What kind of therapist will be a good fit for your child?

Not all therapists will have the same style of implementing common ABA therapy techniques. Some may be very gentle, others firm, where some may want to explain situations to a child who works well with logic, and others may want to make simple demands instead. Applied Behavioural Analysis (ABA) is a therapy that is implemented in a way that molds to your child's unique personality and needs.

Because of this, not all Applied Behavioral Analysis (ABA) therapist will be the right fit for your child. When you decide to terminate services, you may consider if you want somebody else. If this is the case, think about what it was about the last analyst that caused issues for you. Understanding what you disliked about the therapist style of teaching, and communicating it to the company, can help them find you a better fit. Making a concrete list of what you are looking for gives the therapist/company a way to meet your needs, and either refer you or find someone like that.

Whether it’s tone of voice, certain techniques you don’t agree with or simply the personality of your therapist, making sure all of those issues are met to your desires are important. Never be afraid to go with a different therapist until you find the right fit for your child. Every therapist practicing ABA will bring their own unique style and personality into the mix. Just like every child will bring their own personalities into the relationship.

7 dimensions of ABA

Applied Behavioral Analyses (ABA) is based on 7 core dimensions. Any interventions your therapist uses with your child will fall within or be defined by these 7 categories. Therapists use the anagram GET A CAB to remember each part of the therapy.

G is for Generalization: This is moving skills from one situation to another. Sometimes your child with autism may perform certain skills like using the potty in one location but not in another. Generalization is the process of moving this skill from one place to another.

E is for Effective interventions: All interventions are monitored to ensure effectiveness and to see how they impact the behavior you are trying to change. They must be strong changes that affect something for the better.

T is for Technological: Where interventions and procedures are described thoroughly enough that anyone trained can implement them.

A is for Applied: Socially significant behaviors are worked on, more so than others.  

C is for Conceptually Systematic: The concept of the interventions is chosen from a specific theoretical base, rather than just a trick.

A is for Analytic: All decisions for an intervention or anything within the therapy must be data related.

B is for Behavioral: Only behavior that can be observed and measured should be targeted.

In ABA when measurable behaviors are targeted based on how well it will help your child cope in society, data is collected and explainable interventions are tried and tested, then your child will go far. ABA is a therapy where you record the changes in your child for the better, or worse leaving nothing to chance. This is why this therapy is so effective and gets results more often than any other intervention.

Parent Training: Is your child's behavior getting worse?

How do you know whether you’re experiencing an ‘extinction burst’ or if your child’s behavior is just getting worse?

What is an Extinction Burst?

To understand what I mean by this, I’ll give an example. Let's say you ask your child to do something and they start hitting you. You've learned that not allowing escape is a great intervention so you ignore the child hitting you and repeat your request. At this point the child may start hitting more or harder (i.e. behavior just go worse).   

Why does this happen?

Because it used to work for them! This is called an extinction burst.

When you start to ignore the behavior all together they will up the ante and try to go back to the way it was before. Because that was easier for them than listening to you.

This doesn’t make your child a bad person in any way; in fact it makes them pretty smart! They’ve figured out how to get what they want in this world, and it’s wonderful. They can problem solve like this. Increasing the bad behavior is actually a clever thing to do. If you did something one way, and it worked, you would keep doing more of it to get the same reaction too!

When a behavior is done for attention, and we ignore the behavior it will get worse. But then it will start to get better, because your child will realize this is just too much work. Great!

But what happens if it stays the same? And doesn’t get better at all? When do you draw the line in the sand and try a new tactic?

What if an intervention isn’t working?

There will be plenty of data and charts to show whether your child is going through an extinction burst, or the behavior hasn’t changed at all. If the behavior hasn’t changed at all the reason your child is doing the behavior may need to be looked at again. Maybe the therapist was wrong, and they did it for another reason. If this is the case, the charts will show it and the data will help them change tactics. Some other ways the therapist could change the intervention to the behavior is;

-        Changing the length of time they ignore the behavior/child

-        Expand the plan to other places where the behavior may occur more

-        Have someone else also back up the intervention

If you feel a part of therapy isn’t working for your child, you can always speak to your therapist about it. They will have the data and charts to confirm or deny your experiences. They should work with you, not against you, to help your child better function, learn more and live a more productive life.

Parenting Styles: Techniques can influence an autistic child in many ways

When it comes to Applied Behavioral Analyses (ABA) therapy consistency is key. This is true for all parenting styles; Autistic children are no different from every other child in the world. If they can find a way to get what they want, then they will utilize it.

