Category: Blog

Get expert advice on raising kids with autism, read personal stories, and explore insights from applied behavioral analysis (ABA) professionals.

5 Sensory-Friendly Places to Visit in Timonium, MD 

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For families raising children on the autism spectrum, even a simple outing can require thoughtful planning. Crowds, loud noises, flashing lights, and unpredictable environments can sometimes turn a fun afternoon into a stressful one. 

That’s why sensory-friendly places are so important. These are spaces that intentionally reduce overstimulation. They may offer quieter hours, lower lighting, flexible rules, or calming tools like fidgets and noise-canceling headphones. Some locations also provide staff trained in supporting children with sensory processing differences and access to quiet rooms where kids can take a break. 

In and around Timonium, just north of Baltimore, families will find several welcoming options. From museums and libraries to indoor play centers and nature spots, the region is gradually becoming more inclusive for kids who benefit from calm, structured, and sensory-considerate spaces. 

Here are five places in the Timonium area that offer sensory-friendly experiences for families. 

1. Try BeeZee Sensory Gym in Timonium 

BeeZee Sensory Gym in Timonium is a quiet, well-designed space where kids can move at their own pace. There’s soft lighting, padded equipment, and spots to take a break if things feel too busy. Staff understand sensory needs and keep the environment flexible, whether your child wants to swing, climb, or just sit and watch. 

Tip for Families: Bring socks for both you and your child, and pack a favorite snack or comfort item. It’s a good spot for easing into new routines, especially if your child needs time to warm up before jumping in. 

2. Enjoy a Calmer Morning at Sky Zone Timonium 

Sky Zone in Timonium occasionally hosts Sensory Hours, setting aside time for kids who do better with fewer people, steady lighting, and no blaring music. It’s still the same trampoline park, just a little quieter and easier to enjoy for kids who need a more predictable space to move and play. 

Tip for Families: Call ahead to confirm when Sensory Hours are scheduled. They aren’t always listed online. Arrive early if you can, so your child has time to get comfortable before others arrive. Don’t forget water and socks. 

3. Visit the Cockeysville Branch of Baltimore County Public Library 

Just a few minutes from Timonium, the Cockeysville Library is a calm, open space that works well for kids who might get overwhelmed in noisier settings. They offer sensory-friendly storytimes throughout the year, with soft lighting, visual schedules, and a slower pace. The children’s area has plenty of room to spread out, and quiet corners where kids can take a break. Librarians are helpful and can point you to books about emotions, friendships, or whatever your child is working through. 

Tip for Families: Check the library’s calendar online before you go. Sensory-friendly storytimes aren’t weekly. Bring a comfort item or headphones just in case it’s busier than expected, and don’t be afraid to ask staff for help finding a quiet spot or the right kind of book. They’re used to it. 

4. Explore Nature at Oregon Ridge Park and Nature Center 

If indoor spaces feel like too much, Oregon Ridge Nature Center is a good reset. It’s just a short drive from Timonium and has quiet trails, wide open space, and a low-key nature center with hands-on exhibits. The trails are short, mostly flat, and manageable for kids who need to move at their own pace or stop and look at every stick along the way. 

Tip for Families: Go early to avoid school groups, and pack water, sunscreen, and a snack. If transitions are tough, let your child know ahead of time when you’ll head to the car. There aren’t many natural stopping points, so having a plan helps. 

5. Find Inclusive Play at We Rock the Spectrum – Forest Hill 

We Rock the Spectrum in Forest Hill is an indoor playground about a half-hour from Timonium. It’s worth the drive if your child does best in spaces built with sensory needs in mind. The gym has swings, crash mats, climbing equipment, and a zip line, plus a quiet room if things get too overwhelming. It’s a space where kids can move how they need to, without having to explain anything. 

Tip for Families: Call ahead to ask when it’s usually less busy. Weekday afternoons are often quieter.  

Creating a More Inclusive Community in Timonium 

Families shouldn’t have to skip community outings because of sensory overload. These five destinations offer environments where children with sensory sensitivities can engage, explore, and play in ways that feel comfortable and safe. 

For more ideas, visit our LEARN Behavioral blog on 5 simple play ideas to try at home or in your community. 

