Tag Archives: special education

Simplifying the Science: Addressing Vocal Stereotypy or “Scripting”

Posted on by

Many parents and teachers struggle with addressing vocal stereotypy or “scripting” in children with autism. Since stereotypy is frequently automatically reinforcing, (meaning that the behavior is maintained by the sensation produced by the behavior) it is especially difficult to address. While this type of behavior does occur in typically developing children (think of a young child singing the same song repeatedly for several weeks or a toddler repeating a newly learned sound) there is concern that this behavior persists in children with autism and other developmental disabilities in such a manner that it interferes with learning.

In 2007, William H. Ahearn, Kathy M. Clark, Rebecca P.F. McDonald and Bo In Chung published a study in the Journal of Applied Behavior Analysis entitled “Assessing and Treating Vocal Stereotypy in Children with Autism.” The study defined vocal stereotypy as “any instance of noncontextual or nonfunctional speech and included singing, babbling, repetitive grunts, squeals, and phrases unrelated to the present situation.” It focused on four learners (two boys and two girls) who had autism and were referred for the study because their vocal stereotypy interfered with their ability to learn. The children ranged in age from 3-11. Three of them used speech to communicate while one used PECS.

The study describes potential interventions from previous research before introducing its goal of interrupting the vocal response then redirecting. This is called RIRD – Response Interruption/Redirection. In RIRD, when the child made an inappropriate vocalization, the teacher blocked them by interrupting immediately, then redirecting them to another behavior. The redirection involved prompts for vocal behavior such as saying “Where do you live?” or “Say ‘red.’” When a child made an appropriate vocalization, it was always followed by a teacher comment.

RIRD produced substantially lower rates of stereotypy for all four of the children and an increase in appropriate vocalizations for three of the children. One thing that is striking about these results is that “sessions were 5 min in duration, and two to three sessions were conducted 3 days per week.” This is a degree of time commitment that is replicable in the home or school environments.

If your child or student is presenting with stereotypy that interferes with learning, it is valuable to look at this study, as well as similar studies by Cassella, Sidener, Sidener, & Progar (2011) and Athens, Vollmer, Sloman, & Pipkin (2008). Consult with a BCBA or ABA provider for assistance in implementing the intervention.

Pick of the Week: ABA Curriculum for the Common Core for Kindergarten

Posted on by

We’re thrilled to introduce this pioneering curriculum kit containing both the materials and programs to teach each Kindergarten Common Core standard for both English Language Arts and Math. Authored by Sam Blanco, MSEd, BCBA, the curriculum has been created exclusively for students in special education settings using the evidence-based principles of Applied Behavior Analysis (ABA).

We’re offering this robust curriculum kit for a limited-time introductory price of $499.95.

Completely unique, this kit contains a curriculum book that drills down into each standard and breaks it into teachable steps. Programs are presented in a format that supports data collection and ease of use. Each Common Core standard is presented on its own page with clear instructions detailing the Teaching Procedure, Discriminative Stimulus (Sd), and Materials required for teaching. Each standard lists several targets that demonstrate the component steps and skills required for mastery.

A thorough “how-to” guide presents the main tenets of ABA, giving staff an accessible understanding of Motivation and Reinforcement, Pairing, Prompting, Generalization, Natural Environment Teaching, Preference Assessment, and Data Collection. In addition, comprehensive Data Sheets are included, along with samples of how to complete them.

Our ABA Curriculum for the Common Core Kit comes with more than 24 quality, versatile manipulatives, flashcards, games and tools. The curriculum book explicitly explains how to use these materials to teach and generalize each standard. The materials included in the kit have been carefully selected to not only assess and teach each standard and prerequisite skill, but also be wonderful additions to any classroom setting. The materials can be used during more intensive group and one-to-one instruction, as well as during center time and independent play.

The goal of this curriculum kit is to make the Common Core standards accessible and relevant to students with autism and special needs. Additionally, by breaking each standard down and drilling into the prerequisite skills, the opportunity exists to use these Kindergarten programs for older students who are not developmentally able to meet grade-level standards. By equipping teachers with teachable steps for each and every standard and pairing the teaching with motivating, versatile materials, the ABA Curriculum for the Common Core Kit puts Kindergarten students in Special Education on the path to achieving success.