For instance, if a toddler wants a lolly-pop and you say no, then they ask somebody else and they say yes, they may ask different people until they get candy because it worked before. It’s important that all parents and those raising a child (because it takes a village) are on the same page.

An ABA therapist in effect helps you to raise and teach a child who doesn’t respond as well to traditional teaching methods we as caregivers see in our own families and mainstream media. Because consistency is paramount, it’s imperative you keep constant communication with your therapist. Moreover, all parents involved are on the same page. I say this because one parent, one caregiver, or one daycare/school can undermine an entire week of ABA therapy if they aren’t clued in to how everyone is reacting to a behavior in a child.

It’s the two steps forward one step back issue. If you want ABA to run smoothly and quickly, allowing anyone to take the child a step back will make the process much longer.

If your child attends a daycare, goes to school, has separate households and more than one set of parents, every single person needs information on what techniques are used in certain situations.

ABA is a very effective but easily undermined therapy. This is why having a therapist you trust enough to implement all of their ideas, will make your ABA journey smoother. This is why communication across all platforms will ensure ABA works as well as it should.

If you ever feel that ABA isn’t getting the results you expect, you need to investigate and ensure that everyone is on the same page, and has followed through with the techniques correctly before changing them up or ending ABA all together.

Terms that can be useful during ABA therapy

As a parent Applied Behavioral Analyses (ABA) uses a lot of jargon words that leave us confused and wondering what the heck the therapist just told us! Arming yourself with the professional language of ABA will help you understand what the analyst or therapist may be saying when discussing your child with you (or even each other).

ABA – Applied Behavioral Analyses.

ABC – A three step behavior process that stands for, antecedent, behavior and consequence.

ASD – Autism spectrum disorder

Abscissa – The horizontal line graph that measures the time a behavior occurs.

Active Behavior – A behavior which can change, such as running, jumping etc, sitting still is not an active behavior.

Active Responding – When a child is expected to behave by solving problems, speaking, writing etc rather than just listening.

Advocate – Somebody who speaks out on behalf of a person.

Americans with Disabilities Act – Federal civil rights law protecting those with disabilities.

Annual Goal – A goal that you wish your child to reach within a set time period.

Antecedent – What happened before a behavior.

Approach – Choosing which form of treatment will be used, ‘the approach used’.

Augmentative Communication – Any communication made without using speech, such as pictures, sign, or electronic devices.

BCBA – People with this qualification are able to oversee and supervise programmes.

Behavior – Not always something bad, this is when a child does a behavior that is measurable, such as a meltdown or manding.

Chaining – This is the word used to describe when a therapist teaches a child a task using multiple steps. These can be taught backwards or forwards and still be successful.

Chronological age – How old the child is biologically.

Cognitive – Referring to thinking skills, which includes receiving and understanding information. This could be done by placing a square in a square shaped slot by understanding where the square needed to go.

Consequence – What happens after a behavior occurs.

Consultant – Anyone your therapist consults with/creates plans with, or a person who trains people.

DSM – Diagnostic manual for all mental disorders. This let’s a therapist know the criteria for each diagnoses.

DTT – Discrete trial training. This is when a skill is taught multiple times, usually by giving a demand and expecting a specific response, followed by praise.

Deprivation – When a motivator is removed/lessened so it is very desirable.

Development age – How old the child is ‘developmentally’, measured by tasks and skills they can complete based on the neurologically typical age range for those skills.

Developmentally Delayed – When a child is delayed compared to their peers.

Echoic – When you ask a child to repeat something and they repeat it on demand.

Echolalia – Where a child repeats what is said back to you almost compulsively. So instead of answering a question they repeat parts of the question, or the entire sentence.

Elopement – The official term for a child running away, or bolting.

Environmental Modification – Where the environment is changed to reduce barriers affecting instruction, behavior and teaching.

Expressive language – The use of language to convey meaning.

Extinction burst – When a child suddenly starts doing the behavior more often, or at a higher level, once a re-enforcer is removed.

Extinction – Removing what re-enforced your child to do something, such as giving attention to whining, which results in the child doing this less.

Fine motor – The small movements you perform with your body. With Autism you may see that a child has a hard time picking things up with his/her fingers or writing.

Floor-time – When a child moves away from table-learning, this is often child led learning.

Generalization – Being able to apply what you have learned to all situations. Such as learning how to ask for juice in therapy, then asking the same way at home.

Gross Motor Skills – Large muscles in the body perform gross motor skills. This could be jumping or running.

Hand-Over-Hand – When a therapist will literally move your child’s body to show them what they mean by a demand. For example, they may ask them to pick up a block and when the child doesn’t understand or refuses, they will take their hands and help them pick up the block with plenty of praise.