Looking for personalized support for your child in Timonium or the greater Baltimore area? At Trellis, a division of LEARN Behavioral, we provide contemporary applied behavior analysis (ABA) therapy, tailored to each child’s unique needs, strengths, and personality. Learn more about our services in Maryland and contact us today. 

IEP Strategies To Start the School Year Strong 

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Tips for parents, schools, and providers to work together 

If your child has an individualized education program (IEP), the start of a new school year can bring both excitement and a long to-do list. Between fresh school supplies and new routines, it is also the best time to revisit your child’s plan, build strong relationships with the school team, and set up supports for success. 

Here are practical ways families, schools, and providers can work together to make the most of the year ahead. 

Review Your Child’s IEP 

Read your child’s IEP from start to finish. Generally, the IEP from the last school year covers the start of the following year. Review the IEP from the last meeting. Refresh yourself on key details, such as: 

  • Goals for the year 
  • Services and supports listed 
  • The person responsible for each service 
  • Accommodations in the classroom 

Sometimes, it can take a few weeks for schools to get services scheduled, but accommodations should be available and honored at the start of the year. For example, assistive technology should be in place. If any part of your child’s IEP is unclear, ask the school for clarification. Use plain language when talking about goals and services so everyone (teachers, aides, and your child) understands what your child’s plan includes. 

Build a Strong Team Connection 

An IEP works best when parents, providers, and teachers share the same vision. Early in the year: 

  • Introduce yourself to your child’s new teacher and any specialists 
  • Share a short summary about your child’s strengths, challenges, and what works best for them 
  • Set a preferred method of communication, such as email, phone, or a notebook sent home 

Consistent communication helps prevent misunderstandings. 

Set Up for Smooth Transitions 

Transitions, such as moving between activities, classrooms, or grades, can be tricky for kids on the autism spectrum. Work with the school to: 

  • Preview new routines or schedules with your child 
  • Visit the classroom before school starts 
  • Use visual schedules or social stories to explain changes 

When everyone knows what is coming next, children can adjust more easily and with less stress. 

Track Progress Together 

Do not wait for the annual IEP meeting to check progress. Schedule regular updates with the school and share notes from any outside providers, such as applied behavior analysis (ABA) therapists. 

If you notice your child struggling with a goal, request a meeting to adjust supports or strategies. Early changes can help keep your child on track. 

Know Your Rights and Resources 

Federal law gives children with disabilities the right to a free, appropriate public education, including special education and related services that meet their individual needs. 

If you are unsure about your child’s rights, connect with a local advocacy group or parent organization. They can walk you through the process, join you for meetings, and help you get the support you need. 

Make It a Team Effort 

IEPs are most successful when everyone works together. That includes parents, school staff, and providers. At LEARN Behavioral, we partner with families and schools to apply evidence-based ABA strategies that help children build skills, reach their goals, and thrive in and out of the classroom. 

Looking for more support with your child’s IEP this school year? 

Our team at LEARN Behavioral can work alongside you and your child’s school to help create a plan that meets their unique needs. Contact us today to learn how we can partner with you to set your child up for success. 

6 Fall School Success Tips for Kids on the Autism Spectrum 

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Clinically Reviewed By: Genevieve Marshall, PhD, BCBA-D, LBA

New classrooms. New routines. New sounds. The start of school brings big changes, especially for kids on the autism spectrum.  

Predictability, preparation, and strong communication between home and school can help make the transition smoother. Use these tips to support your child during the first months of school and throughout the fall.  

1. Keep routines steady 

Children often do best when their days are predictable. Set a consistent wake-up time. It’s best to start this a week or two before school starts, and try not to deviate too much on weekends. Also set a breakfast routine and after-school schedule. Use a visual checklist so your child can follow each step. Small changes, like keeping the same breakfast spot or packing the backpack the night before, can make mornings calmer. 
Why it works: Predictable routines help reduce anxiety, build independence, and make transitions smoother. 

2. Plan for sensory comfort 

Schools can be loud, bright, and busy. Think about what helps your child feel calm and focused. You might pack noise-reducing headphones, a favorite fidget, or sunglasses for bright hallways. Talk with the teacher about when and how your child can use these tools. 
Why it works: Supporting sensory needs helps your child stay engaged and comfortable throughout the day. 

3. Stay connected with the teacher 

Choose a simple way to share updates, like a daily note, short emails, or a communication app. If your child has an individualized education program (IEP), review it together early in the year. Make sure supports are in place not only in the classroom but also during lunch, recess, and specials like art or gym. 
Why it works: Strong home-school communication helps address challenges quickly and celebrate progress. 

