If you are looking for a job, the world is your oyster. If you are looking for a job that makes an impact and will cultivate skills to help your career flourish as a professional, consider becoming a Behavior Technician! To learn more about what the role of Behavior Technician is, click here.
ABA Blog: Autism & ABA Articles
Meet Michael Maloney, Founder and CEO of LEARN Behavioral
Why Play is Essential to ABA Therapy for Autistic Children
Written by Eric Bowman, Advanced Behavior Technician, Total Spectrum Care
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.
Growing Up With Autism And Finding Belonging and Purpose
8 Tips for Planning for a Successful Holiday for Your Child with Autism
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.
5 Holiday Blogs Every Parent of a Child with Autism Should Read
The holidays are a time of joyous celebrations, filled with family gatherings and festive traditions. However, for some families with children on the autism spectrum, these changes in routines and schedules can present unique challenges.
Navigating this season requires thoughtful planning and understanding. To support you, we’ve curated our top holiday-themed blogs, offering tips from calming activities to successful holiday planning. Discover more below and check out our All Autism Talk podcast episode “Creating a Successful Holiday for Children with Autism” for additional ideas.
Here are summaries of our top holiday blogs:
1. 6 Calming Activities for the Hectic Holiday Season
Discover practical solutions to help children with autism enjoy the holidays. This blog suggests creating a calm-down kit, using quiet spaces, and engaging in activities like yoga or meditation to manage sensory overload.
2. 5 Tips for Selecting the Best Holiday Gifts for Kids with Autism
Gift-giving can be tricky, but this blog provides tips to choose the perfect gifts for children with autism. It emphasizes focusing on the child’s interests, strengths, and safety needs to ensure a joyful holiday experience.
3. 8 Tips for Planning for a Successful Holiday for Your Autistic Child
Planning is key to a stress-free holiday. This blog advises on maintaining routines, considering sensory needs, and practicing before events to allow for a smooth holiday season.
4. Make the Holidays Successful for Kids on the Autism Spectrum
Adaptability is crucial for holiday success. This blog highlights the importance of adjusting expectations and choosing traditions that work for your child.
5. Why Gratitude Matters, and How to Foster It in Kids with ASD
Gratitude can transform holiday experiences. This blog explores how fostering gratitude in children with autism can enhance their social and emotional well-being.
Incorporating these strategies can lead to a more joyful and stress-free holiday season for your family. By tailoring these tips to fit your child’s unique needs, you can create an environment where they can thrive during festive celebrations.
5 Tips for Selecting the Best Holiday Gifts for Kids with Autism
Buying the perfect gift for kids and other loved ones can be challenging, and this can also be true when buying gifts for kids with autism. To help make your gift-giving easier, here are a few helpful tips to keep in mind when purchasing gifts for autistic children.
Focus on what brings the person joy.
Research shows that incorporating interests and preferences into the learning and play environment of kids with autism can increase positive behaviors and aid in skill acquisition (1). With that said, we can capitalize on what someone already likes. For example, if a child likes dogs, shop for games, activities, or toys that are dog-related. If a child enjoys swimming, activities that involve water play may be a hit (e.g., water tables, sprinkler toys, water beads, grow capsules). Alternatively, if a child is sensitive to loud noises, a toy fire truck with a siren may not be appropriate. Ask friends and family of the person for whom you are buying the gift what that person generally likes and/or dislikes.
Focus on the person’s strengths and abilities.
Many toys come with age recommendations, and while these recommendations are helpful, they might not always lead you to the perfect gift. A good rule of thumb when purchasing a gift is to consider the age and the development of the person for whom you are buying a gift. For example, the game “Apples to Apples” would not be developmentally appropriate for a non-verbal teen, even if it is an age-appropriate game. When looking for the right gift, focus on the person’s strengths. For instance, if the non-verbal teen mentioned above is great at drawing, then a sketch pad or an adult coloring book could be a more appropriate gift. If you are unsure about the child or teen’s strengths, ask a friend or family member of the person for whom you are buying the gift about their specialty areas and abilities.
Note: Be sensitive to how family and friends of a child and teen with autism may feel when being asked questions about the skills of their loved one. When asking questions, always frame them from the perspective of accomplishment (e.g., what skills have they mastered) and not deficit (e.g., in what areas are they delayed) to be supportive and respectful of their growth and development.
Be mindful of behavior triggers and safety risks.
Some children with autism engage in behaviors that put them or their loved ones at risk of harm. For example, if a child engages in pica (e.g., eating nonfood items), gifts containing small objects may pose as a choking hazard. Another example is if a child engages in aggression towards others, gifts with violent content may not be appropriate, as additional exposure to violence may interfere with their goals. Alternatively, a sensory-seeking child may benefit from gifts that allow them to stim. For example, if a child rocks back and forth, a swing may be a great way to meet their sensory needs. Additionally, certain objects can elicit sensory sensitivities which can trigger behaviors in some children and teens with autism (e.g., loud noises, highly preferred items, phobias, etc.). Ask friends and family of the person you are buying the gift for if there are any behaviors that possess a safety risk that need to be considered before purchasing a gift.
