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How to Choose the Best ABA Provider for Your Child

Beginning ABA therapy services can be overwhelming and confusing. Below are a few things to consider when choosing an ABA provider to ensure you are finding the best fit for you and your child! Blog-ABA-Search-Main-Landscape

Scope of Practice

  • This is a term that simply means that healthcare professionals should ethically only treat populations and use procedures/processes in which they have specific education and training.
  • For example, if a BCBA has only worked with the pediatric population, it would be outside their scope of practice to treat adults.
  • Especially for children with intense behaviors, children who are older in age, larger in stature, etc., it is important to ask if the ABA therapy practice has BCBAs who have experience treating in these areas to ensure safety and maximum progress.

Location of Services

  • Some ABA therapy companies only offer in-home or in-clinic services exclusively. Other places, like NSPT, offer ABA services in homes, clinics, schools, etc.
  • It is important to consider where your child might need support and choose an ABA company that is able to offer services where therapy will be most appropriate, beneficial, and consistent.

Insurance Coverage

  • ABA therapy is recommended 10-40 hours per week, based on BCBA recommendations. This range of hours is what has been proven to be most effective for progress.
  • Because of the large number of hours, therapy can be very costly if paid for out of pocket.
  • When calling ABA therapy providers, be sure to let them know which insurance you have (at NSPT we will check benefits and provide a summary explanation as a courtesy to all of our families). Families are then able to determine if it is going to be financially feasible to begin services with the provider.

ABA therapy requires consistent communication and collaboration between provider and family, so above all, it is vital you find a provider who you are comfortable talking, sharing, and brainstorming with!

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

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Rachel Gossan

Rachel Gossan

Rachel Gossan is a Board Certified Behavior Analyst at North Shore Pediatric Therapy. Rachel has worked with children of varying ability and ages since graduating from Michigan State University with a Master of Arts in Special Education with a focus on autism, and a graduate certification in Applied Behavior Analysis. Rachel has a great deal of experience designing individualized programs to increase social, play, functional, and academic skills for children with autism and related disabilities.

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The Difference Between Positive and Negative Reinforcement

Trying to figure out different ways to approach behavior can be overwhelming and frustrating. One thing to always remember is to try and focus on reinforcing the behavior you want to see moreBlog-Reinforcement-Main-Landscape
than punishing the behavior you are wanting to decrease. Using positive and negative reinforcement can both help achieve the same goal of increasing the behavior you would like to see more of.

The difference between positive and negative reinforcement is simple. The use of positive reinforcement is adding something (typically something that is liked) to the environment after a behavior occurs that will increase the future instance of that behavior. The use of negative reinforcement is taking away something (typically something that is not liked) from the environment after a behavior occurs that will increase future instances of that behavior.

 Examples of positive reinforcement include:

  • Giving a praise after a specific appropriate behavior occurs and then that behavior continues to increase.
  • Earning a special treat after a specific appropriate behavior occurs and then that behavior continues to increase.
  • Getting a 5 minute 1:1 time with parent after a specific appropriate behavior occurs and then that behavior continues to increase.

Examples of negative reinforcement include:

  • Removing a chore from the chore list from the schedule after a specific appropriate behavior occurs and then that behavior continues to increase.
  • Taking away a specific school related task after appropriate behavior occurs and then that behavior continues to increase.

The key to making sure either type of reinforcement is working is to measure and track the behavior and see if that behavior is increasing over time!

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140.

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Annie Goldberg

Annie Goldberg

Annie Goldberg is a behavior analyst with a master's degree in Clinical Psychology with a specialization in Applied Behavior Analysis. Annie has worked in intervention of children with autism for the past four years. She began her career in the field with the Lovaas Institute For Early Intervention in Minneapolis, Minnesota, where she was trained as a behavior therapist. It was there that her passion for working with children in the behavior therapy setting took root. In order to further develop her skills, she attended the Chicago School of Professional Psychology, where she earned her advanced degree.

