Tag Archives: Research autism

Why Changing a Child’s Team is a GOOD thing

therapistCHANGE.jpg

Throughout the course of a child’s treatment with any ABA provider, one thing should be a constant: therapist changes happen. Frequently.

And understandably, this tends to be a difficult adjustment for both our kiddos and their families! In order to continuing developing the best team possible, there are occasionally team changes as a result of professional growth and career advancement, however, it’s important to recognize that team changes do not solely occur because staffing dictates; as an ABA provider, our ultimate goal is to ensure that your child receives the absolute best quality treatment, and one element of providing a well-rounded ABA program is therapist change.

Why?

There are a multitude of benefits to changing therapists, however, we’re going to focus on two: generalization of skills and functional relationship building.

Requiring a learner to be able to respond to new therapists is an important, often under-utilized form of teaching generalization. While learning a new skill with a specific therapist is an amazing accomplishment for a child, it is equally important to ensure that skills taught aren’t just generalized across different environments, but across different people as well.  For instance, a child may return a greeting daily to the therapists that have been teaching them this skill for 6 months, but that doesn’t necessarily mean that, if a novel persons says ‘Hi,’ the response they’ve learned with their typical therapist will generalize.

In addition to generalization, building relationships with and responding to novel people regularly will help set up your child for success in the future. In school, work, or other standard day-to-day activities, we are expected to be able to form and cultivate relationships with new people. Whether it’s a new teacher, a new boss, a new neighbor, a new babysitter or family member, being able to and confident in responding to new faces is always beneficial to a child.

In the end, we understand that therapist changes can be a difficult adjustment for everyone involved, but the benefits of regular team changes will only help children to meet their goals.

Advertisements

Precision teaching & fluency based instruction training

One topic that I want to expand upon from the clinical priorities list is precision teaching & fluency based instruction training…

We know that in order to make the most meaningful gains with our learners,we need a strong system of measurement in place. Measurement allows us to make decisions about what we are teaching and how we are teaching it. The better the measurement, the better the decisions. The better the decisions, the better the learning. As a team, our primary goal is to maximize the efficiency and effectiveness of our instruction so our children can grow as quickly as possible. Precision Teaching is a method of standardized measurement and visual analysis using “the chart”, and is based on core behavior analytic principles. All locations have received training and are introducing the “chart” into their programs. Over time, we will develop more intense trainings to teach our clinical team how to develop programs and make quick decisions based on data patterns.

Laura Grant

Vice President of Clinical Development7722524_orig.png

Topics in ABA: The Missing ‘A’ in ABA

person-girl-cute-young.jpg

What truly sets us apart from most other providers is much simpler than one would expect- that is, a developed team of Behavior Analysts whose sole, full-time responsibility is to ensure clinical programs are designed to the highest quality.

The increased rate of autism diagnosis has led to a concurrent increase in providers claiming to provide efficacious treatment.  One way of keeping up with demand has been by creating a model of provision in which application can be easily replicated, from one client to the next.

The model looks something like this: 1) Assessment (typically a behavior analytic assessment such as the VB-MAPP); 2) Language and behavior programming 3) Application of the program through therapy and 4) Data collection.  What results is a set of rules, and providers develop only the skills necessary to follow those rules. Unfortunately, throughout this process, and particularly after data collection, not much “analysis” is done at all.  What is lost when services take on these characteristics is the 2nd “A” in ABA, …the most important part of what makes ABA effective in first place.

Within the community of behavior analysts, we identify these services as “Applied Behavior”.  And most providers do not even realize they are doing it.

In our October newsletter, we discussed the movement within our organization towards a more systematic and thorough system of measurement.  Measurement is the key to effective behavior analysis, as it allows our BCBA’s to identify patterns of behavior change, or trends, and to make decisions about our kids learning.  Through these data sets, and the patterns identified, Consultants and BCBA’s learn from their clients, and the analysis and effectiveness of programming grows exponentially.

We are taking this focus on Analysis a step further.  Our entire team will receive will receive extensive training in the upcoming year on how to analyze data and behavior as it occurs throughout a session.  This includes everyone from the Consultants to the Therapists. We will be trained to analyze client’s learning, minute by minute, and make decisions about what to do differently to ensure that learning does not have to “sit and wait” for our consultants to see change is needed.  All therapists will receive intense training on their own decision-making, and data will show that our therapist’s decisions are in line with our highest skilled BCBA’s.  We look forward to striving to be the BEST!

Laura and Liz 

A quick word on Precision Teaching AKA ‘The Chart’

IMG_5368.JPG
Precision teaching & fluency based instruction training…

One topic that I want to expand upon from the clinical priorities list is precision teaching & fluency based instruction training…

We know that in order to make the most meaningful gains with our learners,we need a strong system of measurement in place. Measurement allows us to make decisions about what we are teaching and how we are teaching it. The better the measurement, the better the decisions. The better the decisions, the better the learning. As a team, our primary goal is to maximize the efficiency and effectiveness of our instruction so our children can grow as quickly as possible. Precision Teaching is a method of standardized measurement and visual analysis using “the chart”, and is based on core behavior analytic principles. All locations have received training and are introducing the “chart” into their programs. Over time, we will develop more intense trainings to teach our clinical team how to develop programs and make quick decisions based on data patterns.

Laura Grant

Vice President of Clinical Development

Higher Autism rate found in South Korea – but what does it mean for the US?

Fascinating article about research that 1 in 38 children in South Korea are on the spectrum.

Continuing research on autism and brain size

Interesting article in the wall street journal on continuing research on brain size and autism. They are working toward being able to diagnose earlier.

http://online.wsj.com/article/SB10001424052748704436004576299371343861618.html