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 more
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!
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.
Preventative Strategies for Wetting the Bed
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.
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
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.
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.
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.
https://secureservercdn.net/188.8.131.52/fnf.6b5.myftpupload.com/wp-content/uploads/2017/02/Blog-Wetting-the-Bed-FeaturedImage.png?time=1561403729186183Kristin Francescohttps://secureservercdn.net/184.108.40.206/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngKristin Francesco2017-02-17 05:30:222017-02-10 13:47:51Help! My Child is Wetting the Bed
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.
Preventative Strategies for Defiance
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.
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.
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.
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
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.
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!
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-changing 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:
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.
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.
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.
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.
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.
https://secureservercdn.net/220.127.116.11/fnf.6b5.myftpupload.com/wp-content/uploads/2016/12/Blog-Executive-Functioning-FeaturedImage.png?time=1561403729186183Faith Champhttps://secureservercdn.net/18.104.22.168/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngFaith Champ2016-12-02 05:30:092016-12-01 11:16:17Executive Functioning Skills: How Can I Help My Child?
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? Rest 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.
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.
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.).
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 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.
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!
There are many benefits to providing children with Autism a collaboration of different therapies in addition to Applied Behavior Analysis services.
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.
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.
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!
Jennifer 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.
https://secureservercdn.net/22.214.171.124/fnf.6b5.myftpupload.com/wp-content/uploads/2016/09/Blog-Autism-School-Breaks-FeaturedImage.png?time=1561403729186183Rachel Nitekmanhttps://secureservercdn.net/126.96.36.199/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngRachel Nitekman2016-09-20 05:30:062016-09-20 09:14:007 Tips for Helping Children with Autism Handle Breaks from School
According to Merriam-Webster dictionary to collaborate means “to work with another person or group in order to achieve or do something.” When we work with children we are constantly collaborating in order to provide children with the best possible education. Within a school there is a lot of collaboration that is evident between teachers, teachers and paraprofessionals, teachers and administrators, as well as between teachers and parents/families. Within special education there is a lot of collaboration that occurs as well in the school setting. But what about outside the school setting?
Many of the students who receive special education services within the school also receive services outside of the school setting. It is essential that the lines of communication are open not only within schools but with these other related service providers that are involved in a specific student’s daily life. Every individual or company that is involved in the well-being and education of the child should be communicating their role and how that can be facilitated throughout the child’s day to day life. This collaboration is key to ensuring that the child is receiving the best services and education. So how do we go about collaborating with other service providers?
There are many ways to collaborate. The key to collaboration is communication! The parent is the mediator since they have direct contact with teachers and the other service providers.
Below are some important ways that we can open up the flow of communication:
What parents can do:
Provide each teacher and/or provider with a contact information document.
This should include the names and contact information of teachers and other providers who work with your child.
Check–in with the various adults that work with your child to ensure that they have gotten in touch.
Provide updates yourself to teachers or other service providers about your child’s goals and progress.
What teachers can do:
Ask parents for contact information of other service providers that the student might be seeing (if the parent doesn’t provide you with this information).
Reach out to other service providers.
Update other service providers throughout the school year in regards to the student’s performance and goals.
What service providers can do:
Ask parents for contact information of other services providers that the student might be seeing (if the parent doesn’t provide you with this information).
Reach out to other service providers
Update other service providers and teachers throughout the year in regards to the student’s performance and goals.
The points made above are essential to ensuring that the lines of communication have been opened and everyone can begin to collaborate!
Collaborating is more than just emailing and making phone calls with updates. It should also involve meeting in person as a group and individually to ensure that everyone is on the same page. Once introductions have been completed a meeting should be arranged with all professionals and the family. This provides everyone with the opportunity to meet! In addition, it gives everyone the time to sit down and discuss the child so that everyone can ensure that they are all working together allowing fluidity between the variety of settings that the child will be in.
One meeting is not enough! Make sure at the end of the meeting that a date and time is set for another meeting a few months down the line. This meeting would be more about progress, new goals, successes or challenges that any of the professionals or family are having with the child.
Collaboration is all about teamwork! Working as a team is essential for the success of the children that we work with. We need to ensure that we continue to keep the lines of communication open and work with each other and the family. It is important to loop all professionals the family into decision making processes and program planning. It is also important to share a child’s success and progress so that the same high standard and expectations are held for the child no matter the setting. Collaboration is a truly important component in ensuring that our children are provided with the best services and education.
https://secureservercdn.net/188.8.131.52/fnf.6b5.myftpupload.com/wp-content/uploads/2016/09/Blog-Collaboration-FeaturedImage-01.png?time=1561403729186184Parineetha Viswanathanhttps://secureservercdn.net/184.108.40.206/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngParineetha Viswanathan2016-09-14 05:30:262016-11-18 11:13:50Collaboration Between Teachers and Related Service Providers
School days can be a perfect opportunity for children to work on social skills. Children are surrounded by their peers throughout the day and there are endless opportunities for interaction.