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Help! My Child is Wetting the Bed

Wetting the bed is a very common issue that occurs with many children. Below are some preventative and reactive strategies to help decrease bed wetting from occurring. Blog-Wetting the Bed-Main-Portrait

Preventative Strategies for Wetting the Bed

Liquid Intake

It is important for children to drink liquid throughout the day to stay hydrated, but it is best to stop drinking liquids before bed time. This may prevent the bladder from having to be emptied while the child is asleep.

Bathroom Schedule

Scheduled bathroom breaks help empty the bladder when it may need to be emptied. Many times when children are engaged in a preferred activity they choose to not use the bathroom when it is needed. Bathroom breaks/schedules throughout the day can prevent other issues like infection or wetting pants during other parts of the day. Using the bathroom multiple times or at least one time right before bed may help the child from needing to empty the bladder while he or she is sleeping. Parents can also wake their children up when they are getting ready for bed and have them use the restroom one more time.

Reactive Strategies for Wetting the Bed

Waterproof bedding

When a child does wet the bed, use waterproof bedding, blankets, and padding to prevent any damage to mattress. Clean up will also be easier.

Alarms

Sometimes children are in such a deep sleep that the signal of wetting the bed does not wake them up. There are alarms that can be bought to help signal/wake the child when he or she needs to use the bathroom in the middle of the night.

Open Communication

It is important to not embarrass your children or make them feel bad when they wet the bed. This can be a sensitive topic and it is important for open communication and to make you child feel comfortable when it happens.

NSPT offers services in Bucktown, Evanston, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140.

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Kristin Francesco

Kristin Francesco

Kristin Francesco is a Board Certified Behavior Analyst who has always had a passion for working with children. She earned her Bachelor of Science in Special Education at Loyola University in Chicago and her Masters of Science in Applied Behavior Analysis at The Chicago School of Professional Psychology. Kristin has volunteered as a Best Buddy at Misericordia. She has worked at the elementary, middle school, and high school levels in Chicago, IL. Kristin has provided ABA therapy in homes and at a Therapeutic Day School.

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Help for Defiance

Life can already be busy enough making sure your child gets through all of the tasks he or she needs each day. The last thing you need is your child refusing to follow directions. Here are some proactive and reactive strategies for when you need help with defiance. Blog-Defiance-Help-Main-Portrait

Preventative Strategies for Defiance

Clear Directions/Expectations

When asking your child to complete a task, make sure you are crystal clear with the directions. For example, if you ask your child to clean their room, your child may go pick up their clothes off of the floor and then say they are all done. When you go to check the room you say, “Your room is not clean.” This may cause an argument/conflict. To your child, a clean room means there are no clothes on the ground. To you, a clean room is a made bed, clothes folded and put away, and a clean desk. Clearly state your expectations to leave no room for confusion and make success more achievable for your child.

Offer Choices

Sometimes, your child may get overwhelmed and become defiant if they have numerous tasks to complete. Giving them the option to choose what tasks they need to complete each day may make them more compliant and successful. For example, give your child the option of making the bed or cleaning the clothes off the ground. Another example is giving your child the option of which homework assignment they would like to complete first.

Shortening Tasks

I know many teachers who use this tip when working with students who refuse to do their work. For example, they might give a student a math worksheet of 20 problems and ask them to complete 15. Another way to use this tip is asking them to work on one problem or one part of the task and then increasing the number of problems/parts of the task over time. Following strategies like this may feel like you are giving in to them, but in the end they are still completing part of the task, as opposed to refusing to address it at all.

Offer Rewards

Many children are motivated by rewards. When stating your expectations, ask them what they would like to earn after they complete the task or give them options of what they can earn. You want to make sure you do this while stating the expectations. If you do not, and your child engages in defiant behavior and you then offer the reward, it becomes a bribe. Bribes are dangerous for growth because they teach children that if they refuse to do something at first, they will eventually get something extra. We want them to learn that they get a reward by complying with the task.  For example, “What do you want to earn when you complete your chores? You can get 15 minutes on the iPad or a candy bar.” Make sure the rewards are activities or items that your child enjoys and will motivate them. If earning a reward is not enough, you can also present the consequences of what will happen if they refuse to do the task.