4. Practice school skills at home 

A little rehearsal can make school tasks less overwhelming. Practice opening lunch containers, lining up, or asking for help. Role-play transitions, such as moving from recess back to the classroom, so your child knows what to expect. 
Why it works: Familiarity with daily tasks builds confidence and reduces stress in new situations. 

5. Discover your child’s interests  

If your child loves animals, superheroes, or trains, look for ways to bring those interests into schoolwork. Share ideas with the teacher, who may be able to use them to spark engagement during lessons. 
Why it works: Connecting learning to favorite topics makes participation more enjoyable and motivating. 

6. Build in after-school downtime 

The school day can be demanding, so give your child a set time to unwind after getting home. This could mean quiet play, outdoor movement, or calming sensory activities. Hold off on homework until your child feels settled. 
Why it works: Time to recharge helps your child recover from the day and prepares them for the evening. 

Starting strong this fall 

The first months of school set the tone for the year. With steady routines, sensory supports, and strong connections with teachers, your child can feel secure, capable, and ready to learn. 

At LEARN Behavioral, we partner with families to help children on the autism spectrum succeed at school and beyond. Our team can work with you to build skills, strengthen communication, and support learning both at home and in the classroom. 

Connect with our team today to find services in your area and learn how we can help your child thrive this school year. 

Why Wandering Is a Serious Risk for Kids With Autism, Especially in Summer 

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Clinically Reviewed By: Christine Brody, M.S., BCBA, Director of Training and Development

 For many families raising a child with autism, one of the biggest fears is a child slipping away. That might mean walking out the front door, leaving the playground or disappearing into a crowd. This behavior, often called “wandering” or “elopement,” can happen in a matter of seconds. It’s more than stressful. In some cases, it can be life-threatening. 

Summer brings even more opportunities for this to happen. Routines shift, outings increase, and kids are often near water, one of the biggest safety hazards for children with autism. Understanding why wandering happens and how to prevent it can help families stay prepared and safe. 

What Is Wandering? 

Wandering happens when a child leaves a safe place without permission or supervision. This can include leaving home, school, a playground, or a caregiver in public. 

In children with autism spectrum disorder (ASD), it’s especially common. A 2012 study in Pediatrics found that nearly half of children with autism had tried to wander or run away at least once after age 4. Of those, 26% were missing long enough to cause concern. 

The reasons vary. Some children may seek out a place they enjoy, such as water. Others may run to escape overwhelming sounds, sights, or situations. But no matter the cause, the risk is high. 

Why Summer Brings Added Risk 

Wandering can happen any time of year, but summer adds new layers of risk. Families are more likely to be out of their routines, exploring new places, or visiting pools, lakes, and beaches. New environments can be exciting, disorienting, or overstimulating for kids with autism. 

Water presents the greatest danger. According to the National Autism Association, accidental drowning accounted for 71% of all deaths resulting from wandering in children with autism under age 15. 

And it can happen fast. The Centers for Disease Control and Prevention (CDC) reports that it takes as little as 20 seconds for a child to drown. 

Safety Strategies That Can Help 

Many families aren’t told about wandering risks when their child is first diagnosed. But there are proactive steps that can help reduce danger. 

Swim lessons are one of the most effective strategies. Some insurance plans may cover swim lessons for children with autism as part of behavioral treatment. Read more in Why Swimming and Water Play Benefit Kids with ASD. 

Families can also partner with a board certified behavior analyst (BCBA) to teach safety skills. BCBAs can support children in tolerating wearable tracking devices, reducing bolting behaviors, and recognizing safe adults or “community helpers.” 

Other tools include: 

  • Personal ID wristbands or GPS trackers 
  • Secure fencing or home alarms 
  • Creating emergency plans with neighbors 
  • Registering with local police or Smart911.com, which lets families share medical or behavioral information that pops up for 911 dispatchers 

Planning Ahead Brings Peace of Mind 

Not every child with autism wanders. But for those who do, preparation can save lives. 

Summer outings should be fun, not stressful. These 4 Steps to Swim Safety for Your Child with Autism offer practical tips families can use right away. 

For more information on wandering and autism safety planning, visit the National Autism Association’s Big Red Safety Toolkit. 

