Tag Archives: autistic spectrum disorder

Pick of the Week: Dr. Jen’s U-Play Mat for Education – NEW!

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When you’re in one-on-one sessions and get down on the floor with the kids, wouldn’t it be wonderful to still have the benefits of a working surface that the child has complete visual and tactile access to? The brand new, innovative U-Play Mat is the answer! The U-shaped mat and 50 photo flashcards create a solid learning environment, promoting face-to-face interaction and eye contact.

There are 10 clear pockets on the 4′ x 3′ mat which allows the child full visual and tactile access. The U-Play Mat comes with 2 decks of cards featuring Animals and Foods from the folks who brought you the Language Builder Picture Cards. Each deck has 50 cards with 25 matching pairs. Each card has a clear, photographic image with the corresponding label on one side, and fun facts on the reverse. These fun facts can serve as conversation starters to build interaction, vocabulary and language skills. You can also use the U-Play Mat with additional customized set of flashcards and images. There is a detailed Activity Guide for therapists, educators, and parents to organize and implement an education program. The guide comes complete with 19 custom-designed, reproducible data sheets to record responses and track progress.

This week only, save 15% on the new Dr. Jen’s U-Play Mat for Education by entering the Promo Code BLOGUPM at checkout.

*Offer expires on June 26, 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

 

Reach for the APPS aims to get iPads for students with autism into schools

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A new non-profit organization called Reach for the APPS launched recently. Their aim is to partner with individuals and corporations to increase access to iPads in schools across the country for use with students on the autism spectrum. The organization was founded by the family of a child with autism whose language and communicative skills have improved from using the iPad.

Both schools and parents can fill out a grant request form on their site requesting iPads for their children and students to use. Individuals and corporations can contribute with either a cash donation or by sending in an old iPad. This sounds like an interesting idea! Let us know if you’ve participated and how the experience was.

Pick of the Week: Save OVER $100 on the Language Builder Flashcard Bundle

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This is a fantastic deal and it won’t last long…The Language Builder Flashcard Bundle contains 3 sets of cards at savings of over $100! Normally, purchasing these top sellers individually costs $268.90 but this week only, wwe’re offering the Language Builder Picture Cards, Language Builder Picture Noun Cards Set 2, and the Photo Emotion Cards for $165.00 for ALL THREE! That’s over $100 in savings!

To take advantage of this amazing offer, you must click on the links above! This special offer is only available to you – our readers -for one week! The offer ends on Tuesday, May 22, 2012 at 11:59 pm EST. Since it’s an exclusive offer, you must follow the links on this post to access the Language Builder Picture Card Flashcard Bundle on our site.

The Language Builder Card Sets are the most widely used photo language flashcards for teaching key language concepts to children and adults with autism, developmental delays, or speech/language delays. All of the cards measure the same 3 1/2″ x 5″ so coordinating the flashcards is a breeze.

The Language Builder Picture Noun Cards contain 350 photographic flashcards for teaching key language concepts to children with autism or other speech and language delays. This set of vivid, beautiful noun cards was created by a parent and a therapist both personally experienced in the program needs of Applied Behavioral Analysis.
The set includes images in nine basic categories: Animals, Foods, Vehicles, Furniture, Clothing, Toys, Everyday Objects, Shapes and Colors. Stage One is comprised of 105 cards that present two identical images on non-distracting white backgrounds. These basic cards foster matching, labeling and categorization skills. The remaining cards round out Stage Two, which presents the images in their natural settings, enabling children to conceptualize and generalize.
In addition to fostering receptive and expressive language, these cards are also ideal for higher learning, including functions, story telling and more. On the back of each card is an easy to use system for tracking your child’s progress, including a list of possible program uses, with the date that each is introduced and mastered. Each set includes 57 foods, 39 animals, 27 vehicles, 31 clothing items, 24 furniture items, 39 familiar toys, 15 basic stages sets, 13 colors with duplicates, 12 shapes with duplicates and 83 additional objects familiar to your child.