Reactive Strategies for Defiance

Reassess Motivation

After the child decides what they want to earn, they still may not complete the task. Their behavior shows that the reward may not be motivating enough for them. You can offer new choices or remind them what they are earning if they complete the task.

Stay Calm

When your child is engaging in defiant behaviors you want to stay calm. Use a neutral tone when you speak to them and make sure your facial expressions stay neutral, too.

Stay Consistent and Follow Through on Expectations

If you offer your child a reward after they complete a task, make sure you give it to them immediately. If you do not, your child may not be motivated by rewards because they will become skeptical. Additionally, you can’t give them the reward at a later time if they do not complete the task.

Deliver Verbal Praise for Appropriate Behaviors

When your child is being compliant instead of showing defiance, please deliver verbal praise!

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140.

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Kristin Francesco

Kristin Francesco

Kristin Francesco is a Board Certified Behavior Analyst who has always had a passion for working with children. She earned her Bachelor of Science in Special Education at Loyola University in Chicago and her Masters of Science in Applied Behavior Analysis at The Chicago School of Professional Psychology. Kristin has volunteered as a Best Buddy at Misericordia. She has worked at the elementary, middle school, and high school levels in Chicago, IL. Kristin has provided ABA therapy in homes and at a Therapeutic Day School.

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Help! My Child is Biting

Biting can be a very challenging behavior to deal with. It can result in physical and emotional distress to all individuals involved. In order to accurately address biting situations, we must blog-biting-main-landscapedetermine why the individual is engaging in that behavior. In other words, we need to know the function of the biting. Like any behavior, biting has a history of reinforcement. This history plays a big role in the function of biting.

We can determine the function by analyzing what occurs immediately before the behavior (antecedent) and what occurs immediately following the behavior (consequence). Sometimes we may not be aware that our own behavior is impacting the child’s behavior. Once we are able to identify why a child is engaging in a behavior, we can change our own behavior which will lead to changes in their behavior.

There are many possible functions for the biting which can include: escape, attention seeking, gaining access to materials, or sensory stimulation. Below you will find a detail of the functions and suggestions to decrease biting given that particular function.

Functions and Working Tips for Biting:

  • Escape or Avoidance: The child might behave in a way to get out of doing an unfavorable task/activity or to remove themselves from a particular situation. The child might engage in biting in order to avoid doing something they do not want to do.
    • Working Tip: If you ask a child to follow your instruction, but they engage in refusal behavior and biting occurs, it is important that you continue to present the request for the child and follow through with your instruction. By not allowing the child to escape the demand, biting is no longer resulting in an inappropriate escape of demands.
  • Attention seeking: The child might bite as a way to gain the attention of others. When a child bites you or themselves it is natural to react in a certain way. You may raise your voice, make different facial reactions or pull away quickly. By providing this attention after biting occurs, the child may be more likely to repeat this behavior in the future to gain your attention.
    • Working Tip: If a child is biting to gain your attention, ignore this behavior by providing no facial or vocal reactions. Instead, provide attention for appropriate behaviors during periods of time when no biting is occurring.  If the child is engaging in self-injurious biting behavior, you can block the behavior without giving additional attention to the child to ensure safety.
  • Access to materials: The child might bite to gain access to preferred items or activities. If you are giving a child something they want after they bite you, you are likely reinforcing this behavior.
    • Working Tip: It is important to refrain from giving the child access to any preferred items or activities when this behavior occurs. Instead, provide access to these after they engage in other appropriate behaviors (i.e. asking appropriately, handing you the appropriate picture exchange card, etc) to tell you what they want.
  • Automatic (sensory stimulation): The child may be biting because it is something that feels good to them.
    • Working Tip: To address this behavior you can give the child something more appropriate that they are allowed to bite on like a rubber chewing item.

