Behavioral Momentum

This article is part of our ABA therapy techniques series where we explore the different techniques used by ABA therapists.

Behavioral momentum is a technique where the ABA therapist presents several simple demands in order to create momentum and help the child accomplish a more complex task. Read this article to learn more about behavioral momentum and how this strategy may facilitate learning new skills in children with autism. 

What Is Behavioral Momentum?

Behavioral momentum is one of the essential tools used by ABA therapists. This intervention consists of asking a child to accomplish one or more easy tasks before attempting more challenging ones. Having the momentum of success with simple activities will increase the likelihood that the child will make the extra effort needed to attempt difficult tasks. 

When the behavioral momentum strategy is used on a regular basis, the child’s motivation will gradually increase. The tasks that were once considered difficult will eventually become easy, so that the therapist can add new, more challenging, tasks to the program.

Designing and implementing a behavioral momentum interaction is simple. It can be used for teaching children with autism a variety of new skills, regardless of their age and abilities.

Benefits of using behavioral momentum

Motivation and compliance are the necessary prerequisites for successful skill building in children with autism. However, a child may fail to respond to the therapist’s requests if the task is too complex, the child lacks confidence, or if there is a physical limitation that prevents the child from completing the task. 

Whatever the reason for non-compliant behavior, ABA therapists can resort to behavioral momentum intervention and turn a potentially negative learning experience into a positive one. 

This strategy has many benefits, for example: 

• It increases compliance
• It boosts the child’s motivation
• It provides the necessary confidence to complete a task
• It reduces frustration levels
• It decreases challenging behaviors
• It increases the chances that the child will learn a new skill.

How Is It Done

The behavioral momentum technique consists of the following steps: 

Step 1: Identify low-probability behaviors

Low probability (low-p) behaviors are the behaviors that the child finds challenging and is least likely to comply with. The compliance rate for these behaviors is 50% or less. 

To successfully implement behavioral momentum, the therapist starts by identifying easy tasks and deciding in which order they will be presented. It is usually necessary to make at least two easy requests before introducing a more demanding task.

Step 2: Identify high-probability behaviors

High-probability (high-p) behaviors are behaviors that the child finds fun and easy to complete. These behaviors have a compliance rate of more than 80%. High-p behaviors vary from child to child and depend on their age, preferences, and skill levels.

Step 3: Deliver 3-5 high-p requests

The therapist delivers 3-5 requests for high-p behaviors in a rapid sequence, immediately before giving a low-p request. 

It is important that high-p requests are as simple and brief as possible. These are requests for accomplishing familiar tasks that the child has successfully completed in the past.

Step 4: Praise high-p behaviors

The therapist should reward the successful completion of each high-p task as soon as it is completed. A response to a high-p behavior request should include verbal or gestural praise, such as thumbs up, clapping, or waving hands in the air.

Step 5: Deliver a low-p request

Once enough momentum has been created, the therapist can introduce a low-p behavior request and reward the behavior.

A low-p request should be delivered as quickly as possible, preferably within 5 seconds of reinforcing the response to the last high-p request. Delaying the low-p request will decrease the likelihood of compliance.

Step 6: Modify requests as needed

The therapist may need to modify the high-p request in accordance with the child’s age and functioning level.

Step 7: Generalize requests

Requests for low-p behaviors should be delivered by multiple instructors in order to produce a generalized response even when the behavioral momentum strategy is no longer used.

Step 8: Phase out high-p requests

The number of high-p requests delivered before a target low-p request is gradually reduced.

Step 9: Monitor progress

The therapist records data on the low-p behavior to monitor the child’s progress.

When to Use Behavioral Momentum

Although it is not possible to use behavioral momentum whenever you want a child to comply with an instruction, this method is highly effective in the following situations: 

 

• Before asking the child to attempt a difficult or low-probability behavior or task
• When you need to regain the child’s attention
• When you want to boost the child’s motivation
• Before transitioning into a new setting or activity
• When you want to reinforce a behavior that the child normally avoids.

Read on for some tips on how to make this ABA technique even more effective. 

Tips to Make Behavioral Momentum More Effective

State, don’t ask

Always state a demand instead of phrasing it as a question. This way, the child will understand that not complying is not an option. 

Give demands in close proximity

In order for behavioral momentum to be effective, you need to be in close proximity to the child and have the child’s full attention. Demands given from a distance are not very efficient. 

