Tag Archives: Applied Behavior Analysis

Upcoming Autism Partnership Presentations at ABAI

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If anyone is attending the upcoming ABAI Conference out in Seattle, here are some highlights of presentations being given by Autism Partnership that you won’t want to miss, including one that presents data on the cool versus not cool strategy.

Workshop 1

Title: Teaching Social Skills That Change Lives: Developing Meaningful Relationships for People Diagnosed with Autism

Authors: Mitch Taubman, Ron Leaf, John McEachin, Justin B. Leaf

Date: 5/25/2012 8:00AM to 3:00 PM

Description: Children with autism and other autism spectrum disorders (ASD) typically have qualitative impairments in social interaction. Such impairments can range from a child’s inability to develop appropriate peer relationships to a lack of enjoyment and interest in others, which can lead to a lower quality of life. Therefore, clinicians must teach social skills to children and adolescents diagnosed with ASD; however, it may be difficult for clinicians to find appropriate social curricula and effective ways to teach children with ASD social skills. The presenters will discuss the importance of teaching social skills; why social skills may be overlooked as part of a
comprehensive curriculum; ways to select a comprehensive curriculum; what this comprehensive curriculum consists of; two teaching procedures (i.e., teaching interactions and cool versus not cool) that have been found to be effective in teaching social skills; the research behind these procedures; and ways clinicians can implement the intervention in the home, school, and community. The procedures and curriculum that will be discussed will mainly focus on high functioning children and adolescents diagnosed with ASD but can be applied to children and adolescents of different cognitive functioning levels or diagnoses.

Workshop 2

Title: Teaching “Learning to Learn” Skills to Children Diagnosed with an Autism Spectrum Disorder

Authors: Ron Leaf, Mitch Taubman, John McEachin, Justin B. Leaf

Date: 5/26/2012 8:00 to 12:00

Description: Teachers and parents are often eager to teach children language and social and academic skills. Clearly, these are important
objectives that are essential for children’s well-being. It is generally recognized that in order for children to be successful in learning these
skills, their disruptive behaviors must not interfere in the learning processes. Therefore, behaviors such as aggression, non-compliance, and self-stimulation must be targeted prior to teaching more formal skills. However, there is another critical prerequisite skill that is essential in order to maximize learning success. Acquiring “learning to learn” skills is absolutely pivotal in a child’s success. It is really teaching children the process of learning. It is the foundation, perhaps the pivotal skill necessary for them to acquire all other skills. Often when a child is struggling in learning beginning or even advanced skills, it is because the child is deficient in this area. Learning to learn skills include attending, waiting, and changing one’s behavior based upon feedback. This workshop will discuss the importance of learning to learn skills, how to set up an appropriate curriculum, and the research behind the importance of learning to learn skills.

 

Symposium 1: The Conditioning and Implementation of Reinforcement and Reinforcement Systems for Children with Autism

Date: 5/29/12 9:00-10:20

Paper 1 Title: Conditioning the Preference of Stimuli for Three High Functioning Children on the Autism Spectrum

Paper 1 Authors: MISTY OPPENHEIM-LEAF, Justin B. Leaf, Ronald B. Leaf, James A. Sherman, Jan B. Sheldon, John James McEachin, Mitchell T. Taubman

Abstract: Children with an autism spectrum disorder (ASD) may play with limited objects or toys. This presents challenges for teachers trying to identify reinforcers to use in teaching new skills. The goal of the present study was to switch children’s preferences from highly preferred toys to toys that were originally less preferred using an observational conditioning procedure. In this procedure, an adult known to the child played with toys that were less preferred by the child in novel and presumably interesting ways while the child watched. After the observation period, each child switched his preference to the toy with which the adult had played. Maintenance of
preference of the changed preference was idiosyncratic to each child. The results of the current study suggest teachers may be able to influence the level of preference that children with ASD show for potential reinforcers and expand the range of items that students will sample.

