reduced life span. The average age of an autistic individual at death is about half that of the general population, 36 years of age.
While these statistics are bleak, they highlight the need for a focus on skills that will keep your learner safe. Following crucial safety instructions, navigating situations such as getting lost, communicating personal information, identifying hot and poisonous items, and water safety are all socially significant skills that can keep your learner safe.
Will the skill increase independence?
Promoting independence can build self-esteem, increase the generalization of skills across environments, and improve your learner’s overall satisfaction in their life. There are countless socially significant skills that can promote independence. Teaching communication and self-advocacy skills are arguably the most important skills necessary for enhancing independence. Self-help skills, money management, household chores, and vocational skills are also important to consider when developing goals that will increase your learner’s independence.
Has the child acquired the necessary prerequisite skills?
Oftentimes, caregivers and professionals have big goals for their children or clients. This might result in jumping the gun a bit in implementing big-picture goals such as toilet training. However, it’s important to consider whether the child has developed the necessary prerequisite skills before targeting a goal. A simple example of this is following multiple-step instructions. Perhaps a parent asks you to target instructions such as putting away their shoes and backpack when they arrive home. While these may be socially significant goals, if the child cannot yet follow simple single-step instructions, then it would not be appropriate to target multiple-step instructions.
Final Words
Developing socially significant goals for your learners takes time and consideration. Ensuring that the goal will improve the learner’s quality of life and well-being should always be at the forefront.
About the Author
Ashleigh Evans, MS, is a Board Certified Behavior Analyst. She has been practicing in the behavior analysis field for over 13 years and opened her own independent practice in early 2022. Her experience has been vast across different age groups, diagnoses, and needs. She is passionate about improving the field through education, reformative action, and better supervisory practices, leading her to create content and resources for families and ABA professionals which can be found on her website, www.evansbehavioralservices.com/.
About ThinkPsych and Dr. Anton Shcherbakov
ThinkPsych is a company committed to making fun and evidence-based toys for social emotional learning. Co-founder Dr. Anton Shcherbakov is a licensed psychologist and board certified behavior analyst. He has co-authored peer-reviewed research on topics that include depression and suicide prevention. He is also a nationally recognized expert and frequent presenter at national conferences on the treatment of anxiety, ADHD, autism spectrum, OCD, and related conditions. He previously taught at the Rutgers Graduate School of Applied and Professional Psychology. In addition to his work at ThinkPsych, he provides psychotherapy to children, adolescents, and adults at The Center for Emotional Health of Greater Philadelphia. In his free time, he enjoys traveling with his family, cooking meals with too many ingredients, and watching the latest Netflix documentary series.
By Dr. Stephanny Freeman and Kristen Hayashida, BCBA
Super Parents! We know you used your Executive Function (EF) powers to prepare for summer! For most of us, this process started as early as February with camp sign-ups, enrichment programs, juggling schedules and the time-off of others, extended family, competing obligations, and maybe even a family vacation. We see summer as a hot/humid gigantic puzzle of weeks that must be filled with fortifying activities that surely and absolutely develop our young children’s minds, bodies, and souls! We fear expense, we fear boredom, we fear regression, we fear pushback or dislike, ARGH!!!
But truthfully, for us, as summer approaches, we just feel accomplished if we found anything where the kids would at least come home ‘happy and exhausted!’
That said, we know the LAST thing you want to think about is adding more pressure to yourself on how to better “enrich” your child’s summer.
Hold on though… what if we said it was easy, part of what you already do, and would embed into your summer plans?
Pass on your EF super-powers and turn any activity into executive function practice that will not only enhance and develop your child’s skills but may actually make your life easier!
Planning
The easiest and most obvious is Planning. Planning entails the ability to identify all the different steps needed to achieve a specific goal and in what order those steps need to happen. Involving your children in the planning of any outing, particularly road trips or vacations is an incredible way to develop their EF skills. For example, for very young children, have them download and print pictures of different sights, people, or locations that you might see on the outing/trip.