5 Sensory-Friendly Activities Close to Waldorf, MD, for Kids on the Autism Spectrum

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Finding activities that work for kids with autism isn’t always easy. Many children on the autism spectrum experience sensory sensitivities, meaning certain sounds, lights, textures, or crowded spaces can feel overwhelming. That’s where sensory-friendly activities come in. 

Maryland has a variety of inclusive spaces that accommodate sensory needs. From nature preserves to indoor play spaces, Waldorf offers opportunities for families looking for low-stimulation, welcoming environments. 

For families on the autism spectrum, “sensory-friendly” means places with quieter settings, softer lighting, and predictable experiences. These thoughtful adjustments can help kids feel calmer and allow them to enjoy activities without stress. 

Sensory-friendly spaces also provide relief for families, offering a sense of connection and support within the community. 

Here are five sensory-friendly activities in Waldorf that you and your family can try. 

1. Explore the Nature Trails at Cedarville State Forest 

Cedarville State Forest is a great spot for kids who love quiet, outdoor spaces. The park features gentle walking trails, picnic areas, and peaceful surroundings. The sounds of birds and rustling leaves create a calming atmosphere for sensory-sensitive children. 

Bring binoculars for birdwatching, or take a nature walk at your own pace. The slower, predictable environment makes it an excellent choice for kids who may find more structured activities overwhelming. 

Tip for Families: Visit on weekdays or early mornings to avoid crowds. Pack water, sunscreen, and comfortable walking shoes. 

2. Visit the Waldorf West Library Sensory Room 

The Charles County Public Library’s Waldorf West branch offers a dedicated sensory room designed for children with autism and other sensory needs. The space includes soft lighting, tactile objects, and interactive activities that promote relaxation and engagement. 

The library also hosts sensory story times where kids can enjoy books and activities in a welcoming, low-stimulation setting. 

Tip for Families: Check with the library staff about sensory-friendly events or times when the room is less crowded. 

3. Play at My Gym Waldorf 

My Gym Waldorf offers special sensory-friendly play sessions where kids can enjoy structured and free-play activities tailored to their needs. With soft play equipment, obstacle courses, and gentle music, children can participate at their own comfort level. 

These sessions provide a safe, understanding environment where kids can engage in physical activity without feeling overwhelmed. 

Tip for Families: Call ahead to confirm sensory-friendly play hours and reserve a spot. Bring comfortable clothes and water. 

4. Jump at Sky Zone Trampoline Park Sensory Hours 

Sky Zone, 3 miles away in nearby White Plains, offers special sensory hours where the music is turned down, flashing lights are off, and the atmosphere is more relaxed. Kids can jump, climb, and play in a controlled environment designed for those with sensory sensitivities. Staff members are trained to accommodate different sensory needs. 

Tip for Families: Check the schedule in advance, as sensory hours typically occur on specific days. Arrive early to get familiar with the space before jumping in. 

5. Take a Drive to We Rock the Spectrum  

If you are willing to take a bit of a drive, We Rock the Spectrum could fill a day. It’s about 58 miles from Waldorf in Gaithersburg. Here,’ you’ll find an inclusive indoor gym specifically designed for children of all abilities. The facility features swings, crash mats, a calming room, and sensory-friendly equipment that helps kids develop motor skills while having fun in a safe and supportive space. 

It’s a great option for families looking for an indoor play area that caters to children on the spectrum. 

Tip for Families: Visit during non-peak hours for a quieter experience. The gym also offers open play times and private sessions. 

Check out our LEARN Behavioral blog on 5 simple play ideas for more sensory-friendly ideas. 

Looking for additional support for your child in Waldorf, MD? At SPARKS, we use science and data to deliver contemporary applied behavior analysis (ABA) therapy, tailored exclusively to your child’s unique needs, behavior, and personality. Learn more about our services in the Waldorf area and contact us today!   

RBT vs BCBA: What’s the Difference Between a Registered Behavior Technician (RBT) and Board Certified Behavior Analyst (BCBA)?

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When it comes to careers in the field of autism therapies, understanding the distinct roles of the professionals involved is crucial. 

Two key positions in this field are registered behavior technicians (RBTs) and board certified behavior analysts (BCBAs). While both play essential roles in delivering effective therapy, they differ significantly in their responsibilities and qualifications. Learn about RBT vs BCBA salaries, roles, and more below.