High functioning Autism – A child with Autism who has a great grasp of age appropriate skills but is unable to socialize with ease.

Hypersensitive – Very sensitive to outside stimulation.

Hyposensitive – Not at all sensitive to outside stimulation.

IEP – Individualized education plan. A legal document outlining the educational plan for your child when they are considered to have special needs.

Intervention – Using a plan of action to change an undesired behavior.

Intraverbals – When a child uses speech without visual prompts, such as being able to tell you what they did at school that day.

Level, 1, 2, 3 – Under the DSM criteria each level requires more and more support, with 1 being minimal and 3 being substantial.

Low Functioning Autism – A child who is quite delayed, may not speak etc.

Mand – This is a verbal criterion, and is when a child uses words to ask for something or make a demand. This is usually the first form of language that children learn. Juice, when asking for juice, would be an example of manding.

Mouthing – When a child puts things in their mouth.

NET – Natural environment training is child led therapy or learning from the current environment.

Neurologically-typical – Another way to say ‘normal’. This is when a child develops at a normal rate.

Normal – When a child develops normally. Some people may find this term offensive.

Peer-Mediated – When a child a similar age to yours is trained to interact with your child and teach social skills.

Perseverative Behavior – When a child engages in excessive, repetitive behavior that is not stimming such as asking for an object several times in a row.

Picture Exchange Communication System – Or PECS is used when a child has limited verbal skills, often they are given pictures to exchange with you in order to communicate.

Pivotal Response Training – Where a child is taught pivotal areas of development which are targeted to affect several areas of development at once.

Prompt dependant – When a child has gotten to the point where they consistently need to be prompted to do a specific task and won’t do the task independently.

Prompt – When a therapist prompts a specific response they are looking for, this could be verbally, physically, visually etc.

Punisher – This does not refer to punishing the child, but rather a consequence of an action which reduces a behavior. This could mean having a child move away from a situation where they are being disruptive and being allowed to re-join once they behave appropriately, in this case it could both protect the child and other children/objects involved.

Re-enforcer – When a child is given a motivation to complete a task, such as a favorite toy.

Receptive Language – This is ‘good listening skills’ where a child can follow directions that are non-verbal.

Recovered – When a child no longer fits the diagnostic criteria for ASD.

Regression – Where a skill a child previously knew has reduced or vanished from their repertoire. Or when a behavior eradicated many years ago, comes back.

SLP/OT/PT – Professionals who help with areas of the child’s development. Speech and language therapists (SLP) help with speech delays, OT helps with occupational therapy issues (play), Physical therapists help with fine and gross motor skills.

Satiation – When a re-enforcer no longer works because it has been over-used.

Scripting – A verbal stim of some sort, such as a song that’s repeated over and over.

Scrolling – When a child is asked a question and they go through several responses before reaching the correct response. As in; if they are shown a circle and they say, square, rectangle, circle!

Self-Injurious Behavior – When a child hurts themselves purposefully.

Sensory Integration – Tools used to help a child reach internal sensory needs, this could be a weighted vest or blanket.

Shadow – Somebody who follows your child around in the classroom as a helper.

Stereotypic/Repetitive Behaviors – Also called stimming, this could be repetitive motions such as spinning and flapping.

Tact – A tactile is a verbal term, this is where a child can name objects they can see.

Target Behavior – A behavior the therapist is interested in increasing or decreasing.

Task Reduction – In some cases a child is frustrated by the amount of demands put on them so they are reduced to help increase success levels.

Transitions – A lot of children with Autism have transition issues, this is issues with moving from one location to another or one activity to another.

VB – Or verbal behavior; a branch of ABA that concentrates on speech behavior.

Variable Ratio – When a child is given a demand, or is expected to make a response and is given a re-enforcer every set amount of times. For example, 3-5, the child receives a re-enforcer every time they complete a task 3-5 times.

Vocal/Verbal vs Non-Verbal/Vocal – When a child can use language or not.

 

Tips for Potty Training

Autism can cause a host of issues when it comes to potty training and there are many reasons. Some of these issues stem from a general development delay, communication issues and anxieties that accompany toileting.

The Trouble with Communication

There may be some problems with communication where the child is unable to express that they need the potty, or do not understand the line of questions associated with the potty such as: “Do you need the bathroom?”

Even body language can be a problem with children who have Autism; you may notice that your child has no warning signs before an accident, such as playing with their underwear or jumping up and down.

With Applied Behavioral Analyses (ABA) techniques like Verbal behavior methods or PECs can teach a child to understand and communicate more efficiently so fewer accidents happen. Specifically a visual schedule or social story can help a child who has trouble understanding language; this is several pictures showing what will happen when a child goes potty, from sitting on the toilette, to wiping, to washing their hands.

