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

Posted on March 28, 2012 by Different Roads to Learning

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.

AUTISM PARTNERSHIP’S LATEST STUDY PROVES SUCCESS OF INTENSIVE THERAPY

Posted on February 17, 2012 by Different Roads to Learning

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.

Individualized Token Economy Systems – Strategies for Teaching Students with ASD by Autism Partnership

Posted on January 30, 2012 by Different Roads to Learning

Individualized Token Economy Systems

At Autism Partnership we have found the development and implementation of individualized token economy systems to be a powerful tool in accelerating progress for our students. Token economies have been shown to be an extremely effective contingency management system for a variety of populations. Initially, Ted Allyon used token economies to provide consequences to hospitalized mentally ill residents. The procedure proved to be extremely effective and quickly token systems were utilized with other populations exhibiting challenging behavior problems, including “delinquent” adolescents (Montrose Wolf) and mentally retarded adults (Nathrin Azrin).

Today, token economies are used to address a variety of behavioral concerns including those of children with Attention Deficit Disorder and Autism Spectrum Disorder as well as typically developing children. Token economies have been so widely recognized as effective and efficient behavior management strategies to such a degree that they are routinely being employed in general education classrooms throughout the world. (Star Charts, Table Points, Marble Jar).

Tokens are symbols (e.g., points, coins, stickers, ticks or check marks, toy parts, etc), which are delivered immediately after a target response and are exchanged later for an item or activity of preference. Tokens therefore symbolize access to other preferred items or experiences, technically referred to as “generalized reinforcement”. Initially the tokens in and of themselves are not rewarding but once the student understands that tokens can be “exchanged” for preferred activities, their value is established. A daily life example of this process would be our use of money which allows us to purchase desired items or experiences. Creative systems often use motivating tokens such as pictures of favorite cartoon characters, athletes or musicians. Pictures of the target behavior can be used as the symbol as well. The tokens are clearly displayed, allowing the student to always see how many they have earned, and how many more they need to earn until reinforcement will be delivered.

This is part of a guest series by Autism Partnership founders Ron Leaf, John McEachin and Mitchell Taubmann. Established in 1994, Autism Partnership is one of the nation’s premier agencies dedicated to providing intensive behavior intervention for children with autism and their families. They offer 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.

Reinforcement Development – Strategies for Teaching Students with ASD by Autism Partnership

Posted on January 27, 2012 by Different Roads to Learning

Reinforcement Development

When discussing the importance of reinforcement often parents and teachers alike will comment that reinforcement doesn’t work because there is nothing that the child finds to be reinforcing. Often this is not accurate: there are lots of potential reinforcers but they are receiving them for “free.” That is they are not earned or technically they are not contingent. They watch TV, play on the computer or go on an outing without them being earned. If they were made to be contingent upon behavior they would indeed change behaviors. Moreover, there are often many things that could be reinforcers but if the student doesn’t know how to play with, say, the toy, therefore it too is not a reinforcer.

Identifying reinforcers often requires creativity. By “definition” children with ASD enjoy self-stimulation. Perhaps their self-stimulation can be used as a reinforcer. For example, you may provide them the opportunity to line up objects, sift sand or perseverate on a topic as a reinforcer. As another potential reinforcer you can bother them by making demands and intruding upon their space and then leaving them alone can serve as the reinforcer.

Naturally, if you were to use self-stimulation or escape as a reinforcer, you would want to use this as a means to develop other reinforcers. For example, when engaging in self-stimulation you may associate it with music so that music eventually becomes a reinforcer. Association can also be used with escape. For example, when they escape a demand, direct them to play on the computer thereby making the computer a reinforcer.

Whether a student has established reinforcers or if truly there is nothing that is reinforcing, it is necessary to develop reinforcers. But it takes creativity and being highly systematic! The following are a few ideas on how to develop reinforcers:

Sometimes reinforcement development can be as simple as exposing the child to potential reinforcers.
Giving free access to potential reinforcers can also create new reinforcers.
An effective way to develop reinforcers is to associate potential reinforcers with established reinforcers.
The “packaging” of the reinforcer can is another strategy to develop reinforcers. Often you can “sell” the reinforcer by being enthusiastic and playful.
Assessing what the student likes and then creating reinforcers based upon interests can create reinforcers.

Giving students choices can be effective in the development of the reinforcement. Simply giving a student a choice of which of two toys he would like to play with can have the effect of making the selected toy as a reinforcer.