 

The Language Builder Picture Noun Cards Set 2 is a 200-Card set of photographic cards that offers additional vocabulary for students who have mastered the original Language Builder. Categories include Body Parts, Safety Signs, Tools, and Musical Instruments, along with over 100 additional cards to expand your set. This set is great for labeling practice, as well as sorting, adjectives, functions, things that go together, storytelling and more.

 

 

 

 

The Language Builder Photo Emotions depict facial expressions and emotions by presenting various scenarios featuring men and women of various ages and ethnicities. This 80-Card set will help students identify and discuss different feelings and emotions. Half of the images are presented against a plain background, showing only the upper body and face, clearly depicting a single emotion. The remaining cards show people engaging in real activities and situations in natural settings and contexts. This invites discussion about a range of emotions, why people may feel a certain way, and possible responses to these feelings. For the convenience of the instructor, the back of each card is numbered, provides a label for the featured image, and lists suggested activities for which the card is targeted. An included activity booklet provides more detailed instruction ideas.

*This offer ends on Tuesday, May 22, 2012 at 11:59 pm EST.  You must click on the links above to access the Bundle on our website.

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.

Fostering Prosocial Behavior: A Guest Post by Terese Dana of TD Social Skills

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To get along with others successfully, people must exhibit prosocial behavior. Susan Fiske, a social psychologist, defines this as behavior intended to benefit others. It includes behaviors such as, helping, comforting, sharing, cooperating, reassuring, defending and showing concern. Prosocial behavior promotes positive interactions and friendships, and exhibiting these behaviors is considered part of the social norm.  Since prosocial behavior is expected, deficits in this area can lead to unfulfilled attempts at developing friendships.

Many children on the autism spectrum can spend much of their time intensely focusing on their own self-interests.  To enhance their social experiences they will need to learn how to include the interests and needs of others into their daily interactions. To increase prosocial behavior, complex cognitive and emotional competencies, along with specific social skills need to be developed.

Studies have shown video modeling to be an effective tool to teach many different skills and behaviors. Using video modeling DVDs that incorporate perspective taking can help children to understand WHY acting in ways that include the needs, concerns, and interests of others can lead to better friendships.  By viewing social interactions from multiple perspectives, children learn, through modeling, what they can do differently to get better outcomes when engaged in social exchanges.

Why does video modeling work?

  • Most children are highly motivated, interested and thus attentive to video
  • Most enjoy repeat viewings
  • It gives the student the opportunity to observe, discuss, imitate and learn skills and behaviors from peers
  • It is easier to implement and has been shown to be more effective then using live models
  • Many students on the spectrum are visual learners

“ I think in pictures. I do not think in language.  All my thoughts are like videotapes running in my imagination.  Pictures are my first language and words are my second language.”  – Temple Grandin, Ph.D, Teaching Tips for Children and Adults with Autism

Increasing social competency provides children with opportunities to interact with peers more successfully.  Video modeling has been shown to be a particularly effective way for children on the autism spectrum to not only gain skills but to generalize those skills as well.

Terese Dana, BCaBA, is a behavior analyst and social skills instructor who has been helping students find solutions to social, emotional, behavioral and organizational challenges since 1988. Ms. Dana consults for both school and home programs. She collaborated with Madison Elementary School, to establish the Madison Educational Center for Children (MECC) in Madison, NH.Ms. Dana is the creator of the Fitting In and Having Fun Video Modeling Program.  The DVD series includes: Fitting In and Having Fun, Moving On to Middle School and Confident and In Control. She has also created the File Factor Emotional Empowerment System, a tool that helps children regulate their behavior by teaching them how to identify, understand, express and control their emotions.  She is the author of the book, The File Factor; Filing Away Disappointment.

Ms. Dana has appeared on national television, in the New York Times and in The Autism Sourcebook, Everything You Need to Know About Diagnosis, Treatment, Coping and Healing.  She lectures across the country and is the autism consultant for Didi Lightful, a children’s television show currently in production.  Ms. Dana also serves as board President of The Laura Foundation for Autism and Epilepsy and in that role is creating the Laura Adaptive Sports and Recreation Center in Madison, NH.