Sensory Issues and Potty Training

Another common issue for Autistic children is the sensory side of using a potty or diapers. Sometimes the bathroom is colder than other rooms in the house, the floor could be cold, the potty hole could be too intimidating, the diaper could comfort, the child may need a stool to stabilize their feet and may detest the sound of the toilette flushing. These are all things that spike anxiety and make potty time unpleasant. Most of these things can be adjusted, explained, and worked through together.

Make Potty Time Fun Again

As with many classic ABA methods, re-enforcers encourage a child to enjoy their potty time. This could be rewarding them with stickers, candy, or a special toy every time they successfully use the potty. Some parents use a special toy area that the child has access to after they have successfully used the bathroom. You can set this up in the corner of the room or in the bathtub.

Transitioning to the Potty

Finally, children with Autism often have transitional problems. This too may impact your potty training in a way that ‘typically developing’ children may not have to deal with. Moving straight from an activity or location can be traumatic for a child with Autism and they may have accidents to try to avoid potty time all together. Giving plenty of warning and being consistent can help.

 

ABA therapists have strategies for every situation that occurs, and they have probably seen it all before, or at least heard about it. This will make potty training so much easier on the parent and guarantee a greater chance of success.

Understanding how ABA therapy works can help your child out in many ways

As a parent involved in Applied Behavioral Analyses (ABA), it’s fantastic to jump in with two feet. At first it can be a scary experience, watching your child tantrum as the therapist waits it out when you’re used to soothing—and let’s be honest, panicking. But there is also a blissful feeling of control that comes with the charts and numbers applied to these things.

Our therapist had us tracking tantrums and your ABA therapist will likely do the same. How long where they lasting for? How many incidents of property destruction, violence, or self harm occurred? How bad was the destruction, violence or self harm? Suddenly this overwhelming experience becomes a numbers game. You detach from that fear and become a detective, getting to the route of the problem.

“Yes, he/she tantrumed for 20 minutes today, but looking back in the chart we can see they also tantrumed for the same amount on this day last week. Perhaps an incident of property destruction has gone down by one or two times in that last week? Perhaps we can identify something different about that day causing more tantrums?” Each reduced number and dash on the page becomes a little ray of hope.

ABA isn’t just a therapeutic experience for the child. Suddenly you’re not alone in this world of crying, screaming or strange and wonderful things your little one does. Here is somebody by your side, battling this world with you and your child, helping you navigate it together. And if you’re anything like me, you begin to miss these moments you share with another human being who understands your child’s nuances as well as you do (and sometimes even more). 

Jumping into ABA with two feet is scary, but it can be the most rewarding thing as a parent you could ever do with your Autistic child. Like being handed a magnifying glass to see into the cogs and turns in their mind. Finally you have the tools to conquer the behaviors, understand them, and help your child get to the other side of Autism. 

The impact of relationships for family and friends of an Autistic child

When there is disruption in the household between two people it affects everyone, and that can happen a lot with an Autistic child. Siblings of Autistic children may not interact with their ASD brother/sister, or there may be arguments and misunderstanding between them. This happens a lot because let’s face it sibling relationships are difficult as it is, but throw in a child who has trouble communicating, playing outside of their comfort range, with little understanding of social interaction, and there’s bound to be some issues. This isn’t anyone’s fault and the great thing about Applied Behavioral Analyses (ABA) is this can change for the better!

First it must be remembered that the other sibling may be hurting in this scenario. They often have a lot to take on with their Autistic sibling already; they may feel alienated, burdened, ashamed, guilty or frustrated. This is why it is not only the ‘typical’ child that should engage and interact. The Autistic child should be encouraged to join the other sibling with whatever they are playing. This can be done by physically moving the child to that location, following them and using encouragement. The caregiver should be with the Autistic child giving praise, support and allowing the other sibling to feel as if their brother/sister has entered their world.

Another technique that your ABA therapist may use is simple free play. Playing in the same area as each other in a new environment, such as a ball pit, play pen or the beach will foster a positive experience together. Which will help to build bonds; just as it would with another other siblings in the world.

Lastly, your therapist may have the other sibling reward the child with Autism. They could have your ‘typical’ child give the child with ASD a treat when they complete a task so the child with Autism recognize the sibling as somebody positive. After all, children of all ages work well with praise and build confidence and positive relationships upon this, why not get the other sibling involved? 

ABA can work to make any relationship stronger between your Autistic child and the other party, and sibling relationships are precious.