 You can also purchase today the Curriculum Book separately for only $64.95 $59.95. This curriculum book is best utilized in conjunction with our ABA Curriculum for the Common Core Kit: Kindergarten and explicitly explains how to use the materials presented in the kit to teach and generalize each standard. Soft Cover, 176 pages, by Sam Blanco, MSEd, BCBA.

 Special educators and consultants are already finding this to be an invaluable resource in the classroom.

 Advance Praise for the ABA Curriculum for the Common Core

 “ABA Curriculum for the Common Core is bound to be the type of reference book every special educator will be reaching for. With its comprehensive, accessible, and task-analyzed programs, ABA strategies, and data collection sheets, Sam Blanco has created a compilation dream for all educators working with children who have special needs.”
– Val Demiri, PhD, BCBA-D

“This highly organized and comprehensive curriculum is a must for all special education teachers working to implement the common core standards in the classroom. Every teacher and student need is anticipated and planned for. With this curriculum as a resource, the common core standards are no longer an obstacle, but instead an accessible program of study for all students.”
– Linda McSorley, Special Education Teacher

Continue reading →

Different Roads to Learning’s “What Goes Together?” App is Now Available on Android!

Posted on by

What Goes Together?Our very own app for matching and sorting What Goes Together? is now available for Android devices*. Find it available now in the Google Play Store, on Amazon, and in the Barnes & Noble Nook Store.

This 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.

Screenshots captured from a 7-inch Samsung Galaxy Tablet.

In What Goes Together?, images are prompted with the question “What goes together?” Students then drag the prompted object to the correctly associated object among the 3 shown across the bottom of the screen. Correct responses receive visual and auditory reinforcement, while incorrect answers are corrected by a visual prompt of the correct answer flashing. After all targets have been seen once, they are reintroduced in a new, randomized order. The app takes data for the percentage answered correctly across rounds as well as sessions in which the app is in use.

*What Goes Together? runs an Android 2.2 platforms and up. This app is also available in the Apple iTunes Store.

Tip of the Week: Easy Modification for Promoting Functional iPad Use

Posted on by

The iPad is a highly motivating item for many kids. But many parents and teachers find it frustrating to teach kids with autism to use the iPad functionally. Here are three tips that can help you promote functional use.

  1. Lock Rotation – Some learners with autism like to watch the screen rotate as they move the iPad. This prevents them from using the iPad to complete tasks, create visual or audio products, or play games. There is a small switch on the side of the iPad that is factory preset to mute the volume. You can change the function of this switch to lock rotation, preventing your learner from fixating on rotating the screen.LockRotation_Image
  2. Guided Access – When providing access to the iPad, it’s a good idea to give your learner options of particular apps to engage with instead of providing free access to everything available on the device. For example, during a teaching session, I might say, “When it’s time for a break, do you want to play Match or Simon?” When it’s time for the break, I open the app the learner chose, then activate Guided Access, which makes it impossible for the learner to switch to other apps.GuidedAccess_Image
  3. Timed Play – Sometimes I want to limit the amount of time a learner spends on the iPad. When I am providing a student a break during a teaching session, frequently I limit the time to 2–3 minutes. Parents may allow their child to play on the iPad for 30 minutes. You can set the iPad to immediately shut off at the specified time. I like to use this function because it prevents the end of an preferred activity from being associated with me.TimedPlay_Image

**Unfortunately, the iPad is the only tablet with which I am familiar. If you use another tablet and have tips such as those above, please share them with us!

WRITTEN BY SAM BLANCO, MSED, BCBA

Sam is an ABA provider for students ages 3-12 in NYC. Working in education for ten years with students with Autism Spectrum Disorders and other developmental delays, Sam has developed strategies for achieving a multitude of academic, behavior, and social goals. Sam is currently pursuing her PhD in Applied Behavior Analysis at Endicott College.

Different Roads to Learning’s “What’s That Sound?” App is Now Available on Android!

Posted on by

We’re thrilled to announce that our very own app for auditory discrimination What’s That Sound? Learning to Listen and Identify Sounds is now available for Android devices*. Find it available now in the Google Play Store, on Amazon, and in the Barnes & Noble Nook Store.

Simple auditory processing skills lay the foundation for learning how to read, speak, and spell. What’s That Sound? is an interactive game that helps develop auditory discrimination and processing skills in young learners. In this game, players will improve their skills by matching objects and their associated sounds.

Reinforcement with balloons shown above.