Understanding the Role of a Registered Behavior Technician (RBT)

The role of an RBT is an entry-level position in the field of autism therapy. RBTs provide direct therapy to people with autism under the supervision of a BCBA. 

To become an RBT, you must complete a 40-hour RBT certification, meaning a training program covering essential topics such as behavior management, data collection, and ethics. You must also pass a competency assessment and undergo a background check. At LEARN, we provide thorough behavior technician training and ongoing support for all BTs and RBTs.

RBTs work with behavior intervention plans, collect data on client progress, and keep clients safe during therapy sessions. They play a vital role in teaching and reinforcing new skills, promoting independence, and reducing behaviors that interfere with growth and learning. RBTs work closely with BCBAs, following their guidance and reporting progress and challenges observed during therapy sessions.

Exploring the Role of a Board Certified Behavior Analyst (BCBA)

A BCBA is a highly trained professional who specializes in assessing, designing, and using behavior intervention programs for people on the autism spectrum. 

To become a BCBA, you must hold a master’s degree in behavior analysis or a related field such as psychology or education. Additionally, you must complete a defined number of supervised fieldwork hours and pass the BCBA certification exam administered by the Behavior Analyst Certification Board (BACB)®.

BCBAs are responsible for conducting assessments to identify the needs and goals of people on the autism spectrum. Based on these assessments, they develop behavior intervention plans tailored to each person’s unique needs. 

BCBAs also provide training and support to other professionals, caregivers, and educators involved in the person’s treatment. BCBAs offer ongoing supervision and oversight to RBTs and other behavior therapy staff, and they make necessary adjustments to optimize outcomes. 

BCBAs collaborate with other professionals, such as speech language pathologists, occupational therapists, school staff, and case managers to provide comprehensive care for people with autism.

Comparative Analysis: BCBA vs RBT

Here are the key differences in terms of educational qualifications, scope of practice, and career opportunities for a BCBA vs RBT:

  1. Educational Qualifications: RBTs need at least a high school diploma or equivalent and must complete a 40-hour training program approved by the BACB. In contrast, BCBAs are required to hold a master’s degree in behavior analysis or a related field, complete supervised experience, and pass a rigorous certification exam.
  2. Scope of Practice: RBTs work under the supervision of a BCBA, focusing on implementing behavior intervention plans and collecting data. BCBAs have a broader scope of practice, including conducting assessments, developing treatment plans, and overseeing the implementation of interventions. BCBAs have more autonomy and are authorized to make clinical decisions.
  3. Career Opportunities: RBTs typically provide direct therapy in various settings, such as schools and homes. BCBAs have more diverse career paths, including roles as consultants, supervisors, or private practitioners. RBT vs BCBA salary levels can vary across the country. Because of their advanced education and responsibilities, BCBAs generally earn higher salaries.

Both RBTs and BCBAs play important roles in autism therapy, complementing each other to provide comprehensive support and intervention for individuals with autism. Understanding these RBT vs BCBA roles can help you make informed decisions about your career path in this rewarding field. To learn more about behavior technician jobs and ABA career opportunities available at LEARN, visit our careers page.

BCaBA vs BCBA: What’s the Difference Between a BCaBA and a BCBA? 

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When pursuing a career in autism therapy, it’s essential to understand the qualifications and roles of professionals in the field. 

Two key titles you will encounter are known as board certified behavior analysts (BCBAs) and board certified assistant behavior analysts (BCaBAs). Though they sound similar, they have distinct differences.

The main difference between the BCaBA vs BCBA titles is the level of education and supervision required for each. Let’s explore more about each role.

BCaBA vs BCBA Requirements: What Level of Education Do I Need?

The titles “BCaBA” and “BCBA” are the two main certifications in the field of applied behavior analysis (ABA) therapy. That may sound like a lot of alphabet soup, but let’s break it down:

  • A BCaBA requires a bachelor’s degree, while a BCBA requires both a bachelor’s and master’s degree. 

The roles also require a different level of supervision.

  • A BCaBA can’t practice without supervision from a BCBA or BCBA-D (doctoral-level BCBA). A BCBA can practice independently and supervise others.

What Does the Coursework Include?