Here are some opportunities to promote social skills throughout the school day:
During circle time, snack time and lunch time, have the child sit next to different peers each day. This will promote multiple opportunities to meet new peers!
Assign different “peer buddies” for the child throughout the day and week. These peer buddies can help assist the child complete tasks, play games with the child, engage them in conversation and model appropriate behaviors.
Set up small, group structured activities such as completing puzzles, building train tracks, playing a board game or playing catch. It is often easier for children to interact and develop appropriate skills in a small group setting, rather than in a large group.
For older kids, during lunch time, give the table a topic of conversation to talk about that day to promote conversational skills.
If children need help throughout the day, prompt them to ask their peers for help, rather than always approaching an adult.
Set up situations where the child would need to interact with peers. For example, if there is a play dough station, have all the tools with the other peers, so that the child would need to ask their friend for tools in order to complete the activity.
Parents can also talk to the teacher about peers who the child gets along with, and set up play dates at home with the peers so they can practice those skills in different places.
https://secureservercdn.net/220.127.116.11/fnf.6b5.myftpupload.com/wp-content/uploads/2016/09/Blog-Social-Skills-Tips-FeaturedImage.png?time=1561403729186183Rachel Nitekmanhttps://secureservercdn.net/18.104.22.168/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngRachel Nitekman2016-09-06 05:30:582016-09-02 15:21:517 Tips for Working on Social Skills During School
All parents hope that their children will meet new friends and have an active social life—this is not any less true for parents of kids with autism! In fact, it is this very subject that is mentioned near the top of many parents’ wish lists when asked what their greatest hope is for their child on the autism spectrum!
It can occasionally be more challenging for friendships to occur naturally due to the reduced interest in social interaction demonstrated by kids on the spectrum. However, as with many of the academic, life, and self-care skills that are taught systematically to these kids, social interaction skills and rules of friendship may be slowly introduced and put into action!
In order for these skills to be taught and practiced, however, there are a few things that parents can do to set their child with autism up for success in this area:
Ask your child’s teacher about possible peers: There are frequently a few kids in each general education classroom that appear empathetic and interested in our kids with autism. These are great candidates for peer interactions and possible friendships! Your child’s teacher will most likely have a few ideas about whom might pair well with your child in this manner, within the first few weeks of school.
Observe your child’s classroom, if possible: Most schools have parent observation policies that designate times of day that are best suited to seeing what’s going on in the classroom. Take some time to notice which kids are approaching him or her and whether these might be kids to ask over for a play date!
Volunteer to present a mini autism lesson, if possible: There are countless resources online for helping typically developing kids understand autism spectrum disorders, and what they can expect from someone who is on the spectrum. One I particularly like outlines some amazing books to help peers understand your child and his or her diagnosis: https://www.angelsense.com/blog/10-great-books-for-families-of-kids-with-autism/
Reach out to parents: Upon observing a child approaching or interacting with your child (or upon recommendation from the teacher), attempt to contact that child’s parents, and set up a time for the kids to get together!
Plan your play date: It will be very important that both kids are having a great time! Try to think of activities that are of particular interest to your child, and bring that peer along. For example, if your child really enjoys going to the zoo, and has an interest in animals, plan to visit the zoo on the kids’ first play date. This will pair the typically developing peer with something that is your child’s absolute favorite thing, and could lead to a stronger relationship!
Speak to the BCBA/supervisor in charge of your child’s services about programming for peer interaction: This is very common, and should be an integral part of any child’s treatment plan. Ensure that this is being programmed for specifically, and that there are opportunities to practice the skills both one-to-one during therapy, as well as in vivo with another child!
With practice, patience, and mindfulness on the part of adults, kids on the autism spectrum can develop meaningful and fulfilling relationships with their typically developing peers!
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.
https://secureservercdn.net/22.214.171.124/fnf.6b5.myftpupload.com/wp-content/uploads/2016/08/Blog-Autism-Classmates-FeaturedImage.png?time=1561403729186183Jennifer Bartellhttps://secureservercdn.net/126.96.36.199/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngJennifer Bartell2016-08-09 05:30:402016-09-16 11:15:23Introducing Your Child with Autism to Classmates
What behaviors does ABA seek to increase or decrease?