Pick of the Week: Photo Conversation Cards for Children with Autism and Asperger’s

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Photo Conversation Cards for Children with Autism and Asperger’s help children develop social and communication skills. Each card presents a full-color photo with a phrase on the front and a social/communication skills story on the back. The photo and script can be used as a discussion or story-starter for developing awareness of social situations. Each scenario is described in detail with socially appropriate responses for children to practice. The set covers topics such as meeting and greeting, personal space, manners, safety, emotions, making and keeping friends, good sportsmanship, and more.

This week only, save 15% on the NEW Photo Conversation Cards for Children with Autism and Asperger’s by entering the Promo Code BLOGPCAA at checkout.

*Offer expires on April 17, 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.



20% Off Two Day Sale at Different Roads in honor of World Autism Awareness Day

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Save 20% Storewide*

at Different Roads to Learning

in honor of Autism Awareness Month

 To redeem your savings, enter Promo Code

WAAD12 at www.difflearn.com

or call us at 800-853-1057/ 212-604-9637

Sale valid today and tomorrow only! April 2-April 3, 2012 at 11:59 pm EST

 

 With the prevalence of autism now at an astonishing 1 in 88 children, awareness is more important than ever. Early diagnosis and intervention are proven to have a positive impact on a child’s outcome. All of our products support early intervention and Applied Behavior Analysis programs in the home and at school.

 

*Sale does NOT apply to the following products: VB-MAPP Assessment Kits (DRK 700, DRK 701), ABLLS-R Assessment Kits (DRK 702, DRK 703), 10- and 25-packs of VB-MAPP Protocols (DRB 682, DRB 683).*  

This promotion cannot be applied to previous orders. The coupon code must be entered during checkout to receive offer. Offer only applies to selected products and not those currently on sale. Your order must be placed during the time of the World Autism Awareness Day Sale to qualify for this special offer. This promotional offer may not be combined with any other promotional or discount offers. 

 

Prevalence of Autism now at 1 in 88 Children

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The Centers for Disease Control (CDC) has just issued a new report on the prevalence of autism in the United States.  The estimate now is that 1 in every 88 American children is diagnosed with autism (1 in 54 boys, 1 in 252 girls).  That’s up from the 1 in 110 number just a few years ago.

The CDC’s alarming new statistics reveal that there has been a 78% increase of autism diagnosis cases throughout the US, over a 6 year period (2002-2008), which can be considered a cautionary reminder to all of us how serious and vast this issue has become.

With Autism Awareness Month approaching, Different Roads to Learning is pledging to participate in Autism Speak’s Light It Up Blue campaign on Monday, April 2 to help raise public awareness. We hope you’ll join us.  Now more than ever, we need to be sure that proper attention, research, education, intervention and funding is focused on the children and families living with autism.

During the month of April, Different Roads to Learning will be hosting a wide variety of events including sales, giveaways, an Autism Awareness Ribbon Project, and more. Be sure to stay tuned to our Blog, Facebook and Twitter pages for up to date information on how we’ll be supporting our community and raising awareness this April.

If you would like to learn more about the recent statistics, you can visit:

https://www.nytimes.com/2012/03/30/health/rate-of-autism-diagnoses-has-climbed-study-finds.html?hp

https://www.autismspeaks.org/science/science-news/autism-prevalence-rises-1-88

Autism Speaks’ 2012 Press Release on CDC Numbers.

 

Pick of the Week: Know the Code at School – Social Skills Card Games

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Know the Code at School is a behavioral and social skill card game that illustrate 50 social skills in typical school scenarios. Each card shows a skill with a relevant photo, lists five sequential steps to accomplish the skill and suggests a talking point. The cards are great for games and role plays at an elementary or middle school level.

This week only, save 15% on the Know the Code at School cards by entering the Promo Code BLOGKC9 at checkout.

*Offer expires on April 3, 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.