Use clear language

Use short and clear sentences when delivering a demand, for example, “put your shoes on” or “sit at the table”. 

Give demands in rapid succession

For best effect, you should give demands in rapid succession, preferably within 5 seconds of each other.

Provide reinforcement

Make sure to reward each high-p and low-p behavior. In the beginning, verbal praise may be insufficient and you may have to provide other reinforcers, such as stickers, treats, or tokens. These reinforcers can be gradually phased out as the child increases compliance with challenging tasks. 

 

If you are ready to work with the best ABA therapy provider in Indiana, New Jersey, or New York, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family. 

Pairing

This article is part of our ABA therapy techniques series where we explore the different techniques used by ABA therapists.

Pairing in ABA therapy is a process of developing a fun relationship with a child with autism through their favorite items and activities. Pairing helps to establish the therapist as a reinforcer, thus increasing the likelihood that the child will remain engaged and cooperative during therapy sessions. 

What Is Pairing in ABA?

Pairing in ABA therapy refers to connecting (pairing) a therapist with a child’s favorite items or activities (reinforcers) in order to build rapport. Pairing is an indispensable tool in working with children with autism who avoid social interactions and lack engagement in activities. It allows them to respond favorably to being in the presence of a therapist, develop a trusting relationship, and increase the chances that they will listen to and comply with the therapist’s instructions.

What does a successful pairing look like?

When pairing is successful, the child systematically approaches the therapist instead of avoiding contact and engaging in challenging behaviors. Through pairing, children also learn how to dissociate the therapist from the activity. This means that they can successfully complete therapy sessions even at times when they don’t find the activity itself particularly enjoyable. 

There are several ways to tell that the therapist is paired with the child:

• The child attends therapy sessions regularly 
• The child approaches the therapist and enjoys the therapist’s presence
• The child smiles, makes eye contact, and remains in close proximity with the therapist throughout the session
• The child complies with simple demands that the therapist makes
• There is a noticeable decrease in maladaptive behaviors.

How long does it take to pair?

There is no set formula for successful pairing in ABA therapy. Depending on the child, it may take anywhere from a few days to several weeks to build rapport. 

It is important to keep in mind, however, that pairing is not permanent. After a holiday, illness, transitioning to a different setting, or an increase in problematic behavior, it may be necessary to go back to pairing. For optimal results, ABA therapists should use pairing on an ongoing basis. 

How Do I Pair?

Pairing starts with observing the child’s behavior and engagement to determine the types of items and activities they enjoy, for example, toys, games, books, or sensory activities. The therapist will also conduct a preference assessment by interviewing the child’s parents, caregivers, and teachers to identify the child’s preferred reinforcers.

 

Pairing is done by engaging in the child’s preferred activity or providing favorite items like a toy or a snack, without placing any demands. By pairing with an already established (primary) reinforcer such as an object or an activity, the therapist becomes a conditioned (secondary) reinforcer. 

 

Once rapport is established, the therapist will start withholding the reinforcers and encourage the child to interact in order to access them. It is also recommended to regularly introduce new reinforcers to keep the child motivated and engaged.

 

Building rapport will look different for every child, depending on their age, communication skills, and areas of interest. The key is to follow the child’s lead in selecting reinforcing objects and activities. 

Rules for pairing

To successfully pair with a child with autism, ABA therapists must follow certain rules:

Rule 1: Have fun

As a therapist you should be involved in the child’s preferred activities, making them even more fun. If you are enjoying yourself, the child is more likely to enjoy the process too. 

Rule 2: No turn off

The pairing process always begins with avoiding turn offs. These are any requests that require the child to respond in a specific way. During initial therapy sessions, it is important that you don’t make any demands, give instructions, or ask questions. 

 

If you start the therapy by telling the child what to do, they may not like spending time with you. You should let the child be as independent as possible in the beginning. Once you are successfully paired, you can slowly introduce demands and instructions.

Rule 3: Restrict access to reinforcers

Remember that as a therapist you are always in control of reinforcing items and activities, such as playing with a favorite toy or going to the park. The child is required to follow easy demands to be able to access those items and activities, for example, finishing a puzzle before going out.

Rule 4: Play starts with you and stays with you

You need to limit access to reinforcement outside of the area where the therapy takes place. This space has to be more fun than any other environment. The child should also prefer engaging in the activity together with you than alone.