A key piece of self-management puzzle is trying to identify emotional states and how they impact relationships

Emotional regulation for an Autistic child or adult is an important skill to have; being able to read body language and know when your behavior is appropriate can help you keep relationships and jobs.

If your Autistic child can’t recognize emotions in others or explain their own emotions, it can lead to a lot of undesirable behavior. They could get aggressive, they could bully, they could say inappropriate things, lose jobs, break relationships and much of it could be down to a misunderstanding.  Because an Autistic child doesn’t look at people’s faces often, or make eye contact, they miss a lot of the social interaction cues that babies learn early. Applied Behavioral Analyses (ABA) aims to put this development back on track. There are a few ways this can be done. One is with a picture system where each emotion is shown and the child points it out. Another is by displaying the emotion on your face, exaggerating it, and teaching the child to recognize it. But ultimately, the therapist will be aiming to make social interaction rewarding for your child. The more social interaction they are exposed to, the more they will learn through opening up discussion, and encouragement. Another way that therapist teach older children who have begun school, is with social stories. These are basic, short stories that explain a social scenario. They run through emotions, situations and appropriate way to respond to scenarios in a form that a small child could understand. 

Once a child understands emotions in themselves and others, it will be easier for them to read situations and react appropriately. Keeping their relationships healthy and giving them a much needed skill that they can utilize for the rest of their life.

If Your Child Has Aggression Along with Autism, Then Here Are Some Reasons to Why.

Aggression in Autistic children is common, but it can be an embarrassing thing to deal with – even for the child. Aggression interferes with so much; from school, to play dates and sadly sibling relationships.

There are many reasons a child with Autism might act out by pinching, biting, shoving or hitting.

1.     They may feel stressed; if their routine is off, or they are in a place that triggers sensory issues

2.     Aggression could be the only way they have to communicate right now

3.     They could be trying to get out of a situation with an adult or child, or avoiding something they don’t want to do

4.     They could even be looking for you to react

None of these things mean that your child is ‘bad’. But Applied Behavioral Analyses (ABA) helps to put a stop to these behaviors once a for all. ABA looks at why the child is reacting in this way. Getting to the root of the issue gives us the tools to fix it. Once the therapist gets to the root of the issue, they can transform the violence into positive acts.

Your ABA therapist might do this using redirection. Such as showing the child a positive alternative. If your child is shoving a child away, they will teach the child to verbalize their feelings instead. If a child is told they can’t touch something, they will be given something they can touch instead. Using negative reactions, such as scolding, and scowling, only teaches the child they can distract you from the situation, avoid situations with ease or get attention with this negative behavior. It doesn’t teach them what they should do instead.

The goal of ABA is to teach your child positive behaviors, through positive rewards. So ultimately your child can grow to be confident, happy and ready to face the world without the use of aggression.

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Find Out How Natural Environment Training Works And Be Applied Every Day

Natural Environment Training (NET) is part of Applied Behavioral Analyses therapy (ABA). NET works with the natural environment around the child and moves learning from a desk to the real world; something that ABA promotes. This is fantastic for generalization and promoting skills that have already been taught. NET also works with natural motivators; these are toys and objects around the home (or therapy office) that the child would like to play with or use. This technique isn’t about the traditional sit-down and learn, it focuses on the child’s ability to learn whilst they play.

NET is a great thing to implement in the home because it uses your environment to teach your child the skills they learned in therapy. For example, if your child is working on how to say goodbye and hello, you can help them wave to people who come to visit, or when you take them to daycare, or anywhere else you can think of. To do this, you model the desired behavior for the child and make a big, fun, parade out of saying hello or goodbye everywhere you go.

ABA is all about collecting data and using structure, and reward, to help a child learn certain skills. But when you switch to using NET techniques the therapy becomes louder, with plenty of speech and exciting play. NET can get spontaneous and uses your child’s desires to help teach them. The therapist may set up a color matching game for the child to play, as they could be learning colors, but then have to switch to manding as the child asks for different objects.

If you’re wondering as a parent what this would look like, the therapist should be talking a lot about everything they are doing. They should model behaviors (showing the child how to correctly do things), they should ask questions, and use the world around the child to engage in what they want to engage in. This shouldn’t be a forced, stiff point in the therapy. It should look much like when you talk to a very young child about the world around them, commenting on everything you are doing.

NET is a thrilling part of ABA for an Autistic child. Children on the spectrum can’t often play appropriately, and so don’t learn through play as well as other children would. This is precisely what NET helps to promote, play, joy, and learning, all rolled into one.

The Benefits of Getting Your Autistic Child ABA Services Before the Age of Three.