Applied behavior analysis (ABA) uses the principles of behavior for increasing and decreasing specific behaviors of social significance. Behaviors to increase or decrease are selected in collaboration with parents. Additionally, it is wise to involve other relevant stakeholders, like extended family or your child’s teacher.
When selecting ABA goals, it’s important to consider:
For challenging behavior, it’s crucial to consider how much is the behavior impacting the child’s functioning, learning, social opportunities, or ability to access the community. If parents cannot take a child to the store because of tantrums, it can impact a family significantly. (e.g., decreased access to social skills, difficulty completing common routines, or cost of childcare so the parent can go to the store). Similarly, if a child cannot communicate his or her wants or needs, this may cause problems for the family system as a whole.
It is important to consider the following points for increasing skills:
* What should the child be doing?
* How far outside of typical development is this behavior?
* Typically, what should a child this age be doing or expected to do?
* In what manner are these skills pivotal to future areas of development?
Small steps may lead to a larger goal
All goals should be prioritized based on some of the questions listed above. It is also essential to consider prerequisite skills and look at the larger picture. It may be that before you get to the big point of concern that there are other smaller goals to meet along the way. If your child cannot wait at home for five minutes, then waiting at a store for a toy may be more difficult. First, work on the smaller skills to build to the larger ones. With patience and practice, your child will be on their way to achieving their goals.
ABA therapy can be implemented in different environments, like home, our clinics, or in the classroom.
At NSPT, your child will receive 1:1 therapy along with the ongoing analysis of his/her progress to ensure he/she is continuing to progress and succeed.
https://secureservercdn.net/188.8.131.52/fnf.6b5.myftpupload.com/wp-content/uploads/2019/03/pexels-photo-296308.jpg?time=15614037297501088Erin Shoshanahttps://secureservercdn.net/184.108.40.206/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngErin Shoshana2019-03-13 02:26:282019-05-15 09:43:37Increasing & Decreasing Behavior With ABA
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!
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.
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!
https://secureservercdn.net/220.127.116.11/fnf.6b5.myftpupload.com/wp-content/uploads/2017/03/Blog-ABA-Search-FeaturedImage.png?time=1561403729186183Rachel Gossanhttps://secureservercdn.net/18.104.22.168/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngRachel Gossan2017-04-03 05:30:442019-05-15 12:41:16How to Choose the Best ABA Provider for Your Child
Many parents often ask- What is a BCBA? And what exactly do you do every day?
Well, A Board Certified Behavior Analyst, or a BCBA, as defined by the BACB, is an individual who has received a doctoral or graduate degree, completed coursework in Behavior Analysis, and has completed countless hours of supervised practical experience, and lastly, has passed the BCBA examination.
Our job consists of creating, individualizing, maintaining, evaluating, and supervising your child’s ABA program and your team of behavior therapists. And to answer your next question; no, we do not only work with children who have Autism. We specialize in behavior management.
A BCBA spends his or her day working to maximize your child’s potential:
Face-to-face time: Your BCBA may arrange to come to your home or clinic visit to see your child in action. This time allows your BCBA face-to-face time with your child in order to make direct and objective treatment decisions based on observation and data in order to ensure your child’s success.
Supervision: Your BCBA will also observe the behavior therapist, provide constructive feedback, model programs and interventions, and answer questions. A well trained behavior therapist is quick, confident and motivated. It is the BCBA’s job to make sure that the behavior therapist remains supported.
Behind the Scenes: Your BCBA spends countless hours researching behavior analytic literature in order to stay up-to-date on effective programs, procedures, and practices. ABA is a science and involves many different technologies and principles.
Individualizing: Your child’s program is their own. The BCBA spends a lot of time working to ensure that goals and skills are tailored to how your child learns and what your child needs to grow. Whether your child needs help with communication, potty-training, etc; all programs are specific to your child.
Communicating: The BCBA also communicates with your child’s treatment team when applicable. We love to work together with your Speech Language Pathologist, Occupational Therapist, Pediatrician, Psychologist and YOU to ensure that we are aware of everything there is to know about your child, including progress the child is making in every area of their life and any difficulties your child may be having.
Parent Training: The BCBA works to help you and wants to ensure that we are providing a very thorough picture of your child’s strengths and weaknesses and how you can help your child when not in therapy. We provide parent training/parent coaching, and work to help you become and remain experts of your child’s ABA program.