Focus on toys that encourage interaction with others.
Social deficits are a defining characteristic of autism. When gift-giving, try to purchase gifts that encourage social interaction. While almost any toy or game can be turned into a group play, certain activities may be more conducive to social interactions than others. For example, instead of buying a computer game, consider purchasing “Bop It,” which is an electronic interactive game that can be played among a group of friends or family.
Focus on finding new things they will love.
Children and teens with autism sometimes have restricted or limited interests (e.g., only talking about trucks or only playing with dinosaurs). To help build upon their current interests to introduce them to a wider range of activities, try finding new activities similar to their current interests. For example, if a child’s favorite activity is playing with “Play-Doh,” kinetic sand or slime may be an appropriate gift to help expand their interest due to its similarity in form of play. Ultimately, gifts that will provide new experiences may act as potential new reinforcers (e.g., stimuli that increase behaviors) and could significantly enrich the child or teen’s learning environment.
Resources
Increasing Task Engagement Using Preference or Choice-Making
Some Behavioral and Methodological Factors Affecting Their Efficacy as Classroom Interventions
For more holiday tips, check out Reducing Holiday Stress for Families of Children with Autism and Preparing for Holiday Meals.
Sensory Overload at School
Sensory overload happens when the brain receives more sensory input than it can process. For children on the autism spectrum, this sensory overload often stems from perceptual or biological experiences, but can also be triggered by changes to their routine or learning environment.
Explore what contributes to sensory issues, how this might manifest in your child, and ways to support children in developing coping strategies or supporting their preferences. Subscribe to stay in the loop about helpful tips for your child with sensory sensitivities!
Immediate Needs
Anne Arundel County
DBAA—18 year old male needs an instructor Monday through Friday 9:00am-5:00pm in Pasadena.
GDAA—13 year old male needs an instructor Monday through Friday 4:00pm-8:00pm and Saturday 10:00am-3:00pm in
Baltimore City
ECBC–12 year old male needs an instructor Monday, Tuesday and Wednesday 3:00pm-7:00pm, Thursday and Friday 6:00pm-9:00pm and a flexible four hour Saturday shift and a flexible four hour Sunday afternoon shift in 21209.
Baltimore County
BMBA—13 year old male needs an instructor Saturday and Sunday 1:00pm-4:00pm in Towson
BWBA—15 year old male needs an instructor for a flexible Sunday shift in Randallstown
CMBA—19 year old male needs an instructor Tuesday, Thursday and Friday 3:00pm-7:00pm and Saturday and Sunday 11:00am-3:00pm in Perry Hall.
JPSBA—13 year old male needs an instructor Monday through Friday 4:00-7:00 in Reisterstown.
JWBA—21 year old male needs an instructor Monday through Friday 9:00am-3:00pm in White Marsh
KGBA—15 year old male needs an instructor Monday through Friday 12:00pm-5:00pm and Saturday 12:00pm-4:00pm in Phoenix
MMBA—13 year old male needs an instructor Monday through Friday 5:00pm-8:00pm in Hunt Valley/Towson
MZBA—16 year old male needs a instructor Monday and Wednesday 4:00pm-9:00pm in Parkville.
SEBA–14 year old male needs an instructor Tuesday and Thursday 4:00pm-6:30pm and Sunday 4:00-7:00 in Reisterstown.
TWBA—12 year old male needs an instructor Monday, Wednesday and Friday either 9:00am-2:00pm or 2:00pm-6:00pm in Towson
XBBA—12 year old male needs an instructor Monday, Wednesday and Thursday 3:00pm-6:00pm and Saturday 1:00pm-4:00pm in Randallstown.
Carroll County
CGCC—14 year old male needs an instructor Monday, Wednesday and Friday 4:00pm-7:00pm and Saturday and Sunday 12:00pm-4:00pm in Manchester
RGCC—17 year old male needs an instructor every other Saturday and Sunday 12:00pm-3:00pm in Hampstead
Cecil County
JMCE—12 year old male needs an instructor Monday through Friday 3:30pm-6:00pm and Saturday 10:00am-2:00pm in Rising Sun
MOCE—18 year old male needs an instructor for a flexible every other weekend shift in Northeast
Harford County
CFHA—19 year old male needs an instructor for a flexible 3-5 hour shift between the hours of 9:00am-2:00pm any three days per week Monday through Friday in Bel Air.
CLHA—18 year old male needs an instructor Monday, Tuesday and Thursday 9:00am-2:00pm and Friday 7:00am-10:00am in Bel Air.
GFHA—12 year old male needs an instructor Thursday and Friday 9:00am-12:00pm and Saturday and Sunday 4:00pm-8:00pm in Bel Air
HMHA—18 year old male needs an instructor Monday through Thursday 7:30am-5:30pm in Bel Air
IBHA—18 year old male needs an instructor Monday, Wednesday and Friday 12:00pm-3:00pm in Abingdon.
