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What is ABA?

sites@tailorbrands.com — Tue, 12 Mar 2019 23:53:34 GMT

Applied Behavior Analysis, likely presented to you as just "ABA," is a behavioral science designed to help reduce engagement in maladaptive behaviors and teach social significant alternatives. There has been a ton of research to support its effectiveness in aiding individuals with Autism Spectrum Disorder (ASD) and is now largely recognized as one its main treatments.

ABA can help to target deficits (across a variety of settings) in the following areas using principles such as positive reinforcement, prompting and prompt fading, shaping and much more!

Communication
Gross Motor and Fine Motor skills
Vocational skills
Adaptive Skills
Social Skills
Self-help
Behavior

These therapeutic services may help to target a range of skills, but will ultimately depend on the specific needs of your child. Rather than overwhelm you with a ton of information, we want to drive this point home-- that is, ABA can be whatever YOU want it to be.

Though ABA is driven by science, data and assessment, you should always be sure to advocate for the needs of your child and/or family and create goals that are relevant and/or functional to you or the target client. Regardless of where and by whom it is implemented, ABA should ALWAYS be a collaboration and team effort to create the quality of life you deserve!

"Behavior is not a disability, rather the result of experiences and the contingencies that have previously existed."

- - Amelia Dalphonse

Tip of the Week

sites@tailorbrands.com — Tue, 12 Mar 2019 23:51:48 GMT

Managing our new "normal" during quarantine... Ha!

Okay, so its day (I don't even know) of quarantine... there's no more school, kids are running around the house crazy (and jobless)... and chaos doesn't even begin to help explain half of what's going on in each of our homes.

The sudden shift we all know as COVID-19 has likely caused a ton of turmoil and stress not only for you, but your kiddos at home who no longer get to attend school, play dates or go to their favorite playground. Well, we did some research and came across a few helpful tips and suggestions. Take a peek below!

Find a way to implement more structure at hom e -- especially if it has been shown to be effective in the past. If your child has attended school at some point, their classroom likely had some sort of structure or routine that helped them to get through the day.

Depending on your child's current level of functioning, this might look like implementing a visual schedule ( a list of picture icons that demonstrate activities to be completed ) or maybe even a " t o do list" (for older kiddos) .

Be sure to i nclude plenty of choices to create a sense of control for your child and consider intermixing maybe not so preferred with preferred.

Give your little one some time to learn the system (will likely require prompting) and remember to give lots of reinforcement and social praise for following the schedule in absence of negative behaviors.

A note about visual schedules: Visual schedules are incredibly useful for...

Creating structure, h elping with transitions and s ignaling to your child what comes next.

In some cases, this strategy may also be useful in gaining compliance with non preferred tasks like school or chores. It may be beneficial for your child or student to see that once it's completed, they can engage in a much more preferred activity.

If you're interested in implementing this intervention at home and/or if you need a little more assistance in getting started, please feel free to reach out via email to book a consult!

*Disclosure: The information listed in this post does not serve to make any specific treatment recommendations for your child. It is made available to you for informational purposes only.*

R eferences

Dettmer, S., Simpson, R., Myles, B., & Ganz, J. (2000). The use of visual supports to facilitate transitions of

students with autism. Focus on Autism and Other Developmental Disabilities, 15, 163-169.

Flannery, K. & Horner, R. (1994). The relationship between predictability and problem behavior for students with

severe disabilities. Journal of Behavioral Education, 4 , 157-176.

Mesibov, G., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York, NY:Plenum Publishers.

Sainato, D., Strain, P., Lefebvre, D., & Rapp, N. (1987). Facilitating transition times with handicapped preschool children: A comparison between peer mediated and antecedent prompt procedures. Journal of Applied Behavior Analysis, 20, 285-291.

Schmit, J., Alper, S., Raschke, D., & Ryndak, D. (2000). Effects of using a photographic cueing package during routine school transitions with a child who has autism. Mental Retardation, 38 , 131-137.

Sterling-Turner, H. & Jordan, S. (2007). Interventions addressing transition difficulties for individuals with autism. Psychology in the Schools, 44, 681-690.

We're here to help!

sites@tailorbrands.com — Tue, 12 Mar 2019 20:49:28 GMT

"YOU are the real expert"

We are living in some very strange times. There is no doubt that this whole COVID thing has taken us by storm and has caused major adjustments and life-style changes for many of us.

Behavior-Savvy: 101, LLC would love to hear your stories and learn a little bit more about what's on your mind! Staying up-to-date about the concerns and interests of the families we work with is one of our top priorities!

Help us to figure out how we can better serve you and the ASD community. Reach out to us via phone and/or email and be sure to follow us on social media to give feedback and stay up-to-date on the latest news and tips from your Savvy friends!

58b3ae34

What is ABA?

"Behavior is not a disability, rather the result of experiences and the contingencies that have previously existed." - - Amelia Dalphonse

Tip of the Week

We're here to help!

"YOU are the real expert"

"Becoming behavior experts... together... one step (or tantrum) at a time." --Behavior-Savvy: 101

"Behavior is not a disability, rather the result of experiences and the contingencies that have previously existed."

- - Amelia Dalphonse

"Becoming behavior experts... together... one step (or tantrum) at a time."

--Behavior-Savvy: 101