There is a difference between BCBA and BCaBA coursework required. To become a BCBA, coursework covers ABA therapy for autism, ethics, measurement, experimental design, and behavior assessment. Additionally, candidates must complete supervised fieldwork and pass the BCBA exam.

For BCaBA certification, a minimum of a bachelor’s degree in behavior analysis, education, or a related field is required. Like the BCBA, candidates need coursework in ABA, ethics, measurement, experimental design, and behavior assessment. They also need to complete supervised fieldwork and pass the BCaBA exam.

Both certifications require continuing education to stay up to date with the latest advancements in the field. 

BCBA vs BCaBA: What Do They Do?

BCaBAs and BCBAs both work with people who have developmental disabilities, such as autism, to help them change their behavior and lead more fulfilling lives. 

These professionals use scientific approaches such as ABA therapy. They work in a variety of settings, including schools, homes, learning centers, and the community.

BCaBAs and BCBAs conduct assessments, develop individualized treatment plans, and work with families who have kids on the autism spectrum.

How Much Autonomy Does a BCBA vs BCaBA Have?

Supervision requirements and levels of autonomy differ between BCaBAs and BCBAs. BCBA candidates need a minimum of 1,500 hours of supervised experience, including at least 75 hours of face-to-face supervision from a qualified BCBA. BCaBA candidates require 1,000 hours of supervised experience, with at least 50 hours of face-to-face supervision.

One difference between a BCaBA and BCBA is that BCBAs generally have more autonomy, conducting assessments, developing behavior plans, and directly supervising others. BCaBAs, while crucial in treatment, work under a BCBA’s guidance, using behavior plans and collecting data. Together, they use evidence-based interventions tailored to each person’s needs. 

What Kinds of Career Opportunities Are Available for a BCBA vs BCaBA?

Career prospects for BCBAs and BCaBAs are promising, driven by the growing demand for autism therapies. BCBAs can work in schools, clinics, and private practices, often holding supervisory roles and conducting assessments.

Both roles offer advancement opportunities. BCBAs can pursue advanced certifications like BCBA-D, leading to higher-level positions and research opportunities. BCaBAs can gain experience, pursue higher education, and take on more responsibilities, such as supervising other BCaBAs.

Specializations within behavior analysis — such as early intervention or verbal behavior — allow professionals to focus their expertise and advance their careers. Staying informed and pursuing ongoing professional development can lead to successful and fulfilling careers in autism therapies.

BCaBA Salary vs BCBA Salary: What’s the Difference?

Across the country, BCBA salaries typically range from $55,000 to $85,000 per year, influenced by experience, location, and work setting. BCaBAs earn between $35,000 and $55,000 per year, with similar influencing factors.

Geographic location, level of experience, specialization, and work setting all affect BCBA vs BCaBA salary levels. BCBAs and BCaBAs working in educational institutions or private clinics may earn higher salaries compared to those in nonprofit organizations.

While BCaBAs earn lower salaries, they play a crucial role in providing behavior analysis services under BCBA supervision. Ultimately, career goals, desired responsibility level, and commitment to professional development should guide the choice between these positions.

BCBA or BCaBA: How Do You Choose the Right Career Path?

If you’re seeking a career in autism therapy, both roles are crucial positions. You can start at one level and work your way up through education and experience. It’s common for people to earn an assistant certification before working toward becoming a BCBA.

Many BCBAs first earn a bachelor’s degree in psychology, education, or ABA, then pursue a master’s degree in ABA or a related field. The job growth rate for BCBAs is projected to be 8 percent from 2020 to 2030, which is faster than average for psychologists.

To learn more about BCBA or BCaBA job opportunities available at LEARN, visit our careers page.

Why Play is Essential to ABA Therapy for Autistic Children

Author: Eric Bowman, Advanced Behavior Technician, Total Spectrum Care | Published:
Clinically Reviewed By: Genevieve Marshall, BCBA

Play is an essential part of working with children with autism in ABA.

As a behavior technician (BT), play helps build trust and comfort between you and your client. That process starts with play, having fun, and being a kid. Getting your clients in a state of play builds this foundation for trust, which we refer to as “rapport.” When starting to work with a new client, your supervisor and/or client’s caregiver will provide you with some of your client’s special interests and activities. You can incorporate these into your sessions to make learning fun and personalized. Using rapport in combination with their preferred activities leads to successful pairing with your client.