When your BCBA is not with your child, do not fret; your BCBA is in constant contact with your therapy team, has access to treatment data, and team notes, and is always aware of what is happening in your child’s therapy. Your BCBA is also available to answer any clinical questions or concerns you have about your child’s ABA program via email and phone.
https://secureservercdn.net/22.214.171.124/fnf.6b5.myftpupload.com/wp-content/uploads/2016/07/Blog-BCBA-Researching-FeaturedImage.png?time=1561403729186183Faith Champhttps://secureservercdn.net/126.96.36.199/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngFaith Champ2016-07-12 05:30:132019-05-15 12:45:28A Day in the Life of a BCBA - Who We Are and What We Do
Knowing what kind of services and how to navigate the ABA world can be hard, confusing and exhausting. When looking at an ABA program, you will always want a Board Certified Behavior Analyst on your team.
Here are 5 benefits to working with a BCBA and a team approach:
A BCBA has passed an exam that ensures he or she knows how to change behavior (both increase skills and decrease behavior) according to the principles of behavior – evidence based approach.
Working with a team typically results in creating a large and strong support system for the child, parents, and the entire family.
Working with a team helps to promote generalization of skills across people.
Working with a team allows a child to receive several hours (20-30) of therapy a week with 3-4 different therapists, which helps keep sessions fun, new, and entertaining.
Working with a team allows for different ideas to make progress across different skills and targets, especially when a child gets “stuck” on a target.
Things to keep in mind when using a team: all team members should be addressing behaviors the same way as well as teaching new skills the same way. Communication between team members is key for success. Lastly, therapists are different but implementation should be the same!
https://secureservercdn.net/188.8.131.52/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/Blog-BCBA-FeaturedImage.png?time=1561403729186183Annie Goldberghttps://secureservercdn.net/184.108.40.206/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngAnnie Goldberg2016-05-05 05:30:482019-05-15 12:46:375 Benefits of Working with a BCBA for Your Child with Autism
Does your child struggle with stereotypical or problem behaviors in your home? Are you exhausted from constant redirection and monitoring? Do you need a change? Can parents utilize the basic principles of ABA at home with their kids? Yes! Here are some quick tips and tricks to help behavior management in your home by applying ABA.
Give Behavior Specific Praise
Always praise appropriate behaviors! Providing this type of positive reinforcement for good behavior will not only increase your child’s motivation but will also allow you to see more of those behaviors in the future. Throwing in a specific praise statement gives the child feedback on the exact behavior you want to see increased. For example, saying “Nice job!” is good, but saying, “Nice job packing your back pack!” is even better and you’re likely to see them packing their backpack the next day.
Whenever possible offer your child choices. This can range from choosing when they take their bath to what shirt they wear for school and everything in between. Offering choices allows your child to be part of the decision making process, making transitions or undesired activities less of a hassle. The more choices, the better.
Provide Clear Expectations & Follow Through
Set clear, concise expectations for your child and follow through with them! Stating expectations before engaging in a specific activity gives the child a set of rules to follow. As a parent you’re able to refer back to these expectations as reminders throughout the activity. Once you set an expectation it should be followed no matter what (this is key!). Remember to provide attention and praise for followed expectations.
Don’t Prompt Too Soon
When your child is engaging in any daily living skills (tooth brushing, setting the table, tying shoes, etc.) allow them to perform the task independently before you assist them. This teaches independence and problem solving. If your child is struggling after 3-5 seconds of attempting, then provide prompting to help them complete the skill. We don’t want to see inappropriate prompt dependency.
Provide directive statements as opposed to questions
Make sure you’re communicating directions clearly. Instead of providing a question, give a directive statement that your child needs to follow. Sometimes we don’t even realize that we’re asking questions instead of directive statements. When asking a question, it gives the child the opportunity to respond with their choice; however, providing a statement only has one appropriate outcome. Changing, “are you ready for dinner?” to “it’s time for dinner” is a quick fix.
https://secureservercdn.net/220.127.116.11/fnf.6b5.myftpupload.com/wp-content/uploads/2016/02/BlogABAHome-FeaturedImage.png?time=1561403729186183Jennifer Casalehttps://secureservercdn.net/18.104.22.168/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngJennifer Casale2016-02-11 05:30:552019-05-15 12:50:44Applying ABA at Home
Applied Behavior Analysis (ABA) is the science of behavior which focuses on the application of behavioral principles in real-world settings such as clinics, schools, and the work place with the aim of improving socially significant behaviors such as behavior problems and learning (Baer, Wolf, & Risley, 1968).