Organization
Organization includes the capacity to prioritize and make decisions about which tasks to undertake, as well as anticipate and keep track of needed materials or resources. So, use the printed pictures and put them in order using a calendar and a map to take into account location/day/participants. Then make a list of “things you’ll need” for each event. For example, if you are going swimming, make a list of the items needed for the pool. It is not lost on us that you all do this anyway but we encourage a little extra time to include your kids and have the visuals. We’ll bet it will also improve the likelihood that you’ll have everything you need!
Time Awareness
Time Awareness is part of the broader skill of time management which includes the ability to anticipate how long tasks might take and be aware of time constraints. This is developmentally challenging for younger children who are still emerging in their understanding of the abstract concept of time; however, you can still enhance experiences and continue development within something you are already doing. A great opportunity for helping children develop time awareness is at amusement parks, fairs, or zoos. Look at showtimes for when the animals are being fed and help your child consider how long they have to see other exhibits before the show. Use a map and have your child consider how long it will take to walk from exhibit to exhibit and ask their input for when might be best to stop for lunch. Using a combination of visuals (e.g., maps, showtimes) and verbal support, you can help your child think about time in a more tangible way.
Inhibitory Control and Problem Solving
Within plans, there are always smaller activities. For example, a beach day might include building sandcastles, going boogie boarding, and splashing in the waves. You and your child have planned the outing, organized what you need to bring, and timed out the outing so you can squeeze all the activities in. Once at the beach, Inhibitory Control and Problem Solving become your new EF goals! Inhibitory Control involves the ability to regulate one’s attention, behavior, thinking, and emotion. We are hard-wired to be aware of and prime our children for what is unsafe (stay close to our spot on the beach, no going into the water without us, etc.). But what about doing some priming for emotion? For example, have your children try to identify what things might go a different way than expected and then come up with potential solutions. It doesn’t have to be doom and gloom (i.e., what might go wrong), but more fun and exciting – like a challenge. Ask your child as they are building their castle… “What will you do if a huge tsunami comes to your world?” Praise them for their control and problem solving and use that same language when other unexpected things happen (e.g., the Godzilla neighboring child that inadvertently stomps through the castle).
Cognitive Flexibility
Summer is also a great time to encourage cognitive flexibility. This entails having your child shift their thinking! Change their approach! Recognize and accept when something needs to be changed. There should be a sign that parents carry with them over the summer because in my experience, everything summer-related required a relaxed attitude to keep my sanity. Not kidding — carry a sign that says, “Bendy is Fun!” and remind the children of this fact any time you use pliable materials in play (e.g., sand, play dough, clay, craft materials). These materials are fun because they can be used in so many different ways and be remolded into something else. During summer activities, point out constantly to your children with the “Bendy is Fun” board that when you tried something new, or did something different, it was being “bendy” and worked out for the best.
EF skills are very intertwined and build upon each other. We often call them “cogs” in our brain machine. EF strategies often overlap and facilitate one another so you can do just a few tiny little changes to your summer activities and make them really enriching to benefit EF skills. EF skills are for life and learning. Starting your children early and practicing these skills in the most embedded and easy ways will ensure that your summer is filled with enrichment!
About the Authors
Dr. Stephanny Freeman is a clinical professor at UCLA, a licensed clinical psychologist, and Co-Directs the Early Childhood Partial Hospitalization Program (ECPHP). For 20 years, she has educated children with ASD and other exceptionalities as a teacher, studied interventions for social emotional development, and designed curriculum and behavior plans in school and clinic settings.
Kristen Hayashida is a Board Certified Behavior Analyst at the UCLA Early Childhood Partial Hospitalization Program (ECPHP). For the last 10 years she has served as a therapist, researcher and educator of children and families living with autism spectrum disorder through the treatment of problem behavior.
This month’s ASAT feature comes to us from Dr. Karen Parenti, MS, PsyD CEO/Executive Director, and Heather Rothman, BS, LBS, Director of Day Services, Special Friends Foundation. 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!
I am the parent of an adult with autism, who will soon transition from a school program to adulthood. I am reading about engagement as an indicator of good programming. What does it mean and how can I tell if a program promotes it?
