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ASD

What is Contemporary ABA?

February 24, 2022 by trellisservice Leave a Comment

Clinically Reviewed by Genevieve Marshall Ph.D., BCBA-D, LBA 

People often say that history is written by the victors. When the colonists won the American Revolution, they described the war as a noble struggle to escape tyranny. Had the British won, history books might have called it a heroic effort to save the empire from ungrateful rebels. 

In the same way, most people in America are able-bodied, so they decide what is “normal.” For example, we might see an autistic brain or someone with poor eyesight (but stronger other senses) as less valuable. But really, these are just different ways of thinking and living. 

For more than 60 million Americans with disabilities, this can be a challenge. They have to fit their lives into a world designed for able-bodied people, even though it would be easy to make the world work for everyone.  

Ableism and Ableist Misconceptions

Contemporary treatments include the individual in planning when possible. Contemporary practices change in response to the voices of those who have received therapy in the past. 

Ableism is when able-bodied people assume everyone is like them and fail to see the challenges people with disabilities face.  

Ableism includes unfair ideas, such as thinking people with disabilities always need help, even if they don’t ask for it. Not all disabilities are visible, which can lead to wrong assumptions about mental illnesses being different from physical ones. These false beliefs make it harder for people with disabilities to be treated equally and included in society.  

 

ABA Intervention

Applied behavior analysis (ABA) is widely regarded as the most effective treatment for autism, supported by decades of research. It isn’t a single therapy method. Instead, it’s a flexible approach that uses different techniques to help children build the skills they need to thrive at school and in daily life. 

Recently, ABA has increasingly become the target of much controversy as self-advocates are speaking up about their experiences. They reject the idea that teaching people with autism the skills deemed necessary without their input or choice. Some advocates say independence is meaningless without happiness and that people with autism should choose their own goals, which might not include fitting in with others.  

ABA, which is essentially the science of good teaching, has a long history and was originally developed in the 1960s by a group of researchers at the University of Washington. ABA was used to treat individuals with developmental disabilities and initially was a rigid, highly structured and teacher-directed program, which led to some of the negative experiences and associations with ABA. Historically, for example, ABA was used to reduce or eliminate “stimming” – repetitive physical movements and sounds that may soothe and reduce anxiety. We now better understand that stimming helps people with autism manage their sensory processing and their environments. 

Just like in other areas of medicine and science, the field of ABA has advanced in a significant and meaningful way to become a play-based, naturalistic, family-focused and individualized, contemporary treatment that is tailored to the unique needs and goals of everyone. A good ABA program collects and reports data to show effectiveness. Providers must demonstrate success, validated by parents, through goals set with the family. If your provider doesn’t follow this approach, they may not be using best practices.  

ABA now adapts to individual needs by learning from adults. While negative experiences must be addressed, dismissing ABA entirely overlooks its success for many. Good programs focus on the client, seek consent, and value input. Research and ask key questions when choosing a provider. 

What to Look for in an ABA Program 

  • Will I participate in determining the goals of treatment for myself/my child? 
  • How are your staff trained? 
  • How is my child’s program developed? Do all clients receive the same program or are they individualized? 
  • Will there be parent goals as part of my child’s program? 
  • How often is my child’s program modified or revised? 
  • How is data collected and reported? 
  • How often will I see data on my child’s progress? 

Your child’s program should be client-centered and future looking, which means that your family and relevant caregivers are providing input into your child’s strengths and challenges, and that you and your child are helping to guide the goals of his/her program based on your preferences and needs. 

The science of ABA has a long history with decades of research to support its development and evolution. While ABA is most widely known in its application to autism, ABA was developed, and has been applied, to address many circumstances regarding behavior that matter to society. ABA is applied in many different areas, including mental health, animal training, organizational behavior management, marketing, forensics, sports, and physical health, to name a few. Just as other areas of science and medicine advance and application of treatments change, so has the field of ABA. Many lives have been impacted by ABA for the better. It is incumbent upon the professional community to listen, learn, and evolve its practice so that their services are as relevant and effective as possible. After all, the purpose of ABA is to help children with autism achieve the goals that matter most to them and their families — goals that foster growth, independence, and joy in their everyday lives.  