In a Learning Center setting, for example, your supervisor may suggest activities such as playing with toys or board games or interacting with peers. Your client may quickly find interest in a Learning Center toy, game, or other activity without prompting. But, if your client doesn’t give you a direct response, give them choices based on what you know about them. For example, say “We can play with train tracks or do a puzzle. What would you like to do?” Give them different choices until they choose something.

As soon as they give you an answer or show signs of interest in something, reinforce the toy or activity by showing interest in it yourself, e.g., clapping or showing praise. In my experience, this part of the pairing process varies. Sometimes it may take a while for a client to warm up in a social environment. Other times, it happens quickly. It just depends on the individual. As a BT, this process teaches you to be patient. When you find out what interests your clients, it makes pairing with them in sessions more fun.

Natural Environment Teaching (NET) While Pairing

Playing and pairing as a BT is essential because it creates opportunities for natural environment teaching (NET). Playing with your clients encourages an environment in which they’re motivated to participate.

In my first week working with a client, we played Memory*, a matching game. This was the first time we actively played together, and I saw him deeply engaged in an activity. I learned that he has a great memory, making the game more engaging for both of us. He became more receptive to responding once his attention was directed toward the game. Playing the game created opportunities to reinforce his behavior like waiting his turn, following the rules, and using his words when he had questions. This was essential to pairing early on in our tech-to-client relationship.

Playing Memory aided me in building rapport with my client. It built trust and comfort that’s pertinent to his learning environment. I could tell he was having a good time and vice versa. This environment motivated my client to learn. He enjoyed engaging in the fun activity with me and a group of peers. Participating in group games encourages patience, following instructions, and communication between clients.

Let Play Be Your Guide

Gaining your client’s trust before you place any demands is key. They are less likely to listen to you if they don’t know who you are. That’s why it’s important to take the time to play and pair with your client and show them that you’re safe and fun to be around.

Learning to play with your clients teaches you their interests. It shows you their likes and dislikes. It also points you to different games or activities in the Learning Center or teaching environment that may trigger them. Knowing their interests allows you to identify their reinforcers and see behavior patterns that their board certified behavior analyst (BCBA) can implement into future programming.

Time Flies When You’re Having Fun

Playing can be a lot of fun for BTs. There are several Learning Center games and activities that I enjoy implementing during sessions. I do my best to engage clients in activities that we mutually like. Once we find something we both enjoy, it doesn’t feel like work.

It’s rewarding to see clients make progress on their goals. Seeing them motivated to work for their preferred activities is also reassuring. This sense of accomplishment reinforces your work as a BT and motivates a continued state of play of learning and developing communication skills.

Incorporating play into your sessions fosters meaningful connections and creates a fun and engaging environment. It builds the foundation of trust between the client and their BT. We get to play an important role in each client’s learning and development. We can help nurture each child’s unique potential through dedication – one game at a time.

Additional Resources:

*Other games for pairing with a client can be found in the Play and Learning Addendum, 2.

The Silent Battle: Caregiver Mental Health in the Realm of Autism

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In the quiet corners of countless homes, a silent battle is being waged every single day. It’s not fought with weapons or on a battlefield. It’s fought within the hearts and minds of caregivers for those with profound autism and intellectual and developmental disabilities (ID/DD).

The mental health challenges these caregivers face are often overlooked. However, some studies say they’re as intense and real as those that war veterans or caregivers for terminally ill children face.

The Unexpected Battlefield

Post-traumatic stress disorder (PTSD) symptoms are increasingly common for mothers of children with autism. Some researchers have compared the stress profiles to those of combat veterans.

That might seem shocking until you consider the constant stress these mothers face daily.

Unpredictable behaviors, communication barriers, and overwhelming needs are associated with profound autism. They can trigger a constant state of high alert.

Some compare those maternal cortisol levels to hypervigilance of a soldier on the battlefield. It’s a feeling of always on guard, always ready for the unexpected. Over time, this sustained state of stress can lead to PTSD. It manifests as intrusive thoughts or emotional numbness. Some people feel the need to avoid situations that remind them of traumatic experiences.

Stress Can Be Debilitating

Parents and caregivers of children with profound autism and ID/DD also share another similarity. Their mental health profiles can reflect higher levels of strain than those with parents of children with other disabilities. These caregivers experience chronic sorrow, anxiety, depression, and stress. It can be debilitating.