Tips to pair effectively

• Let the child guide the pairing process by showing you what they like. You should always follow the child’s motivation and preferences.
• Place the child’s favorite items in a cabinet or up on a shelf where the child can see them, but still needs your help to get access to them.
• Show the child new items and different ways to play.
• Be sure to pair the work area with reinforcement, so that the child will be motivated to want to learn in that space.
• If the child is not approaching you, this may be the sign that he or she is able to access reinforcing items when you are not there. The child should be given access to these items only during therapy sessions.
• While pairing, you should comment on the activity and give praise rather than asking questions. 
• If you notice that the child avoids you and is no longer interested in interacting with you, it’s time to start the pairing process again.
• The process of pairing should be a part of every therapy session and done for at least a few minutes every day.
• Make sure to deliver reinforcers only if the child is not engaging in any maladaptive behaviors.

 

If you are ready to work with the best ABA therapy provider in Indiana, New Jersey, or New York, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family. 

Choices and Preference Selection

This article is part of our ABA therapy techniques series where we explore the different techniques used by ABA therapists.

Choices and preference selection is used in applied behavior analysis (ABA) therapy as a method for increasing the active participation of children with autism. In this article, we explain how choice-making strategy works and how it can bring about positive behavioral changes in your child. 

What Is the Choice-Making Strategy?

Choice making can be challenging for children with autism because it requires flexible thinking and causes stress, anxiety, and exhaustion. When presented with different options, children on the autism spectrum are not always able to understand the choices they’re given, grasp the potential consequences of these choices, or communicate their preferences to others.

 

Choice-making strategy is a way to support interactions in children with autism. Additionally, learning choice-making skills allows children to indicate their preferences and get access to the items or activities they like. It can also help parents and therapists determine the reinforcers that they can use for managing the child’s behavior. 

 

This technique is particularly effective for children with autism who tend to resort to problem behaviors in order to avoid participating in activities or using materials that they find unappealing, challenging, and overwhelming. 

How does it work?

The choice-making strategy consists of presenting a child with several choice-making opportunities throughout the day. For example, you can ask the child to choose among different toys, activities, locations, foods, drinks, actions, and people to interact with. If choices are offered multiple times throughout a single activity, they may help your child remain focused, engaged, and cooperative. 

When offering a choice, it is important to start by providing a limited range of options, for example, choosing between two different books or two different snacks. The number of options can then be gradually expanded, based on the child’s needs and level of functioning. However, you should avoid giving too many choices as it can be too much information for a child to process.

 

It is essential to keep choices as simple, concrete, and relevant as possible. Additionally, after the child is presented with various options, he or she must be able to have immediate access to the preferred activity or object.

 

Choice making should be always accompanied by verbal or physical prompts, as well as a visual support, such as activity schedules or picture boards. Visual supports can help the child understand the different alternatives, give them more time to process them, and ensure a more appropriate response.

 

Children can indicate their preference in many different ways, for example: 

 

• Giving verbal answer
• Through verbal approximation (using only parts of a word)
• Using body language, for example, reaching or pointing
• Changing the facial expression
• Blinking or nodding.

Preference assessment

Preference assessments are conducted by ABA therapists to determine the rewards that will be most motivating for the child when learning a new skill through differential reinforcement. If the child has the possibility to choose a preferred reward, then a target behavior is more likely to occur.

There are several methods a therapist can use to identify potential reinforcers:

• Offering a pre-task choice, that is, asking the child which among several items he or she would like to earn for completing the task
• Asking the child about his or her preferences, as well as interviewing the child’s parents, caregivers, and teachers
• Direct observation of the child’s reactions and engagement when he or she is using various items or activities and when playing with others.

In What Settings Can Choices Be Offered?

Choices can be easily incorporated into a child’s daily schedule. Instead of setting up a predetermined activity, you can simply place two or more task cards on a table and allow the child to decide which one he or she wants to complete. These choices can be offered in many different settings, for example:

 

• Meals and snacks
• Sensory activities
• Academic tasks
• Chores
• Recreational activities
• Free time and play

Some examples of simple choices between two items or activities include:

• Listen to music or read a book
• Play alone or with a peer
• Write with a red pen or blue pen
• Drink a glass of juice or milk at lunchtime
• Turn right or left during a walk.