Teaching Interactions – Strategies for Teaching Students with ASD by Autism Partnership

Posted on January 25, 2012 by Different Roads to Learning

Teaching Interactions

Teaching Interactions (TI’s) are another instructional format that can be invaluable in teaching children skills. This instructional technique was developed at the University of Kansas as part of the Teaching Family Model for delinquent youth. TI’s have several benefits as it allows for structured training of more complex, often sophisticated skills in a highly natural, interpersonal, expanded conversational format. TI’s are designed to teach complex skills (e.g., social skills, problem solving, etc.). They utilize shaping and reinforcement to teach a skill and rely on a task analysis format. The teaching style is typically conversational and flexible in nature, providing the student multiple opportunities to participate in the teaching process. Although flexible, the technique approaches teaching skills systematically, and requires planning for generalization. Following are the 6 steps of a TI and both guidelines and considerations when utilizing this teaching technique.

Initiation & Labeling
Rationale
Demonstration
Practice
Feedback
Consequences

Learning How to Learn – Strategies for Teaching Students with ASD by Autism Partnership

Posted on January 20, 2012 by Different Roads to Learning

“Learning How to Learn”

Teachers and parents are often eager to teacher children language, 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 that 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 perquisite 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 often because the child is deficient in this area. “Learning to learn skills” include some of the following skills:

- Attending
- Returning Reinforcers
- Hands Still
- Waiting
- Responding to Instruction
- Changing Behavior Based Upon Feedback
- Learning From Prompts
- Remaining Calm

“Learning to learn” skills often are not directly targeted. Typically by the time children participate in more formal instruction they have learned these behaviors. However, the majority of children with ASD require direct teaching to understand these critical skills. Therefore, systematic programs designed to teach these critical skills are essential.

“Cool” versus “Not Cool” – Strategies for Teaching Students with ASD by Autism Partnership

Posted on January 18, 2012 by Different Roads to Learning

“Cool” versus “Not Cool”

Children understanding appropriate versus inappropriate behaviors and correct versus incorrect responses are a fundamental aspect of intervention. When children can recognize these distinctions it can help change their performance. And when it can be taught in a fun way it can help motivate children them not only to acquire the information but to use it in their everyday life.

This discrimination can be used to teach a variety of concepts. We have used it to successfully teach children to reduce self-stimulation and acting out behaviors. Children have also learned pro social behaviors such as personal boundaries, recognizing when they are boring peers and empathy through this strategy. Voice modulation and even articulation have improved through “cool/not cool”.

There is nothing magic in the words “cool” or “not cool”! Use words that are appropriate for age, level of understanding or that are common used among peers. For example, you could use “good idea” vs. “not such a good idea” or “great” vs. “not so great”. Instead of words teachers could use thumbs up vs. thumbs down or a smiley face vs. a sad face.

Strategies for Teaching Students with ASD: A Guest Series by Autism Partnership

Posted on January 12, 2012 by Different Roads to Learning

We can’t tell you how excited we are to introduce a series of guest posts by Autism Partnership. Really, they don’t need any introduction: Ron Leaf, John McEachin, and Mitchell Taubman have been working in ABA since the 1970’s when they were all working with Lovaas on the seminal UCLA Young Autism Project. They’ve dedicated their careers to providing services, training and direct intervention to individuals with ASD. It’s a rare to treat to get insight and information from such distinguished professionals.

In this series, they’ll offer up strategies and tips on Learning How to Learn, “Cool” vs. “Not Cool”, Teaching Interactions, Reinforcement Development, and Individualized Token Economy Systems, as well as results from a recent study that shows promising treatment results in children with ASD. But first, an introduction in their own words:

The three of us met over 35 years ago on the UCLA Young Autism Project. Our careers have been devoted to helping children, adolescents and adults develop the skills and behaviors so that they can enjoy the highest quality of life. Although Applied Behavior Analysis remains the foundation of our approach the application has evolved. This evolution has been due to a number of factors including working with a range of ages (toddlers, children, adolescents and adults) working in a variety of settings (clinics, homes, schools, private practice, residential and vocational settings) and not only working with Autism Spectrum Disorders but a large variety of populations (ADHD, Mental Retardation, Juvenile Delinquency, Prader Willi Syndrome, Schizophrenia as well as adolescents and adults being challenged by depression, anxiety and marital conflicts). Our journey has been challenging, exhilarating and humbling.

When we wrote our first book, Work in Progress, we believed it was our last book. We had believed we would have nothing more to contribute! However, years later we were frustrated that ABA was not being used to help students in schools so we wrote It’s Time for School. But the insanity and misinformation regarding ASD and ABA compelled us to write It Has to Be Said! It provided through grumpy men a chance to enlighten the world according to our belief system! We weren’t quite done! Recently, we recognized that lack of emphasis on teaching social skills so we wrote Crafting Connections.