 

Paper 2 Title: Conditioning the Preference of Stimuli for Five Children on the Autism Spectrum: A Replication Study

Paper 2 Authors: ALYNE KASSARDJIAN, Justin B. Leaf, Courtney Muehlebach, Mitchell T. Taubman, Ronald B. Leaf, John James McEachin

Abstract: Children with an autism spectrum disorder (ASD) may play with limited objects or toys. This presents challenges for teachers
trying to identify reinforcers to use in teaching new skills. Previous research has demonstrated that an observational conditioning procedure has been effective in switching the preference for3 “high functioning” children diagnosed with an autism spectrum disorder. Although, this research showed that preference can be conditioned the procedures were only implemented to “high functioning” children and thus it is not known what the effects would be for children who are more severely impacted. The goal of the present study was to extend the previous research on conditioning preference by implementing and observational conditioning procedure to children who were more severely impacted and diagnosed with autism. The results of the current study suggest teachers may be able to influence the level of preference that children with ASD however it may be more difficult than children who are considered “high functioning.”

 

Paper 3 Title: Using Differential Reinforcement of Other Behaviours to Reduce Elopement in a Child with Autism

Paper 3 Authors: RESHANI I. SATHARASINGHE, Toby Mountjoy, John James McEachin, Ronald B. Leaf, Mitchell T. Taubman, Eric Rudrud

Abstract: Differential reinforcement of other behaviours (DRO) was the intervention procedure used in this study to reduce the
occurrence of elopement in a child with autism who eloped almost daily. DRO intervals began at 1 minute and the largest interval being 30 minutes. DRO segments were also run intermittently instead of continuously. Edible reinforcement was used with social reinforcement in the form of praise being added at larger intervals. The results showed that the DRO intervention was highly successful at reducing the occurrence of eloping for intervals below 10 minutes but less successful at reducing the behaviour at larger intervals above
10 minutes. By the end of the intervention, zero occurrence of eloping had been achieved for 15 consecutive sessions at a DRO interval of 30 minutes.

 

Symposium 2: Examining Variations of Discrete Trial Teaching for Children Diagnosed With an Autism Spectrum Disorder

Date: 5/29/12 10:30 to 11:50

Chair: Mitchell T. Taubman (Autism Partnership)

Paper 1 Title: Teaching Social Skills to Children with Autism Using the Cool versus Not Cool Procedure

Paper 1 Authors:  KATHLEEN H. TSUJI, Justin B. Leaf, Brandy Griggs, Mitchell T. Taubman, John James McEachin, Ronald B. Leaf, Andrew Edwards, Misty Oppenheim-Leaf

Abstract: This study evaluated the effects of a variation on discrete trial teaching known as the cool versus not cool procedure for
teaching 3 children diagnosed with an autism spectrum disorder. The cool versus not cool procedure is a social discrimination program used to increase children’s ability to display appropriate social behaviors. In this study, the cool versus not cool procedure consisted of the participants observing the researcher demonstrating a social behavior either appropriately or inappropriately, followed by the participants discriminating whether the researcher demonstration was “cool” (appropriate) or “not cool” (inappropriate). For some social skills the participants role-played the social behavior following the teacher demonstration. Results indicated that participants reached mastery criterion on 50% of targeted social skills with the teacher demonstration and on an additional 37.5% of targeted social skills
with teacher demonstrations plus role-plays. Only 1 participant on 1 social skill (12.5%) was unable to reach mastery criterion although performance increased from baseline. Implications of the findings, limitations, and future areas of research will also be discussed.

 

Paper 2 Title: Comparing Discrete Trial Teaching Implemented in a One-to-One Instructional Format to a Group Instructional Format

Paper 2 Authors: JUSTIN B. LEAF, Kathleen H. Tsuji, Amy Lentell, Misty Oppenheim-Leaf, Mitchell T. Taubman, John James McEachin, Ronald B. Leaf

Abstract: Discrete trial teaching is a systematic form of teachingthat is commonly implemented to children diagnosed with an autism
spectrum disorder. Discrete-trial teaching consists of three main components: (a) an instruction from the teacher, (b) a response by the learner, and (c) a consequence (e.g., positive reinforcement or corrective feedback) following the learner’s response. Researchers and clinicians have implemented discrete trial teaching in one-to-one instructional formats and group instructional formats to teach a wide variety of skills to children diagnosed with an autism spectrum disorder. The purpose of this study was to compare discrete trial teaching implemented in a one-to-one format to discrete trial teaching implemented in a group instructional format in terms effectiveness, efficiency, observational learning, and maintenance. Six children diagnosed with an autism spectrum disorder participated in the study and the researchers divided the 6 participants into2 smaller groups. The researchers taught each participant 6 targeted behaviors in the one-to-one teaching condition and 6 targeted behaviors in the group teaching condition. Results of the study showed that both instructional formats were equally effective and that there was mixed results in terms of efficiency and maintenance. Finally group instruction resulted in better observational learning. Implications will be discussed.