Socially significant behaviors can include:
Receptive and expressive identification
Gross and fine motor skills
Activities of daily living
Reducing/eliminating problem behaviors
How can ABA therapy help my child?
If you are a parent of a child with learning and/or behavioral concerns, ABA can help address and treat these concerns. After an initial assessment of your child, an individualized treatment program will be developed with goals tailored to your child’s specific needs. Progress towards these goals will be constantly monitored, and data will be collected daily for each goal. ABA sessions can take place in your home, in the school, or in a clinic setting.
ABA sessions vary by the child, but typically consist of a combination of table work to work on skill development and natural environment training to generalize those skills to real life situations. Behavior plans are also implemented during ABA sessions to address any behavioral concerns. ABA sessions that take place in the home can also have a parent training component which allow the parents to learn effective strategies to address their child’s problem behaviors.
What are the qualifications of an ABA therapist?
ABA therapy differs from other disciplines like speech and occupational therapy in that there are usually at least two or more therapists that are part of your child’s treatment team.
A board certified behavior analyst (BCBA), who holds at least a Master’s degree and has attained board certification by the Behavior Analysis Certification Board (BACB), conducts the initial assessments, designs and oversees the individualized therapy program, and monitors progress. A behavior therapist, who has a Bachelor’s or Master’s degree carries out the direct one-on-one therapy sessions with the child. Often times a child may have 2-3 behavior therapists that they work with each week. This is actually very beneficial to the child, as it ensures skills are being generalized across various people.
Misconceptions of ABA
Over the years, there have been many misconceptions about ABA which may cause parents to be hesitant about beginning ABA therapy for their child.
Common misconceptions include:
ABA uses punishment and/or aversive items to decrease problem behaviors: Physical punishment is never used in any reputable ABA program. Reinforcement-based strategies are always preferred and utilized over any type of punishment procedure. If punishment is used, it is never used to injure or harm the child. Common punishments include time-out from reinforcement or the loss of a privilege.
ABA uses bribery: Bribes are never used in ABA as they are not an effective behavioral strategy. Bribery is ineffective because it used after a negative behavior has already occurred (i.e., If you stop crying, I will give you a cookie). ABA teaches individuals that rewards are contingent on appropriate behaviors (i.e., if I do what my mom says, I will get rewarded).
ABA is like animal training for people: This misconception is most likely due to the fact that many therapists use edibles when conducting ABA therapy, especially early on in treatment. Edibles are used due to the fact that food is a very powerful reinforcer. However, the goal is to always to fade out the use of edibles over time and use more natural reinforcers like social praise.
ABA is all table work: Yes, most ABA sessions take place at a table, for at least a part of the session. This is because for optimal learning to occur, the individual needs to be focused and attending to what they are learning, and the table is the best place for this. Just as students sit at desks in school, for learning, the same applies during ABA therapy. However, natural environment training, which takes place away from the table, is also a crucial aspect of ABA and should be incorporated into each session.
ABA can only be used for children with autism: While ABA is very commonly used for children with autism, it can be used with a wide variety of individuals with or without a diagnosis, in various settings.
Verbal Behavior (VB) is an Applied Behavior Analytic approach to teaching all skills, including language, to children withAutism Spectrum Disorders or other related disorders. Language is treated as a behavior that can be shaped and reinforced. This is done with careful attention given to why and how the child is using language. Verbal Behavior uses similar discrete trial teaching (DTT) techniques such as “SD-response-consequence,” but the approach is slightly different. VB programming focuses on “manding” (requesting preferred items). If a child can request what he wants, his world is a better place. Pairing is also used. Pairing the table, instructors, and work areas/materials with reinforcement is important to a VB program.
Another key aspect of the VB approach is the idea of “teaching across the operants.” In Verbal Behavior, teaching the child the word “ball” would require several steps.
Steps to teach a Child the Word “Ball” Using Verbal Behavior:
The child can “mand” for the ball if they want it.
The child can receptively identify the ball (listener responding).
The child can expressively identify or label it (tact).
The child can match the ball to another ball (matching to sample).
The child can perform a motor movement using the ball (motor imitation).
The child can answer a question about the ball (intraverbal).
The child can repeat the word ball (echoic).
The child can identify the ball by it’s feature, function, or class. Read more →
https://secureservercdn.net/22.214.171.124/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.png00Krystin Karashttps://secureservercdn.net/126.96.36.199/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngKrystin Karas2013-07-24 06:25:152019-05-15 13:10:01What is Verbal Behavior?