Things to Remember When it Comes to Biting:

  • Consistency is key: Once a function of the behavior is determined, it is important that everyone who interacts with the child addresses the behavior in the same way in order for the intervention to be effective. As long as the biting behavior is working for the child to get what they want, even if only on some occasions, they will continue to engage in this behavior.
  • Reinforcement: Reducing/eliminating the biting behavior is important, but at we also want to teach children appropriate behaviors to replace biting to ensure they are getting their wants and needs met. By applying the principles of behavior, you can teach your child more appropriate ways to gain attention, access to preferred materials, or to ask for a break from a non-preferred activity.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Melanie Pomaville

Melanie Pomaville

Melanie Pomaville is a Board Certified Behavior Analyst (BCBA) who is devoted to helping children achieve their full potential. She earned her Bachelor of Science degree from Western Michigan University in Behavioral Science and her Master of Arts degree from Western Michigan University in Applied Behavior Analysis. Her education has been built on a strong foundation of the principles of behavior with intensive hands-on experience practicing her skills and teaching the principles of behavior to others. Melanie has four years of experience using ABA in an Early Intervention Special Education Classroom. She began working with children with ASD and other developmental disabilities as an undergraduate student providing one-on-one ABA therapy. Through this work Melanie was immediately drawn to the powerful effects of behavior analysis and developed a passion to use the principles of behavior to improve the lives of others.

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Executive Functioning Skills: How Can I Help My Child?

Executive Functions are a set of higher order mental processes that allow an individual, or in this case, children; the ability to control their thoughts, actions, and attention in their ever-changingblog-executive-functioning-main-landscape environment. Often, children can present with executive functioning issues as a result of many different factors such as Autism and ADHD.

Below are some executive functioning skills and how they present in both individuals with normal and poor executive functioning, and some tools/strategies for parents:

Skill Example Tools
Organization Your child has trouble being organized or often loses, or misplaces items. Create a “home space” for your child’s items. This can include simply labeling areas of the home where items should be stored, so your child knows where to place items and lowers the risk of loss. Make checklists or use planners to help your child create a schedule.
Working Memory Your child easily forgets what they just heard, or what they were asked to do. Make connections in every lesson. Have you ever heard of ROY G. BIV? – this is how most people remember the colors of the rainbow. When teaching new content such as tying a shoe use cute, age appropriate analogies such as the bunny rabbit in the hole. Also, helping your child visualize information by writing it down, drawing pictures, and even becoming the teacher are great tools as well.
Self-monitoring Your child may not seem aware of themselves such as when they are doing well. Behavior charts are a great tool to help your child self-manage their own behavior. Choose an important behavior for your child to manage and how often you would like for your child to “check in” on this behavior.
Task Initiation/Planning and Prioritizing Your child takes forever to get started on a particular task or has trouble planning activities. Break whole tasks down into smaller achievable steps. If the desired result is for your child to complete an entire homework sheet, maybe setting a goal to do the first 2 problems together can be a happy medium. Also allowing your child to take breaks or receive rewards between tasks are a good strategy as well.
Flexibility Your child often has trouble with new ideas, transitions and spontaneity. Visual schedules and first/then language are your biggest friend. For a child who has trouble being flexible, try to alert your child to changes in routine as far in advance as you can. To help combat rigidity such as not wanting to try a new food, try to approach slow and steady first. This can include tasting a small amount of a new food instead of a large portion.
Impulse/Emotional Control Your child often has trouble controlling their emotions and impulses when they are sad, happy, or angry. Speak and repeat. When providing directions to a child, if applicable, state the directions remembering to adhere to your child’s learner and listener styles, and then have your child repeat back to you. Use social stories and modeling: For example, if your child often gets upset when they lose a game, a social story can help teach tools on how to act in this situation.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Faith Champ

Faith Champ

Faith Champ is a Board Certified Behavior Analyst with over four years experience in the field of Applied Behavior Analysis. She earned her Master of Arts in Psychology and Certificate of BCBA Re-specialization from The Chicago School of Professional Psychology. Faith spent three years focusing on the pediatric population primarily in home where she worked to address behavioral concerns during meal time, play time, after- school academics/tutoring, potty-training, parent-coaching and bed-time support. Faith has extensive experience in providing school support through IEP meetings, as a shadow/school aide and building rapport with teachers and school staff. Additional education experience include Graduate certificates in Child Advocacy and Public Policy, and Early Childhood Administration, Management, and Leadership.