If you’re a parent of a child who has recently received a diagnosis of Autism under the age of 2, you will consider what therapies can help them. After all, they may not be verbal right now, they may have little comprehension of the world around them – you may wonder how on earth anyone could teach them socialization and if therapy is even worth it. I know I had many of those thoughts myself; especially since many parents spend countless hours trying to teach my Autistic sons skills with little progress.

One of the first therapies you will likely hear about is Applied Behavioral Analyses (ABA). That sounds like a formidable name by itself, but ABA is simple teaching your Autistic child skills they can use in the world, be it social, verbal, play or correct behaviors.  You may also visualize this as your one-year-old sitting attentively at a desk and ask yourself “how will that work?”

Actually, you’d be surprised what little things a one-year-old with Autism needs to learn that will heavily impact them later on – and a lot of it doesn’t involve desks at all. Like the ability to point, the ability to engage for short amounts of time, and most importantly, the ability to play. Teaching a child these simple age appropriate skills will help them build up to more intense things later on. If a child can point to something, they can communicate better and reduce frustration as they grow. If a child can engage for a short amount of time, then your relationship will grow and you will bond. If a child is taught to play with toys appropriately, then they can learn from these toys (as children learn through play).

According to a study performed by researchers at the New England Center for Children 90% of children under the age of 2 made significant social and communication skill gains within a year, when enrolled in an early intervention program. 90% is a big deal, and this drops to 30% if a child begins after the age of 2 and a half. So ABA is almost guaranteed to help your child, and should definitely be a therapy you look into.

ABA is always aimed at a child as an individual; it isn’t a step-by-step program that can be followed out of a book. This is a complex therapy that takes therapists years of study to master, so you can rest assured your little one won’t be put under any learning regiment they are not ready for.

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Applied Behavioral Analysis Therapy for All Ages

Applied behavioral analysis (ABA) therapy is a great therapy for young Autistic children, and what most people associate the therapy with. But if you have an older child or teenager, they too can benefit from ABA. ABA isn’t only an early intervention therapy, it teaches children how to learn and change behaviors and can be started at any age.

In fact, ABA isn’t just for Autistic children; it is simply famous for helping Autistic children. But ABA is also used in business, sports and education to name a few. For example, ABA can be applied using antecedents and consequences to help somebody achieve more in their area of sports, be it track, baseball or anything you could think of.

ABA also doesn’t only help with negative behaviors in children and teenagers; if you want your teenager or older child to have more freedom it can provide it. For example, if your child is unable to turn the channel to their favorite television show, it can teach them how to do this. For the higher functioning children, it can help with their organization skills. Using visual charts is a part of ABA and implementing these to set schedules so your child can remember to complete homework on time is just one example of many. It can improve the quality of life so you can have a happier child.

ABA helps older children to function in a more positive way, to learn at a rate that their peers are learning, to be happier in life and achieve the needs that they crave. It is excellent for children and teenagers of all ages, even adults and it is never too late to start your child in an ABA program.

Please visit our website at www.buildingblockresolutions.com

Applied Behavioral Analysis Therapy for All Ages

Applied behavioral analysis (ABA) therapy is a great therapy for young Autistic children, and what most people associate the therapy with. But if you have an older child or teenager, they too can benefit from ABA. ABA isn’t only an early intervention therapy, it teaches children how to learn and change behaviors and can be started at any age.

In fact, ABA isn’t just for Autistic children; it is simply famous for helping Autistic children. But ABA is also used in business, sports and education to name a few. For example, ABA can be applied using antecedents and consequences to help somebody achieve more in their area of sports, be it track, baseball or anything you could think of.

ABA also doesn’t only help with negative behaviors in children and teenagers; if you want your teenager or older child to have more freedom it can provide it. For example, if your child is unable to turn the channel to their favorite television show, it can teach them how to do this. For the higher functioning children, it can help with their organization skills. Using visual charts is a part of ABA and implementing these to set schedules so your child can remember to complete homework on time is just one example of many. It can improve the quality of life so you can have a happier child.

ABA helps older children to function in a more positive way, to learn at a rate that their peers are learning, to be happier in life and achieve the needs that they crave. It is excellent for children and teenagers of all ages, even adults and it is never too late to start your child in an ABA program.

Please visit our website at www.buildingblockresolutions.com

Can Applied Behavioral Therapy Help a Child Who is Non-verbal?

Many children on the Autism spectrum have trouble with speech. This could be because of Apraxia which is a motor disorder that makes it hard for children to use their mouths to form words, or maybe they simply can’t communicate as well as the rest of us. This doesn’t mean they can’t communicate in other ways such as picture cards, behavior (good and bad), sign language and electronic devices.