Answered by Karen Parenti, MS, PsyD, CEO/Executive Director, andHeather Rothman, BS, LBS, Director of Day Services, Special Friends Foundation
Transition into adult programming is an important, but often stressful, process for families and individuals to experience. Adult programming should be designed to build skills and to promote happiness. Essentially every parent wants their adult child to have a high quality of life, to be offered activities they find enjoyable, and to be self-determining. For this to happen, the individual needs to be fully engaged in the program. Family members, clinicians, behavior analysts, program specialists, administrators, and social workers who provide services to individuals with intellectual and developmental disabilities and autism (ID/A) need to remember the importance of active engagement when planning and implementing programs as well as when designing goals.
Imagine for a minute the perspective of an individual receiving services. In most cases, this means the individual has had a diagnosis of some kind since childhood. The current model for treatment in children may result in a consistent feeling of “other-ness,” whether that looks like segregated classrooms, peer mentors, wraparound therapists, or specialized activities dependent on the label. From the perspective of the individual, this can look like endless task demands, shallow or contrived social interactions, decreased opportunities for genuine relationships, and severely limited access to the community. In addition, for a lot of the individuals served, the ability to protest “appropriately” is diminished, either because of communication barriers or skill deficits, or because they are not given opportunities to practice these skills. Empowering individuals to become architects of their experience and to express dissent and discomfort are crucial goals to ensure agency, assent, and quality of life. In addition, providing more choices can be part of a trauma-informed focus of care, and can ensure that individuals are served in a humane and compassionate manner (Rajaraman, 2021).
Although engagement as a clinical construct has yet to be deeply researched in applied behavior analysis (ABA), there has always been an ongoing interest in social validity, which is an emerging interest in the field (Morris et al, 2021). It should be noted that in the workforce, engagement has been defined for employees and became understood as a configuration of vigor, dedication, and absorption that motivates exceptional work performance (Leiter, 2019). Engagement, just like all metrics of success in the human services and special education fields, is personal and individualized for everyone. It is therefore important that engagement is individually assessed and monitored for everyone; from a parental or caregiver perspective, it is important to help the team understand how your family member expresses happiness, dissatisfaction, and protest. Teams may work to ensure high levels of satisfaction by ensuring that individuals attend the program regularly (or determine why there might be issues with attendance), and that preferences are identified in goals addressing the social, work, and living environments. It is imperative that teams ask themselves important questions such as is assent gained, routinely assessed, and honored? Moreover, does the individual seem happy while in the adult setting?
In recent years, the focus on engagement has altered the way in which quality programs are identified. Historically, there was a common focus on productivity and on compliance. While productivity remains relevant, engagement can become a main focus of intervention. In addition, the quality of interactions with individuals is also highly valued. Providers should focus on engaging the individual first by developing a positive relationship and pairing themselves with reinforcement. Individuals served, like all people, will always respond to genuine respect and regard, and this should be a foundation of service provision.
This value on engagement is consistent with heightened awareness in the field of ABA to ensure that all intervention is humane and compassionate, and that self-determinism is maximized for all individuals. In the context of adult intervention, such qualities can be seen in the extent to which engagement is observable. Some questions can be asked, and some behaviors associated with engagement can be observed.
Engagement is observable when a person is enthusiastically participating in their program. Choice has emerged as a necessary piece of engagement; individuals should be offered a range of meaningful activities from which to select, while still retaining the right to refuse. This is closely related to the Positive Approaches paradigm defined by Guy Legare (2002), who “encourages us to see clearly and honestly the good reasons and adaptive qualities of even the most troubling behavior, no matter whose behavior it is.” Provider agency staff and special education school personnel who excel at this skill set seem to be the ones to whom an individual is a person first, and these professionals never see an individual as a “case” or “set of behaviors.”
Although clinicians have considerable access to different types of preference assessments, as well as training on how to use them, it’s valuable to keep in mind all the factors that influence the efficacy of reinforcers with regards to engagement. For example, an individual may be more likely to be engaged in an activity in which they are participating with others, in a novel location. Engagement is a reinforcer unto itself but requires a deep knowledge of the individual and their preferences as well as focusing on the relationship between the individual and the staff member. As with any other treatment focus, engagement depends heavily on a positive, nurturing, and entertaining relationship between two people.