 

Symposium 3: An Evaluation of a Community ABA Based Program and Procedures Implemented Within
that Program

Date: 5/29/12 12:00-1:20

Chair: Sandra L. Harris (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey)

Discussant: Shahla S. Ala’i-Rosales (University of North Texas)

 

Paper 1 Title: A program description of a community-based intensive behavioral intervention program for individuals with autism

Paper 1 Authors: RONALD B. LEAF, Mitchell T. Taubman, John James McEachin, Justin B. Leaf, Kathleen H. Tsuji

Abstract: Autism Spectrum Disorders (ASD) impact all areas of a person’s life resulting in deficits in language, social behavior, and
intellectual abilities as well as the development of repetitive behaviors that can greatly restrict community involvement. Intensive behavioral intervention (IBI) has repeatedly been shown to be effective in improving functional skills and intellectual scores and minimizing problem behaviors in individuals diagnosed with ASD. In previous studies, some children who received behavioral
intervention became indistinguishable from their peers and were served in typical educational environments with no supplemental supports. However, the majority of the published studies on this intervention describe university-affiliated grant funded programs. This program description provides details about a private community-based agency that provides IBI for children and adolescents with ASD. Information about staff training, the therapies implemented, the population served, and instructional and programmatic content
is offered and a preliminary analysis is provided of the outcomes achieved for a small sub-sample of the clients served (i.e., 64 of 296). These findings suggest that increases in functional skills and intellectual scores were achieved for all clients and that many clients met similar criteria to those established in prior landmark studies.

 

Paper 2 Title: An Evaluation of a Rainbow Token System to Decrease Stereotypic Behaviors in Children with Autism

Paper 2 Authors: STEPHANIE BLOOMFIELD, Justin B. Leaf, Courtney Muehlebach, Mitchell T. Taubman, John James McEachin, Ronald B. Leaf

Abstract: Children and adolescents diagnosed with autism typically display stereotypic forms of behavior ranging from hand flapping to
inappropriate vocalizations.. Currently there are several procedures based on the principles of applied behavior analysis which have been found effective in reducing stereotypy. These procedures include differential reinforcement, blocking, and punishment. One procedure which has been clinically implemented to children with autism with no research is the implementation of a rainbow token system. A
rainbow token system includes delivering tokens in a systematic manner. As long as the learner does not display any stereotypy the teacher provides token in an arc fashion. If the learner does display stereotypy then the teacher does not deliver the tokens. We evaluated the rainbow token procedure for several children diagnosed with an autism spectrum. Results of the study and future implications will be discussed during the presentation.

 

Paper 3 Title: A comparison of different classes of reinforcement to increase receptive and expressive language

Paper 3 Authors: JOHN JAMES MCEACHIN, Justin B. Leaf, Stephanie Bloomfield, Mitchell T. Taubman, Ronald B. Leaf

Abstract: One of the basic principles of applied behavior analysis is that behavior change is largely due to that behavior being
positively reinforced. Positive reinforcement is defined as a stimulus given contingent on a certain behavior changes the likelihood of that particular behavior. Reinforcement has been used as part of discrete trial teaching to help children learn a variety of skills. Reinforcers have taken may forms which have included food, toys, social praise, tokens, and even having the learner engaging in self-stimulatory behaviors. Limited research has been conducted comparing the various classes of reinforcement on the rate of skill acquisition. In this study we compared four classes of reinforcement (i.e., food, praise, toys, and feedback) for teaching receptive and expressive skills to five children diagnosed with autism. Results of the study will be discussed. In addition to clinical implications, limitations, future areas of research, and how researchers can affect clinical practice.

 

Introducing A Work In Progress Companion Series – A New Series of Booklets & DVDs from Autism Partnership

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We are thrilled to announce the arrival of A Work In Progress Companion Series by Autism Partnership. The Companion Series consists of five booklets and DVDs that synthesize solid information on various teaching strategies with demonstrations of actual sessions with students on DVD. The goal at Autism Partnership is to blend a natural, child-friendly approach to teaching while remaining determinedly systematic. This series offers viewers the unique opportunity to see these approaches implemented in actual teaching environments.