But can Applied Behavioral Analyses (ABA) help a child who is non-verbal?

The short answer is yes.

ABA is essentially performing an antecedent (an action, a request), the child performs a behavior, and then there is a consequence for the behavior. Either they get it right and there're positive displays of fun and cheering, or the child is shown again. If they still get it wrong a hand is placed on theirs to guide them to the answer so they are correct (queue cheers and happy words).

Think of all the ways a non-verbal child could respond to this without words. They could hand over an object, use picture cards or electronics to communicate speech, point, or even sign their response. Not being able to speak would not hinder your child to learn. 

In fact, VB is a branch of ABA that teaches children how to communicate. So ABA techniques can help teach your child to speak too. It uses much of the same principles including errorless learning. This means your child is never wrong and receive prompts as much as needed – which like ABA are faded out as the child learns.

As parents, we use ABA tools all the time. We ask a child to get up to the table to eat, the child does, we praise the child. This is partly ABA! Being able to speak or not speak would never hinder your child to learn positive behaviors and in turn learn that the world will reward them for all the good that they do.

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Will A Child Only Respond To The Way It's Taught?

There is a question that is often asked about Applied Behavioral Analyses (ABA) and it is ‘will my child become a robot?’ When a parent see’s a child taught the same thing over and over it’s a natural conclusion.

“My child only responds this way because he is told to.”

Truly, we are all taught how to react to certain situations by our experiences – in fact, it is a perfectly human thing to do. We say please and thank you because our parents kindly taught us manners and reminded us again and again to use them. We are scared of clowns because we learned they were menacing through experience.

ABA isn’t an alien form of learning where the techniques are only used with Autistic children; it is a therapy that fundamentally teaches a child how to learn. But others use these techniques too, an addict can use ABA techniques, the same is done to encourage workers, or reduce disordered behavior. In fact, behavioral therapies, in general, are one of the largest, most used therapies out there.  Not just for Autism, but disorders and everyday problems all across the board. Psychologists learn behaviorism (the study of human behavior) almost as soon as they learn about the human mind. And ABA is just a form of behavioral therapy, teaching a child what behaviors affect the world around them and what one’s will create positives or negatives in their lives.

Much has changed since the 1960s version of ABA which most base their opinions on. Much has changed in psychology since the 1960’s in general, one only has to look at the state of mental institutions back then, to see huge changes. Not only this but Autism is diagnosed differently, and we know more about the disorder. ABA evolved too; it now promotes flexibility and models several ways to respond to environments.

But if you still fear your child will turn into a robot, you can talk to your therapist about ‘programming for generalization’ something that all ABA therapists will know about. This means, once a child can remember how to react in situations safely and effectively, they can begin to add on their own quirks and abilities – something that ABA ultimately aims for, anyway. You can see this in ‘neurologically normal’ children too (robotic responses that morph into their own personalities). When first learning to speak, we are taught to say milk to a bottle, or hungry when we want something to eat. But at some point, those words take on a flow of their own and our child speaks, adding their own mannerisms and thoughts.

ABA, when done right, is not a therapy that creates a robot, it is a therapy that teaches a child how to learn, how to function in this world, and how to stay safe and happy, whilst still satisfying their needs.   

Qualifications for a Good Therapist

Choosing the right therapist for Applied Behavioral Analysis (ABA) is important. Finding one that not only works well with your child but can talk you through what you can do is an important part of the process. But what sort of qualifications and personality traits makes for a good therapist for your child?

Desired Qualifications for your ABA Therapist

Your therapist should have at least a bachelor’s degree in childcare, psychology, child development, behavioral analysis or related field. (They will need a doctorate to run a private practice.) It is also required they have a state license. This will ensure they are a trusted therapist who is covered to treat your child in the way they should be treated.

Most states require your therapist to have a doctoral degree, complete internship experience, gather one or two years of practical experience and sit the state licensing exam to perform ABA therapy. But some have supervisors to allow them to practice too.

Do some Research; Shop Around for the Right ABA Therapist

Some other ways to gather information is to call around and talk to other patients and their families. If they feel involved with their child’s therapist and have a good rapport with them this is a good sign that your therapist will work well with your family.

Not all therapists will click with you right away, sometimes you need to meet with several therapists to find one that you feel comfortable leaving your child with. After all, worrying about your child’s progress and the therapist they are with, instead of staying positive and enjoying the experience, will cause issues in the future.

How Should Your ABA Therapist Act?