Engagement has to be individualized so that it can be maximized. It is observable, able to be defined and measured, and important to consider in placement, goal development, and in the ongoing assessment of progress. Programs can follow some general guidelines to increase the likelihood of enthusiastic participation, build active engagement, and foster self-determinism. These concepts include but are not limited to:
Demonstrating unconditional positive regard – Staff and clinicians need to ensure that the individual they are working with is always treated with respect and dignity. Building rapport with each individual and communicating with those individuals regularly is essential to creating a compassionate, humane treatment environment.
Attain Assent – Assent is emphasized in the Ethics Code (BACB, 2022), and should be secured whenever possible. Recent research indicates that this is an area that can improve and can also be done with individuals who are non-vocal (Morris, 2021). The team should ensure that the individual is continually involved in making choices regarding their daily activities. Attain assent for activities, and regularly check in about whether the individual is still willing to do the tasks. Honor withdrawal of assent.
Solicit and accept feedback – Being receptive to feedback means allowing individuals to critique and course-correct staff behavior. Although feedback can be directly solicited, individuals provide feedback in lots of indirect ways as well. It is important to ensure there is reciprocal shaping of interactions between staff and individuals. Being open to changing the approach, based on cues from the individual, allows for the individuals served to have a measure of control over their own treatment, which increases the likelihood they will be enthusiastic participants, and therefore engaged.
Prioritize needs – Staff and clinicians need to ensure that the individual they are working with has their basic needs always met.
Respect all forms of communication – Staff and clinicians need to respect all verbal and nonverbal communication from that individual. These subtleties can be missed if the staff is not paying close enough attention. It’s important to remember that challenging behaviors are often an important form of communication.
Create a supportive environment – An environment where the individual is supported and connected is one where they will be actively engaged, will thrive, will learn, and will master skills and increase competencies. Individuals can get discouraged easily and can become disengaged. In these situations, a little support or assistance can go a long way. Other considerations for a supportive environment could include instruction and activities in novel locations, with persons that are preferred by the individual, and by attending to the individual’s preferences to the maximum extent possible.
Create Novelty – As stated earlier, novelty also helps increase engagement. When educators introduce something new, they provide opportunities for learning skills with a new item. In many cases, exploring a new item (or scenario, song, story, etc.) creates new opportunities for thinking, for understanding how things work, or connecting existing concepts in a new way. Novelty can also allow staff to engage the individual in a new way.
Be willing to share control of the instructional context – Clinicians or staff can ensure that choices are presented as often as possible. There is always a choice to be offered. For example, instead of saying “now it’s time to get dressed”, a staff can say, “Would you rather put on your shirt or your socks first?” It’s also important to find a way to say “Yes” to a request as often as possible. If an individual is asking for something that is unavailable, instead of saying “No,” staff can offer a different time when the item/activity is available. It is important to be as specific as possible.
In summary, if a provider, agency, or special education school wants to increase active engagement while being genuinely helpful, staff and clinicians should partner with the individuals and their team members in selecting goals, developing instructional procedures, and identifying meaningful outcomes. This is the essence of social validity and is essential to compassionate care.
Legare, G. (2002). Positive approaches as a paradigm. In Positive approaches: Identifying mental illness in people with developmental disabilities, (2nd Ed.) OMR Statewide Training and Technical Assistance Initiative.
Morris, C., Detrick, J. J., & Peterson, S. M. (2021). Participant assent in behavior analytic research: Considerations for participants with autism and developmental disabilities. Journal of Applied Behavior Analysis, 54(4), 1300-1316. doi: 10.1002/jaba.859.
Rajaraman, A., Austin, J., Gover, H., Cammilleri, A., Donnelly, D., & Hanley, G. (2021). Toward trauma‐informed applications of behavior analysis. Journal of Applied Behavior Analysis, 55(1), 40-61. 10.1002/jaba.881
Schramm, R. (2011). Motivation and reinforcement: Turning the tables on autism. Pro-ABA.
Parenti, K., & Rothman, H. (2023). What is the importance of engagement when working with individuals with intellectual and developmental disabilities and autism? Science in Autism Treatment, 20(01).