Howard County
CBHO—18 year old male needs an instructor Monday through Friday 8:00am-6:00pm in Columbia
GOHO 19 year old male needs an instructor Monday through Friday 10:00am-6:00pm in Columbia
KPHO—17 year old male needs an instructor Monday through Thursday 2:00pm-5:00pm in Columbia
MHHO—16 year old male needs an instructor Monday, Wednesday and Thursday 8:00am-1:00pm in Sykesville
MTHO—20 year old male needs an instructor Monday, Thursday and Friday 12:30-4:30pm in Columbia **this schedule may change weekly with shift times including 8:30am-12:30pm and/or 4:30pm-8:30pm
SHHO—19 year old male needs an instructor Monday through Friday anytime between 9:00am-8:00pm in Marriottsville
TKHO—13 year old male needs an instructor Saturday or Sunday 10:00am-2:00pm in Clarksville
ZGHO—18 year old female needs an instructor Monday, Tuesday and Friday 8:15am-3:15pm and a possible flexible Wednesday shift in West Ellicott City.
Talbot County
BKTC—16 year old male needs an instructor Monday through Friday 3:00pm-6:00pm in Easton
How to Make Halloween a Treat for Kids with Autism Spectrum Disorder (ASD)
There’s a lot about Halloween that can be tricky for kids on the autism spectrum.
The holiday is full of everything out of the ordinary: costumes, candy, and a certain amount of chaos. Routines get replaced with class parties, strange sights and sounds, and droves of costumed-kids roaming around trick-or-treating after dark.
The University of Alabama at Birmingham School of Medicine says recent studies indicate that five percent of children are affected by a sensory processing disorder. For kids with autism, as many as 80 to 100 percent experience sensory processing challenges, according to an article from JAMA Pediatrics. Challenges include being over-responsive or under-responsive to sensory input like bright lights, loud noises, or tight clothing.With the many opportunities for sensory overload that come with Halloween, the holiday can present a particular challenge for kids on the autism spectrum.
Experts say their biggest tip for making Halloween a success for kids with ASD is to prepare with some planning so your child is not caught off-guard. Here, we share six steps to help you plan.
Prepare Your Child with Autism for Halloween by Talking About It
In the days or weeks leading up to Halloween, give your child some time to adapt to the concept. Read books and show pictures, movies, or cartoons that give them visual cues of what to expect. Start talking about people dressing up, decorations you see in your neighborhood, and what happens when kids go trick-or-treating. Talking about these traditions can take some of the “scary” out of Halloween. It can be confusing when you’re suddenly hearing creepy music and allowing your child to take candy from strangers. A little prep can go a long way in easing their fears.
Ensure Your Child’s Halloween Costume Works for Them
If your child is going to wear a costume, have them try it on well in advance to get used to the feel of it. Let them play in it for short intervals, and avoid costumes that are uncomfortable or get in the way of their mobility, breathing, or vision.If clothing texture is an issue, consider something simple like a decorated hoodie, character pajamas, or an accessory they could wear over regular clothes, like a cape. Also do some sleuthing online by searching for “Halloween costumes for kids with autism” or “sensory friendly Halloween costume ideas.”
Help Prepare Your Child for Trick-or-Treating Through Role Play
Role play what it would be like to go trick-or-treating. You can even see if neighbors will let you ring their doorbell to practice the “trick-or-treat” skill a few days before Halloween. Talk about safety rules for crossing the street, and set boundaries on taking only one treat and not more than what’s offered. Bring a flashlight, and consider taking noise-cancelling headphones, in case your child needs them.A trial run might also give you a sense of whether your child is comfortable dressing up and trick-or-treating. If they’re not up for it, consider whether an activity, such as decorating pumpkins or cookies at home, would be less overwhelming. After all, trick-or-treating is only one part of Halloween. Don’t feel the least bit guilty about opting out.If you do opt to stay home, consider letting your child practice handing out candy at your own front door. Practice with a real piece of candy or healthy snack, and consider offering your child a piece as a treat.
Respect Your Child’s Limits for an Enjoyable Halloween Experience
You don’t have to walk the whole neighborhood to enjoy a Halloween outing. Try starting early, before it gets dark, and skipping houses with a lot of noise, crowds, or scary decorations. Know your child’s limits—and your own limits. Maybe you need to go to just a few houses before you head home. Keeping your outing short may help your child avoid a meltdown—and may help you feel less stressed and overwhelmed.
Halloween Candy Limits and Creative Alternatives
Once you get home, turn off your porch light to signal Halloween trick-or-treating is over at your house. Have a plan for your child’s candy stash and how much they’ll be allowed to eat. If sugar before bedtime is off-limits in your house, consider letting your child trade in the candy for a toy or coins for their piggy bank, or a chance to do something else enticing like playing a game, listening to a song, or watching a show.
Tailor Halloween Traditions to Fit Your Family’s Needs
The most important thing is to create a plan and a Halloween environment that fits your child’s comfort level, in addition to your own comfort level. Remember: your holiday traditions can be unique to your family.
There’s no holiday better than Halloween to show that special days come dressed in different ways, and everyone has a place. If you play to your child’s strengths and know your family’s limits, you can set yourself up for a successful day that really is a treat.
Learn more on our blog about routine changes and avoiding meltdowns.