Once you have hired your therapist it is important that they are reliable, stick to a good routine, and enjoy spending time with your child. If the therapist doesn’t enjoy your child’s company, laugh with them and have fun with them, this can put a dent in your child’s progress. They should also be reaching out to teachers, your child’s doctors and integrating themselves into the team that makes up your child’s treatment.

And the number one way to tell if you’ve found the right therapist who knows their stuff, is if your child is making progress under their guidance. You can always try a new therapist later if this isn’t the case, sometimes it’s best just to make the leap with a therapist you like and see how it goes.

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Finding The Right Therapist

Before your child starts Applied Behavioral Analyses (ABA) therapy there may be many things you need to know about ABA and your therapist. ABA therapy can increase your child’s learning abilities which helps in all areas of their life, so it’s important to find the right therapist.

But what questions can parents ask to get the right results?

What are your qualifications?

A good response would be – somebody with a BA in fields pertaining to psychology and child care, and a certificate in ABA.

What experience do you have? Can you refer me to other parents you have worked with?

A good therapist for your child is one who has worked with Autistic children before. You can discover a lot by calling other parents who have worked with the therapist.

What happens during an ABA session?

A therapist who is re-assuring, kind, and takes time to explain how a session will be for your child is a good therapist. This will also tell you what your child is likely to go through and allow you to agree with their methods.

How many hours per week will my child need to be in therapy?

It’s good to know this so you can build your schedule around therapy.

How often can you update me on my child’s progress?

It’s important to know if ABA is working well for your child and as parents sometimes we can be impatient. A therapist knows how well ABA is working for your child and can give frequent updates to help you feel settled in your child’s progress.

Can you work with my child’s school?

Having a therapist who can keep your Autistic child’s teachers up to date on methods to help your child is a bonus.

Do you provide training or support for family, so that ABA can continue from home?

Children whose parents continue ABA at home succeed more often.

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ABA Training for Parents

 Applied Behavioral Analysis (ABA) is a fantastic therapy for an Autistic child, as it helps to achieve something called generalization. This is when a child is able to perform actions in all areas of their lives. If you’ve ever seen your child use certain words, or perform certain tasks at school but not at home (or the opposite) ABA therapy can help!

But to do this we as parents need to be heavily involved. Research has shown that parents who are involved with their child’s ABA therapy are more likely to succeed. ABA therapy is labor intensive and takes a whole team, a parent who has a big say in this team is able to co-ordinate more efficiently – after all you see your child in all areas of their life.

A child whose parent isn’t deeply involved with ABA therapy, or don’t understand the goals and outcomes the therapist is looking for, may find that their child is only able to perform certain actions around the therapist. This can be frustrating, and can even knock our self-esteem as parents. We want to feel a sense of control and be able to teach our own children, ABA therapy not only gives you an active role to play but helps you feel as if you are helping your child in ways you couldn’t before.

There are many organizations that provide ABA training for parents, including some online schools. Getting as much information about ABA therapy, from schooling, to online, to your own therapist will help your child reach the goals that you want them to achieve. 

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Introducing Incidental Teaching to ABA Therapy

  Applied Behavioral Analysis (ABA) therapy is a fun activity that teaches your child how to engage in the world, learn basic and complex language, skills and behavior.  There are many types of Applied Behavioral Analysis (ABA), the Lovaas Method is one type and we have discussed Discrete Trial Training (DTT) that the Lovaas method uses. But another type of play for your child during ABA is called Incidental teaching.

Incidental teaching is when an environment is created for the child that motivates them to learn about the world around them. This means putting objects out of reach but still in sight, in a room set up to encourage your child to ask for the things they want. Instead of the therapist initiating engagement, as with (DTT), the therapist will wait for the child to mention the object or talk about it. The therapist then prompts the child to talk about the object or ask for the object.

You can do this at home too. If you place your childs favorite toy somewhere they can see it but can’t reach it and then your child points or approaches the toy, you could say the word of the toy as a prompt. For example, ‘teddy’ and wait to see if the child asks for the teddy. If they child asks for the teddy you can hand them the toy.

This sounds so simple because it is something we as parents do a lot, and something you see over and over with non-autistic children. But we know Autistic children have a hard time initializing conversation. However, it is because Autistic children struggle in this area that this therapy works. It not only encourages language but helps your child engage with their environment, which motivates them in the future by practicing engagement, and consequences of engagement.

As time goes on the therapist will fade out all prompts until the child is able to approach the object and ask for it when they see it, or perhaps without even seeing the object in question.  This can also be used to teach reading, create complex conversations and teach propositions (on, in, under).

This therapy is a fun, exciting way for a child to learn about the world around them in an exciting, gentle environment.

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