Filed Under: Blog Tagged With: ABA, ableism, applied behavior analysis, ASD, Autism spectrum disorder, autism therapy, Autism Treatment, contemporary ABA, intervention, tailored treatment

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

December 7, 2022 by trellisservice

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.

Filed Under: Blog Tagged With: ASD, Autism, Autism family, Autism spectrum disorder, Comfort, Fidgets, Holiday season, Holiday success, Holidays, Maintain routines, Plan, Safety, Sensory needs, Stress, Stressful, Successful holiday, Transitions

5 Tips for Selecting the Best Holiday Gifts for Kids with Autism

November 23, 2022 by trellisservice

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.

Filed Under: Blog Tagged With: ASD, Autism, Autism family, Autism Gift Guide, Autism Gifts, Autism resources, Autism Support, Autistic Child, Autistic Teen, Black Friday, Child with Autism, Christmas Shopping, Gift Giving, Holiday Shopping, Interests, Preferences, Teen with Autism

Sensory Overload at School

November 4, 2024 by trellisservice

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!

Filed Under: Video Tagged With: ADD, ADHD, ASD, Autism, children, coping, coping strategies, IEP, Inclusive, meltdown, Neurodiversity, overload, Quiet spaces, School, School Accomodations, sensitivity, Sensory, Sensory Friendly, Sensory overload, Sensory Processing, sensory sensitivity, Sensory Tips, Tips, Wellbeing, what is sensory overload

The Autism Diagnosis Process: What to Expect

April 16, 2024 by trellisservice

When it comes to parenting, the unknown can be one of the hardest parts. Worries creep in if you suspect something’s wrong with your child’s development. If you think your child may be showing signs of autism, there’s no guidebook to tell you what to do next.

It’s natural to feel overwhelmed. The process gets easier when you know what to expect.

If you’ve found your way to this post, you’ve likely taken the first step: questioning whether your child shows signs of autism.

Recognizing this possibility is a significant and sometimes challenging move. Rest assured, you’re not alone. This guide is here to provide you with valuable insights and support as you navigate through this process.

Understanding Autism

Autism spectrum disorder (ASD) affects how a person interacts, learns, and behaves. Everyone on the spectrum is different. Signs of autism usually start showing up when a child is very young.

Recognizing the Symptoms

Autism symptoms can be different for everyone. If your child is not growing or learning like other kids their age, or if they have any of the following signs, you might want to talk to your pediatrician:

  • Not smiling at others by six months
  • Not gesturing or pointing to communicate by 12 months
  • Not babbling by 12 months
  • Not using single words like “no,” “mama,” “dada” by 16 months
  • Not using two-word phrases like “want cup,” “go play” by 24 months
  • Not responding to sounds, voices, or their own name by three years
  • Poor eye contact by three years
  • Little interest in other children or caretakers by three years
  • Losing skills they once had at any point by three years

The Diagnosis Process

Getting a diagnosis of autism starts with an evaluation. Experts will examine how a child behaves and will look at their past development. If your child’s pediatrician thinks it might be autism, they’ll send your child to an expert for a closer look. This process includes:

  • A parent interview
  • Review of medical, psychological, and school records
  • Assessment of cognitive, developmental, and adaptive functioning skills
  • Observation of your child during play

What Happens Next?

After an autism evaluation, our team of specialists will review and interpret the results. If your child is diagnosed with autism, our team will work with you to create a personalized treatment plan. This plan includes therapies to help improve communication, social skills, and behavior.

At LEARN, we work with families on a plan tailored to your family’s needs. We will adjust the treatment plan as needed. We’ll also provide you with resources and support.

Connect With Us

Whether you’re just noticing signs or you’re already deep into the diagnosis process, our team is here to help. We know that recognizing and diagnosing autism can be challenging. But with the right support and guidance, you can navigate it confidently.