Parents and teachers will find this series to be a helpful companion and extension to A Work in Progress.  All author proceeds from A Work in Progress Companion Series will go directly to the Autism Partnership Family Foundation which was developed for three purposes: to provide services to families with limited resources; to fund research that will investigate new strategies and programs that truly make a difference in the lives of children and families; and to disseminate information about evidence-based treatment and provide resources for training parents and professionals.

 

“Cool” versus “Not Cool” Booklet & DVD: Volume 1

Volume 1 demonstrates the Cool versus Not Cool strategy. This is one of Autism Partnership’s most-used strategies for teaching students foundational as well as advanced social skills. Essentially, the strategy teaches students to understand the difference between behaviors that are socially appropriate (cool) and those that are inappropriate (not cool). In later stages they go on to actually practice the appropriate form of the behavior and receive feedback on their efforts. Research confirms the clinical experience that cool versus not cool is effective in teaching social skills and enabling students to monitor their own behavior.

 

Learning How to Learn Booklet & DVD: Volume 2

Volume 2 demonstrates the Learning How to Learn strategy. This is an underemphasized area in treatment and education. We often take for granted that students know how to learn or will acquire this skill on their own. But if students cannot pay attention, will not wait, or do not understand feedback, then learning is extremely difficult. In this volume, you will see programs described and demonstrated that have been found to be helpful in teaching students how to learn.

 

Teaching Interactions Booklet & DVD: Volume 3

Volume 3 demonstrates the Teaching Interactions strategy.  The Teaching Interaction is an approach found to be especially effective with students who have more advanced language ability. It offers a conversation style of teaching which adds the all important element of leading students to understand rationales for why they might want to change their behavior and learn new skills. With Teaching Interactions, students develop understanding and insight that help develop their internal motivation.

 

 

Token Economy Booklet & DVD: Volume 4
Volume 4 demonstrates how to effectively develop and use a Token Economy. Although token systems are commonly used in school as well at home, too often critical steps are neglected in their development. You will learn step-by-step how to ensure there is a strong connection between the target behavior and the reward that follows. Token Economies have a number of advantages and can be very flexible in adapting to the age of the student, the types of rewards used, and the skills and behavioral targets you are seeking to improve.

 
Developing Reinforcers Booklet & DVD: Volume 5

Finally, Volume 5 focuses on Developing Reinforcers. The foundation of good teaching is utilizing powerful reinforcement so as to motivate students to learn as well as behave appropriately.  This volume will show you how to be creative in developing new sources of reinforcement, which is especially useful for students who have limited interests.

 

 

 

To celebrate the publication of A Work In Progress Companion Series, we’re slashing the price of each booklet & DVD from $29.95 to $19.95 apiece. And to make it even better, the Companion Series is the Pick of the Week so you can save an additional 15% by entering the Promo Code BLOGWIPCC at checkout.

*Offer expires on May 8, 2012 at 11:59 pm EST. Not compatible with any other offer. Be sure there are no spaces after the Promo Code when you enter it at checkout.

Pick of the Week: File Folder Activity Sets

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Every time we attend a conference, parents and teachers alike go wild over our File Folder Activity Sets. Gone are the days when you have to spend hours cutting out little shapes and laminating all of your cards…Now, it’s all done for you! Our File Folders tackle three areas of early skills: Letters, Colors & Shapes, and Numbers. Each kit is preassembled and contains 10 unique folders, stuctured around one main skill area. The kits contain various activities that use matching skills as the foundation for learning different skills.

This week, save 15% on the File Folder Activity Sets by entering the Promo Code BLOGFFA3 at checkout.

*Offer expires on May 1, 2012 at 11:59 pm EST. Not compatible with any other offer. Be sure there are no spaces after the Promo Code when you enter it at checkout.

What Goes Together? App Giveaway Sweepstakes

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Win a free copy of our App: What Goes Together?

We’ll be giving away 10 free copies of our App as part of our month of promotions in honor of Autism Awareness Month.

 Enter our Sweepstakes by visiting https://promoshq.wildfireapp.com/website/6/contests/197624

Winners will be chosen at random on April 6, 2012 at 11:59 pm EST. Winners will be notified by email on Monday, April 9.

What Goes Together? is an interactive game 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.

 

 

 

 

 

Pick of the Week: The Language of Perspective Taking

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Work on social language and help your students feel more comfortable in social situations as they learn to see things from someone else’s point of view with The Language of Perspective Taking. An important milestone in a child’s development is seeing things from the perspective of someone else. The ability to understand another’s point of view contributes to the development of pragmatic language and communication and is a cornerstone of literacy as well.  
This interactive workbook has pages for both students to work on and guides for teachers that explore emotions, empathy, and how feelings are affected by various factors and experiences.