We have also been passionate of conducting research so as to objectively validate our approach. We have conducted numerous research studies investigating various techniques and procedures. Through these efforts hopefully we have contributed to the field. But we know the research has made us better clinicians. It has also provided evidence as to the efficacy of ABA. Recently we published a 10 year outcome study allowing us to evaluate our approach.

In this Blog we would like to share a summary of our most recent programs and findings. We hope that you will find them interesting and perhaps even helpful.

Cheers,

John, Mitch & Ron

Pick of the Week: Token Boards and Reward Charts

Posted on January 10, 2012 by Different Roads to Learning

It can be a tall task to structure children’s days and reinforce good habits and behaviors. Daily chores such as getting dressed, brushing teeth, making the bed, and getting out the door on time can lead to a bit more excitement than desired. Token Boards and Reward Charts are a great way of visually structuring the tasks at hand and providing tangible reinforcement for a job well done. There’s the I Can Do It! Reward chart which covers all sorts of daily activities such as Get Dressed, Set the Table, and Say Please and Thank You. The I Can Do It! School Chart specifically organizes the early morning rush while teaching children independent, daily living skills. We even have charts specifically for Potty Training and Brushing Teeth.

This week only, save 15% on all of our Token Boards and Reinforcers by entering the Promo Code BLOGTBR2 at checkout.

*Offer expires on January 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.

Toilet Training Tips

Posted on January 9, 2012 by Stacy Asay

So, I’ve taken to spending the majority of a weekend when necessary, with families when it comes to toilet training their child. It’s highly glamorous, really. Just the mom, the dad, the child and me cooped up in the family bathroom for six or more hours at a time. I brought donuts on the second day just in case anyone was in need of a morale boost since I left the parents on their own at the end of the first day. They had a fresh pot of coffee on and were still in good spirits. All kidding aside, it’s really the only way to do it. During the weekend you are free from the week’s distractions and you have the entire family there for carry over, which in the long run is the deciding factor in a child’s success and generalization. So, while I’ve been helping families with toilet training for years this was the first time I spent two full days helping to implement the protocol. I thought I could share with you my general tips from years of experience along with some new insights from my newest adventure in toileting that I like to call the “weekend warrior”.

First, we will start with the general tips:

Prepare, prepare, prepare! This means talking about toileting every chance you get.

Learn your child’s routine (when do they typically “go”)
Watch videos about toileting
Read books or social stories about toileting
Use a doll for pretend toileting
Allow your child to watch you use the toilet
Provide opportunities to “try” without any pressure

Gather materials. You want to have it all before starting.

A comfortable potty seat that fits over the toilet
A footstool for resting their feet and providing postural support
Data sheets
A timer
Lots of underwear!
Highly preferred snacks and drinks
As many reinforcers you can identify as highly motivating

Several days before you begin:

Increase fluids to make sure child is well hydrated
Eliminate access to all items identified as highly preferred reinforcers to maintain potency

What did I learn?

Adherence to the protocol is important but above all there needs to be a discussion regarding what makes the most sense for the family. This was more apparent to me than ever having been in the home for so many consecutive hours. For example, I feel strongly about going straight to underwear from diapers without using an intermediate type of coverage. However, the stress of cleaning up possible accidents resulted in anxiety on the part of the parents, which in turn led to stress on the child (reducing success). So, after two days in underwear we went to pull-ups and guess what, the child kept it dry the majority of the time! This experience should be a collaborative partnership with the family, whatever protocol you are using; if it doesn’t make sense to the parent it won’t work. It is our job as providers to individualize the plan for each family in a way that empowers them without compromising the core details of the protocol.
I also feel rather strongly about starting on the regular potty instead of a little child potty. However, we ended up doing a combination of both with great success. It turns out that the child did better with the postural support provided by the child potty. Since, he didn’t show any fear surrounding the use of the actual toilet we decided it was ok to use the potty and later transition to the toilet.

If you think your you and your child are ready these are my “go to” references. Best of luck!

Azrin, N.H., and Foxx, R.M. Toilet Training in Less Than A Day. New York, NY: Pocket Books, a division of Simon & Schuster, Inc., 1976.

Kroeger, K. and Sorensen, R. (2010), A parent training model for toilet training children with autism. Journal of Intellectual Disability Research, 54: 556–567. doi: 10.1111/j.1365-2788.2010.01286.x. (Click the title to download the full article).

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