Filed Under: Blog Tagged With: adaptive functioning skills, ASD, Autism, behavior, child development, cognitive skills, communication skills, developmental skills, diagnosis process, evaluation, guidance., LEARN, parenting, pediatrician, resources, signs of autism, Social skills, support, symptoms, treatment plan

Why Early Diagnosis Matters For Children With Autism

April 15, 2024 by trellisservice

Why does early diagnosis for autism spectrum disorder (ASD) matter? Dr. Genevieve Marshall explains early signs of autism, how to receive an evaluation, and what to do after a diagnosis. Be sure to subscribe for more helpful tips and discover more resources by checking out our blog here: https://lrnbvr.com/Blogs

Filed Under: Video Tagged With: ABA, advocate, applied behavior analysis, ASD, Autism, Autism Diagnosis, autism diagnosis process, autism signs, autism symptoms, children, delay, developmental delay, developmental milestones, Diagnosis, disorder, Dr. Genevieve Marshall, early, early diagnosis, early diagnosis of autism, evaluation, hand flapping, help, how to, kid, LEARN Behavioral, parent, Parent Tips, parent tips for toddlers, pediatrician, repetitive, speech, Therapy, toddler, toe walking, young

5 Tips Toward Terrific Teeth For Children With Autism

February 21, 2024 by trellisservice

Don’t miss these five tips toward terrific teeth for your children with autism. 

Filed Under: Video Tagged With: ASD, Autism, brushing, children, dental, dental health, dentist, oral health, parent help, Parent Tips, teeth, Tips, toothbrush

Self-care and Sensory Needs for Neurodivergent Individuals

January 9, 2024 by trellisservice

Filed Under: Podcast Tagged With: advocate, ASD, Autism, Autism parent, Autism Podcast, Autism spectrum disorder, empower, neurodivergency, neurodivergent, neurodivergent community, new episode, Parent Tips, podcast episode, self care, self discovery, Self help, Sensory, Sensory needs

How ABA Therapy Helped Our Children Succeed: Insights from Two BCBA Moms

May 17, 2023 by Chad Kocian

In this informative video, two Board Certified Behavior Analyst (BCBA) moms, Heather and Trisha, share their personal experiences with Applied Behavior Analysis (ABA) therapy and how it has helped their children succeed. For more information about our ABA Therapy services visit: https://lrnbvr.com/yt-aba-moms

Filed Under: Video Tagged With: ABA, ABA Therapy, applied behavior analysis, ASD, Autism, Autism Services, Autism spectrum disorder

Myth: Autistic People Lack Empathy

February 2, 2023 by Katherine Johnson

Katherine Johnson. M.S., BCBA
Senior Director of Partnerships, LEARN Behavioral

Note: This article is about a form of ableism that affects one part of the autistic community: autistic people who are proficient verbal communicators. Those who communicate with AAC devices, typing, sign, or who don’t yet have the communication skills to engage with the wider world face other forms of ableism and discrimination not described in this article. 

The Double Empathy Problem

Remember the game “telephone”? One person whispers a message to another, that person whispers to the next, and on down the line until the last person announces the message so everyone can laugh at how many times the original sentence has been distorted. 

Using a variation of this exercise, a study looked at how a message fared if the string of people in the telephone line were all autistic, all neurotypical, or a mix of both. It turns out that the rate at which the message degraded among the verbal autistic people was no greater than that of the neurotypical people.  It was only when the message was sent through a mix of autistic and neurotypical people that the meaning deteriorated significantly faster. 

What does this tell us? 

If effective social communication was objectively deficient (not just different) in verbal autistic people, we would expect that the all-autistic string of people would produce the worst decline in messages in the study; that wasn’t the finding. Instead, the autistic people received and passed along messages amongst themselves just as well as the neurotypical people. The faulty communication resulted not from the autistic participants but from the mismatch between autistic and neurotypical communication.  

This small study illustrates a theory by Dr. Damian Milton that he calls the “double empathy problem.” Challenging the assumption that neurotypical people have social skills that autistic people simply lack, he posits that the disconnects between autistic and non-autistic people are not the result of a one-sided skill deficit; they are instead a mismatch of neurotypes.