This week only, save 15% on The Language of Perspective Taking by entering the promo code BLOGLPA at checkout.

*Offer expires on March 20, 2012 at 11:59 pm EST. Not compatible with any other offer. Be sure there are no spaces after the Promo Code when you enter it at checkout.

New App for Teaching Language to Children with Autism is Now Available!

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 New York, NY, March 5, 2012 – Different Roads to Learning, Inc., a global retailer of educational products for children diagnosed with Autism Spectrum Disorder and other developmental disabilities, today announced the launch of Tell Me About It! Learning Language by Receptive Function, Feature & Category, an iPhone/iPad app for developing early language skills.

This app uses Applied Behavior Analysis (ABA), a systematic teaching approach that involves breaking down skills into small, easy-to-learn steps. ABA is the only evidence-based effective intervention treatment for Autism endorsed by the American Academy of Pediatrics and the United States Surgeon General.  The Tell Me About It! App is now available for $9.99 at itunes.

“A new wave of educational apps has been on the rise since the iPad first launched; now, they are more efficient and visually stimulating than ever. These apps are especially pertinent in the early education of children with Autism Spectrum Disorders. We are pleased to develop the Tell Me About It! App, which covers the basic foundations of language for children diagnosed with Autism. Our Tell Me About It! App for the iPhone and iPad allows parents and professionals to apply ABA in any setting,” said Julie Azuma, CEO of Different Roads to Learning, Inc., which she founded in 1995 after her daughter was diagnosed with Autism.

“Mimicking an actual one-on-one instructional session with a therapist, the app utilizes Discrete Trial Teaching, a method of teaching students with Autism and other language or developmental delays by breaking skills into the smallest possible steps, teaching each step intensively until its mastered, providing repetition, prompting incorrect responses, and using positive reinforcement. It’s like having a personal tutor at your fingertips,” said Abigail Schlaifer, VP Sales & Marketing.  She added, “Teachers, parents, and psychologists can delve into the Teacher’s Console to control the difficulty settings for each student, and will appreciate the Student Report Card, which displays data for each student with an option to email results.”

About the Development of the Tell Me About It! App

The concept for this app was developed by Stacy Asay, LMSW, and Abigail Schlaifer for Different Roads to Learning and created by Infusion, which combines expert software engineering with appealing user experiences.

Different Roads to Learning was one of ten small businesses selected for the CEO-UBS Small Business Advisory Program, a philanthropic partnership between UBS Wealth Management Americas and the William J. Clinton Foundation. As a participant in the Program’s New York Metro Area pilot, Different Roads to Learning received six months of pro-bono strategic financial and business advice from a UBS Financial Advisor and a dedicated client. The app is a product of this mentorship program. For more information, visit itunes.

Here are the reviews on the app:

 

About Different Roads to Learning

Founded 17 years ago by the mother of a child diagnosed with Autism, Different Roads to Learning understands and embraces the unique needs of every child on the spectrum and strives to enable parents and professionals to help children grow to their full potential by offering over 500 of the most progressive and carefully researched quality products in support of the Autism Community. Visit www.difflearn.com. Read our blog.  Like us on Facebook. Follow us on Twitter.

For more information, please contact:

Product: Abigail Schlaifer, (212) 604-9637 or abigail@difflearn.com

Media: Julie Huang, Kaimen Company for Different Roads to Learning, (888) 989-8808 x703 or (917) 807-0718 or julie@kaimenco.com

Call for Conferences & Workshops

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We strive to help our readers be informed about upcoming conferences, workshops, and trainings on ABA, Verbal Behavior and Speech-Language Therapy. If you know of an event that will help parents and educators of children with autism or other developmental delays, please let us know about it! No matter how big or how small. You can email info about your event to abigail@difflearn.com.

We’re always happy to send catalogs or a door prize for your attendees so don’t hesitate to contact us. Help us help our parents and teachers educate and inspire!

We’ll let our readers know about your event on our Facebook and Twitter pages as well as on our site where we keep a running list of upcoming conferences at https://www.difflearn.com/events.