Giving your child choices is simple and free to implement and has numerous benefits. In the following section, we explain the importance of teaching children with autism choice-making skills and the positive behavioral changes you can expect to see.

Why Is It Important to Offer Choices to Children?

Adults often tend to make decisions on behalf of children with autism, giving them few or no choices throughout the day. However, research shows that children who are offered alternatives and have the possibility to choose a task they enjoy are more engaged in activities, more cooperative, and display challenging behaviors less frequently. 

 

Choice making has many benefits for children with autism, for example:

• It helps communicate their interests and preferences
• It allows them to make decisions and think independently
• It provides a sense of control over the situation
• It helps develop a sense of self and build self-esteem
• It increases the probability that they will complete the task
• It increases engagement, focus, and concentration
• It builds a positive learning experience
• It increases active participation in activities
• It improves relationships with others
• It improves the child’s problem solving skills
• It improves the performance of academic tasks
• It helps manage problem behaviors and reduce difficult interactions.

What Behavioral Changes Can Be Expected?

When you offer a child with autism a set of choices on a daily basis, you can expect to see a number of positive behavioral changes, such as:

• Improved engagement and motivation
• Improved self-determination and independence
• Enhanced social interaction
• Increased communication
• Increased compliance
• Decreased disruptive behavior.

 

You will often be able to notice changes in your child’s behavior relatively quickly after implementing a choice-making strategy. At the same time, the effectiveness of this technique will be different for each child, depending on their skills and development level.

 

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

 

Autism is a complex condition that is not yet well understood. However, researchers have made progress in understanding how the brains of people with autism differ from those of neurotypical individuals. ABA therapy at home can be a beneficial option for individuals with autism, offering tailored support in familiar environments.

Several brain differences have been identified in people with autism. These include differences in the structure and function of certain brain regions, as well as differences in overall brain size.

Brain differences in people with autism

Cerebellum

The cerebellum is a small, round structure located at the back of the brain, beneath the cerebral cortex. It is responsible for coordinating movement and balance and helping to regulate some cognitive functions such as attention and language.

People with autism often have cerebellum size, shape, and function abnormalities. These abnormalities can lead to problems with motor skills, balance, and coordination, as well as difficulties with cognition, social interaction, and communication.

Some research suggests that the cerebellum may be involved in the development of autism. For example, one study found that people with autism have a significantly smaller cerebellum than those without the condition.

Researchers have also found differences in the structure and function of the cerebellum in people with autism. In one study, autistic people showed less activity in the cerebellum during a task that required them to plan and execute movements.

It is not clear exactly how these differences in the cerebellum contribute to the symptoms of autism. However, they may play a role in the development of the condition and its associated difficulties.

Hippocampus and Amygdala

The hippocampus is a seahorse-shaped structure located in the brain’s medial temporal lobe. It is important for memory formation and navigation. The amygdala is a small, almond-shaped structure located in the temporal lobe. It is involved in processing emotions, such as fear and anxiety.

People with autism have differences in both of these structures. The hippocampus is larger in people with autism, while the amygdala is smaller. These differences may be due to genetic factors or differences in early brain development.

The larger hippocampus in people with autism may be related to difficulties forming new memories. This may explain why some people with autism have trouble learning new information or recalling past experiences. 

The smaller amygdala in people with autism may be related to increased anxiety and fearfulness. This may explain why some people with autism avoid social situations or become overly upset when routines are changed.

Lobes of the Cerebrum

The cerebrum is the largest part of the brain. It is divided into two hemispheres – left and right – that are connected by a bundle of nerve fibers, the corpus callosum. Each hemisphere is further divided into four lobes: frontal, parietal, temporal, and occipital.

One common difference is that people with autism tend to have a larger than average corpus callosum. 

A larger corpus callosum has been linked to better communication between the brain’s two hemispheres. This may explain why some people with autism are good at problem-solving and have “left-brain” strengths in addition to their “right-brain” strengths.

Ventricles

The ventricles are the four cavities in the brain that contain cerebrospinal fluid. They are located in the two cerebral hemispheres, as well as in the cerebellum. The ventricles help to protect the brain and spinal cord by cushioning them from impact.

Evidence suggests that people with autism have larger ventricles than those without autism. 