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Creating SMART Goals for Kids with Autism

When it comes to creating goals for kids with autism, it can be overwhelming where to start. What goal do you pick? When should they meet their goal? How can everyone work on it together? blog-smart-goals-main-landscapeRest assured, creating effective goals is as simple as making sure it is a SMART goal: specific, measurable, attainable, relevant, and time-bound. Following these simple guidelines will help your child achieve the goals you set in place.

Specific

It is easy to have a general goal in mind for kids with autism, such as increasing their language or self-help skills. However, general goals are hard to work on since they do not have specific behaviors that you are looking to increase. Being as specific as possible with your goal is the most effective way to ensure your child will meet their goal.

Measurable

When we create a goal, we have to make sure we can measure a child’s success. If our goal isn’t measurable, we cannot accurately determine if the goal was met. The two most common ways to make goals measurable are frequency (e.g. 3 times per day, etc.) and accuracy (e.g. with 80% success, in 4 out of 5 opportunities, etc.).

Attainable

Before we start working on a goal, we have to make sure it is something the child can attain (i.e. a goal they can achieve). We need to look at prerequisite skills (i.e. skills the child needs in order to achieve the current goal). We also need to look at how realistic our goal is. We cannot expect a child to get dressed by themselves each morning if their underwear drawer is too high for them to reach.

Relevant

Relevant goals are goals that will make a difference in the child’s life. If the goal isn’t relevant to the child, the child will not be motivated to achieve it. If a goal is determined to not be relevant to the child or the one helping teach the goal, it will need to be adjusted to become relevant.

Time-bound

If all goals had an eternity to be achieved, there would not be a desire to teach and attain the goal in the near future. Making goals time-bound ensure that the goal is mastered in a realistic time-frame. Determining the time-frame of your goal should be dependent on the goal. The more challenging the goal, the longer the time-frame should be.

Example of a SMART Goal

Your goal is to work on your child asking you for help when you are in another room. At this time, your child does not ask you for help when you are in the same room consistently. Let’s go through each criterion to make our SMART goal.

Specific: Child will say “help me” while handing the object they need help with to the adult

Measurable: 4 out of 5 opportunities

Attainable: We will first work on when an adult is in the same room

Relevant: Your child frequently needs help when playing with new toys or opening and sealing food

Time-bound: 2 weeks

Now that you know how to write SMART goals, start making some and see your child blossom!

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Olivia Smith

Olivia Smith

Olivia Smith is a board-certified and state-licensed Behavior Analyst with experience and a passion for working with the pediatric population. She earned her Bachelor of Arts degree in Psychology and a Certificate in Childhood and Adolescent Studies from the University of Wisconsin-Milwaukee. During her undergraduate career, Olivia volunteered at the Behavior Research and Therapy Lab on campus, which focused on working with individuals with Tourette Syndrome and Obsessive-Compulsive Disorders. She earned her Master of Arts in Applied Behavior Analysis from Ball State University. Olivia has spent the past five years providing early intervention behavior analytic services in-home for children diagnosed with Autism Spectrum Disorders (ASD) in Milwaukee, WI and Green Bay, WI with the Wisconsin Early Autism Project (WEAP). During her time with WEAP, Olivia also conducted weekly social skills classes for 7-10 years olds diagnosed with ASD.

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5 Tips to Help Your Child Through Failing Grades

As a new school year has begun, your child may be facing quite a few new changes in the classroom, whether that be a new school, new teachers and peers, or even new, and challenging blog-failing-grades-main-landscapecoursework. These changes can generate some difficulties in your student in terms of following academic or social expectations. Maybe they begin getting notes sent home about their inappropriate behavior in class or you begin finding failing grades on recent assignments. Either way, these can be discouraging to parents and their student. As a parent, it is important to identify these challenges early on and follow through with keeping your child on track for their own success.