About the Authors
Dr. Karen Parenti works as the CEO/Executive Director of Special Friends Foundation. She has extensive experience in ABA and in developing and overseeing group homes, day services, and rehabilitative programs for individuals with intellectual and developmental disabilities and autism. She also serves as the treasurer of the MAX association’s board where she continues to advocate for the needs of the individuals she serves. Karen earned her Bachelor’s degree in psychology from York College of PA, her Master’s Degree in Human Services Administration from Springfield College in Wilmington, DE and her Doctorate Degree in Clinical Psychology from Immaculata University.
Heather Rothman works as the Director of Day Services for the Special Friends Foundation. She has worked with individuals with disabilities in a variety of settings and roles for over twenty years. Heather is committed to helping individuals with disabilities and Autism access choices, connect with their communities, and design the life they want. She is a Licensed Behavior Specialist with extensive experience with behavior support services in early intervention, school-aged, and adult populations. She designed and built a school-to-work transition program that won an international award for Variety-The Children’s Charity. She has taught at Penn State, developed trainings for the Public Health Management Corporation, and worked with Merrill Lynch on accessibility and community inclusion programs. She is passionate about universal accessibility and designing programs that create strong communities. Heather has her Bachelors of Arts in Organizational Management from Ashford University and a Master’s Degree in Applied Behavior Analysis from Saint Joseph’s University.
I was first introduced to the idea of prompting and fading when I co-ordinated a home based early learning program for my eldest son, Christopher, who is on the autism spectrum. I soon came to appreciate how important these strategies were and are in supporting his learning. We are now into his teenage years and whilst the skills he is learning are far more complex compared with those early years, the use and importance of prompting and fading remains unchanged.
About prompting
A prompt is a cue (or hint) given to a student to encourage them to learn a new skill. There is extensive evidenceto support my own experience that prompting is a highly effective way of teaching. An example of this evidence is noted at the end of this article.
Flashcards and prompting
A lot of the work we did around prompting with Christopher in the early years of his life related to the use of flashcards. We used them to expand his vocabulary, articulate words clearly and put together sentences. We also used them to build his academic skills in literacy and numeracy and his capacity for problem solving.
The different types of prompts
There are five different types of prompts and we used all of them in our flashcard based activities. These prompts are ranked accordingly to the level of support they offer, with 1 being the most supportive and five the least.
Full physical Example: I placed my hand over Christopher’s hand and guided him to place the flashcard he was holding over the associated one on the table – so the image of the sock was placed on top of the shoe, rather than on the image of the bed or the bowl
Partial physical Example: I gently touched Christopher’s shoulder – to indicate it was time for him to respond to my request of naming the flashcard I was showing him.
Modelling Example: I sorted the flashcards on the table into groups – animal, transport and instrument. I then shuffled the cards and asked Christopher to sort them in the same way
Gestural Example: I nodded as he started to place the letter A next to the image of the apple. It provided him with the encouragement and confidence to continue with B and C.
Positional Example: I placed two associated cards on the table next to one another so that Christopher could connect the two – so the picture of the fork was next to the picture of the person eating and the picture of the bed was next to the picture of the person sleeping
The goal is to select the type of prompt that is the least intrusive and results in the student providing the correct response. So, if a modelling prompt is not working then a partial or full physical prompt should be tried.
Why prompts need to be faded
Whilst prompts are a great teaching strategy, it is equally important that they be faded over time. You might ask why. The answer is so that the student doesn’t become dependent on the prompt. We were mindful of this in Christopher’s early learning program. There were instances where we started with a full hand over hand prompt. We then faded to a gestural prompt (by pointing at the flashcard) before omitting the prompt all together.
I like to think of prompting and fading as stepping stones on the way to independence with a new skill. Christopher and I have trod on those stones for a number of years now and going forward I know there will be more. I hope there will be more, As I’m so appreciative of the opportunities for learning they ultimately afford my son.
Citations
1 Hayes, D., (2013) The Use of Prompting as an Evidence Based Strategy to Support children with ASD in School Settings in New Zealand. ERIC 1-5
About The Author
Kate is the owner of Picture My Picture, an international business which specializes in educational flashcards. She is the mother of three boys, Christopher, Louis and Tom. Christopher is on the spectrum of Autism. The flashcard based teaching program she oversaw in the early years of his life was the inspiration for the business she owns today.