Reframing

This is a dramatic reframing of the common belief about these communication breakdowns, which placed the fault squarely on the social skill profile of the autistic folks. The “empathy” part of the theory’s name refers to the widely-held idea that autistic people lack empathy, when the theory would suggest that autistic empathy is simply expressed differently. Slowly but surely, researchers are beginning to look at that other side of the coin: how the social skill profiles of neurotypical people might also undermine relationships.   

For years, research has demonstrated that autistic people have difficulty interpreting facial expressions; a 2016 study finally looked at the reverse. They asked neurotypical people to interpret facial expressions of autistic folks – and they were unable to do it. The results of a series of studies in 2017 suggest that one reason people of different neurotypes have difficulty connecting is because neurotypical people form negative first impressions of autistic people (based upon appearance, not conversational skills), and subsequently avoid them. This indicates that some of the social isolation that autistic people face is due to ableism and discrimination.  

Missing Out

The difficulties autistic and non-autistic people have connecting negatively impact both sides. Since autistic people are in the minority, disconnection from the neurotypical portion of their community can increase their feelings of loneliness and isolation. For its part, the neurotypical world is missing out on the unique, often innovative, autistic perspective. 

Autistic people who have had huge cultural impacts on our society (environmental activist Greta Thunberg, actor Dan Akroyd, and Pokemon creator Santoshi Tajiri, to name a few) have had success in spite of a society that is largely unsupportive of and, at times, openly hostile to, the social profile of autistic folks. Imagine what brilliance we miss out on when autistic people are looked over, avoided, not hired, etc.  

Even those who are not destined to become one of the famous few mentioned above have a perspective that can deeply impact those around them. Autistic people see the world from different angles, which can be an advantage in everyday problem-solving. They generally have a strong sense of justice, an unwillingness to be cowed by hierarchy, and a drive for honesty, sincerity, and specificity, all beneficial qualities in social relationships and the workplace.

Expanding Neurotypical Empathy

The solution to the separation between people of different neurotypes has largely been to teach autistic people how to understand the rest of the world better. But by considering the double-empathy problem, we can see that this is only part of the issue. The other part is that non-autistic people also have skill deficits: interpreting and interacting with autistic people. 

Just as history is written by the winners, social norms are written by the majority. If we want to work toward a future where people of all neurotypes better understand one another, we must listen to the experiences of the minority. It’s important to recognize that neurotypical “social norms” exist because they’re most common, not because they are inherently superior. These dominant “social norms” directly result from how neurotypical people think, behave, and process the world. 

“Empathy” is about understanding another person’s experience. Ironically, to succeed in our society, autistic people must display empathy nearly constantly: decoding others’ unwritten rules and learning to approach the world in a way that works for others. To bridge the divide, nurture the gifts of the autistic people in our society, and for everyone to benefit from the valuable perspectives of the neurodivergent, those with neurotypical brains must follow this example. By challenging themselves to work toward understanding and adapting to the way autistic people see and experience the world, neurotypical folks can open themselves up to new friends with an intense devotion to honesty. Employers will find innovative autistic employees with rare specializations and a knack for accuracy. And society will benefit from recognizing and celebrating the valuable and previously underappreciated gifts of the autistic mind. 

Damian E.M. Milton (2012) On the ontological status of autism: the ‘double empathy problem’, Disability & Society, 27:6, 883-887, DOI: 10.1080/09687599.2012.710008

Sheppard, E., Pillai, D., Wong, G.TL. et al. How Easy is it to Read the Minds of People with Autism Spectrum Disorder?. J Autism Dev Disord 46, 1247–1254 (2016). https://doi.org/10.1007/s10803-015-2662-8

Sasson, N., Faso, D., Nugent, J. et al. Neurotypical Peers are Less Willing to Interact with Those with Autism based on Thin Slice Judgments. Sci Rep 7, 40700 (2017). https://doi.org/10.1038/srep40700

Filed Under: Blog Tagged With: ASD, Autism, Autistic, Communication, Double Empathy, Double Empathy problem, Empathy, Myth, MythBuster, Neurotypical, Neurotypical Empathy, Social skills

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