Here are a few tips on how to help your child through failing grades:

  1. Be proactive. Parents should contact the teacher as soon as they notice their child having difficulty in a class. Follow up with any notes home or call a teacher to have a conference about the recent failing grade on an assignment. Ask the teacher for extra assignments or activities that can be done at home. It’s important to develop a plan with the teacher for collaboration purposes. The teacher may also have better insight into more specific skills that need to be acquired.
  1. Create a routine. Creating an after school routine at home provides clear expectations and consistency. This routine can and should include homework completion, meal time with family, and a bedtime routine. Building a positive routine around homework completion and continued practice can not only provide a balance of work and play, but can also build strong sense of responsibility in your student. Try and remove or minimize other distractions during the homework routine and create more time dedicated to helping your child with homework.
  1. Set expectations. As a parent, provide expectations and follow through. These expectations may begin with something small such as practicing number cards for 5 minutes before bed or making sure all books are brought home for the appropriate homework every night for a week. Whatever those expectations are in the initial stages, follow through and provide the appropriate praise and reinforcement contingent on the completion. It may be helpful to set up expectations with the teacher so you can map out short and long term goals.
  1. Consistently provide encouragement and support. Failing grades may not only be disappointing to the parents, they may also be discouraging to the student. Provide praise and positive reinforcement for even the smallest of progress and the continuation of hard work in and outside of the classroom. Continue to be an advocate for support. Offer help when needed while still requiring the student to complete the work independently.
  2. Look for underlying problems. While discussing specific difficulties with the teacher, look for potential underlying problems. Can there be difficulties with environmental variables such as, not being able to see or hear the teacher, forgetting to write down homework assignments, or being distracted by other classroom students or activities? Is there possibly an underlying learning disability? Is the child having difficulty attending to tasks? Whatever it may be, it is important to identify these things to make appropriate changes necessary for success.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Carolyn Houze

Carolyn Houze

Carolyn Houze is a Board Certified Behavior Analyst (BCBA) with a passion and love for working with the pediatric population. She earned her Bachelor of Arts in Communication Disorders and Sciences from Eastern Illinois University and her Masters of Science in Applied Behavior Analysis from The Chicago School of Professional Psychology. Carolyn has most of her experience serving young individuals with Autism within a school setting. As a BCBA, she has developed, implemented, and maintained programming for reducing maladaptive behaviors, as well as, building daily living, academic, social, and play skills. Carolyn also has experience providing in-home ABA therapy for children with Autism using both Discrete Trial Training (DTT) and Natural Environment Training to build individual skills. Carolyn is certified through the Behavior Analyst Certification Board.

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How Multidisciplinary Treatment Helps Children with Autism

There are many benefits to providing children with Autism a collaboration of different therapies in addition to Applied Behavior Analysis services. blog-autism-main-landscape

  • Occupational therapy (OT) provides children with skills to help regulate themselves. These skills may help decrease inappropriate stims and help provide children with more socially acceptable skills for regulation.
    • OT can provide children with strategies to help with motor skills.
    • OT can have a different perspective on activities of daily living and as such can provide different and alternative interventions to increase independence on self-care activities.
    • OT improves children independent living skills, such as self-care.
  • Speech therapy can help children with functional communication skills. Speech and Language Pathologists (SLPs) can provide additional support to the children to develop communication skills.
    • SLPs may also provide education and the introduction of alternatives to vocal communication in the form of augmentative devices or picture exchange communication system (PECS).
  • Applied Behavior Analysis (ABA) develops personal one-on-one interventions for children to develop functional skills.
    • ABA focuses on helping children with social, academic, and behavioral concerns.
    • ABA will also focus on providing children with skills for functional communication.
  • Physical therapy (PT) can help provide children with additional motor function and can help with children who have low muscle town or balance issues.
    • PT can also help with coordination for children.
  • Collaboration of all therapies can help ensure that the most effective treatment is provided to the child in all settings.