Pick of the Week: The ABA Graphing CD

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ABA, Discrete Trial Teaching, Verbal Behavior Analysis, Natural Environment Teaching, and Incidental Teaching Programs share one necessary common feature: Data collection and analysis! The process of translating collected data to interpretable, organized, meaningful visual displays can be a daunting, time consuming task for behavior analysts, parents, and teachers. The ABA Graphing CD will help you save time while making professional behavioral graphs. It contains a preformatted Excel™ spreadsheet for 30 ABA programs; a step-by-step guide describing and showing screen shots; a daily Data Sheet; Monthly Data Sheet; and ASAP™ Preference Assessment Form.
The preformatted spreadsheet allows you to enter data for up to 30 different ABA programs. Entered data automatically updates an individualized graph for that program and instantly produces high quality behavioral graphs. Each program is preformatted for three different steps. The CD is compatible with both Windows and Macintosh operating systems.

This week only, save 15% on the ABA Graphing CD by entering the Promo Code BLOGABAG at checkout.

*Offer expires on March 6, 2012 at 11:59 pm EST. Not compatible with any other offer. Be sure there are no spaces after the Promo Code when you enter it at checkout.

Pick of the Week: Talk Blocks & Boards

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We’ve loved these Talk Boards and Talk Blocks since we first laid eyes on them for the myriad possibilities they offer to fully customize a lesson or activity for each student. They’re designed to fit perfectly with the Basic Vocabulary, Alphabet, Kindergarten, and First Grade Vocabulary Photo Card Sets.

The Talk Boards  are double-sided with write-on/wipe-off surfaces and come in a set of 3. You can record a 10-second message for each one enabling you to get creative in endless, fun ways!

 

 

The Talk Blocks come in a set of 5, each a unique color, and you can record 30-seconds for each one to adapt activity instructions, assess or reinforce skills.

This week only, save 15% on all Talk Boards and Blocks as well as the 4 sets of Vocabulary Cards – Alphabet, Basic, Kindergarten and First Grade – by entering the Promo Code BLOGTBT2 at checkout.

 

*Offer expires on February 28, 2012 at 11:59 pm EST. Not compatible with any other offer. Be sure there are no spaces after the Promo Code when you enter it at checkout.

 

AUTISM PARTNERSHIP’S LATEST STUDY PROVES SUCCESS OF INTENSIVE THERAPY

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AUTISM PARTNERSHIP’S LATEST STUDY REVEALS PROMISING TREATMENT RESULTS IN CHILDREN WITH AUTISM SPECTRUM DISORDER

Historically considered a lifelong disorder, a new study published in “Education and Treatment of Children,” reveals that intensive behavioral treatment can have life-changing results for children with Autism Spectrum Disorder. (www.autismpartnership.com)

 

Autism Spectrum Disorder (ASD) has been regarded as an extremely serious disorder that severely impacts the lives of children and their families.  The prognosis has been bleak at best and the future was one of restricted opportunities. Although treatment based upon Applied Behavior Analysis (ABA) has provided strong evidence as to its effectiveness, many of these studies fell under harsh scrutiny and were considered controversial across the field. However, a new study conducted by Autism Partnership to be published in Education and Treatment of Children answers many of these critiques and criticisms.

The study, which tracked 64 students ranging from age 1.5 to 8 years, spanned four countries – the United States, the United Kingdom, Hong Kong and Australia. Each child underwent an average of 22.5 hours of ABA treatment weekly (provided in schools, homes and clinics) for roughly 3.5 years. The results demonstrated that 45 out of the 64 children’s IQ’s increased an average of 22.5 points.  Such a significant increase demonstrates not only the effectiveness of intervention but is predictive of future success in school.  Moreover, these children were able to successfully participate in general education classrooms.

                “It is so gratifying to be part of life changing treatment which will enhance the quality of children and families lives,” says Dr. Ronald Leaf, lead author of this study.  “But parents should understand that this treatment is not a miracle nor is it easy.  It is a long journey, with ups and downs and numerous challenges to overcome. It requires everyone who touches the child’s life to work together in partnership.”

                Autism Partnership is one of the nation’s premier agencies dedicated to providing intensive behavior intervention for children with autism and their families. Established in 1994 by world-renowned psychologists Ron Leaf and John McEachin, Autism Partnership offers a comprehensive program and a variety of proven services, including in-home, in-classroom and one-on-one, as well as lectures and workshops. All programs are handled by expert staff and tailored to each individual child, family and caregiver, with the goal of helping that child achieve their best life. For more information, visit www.autismpartnership.com.