This article was originally posted on November 17, 2021 by Different Roads to Learning.
by James T. Ellis, Ph.D., BCBA-D and Christine Almeida, Ms.Ed., Ed.S., BCBA
Since first publishing Socially Savvy, there has been so much progress in the way that we approach, assess, and support students with learning differences. Because we are not only the writers of Socially Savvy, but also users of it, we have also learned so much over the past decade as we have used the assessment and intervention strategies with the children that we have supported. Our belief that there is not a “one size fits all” approach has strengthened. The social skills that we identified in Socially Savvy as important for young children are skills that might be important for some children in some settings, may not be important for other children, and there may be other skills that we have not identified that might be important for other children. We continue to want to make sure that Socially Savvy is used as a guide to help therapists, educators, and parents determine what skills are important to target for the children who they are supporting.
Being a good educator requires us to grow and learn along with the children that we teach. That is why we have released the Socially Savvy Assessment Protocol with Extended Objectives. In addition to adding a second objective for each skill, we have also freshened up some of the initial objectives. A greater understanding of neurodiversity has developed over the past decade, and we want to make sure that we are carefully considering that when we are making decisions about what social behaviors to target for change, which behaviors to accommodate through environmental changes, and which behaviors to embrace and encourage from children. Part of our reason for updating the objectives is to make sure that we are being conscientious about the diverse ways that children act, think, learn, respond to sensory input, and process the world around them.
Additionally, we have realized that it is helpful to have more objectives for the skills that are part of the Socially Savvy Checklist because children are working on objectives in multiple settings and need to apply the skills in a variety of environments – school, home, community, clinic, etc. What might be an appropriate objective in one setting may not fit the environmental expectations of another setting. We have provided an additional objective for each targeted skill, in the hope that one of the objectives might be a fit for the child with whom you are working, or that the objectives might provide inspiration for developing an objective that matches the needs and environment of the child.
Being a good educator requires us to be creative in how we teach and motivate children to learn. This is especially true when we are teaching social skills, which are complex and often difficult to break down into steps that are achievable for the child and manageable for staff to teach. We want children to learn in a way that is fun, exciting, and continues their growth and curiosity. We also want staff to have fun while they are teaching. By providing an additional objective, we are trying to spark that creativity and help educators make teaching the targeted skills more fun, both for the child and for the teacher. If the objective is clear to staff, appropriate for the setting, and taught in a more fun way, staff are going to work on that skill more. The more targeted social skills can be embedded in simple games and throughout the natural environment, the more fun it should be for staff to run. Consequently, the child is going to have more teaching opportunities embedded in a fun context and is hopefully going to learn more quickly. This then has the added benefit of staff being reinforced by seeing the child learn at a faster rate. If we are having fun, it’s easier for staff to teach and the child to learn!
We also acknowledge and recognize that educators and professionals supporting the social growth of children, whether in a school setting, a family’s home, the community, or a clinic are busy and often overwhelmed. We hope that refining and adding to the objectives will make your work a bit easier. We respect the great work that you all do in helping children grow to their fullest potential. As always, we appreciate hearing from all Socially Savvy users, whether parents, special educators, behavior analysts, or other professionals. Your thoughts and comments have been invaluable. The idea that you find the curriculum useful has been humbling.
About the Authors
James T. Ellis, PhD, BCBA-D earned his PhD in Clinical Psychology from West Virginia University and is a licensed psychologist and board certified behavior analyst. For over 20 years, Dr. Ellis has provided services for children with autism spectrum disorders and their families. In 2008, he helped found the Step by Step School for Children with Autism in Guyana, South America and in 2012, he founded Step by Step Behavioral Solutions, through which he continues to provide consultation and therapeutic support to individuals with autism spectrum disorders and their families.
Christine Almeida, MSEd, EdS, BCBA earned her MSEd in Special Education and EdS in Behavioral Education from Simmons College in Boston, MA. Ms. Almeida is a practicing board certified behavior analyst in the Boston area who has worked in both private and public schools. She currently provides oversight of services for young children with autism spectrum disorders for a public school. Ms. Almeida has presented workshops at the local, regional, and national levels on the subjects of educational assessment, play intervention, and social skills.