Fusion of all therapies will provide children exposure to different strategies and interventions in different settings to help with day-to-day life.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Sumita Singh

Sumita Singh

Sumita Singh is an Applied Behavioral Analyst (ABA) Programming Supervisor. Prior to coming to NSPT, Sumita earned her Bachelors of Arts from Benedictine University and went on to complete her Masters of Science in Applied Behavior Analysis from The Chicago School of Professional Psychology. Sumita has a passion, strong advocacy, and love for working with children and is dedicated to helping her clients blossom and reach their full potential. Sumita comes to NSPT with over 5 years of experience working with children with Autism Spectrum Disorder (ASD) both in the home and school environments. Sumita sees her work as a calling, not a career; this is exemplified in her outside activities outside of NSPT. In her free time, Sumita has devoted her time as a volunteer with A Giving Heart Foundation (AGHF), a non-profit organization previously affiliated with Rush Hospital. We are sure you will appreciate Sumita’s positive energy and look forward to working together to help your child blossom.

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7 Tips for Helping Children with Autism Handle Breaks from School

Breaks during the school year can end up being stressful for parents.  The key to success would be to prepare as much as possible beforehand. blog-autism-school-breaks-main-landscape

Try these 7 tips to help your child with Autism handle breaks from school:

  • Give your child a heads up that there is going to be a break in the routine. Mark down the days on a calendar, and consistently review it with them starting a couple weeks before leading up to the break.
  • Work with outside therapy providers to create visual schedules or prompts that can make the break run more smoothly—this is especially true for kids who follow schedules at school regularly.
  • Keep your routine as consistent as possible during the break—keep bedtime, chores and meal times as close as you can to what kids would typically do.
  • Provide as much structure as possible during the break, the less down time you have, the better! This can be a good time to plan outings to places you can’t typically go, such at the zoo, aquarium, museums, and parks.
  • Check in with teachers about possible activities and academics that could be practiced over break. Frequently, teachers will assign extra work during this time.
  • Use the break to keep your child caught up in school—review their homework and give them a head start for what’s coming up at school after the break!
  • Breaks are also a great time to add more hours of therapy!

For additional information, check out our other Autism and school blogs.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

Meet-With-An-Applied-Behavior-Analyst

This blog was co-written with Jennifer Bartell.

Jennifer BartellJennifer Bartell is a Board Certified Behavior Analyst (BCBA) and educator with over a decade of experience working with learners diagnosed with Autism Spectrum Disorder. She earned her Bachelor of Arts degree from the University of Wisconsin at Madison, double majoring in psychology and music performance, and earning a place on the Dean’s List. Following a move to New York City, Jennifer received her Master of Special Education degree from the City University of New York—Hunter College, wherein she specialized in Behavior Disorders and became dual certified to teach both the general and special education populations. While in New York, Jennifer was a part of the opening of the innovative NYC Autism Charter School—the first of its kind on the east coast—and had the opportunity to work in classrooms with reduced and one-to-one ratios and a curriculum created using the principles of Applied Behavior Analysis. Here she worked extensively with learners between the ages of 3 and 18, and presenting with an array of challenges, skill deficits, and abilities. Jennifer has vast experience in creating programming for community-based instruction, adaptive daily living skills, and self-care, yet also employs her education background to provide high quality academic and cognitive services as well. A well-respected member of the home- and school-based organizations for whom she has provided services, Jennifer is frequently called upon to provide professional development and training for her colleagues and those she is supervising. Jennifer has presented at a number of professional Applied Behavior Analysis and education conferences for fellow educators, behavior analysts, and parents around the New York area.

Rachel Nitekman

Rachel Nitekman

Rachel is a Board Certified Behavior Analyst (BCBA) with over 10 years of experience working with children with autism, Down syndrome, and other developmental delays. After graduating from the Blitstein Institute in 2011, she went on to receive her Masters in Psychology specializing in ABA, from Kaplan University, while working full time as a pediatric behavior therapist. Rachel has worked with children in a variety of settings, including home, camp and school. She also worked for KESHET, an organization that provides services for children and young adults with varying developmental delays. Rachel is passionate about her work in helping children succeed to their fullest potentials in life.

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