Some studies link these overwhelming feelings to caring for a child with a terminal illness. This comparison isn’t meant to equate autism with terminal illness. Instead, it highlights the significant emotional burden some caregivers carry. They grieve for the typical life their child might have had. They worry incessantly about their child’s future. They grapple with feelings of helplessness and exhaustion.

Understanding the Differences

It’s important to note that there are differences between DD (developmental disabilities), IDD (intellectual and developmental disabilities), and autism. While autism can be classified as a DD or an IDD, not all DD/IDD diagnoses are autism. Autism is characterized by social interaction difficulties, communication challenges, and a tendency to engage in repetitive behaviors. However, the severity of these symptoms can vary greatly from one person to another. Autism exists on a spectrum, and it’s different for every child.

Recognizing Caregiver Burnout

The first step to providing better support is recognizing the burnout caregivers can face. Mental health professionals, friends, and family are starting to acknowledge the emotional war some caregivers fight.

Some caregivers find support through resources like respite care, peer support groups, and counseling. Some providers offer stress management strategies, and researchers are trying to better understand caregiver PTSD to come up with more effective interventions.

Recognizing burnout and offering resources and relief are part of supporting the autism community. The silent battle these caregivers face doesn’t have to be one they face alone. The road ahead may be long, but with increased awareness and support, together, we can make it a little less daunting for those who tread it every day.

8 Tips for Planning for a Successful Holiday for Your Child with Autism

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The holidays are an exciting time as we share traditions, spend time with family, and navigate the different gatherings and celebrations. Holiday spirit can also bring holiday stress. We want to help you and your family have the most successful (and least stressful) season by offering our best practices and tips.

BEFORE THE HOLIDAYS

Start with Expectations

Having a positive and realistic mindset about what you want to create can make a big difference. What could go right this season? Keep an optimistic view of the possibilities for special moments you want to share. A winning holiday doesn’t have to mean extravagant plans. Consider what would be ideal, be prepared to accept when flexibility is needed, and look for the wins along the way.

Consider Comfort and Safety Needs

When visiting events or other homes, bring items you know will bring comfort for your child—things like earplugs (or headphones), fidgets, and soft clothes. When traveling, ask for needed accommodations from your airline and hotel. Make sure you are aware of possible water nearby and review crisis plans with loved ones.

Practice Before Events

Now is a great time to discuss upcoming changes to schedules and routines. Involve your child in the process whenever possible. Playing memory games with photos of those you will see this holiday season allows your child to identify matching names and faces. Establish a phrase or code word with your child to practice using when they need to take a break from events to calm down and relax.

DURING THE HOLIDAYS

Maintain Routines

During the holidays, change is inevitable but find ways to create or maintain routines for your child. What are things you can build into every day? Perhaps it’s something you do together each morning, afternoon, and evening (regardless of location). Utilizing visual supports like calendars and independent activity schedules can be helpful too.

Build in Fun!

Whether days are filled with errands or time at home, consider letting your child choose a couple of activities each morning for the day ahead. Here are some suggestions that might work for your family:

  • Bake something together
  • Do holiday arts and crafts
  • Take a drive to see holiday lights in your neighborhood, zoo, or garden
  • Help with decorations or gift wrapping
  • Sing along with holiday music

Consider Sensory Needs

Holiday meals can be tricky for some. Plan ahead for alternative foods that you know your child will eat. As we mentioned earlier, being mindful of dressing in (or packing extra) comfortable clothing can be helpful. Preferred items, such as toys or other objects that help promote calm for your child, are a good idea too. Consider making a sensory box that includes things to stimulate your child’s touch/sight/sound/taste/smell. Finally, establish a quiet “break space” that your child can utilize when needed.

WRAPPING UP THE HOLIDAYS

Plan for Rest and Recovery

After each scheduled big event or outing, try to allow time for a quiet evening that follows. Start a list or document on your computer of things that went well that you want to repeat and ideas about what would make it easier next time.

Transition Back to School

Packing holiday decorations and unpacking clothes can be helpful signals to your child that things are moving back to the normal routine. Other visual cues like a countdown calendar for back to school can help prepare them. Show them when school starts and have them mark off the days. Leave extra time the first morning back to school so you can have a nice breakfast and move with ease into the day. If possible, organize a nice, calm activity after school and focus on what went well at the end of the day.