Screenshots captured from a 7-inch Samsung Galaxy Tablet.

In What’s That Sound?, images are prompted with a spoken question “What makes this sound?” and then a sound. Students then tap the image of the person, object, or animal correctly associated with the prompted noise. Correct responses receive visual and auditory reinforcement (see screenshot of balloons above), while incorrect answers are corrected by a visual prompt of the correct answer flashing. After all targets have been seen once, they are reintroduced in a new, randomized order. The app takes data for the percentage answered correctly across rounds as well as sessions in which the app is in use.

*What’s That Sound? runs an Android 2.2 platforms and up. This app is also available in the Apple iTunes Store.

Pick of the Week: Speaker’s Box – Expand expressive vocabulary & language

Posted on by

Ideal for auditory and visual learners, Speaker’s Box helps strengthen oral language skills in whole-class or small-group settings, as well as in one-on-one instruction. This week only, take 15% off* your order of Speaker’s Box by using promo code SPEAKER at checkout.

With Speaker’s Box, students reach into the box, choose a color-coded prompt card, and then start chatting. There are four color-coded categories included:

  • What’s Happening Here?/What Comes Next? has the students talk about what is going on in the picture or what might happen next.
  • Step by Step has students look at the picture and correlating question on the back to give detailed directions on how to do something.
  • Would You Rather? presents questions that students answer with a personal statement based on the first thing that comes to mind.
  • Things You Like Best also asks students questions about their preferences and to explain why.

This is a great teaching tool that fosters receptive and expressive language, peer interaction, perspective-taking, and more. The set includes eighty-six 2.5-inch square write & wipe-cards (14 are blank for customization) in a nifty storage box. This game is recommended for children ages 6 and up.

Don’t forget to use our promo code SPEAKER this week to save 15%* on your set of Speaker’s Box.

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

A Call for Conferences on Autism Spectrum Disorder, Applied Behavior Analysis, Verbal Behavior and Social Skills

Posted on by

Banner_LargeDo you know of any upcoming conference or workshops on Autism?! Please let us know of any ABA, Verbal Behavior or Speech-Language Therapy events and we will share it with our community. We strive to help our readers be informed about resources and events for parents and educators of children with autism or other developmental delays. No matter how big or how small – email info about your event to hannah@difflearn.com. Please include the date, location, scheduled sessions/speakers, registration details, contact information, and anything else you feel would be informative. If you have a flyer or website, send it over!

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 site where we keep a running list of upcoming conferences at https://www.difflearn.com/events.

Different Roads to Learning’s “Clean Up: Category Sorting” App is now available on Android!

Posted on by

Clean Up Cateogory Sorting AppWe’re extremely excited to announce that our very own sorting skills app Clean Up: Category Sorting is now available for Android devices*. Find it available now the Google Play Store, on Amazon, and in the Barnes & Noble Nook Store.

Clean Up: Category Sorting is an interactive game that develops language, reasoning, and sorting and classifying skills in young learners. Players of the game must “clean up” by putting 75 photographic images of toys, food, and clothing away in the correct shopping cart, refrigerator, or toy box. Each target is introduced by its label (“Where does the Apple go?”) in each round, where players see 15 unique images.

Screenshots captured from a 7-inch Samsung Galaxy Tablet.

Correct responses receive visual and auditory reinforcement while incorrect answers are corrected by a visual prompt of the correct answer flashing. After all targets have been seen once, they are reintroduced in a new, randomized order. The app takes data for the percentage answered correctly across rounds as well as sessions in which the app is in use. Clean Up: Category Sorting will help build foundational sorting skills for students just developing their sorting and classifying skills.

*Clean Up: Category Sorting runs an Android 2.2 platforms and up. This app is also available on the Apple iTunes Store. 

Tip of the Week: Communicating with Paraprofessionals to Support Your Learner

Posted on by

Many students with autism and other developmental disabilities have an IEP that mandates a 1:1 paraprofessional (called an instructional assistant or teaching assistant in some states, but referred to as paraprofessional for the purposes of this article). Recently, I had the opportunity to provide a workshop to a large group of paraprofessionals in New York City. I was surprised to hear how some felt disconnected from the families of their students, especially considering how deep their relationships are with their students.

My conversations during that workshop caused me to reflect upon my own experience as a classroom teacher. Fortunately, I always had wonderful paraprofessionals who were essential to making the classroom run smoothly and helping our students achieve success, but I recognize now that they often were working with less information and less contact with the families than the teachers were. As a parent/guardian, you can help bridge that gap.

  • Communicate directly with the teacher and the paraprofessional. If you have critical information about your child, don’t assume that the teacher will share it with the paraprofessional. This can be important for big issues, such as allergies or new medicines, as well as smaller issues, such as an impending vacation or a sleepless night.
  • Share important goals with the paraprofessional. In many schools, the paraprofessional may never have seen your child’s IEP, though they frequently see your child for more time during each day. The paraprofessional also will usually see your child at times when the teacher will not, such as lunch and/or recess. If there are specific concerns about social skills, the paraprofessional likely has more opportunities for implementing social skills interventions than the teacher.
  • When you go to parent teacher conferences, ask both the teacher and the paraprofessional about your child’s performance in school. Because the paraprofessional sees the student in more environments, they may have more specific observations about transitions, special classes such as gym or art, and social interactions outside of the classroom.
  • Sometimes a student responds better to the paraprofessional than the teacher. If they do, find out why. The paraprofessional may be doing things that you and/or the teacher can replicate to help your child’s learning outcomes.
  • Show your appreciation for the paraprofessional. The job of a paraprofessional is very challenging: no preps, the need to adjust to each teacher’s style throughout the day, and the fact that they often end up managing any behavioral challenges during the day. A note of thanks can go a long way. And if you are the type of parent who gives small gifts or handmade items to teachers, don’t leave the paraprofessional out!

WRITTEN BY SAM BLANCO, MSED, BCBA

Sam is an ABA provider for students ages 3-12 in NYC. Working in education for ten years with students with Autism Spectrum Disorders and other developmental delays, Sam has developed strategies for achieving a multitude of academic, behavior, and social goals. Sam is currently pursuing her PhD in Applied Behavior Analysis at Endicott College.

Pick of the Week: Social Skills Games to Teach What’s “Just Right”

Posted on by

People communicate using not only words, but also tone of voice and body language. Many children, however, fail to notice these relatively subtle social cues in self-expression and personal space. This week, we’re featuring two of our newest social skills games, Too Much, Too Little, Just Right and Too Close, Too Far, Just Right to help you teach your learners what is “just right” in social situations. Use our promo code JUSTRIGHT to save 15%* on your sets!

Too Much, Too Little, Just Right teaches children to pay attention to tone of voice, observe body language, and note how these cues affect the message. Children assume two roles during game play: Messenger and Listener. They learn by observing others and by getting immediate feedback about their own expressive abilities. They learn to adjust volume, expression, gestures, and other physical cues in order to communicate effectively and achieve greater self-control, thus developing more appropriate and satisfying social relationships.

Ideal for 2 to 8 players, this game can be easily used with larger groups or classrooms as well. Because it focuses on social interaction rather than on a game board, the game can be played virtually anywhere. Clearly focused and easy-to-use, Too Much, Too Little, Just Right is an outstanding tool for those working with children who have autism spectrum disorders. The game includes: 45 Too Much/Too Little/Just Right Cards, 90 Message Cards, 64 Action Cards, 50 Response Cards, 100 Reward Chips, and 1 Feedback Express-O-Meter. Recommended for children ages 5-12 years.

Too Close, Too Far, Just Right teaches what’s “too close,” “too far,” or “just right” in social situations. Children take turns performing social scenarios described on the Role Play Cards, and then the instructor or group of students decides whether their proximity to each other is appropriate for the particular situation. The objective is to understand the concept the personal space. Focused and engaging, this game is a gentle way to help students with autism and ADHD grasp the idea of appropriate proximity and physical boundaries and thereby improve their relationships. The game includes 65 Role Play Cards, 24 color-coded Feedback Cards, 3 “Where do I stand?” Cards, 1 Footprint Mat, and 1 booklet with instructions, game preparations and play, and variations on game play with a large group or class. Recommended for children ages 5 and up.

Don’t forget to save 15%* on your order of Too Much, Too Little, Just Right or Too Close, Too Far, Just Right this week by using promo code JUSTRIGHT when you check out online or over the phone with us!

*Offer is valid until 11:59pm EDT on November 4th, 2014. Not compatible with any other offers. Be sure there are no spaces or dashes in your code at check out!