It is not clear why people with autism have larger ventricles. It could be due to a genetic predisposition, or it could be that the ventricles simply grow larger in response to the challenges posed by autism. Regardless of the cause, this difference in brain anatomy may help to explain some of the symptoms associated with autism.

Caudate nucleus

The caudate nucleus is a key structure in the brain that has been linked to autism. A recent study found that people with autism have reduced volumes of the caudate nucleus compared to those without autism.

The caudate nucleus is important for several functions, including learning, memory, reward, motivation, and emotion. It has been suggested that the reduced volume of the caudate nucleus in people with autism may be linked to the impaired social and communication skills characteristic of the condition.

Cortex

The cortex is the outermost layer of the brain and is responsible for higher-order thinking, such as decision-making and planning. It is also responsible for processing bodily sensory information, such as touch, sight, and sound.

People with autism tend to have a thicker cortex than people without autism. This difference may help to explain why people with autism often have difficulty with social interaction and communication. The thicker cortex may also be associated with the repetitive behaviors and restricted interests characteristic of autism.

Symptoms of autism 

Communication Problems

Most people with autism have difficulty with communication. They may not be able to start a conversation or keep one going. Or, they may say things that are unrelated to what others are saying. 

This can make it hard for them to interact with other people, especially in groups. Many people with autism also have trouble understanding nonverbal communication, such as facial expressions and body language.

Repetitive Motions

Many people with autism engage in repetitive motions, such as rocking back and forth, flapping their hands, or twirling their fingers. They may also become obsessed with parts of a toy or an object, such as the spinning wheels on a car. 

These motions can be soothing to them and help them deal with anxiety or other emotions. But they can also interfere with daily activities, such as eating or getting dressed.

Problems with Social Interactions

People with autism often have trouble with social interactions. They may not understand the give-and-take of conversation. Or they may not be interested in other people at all. 

Many people with autism also have difficulty understanding other people’s feelings or appropriately reacting to them. For example, they may laugh if someone else is sad or hurt.

People with autism may also have difficulty making and maintaining eye contact. And they may prefer to be alone rather than with others.

Key Takeaways

While the exact cause of autism is unknown, the growing body of evidence suggesting differences in brain structure provides a potential explanation for some of the symptoms associated with the condition. 

People with autism often have difficulty with social interaction, communication, and repetitive behaviors. It is possible that the differences in brain structure contribute to these symptoms by affecting the way information is processed.

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

Scholarships are a great way to help hardworking students with the expenses associated with going to college. While there are scholarships for all types of students ranging from academic achievers and athletes to artists and everything in between—many parents don’t realize that there are scholarships available specifically for students with Autism.

Scholarships For People With Autism

If you are interested in scholarships specifically for people with Autism, then there are several well-known scholarships that parents can start looking into. Here are some of the most recognized Autism-specific scholarships available for students who want to further their education.

Make sure to click on the links for each of these scholarships to ensure that you or your family member qualifies for this specific scholarship. Certain programs have different restrictions in place related to location or educational plans.

 

• The Kelly Law Team Autism Scholarship. This $1,000 scholarship is offered through the Kelly Law Team and open to those with autism who wish to continue their education. The scholarship is available for anyone aged 16-30 years of age.

 

• The Avonte Oquendo Memorial Scholarship–This $1,000 scholarship is available to undergraduate or postgraduate students with autism or students with a relative with autism. This scholarship is named in honor of Avonte Oquendo, an autistic boy who went missing from school in 2013.

 

• The Adult with Autism Scholarship- As the name suggests, this $1,000 scholarship is for any adult in Delaware on the Autism spectrum who wish to pursue post-secondary education. This scholarship is sponsored by Autism Delaware and is only available to those in-state.

 

• The Autism Family Services of New Jersey Scholarship- This scholarship is available solely to New Jersey residents. The scholarship offers $1,000 to graduating high school seniors with autism. This scholarship is for any student on the spectrum who plans to attend college, university, trade school or any type of secondary education.

 

• The Jacob Trotter Memorial Scholarship– This program offers $500 to a South Central Wisconsin resident on the autism spectrum who will be attending college. This scholarship is sponsored by Autism South Central and is only for individuals with autism who are going to a 2- or 4-year college, technical school or trade school.

 

• The Percy Martinez Autism Scholarship- This scholarship is put on by the Percy Martinez Law Office. This program offers a staggering $5,000 to a high school, undergraduate, graduate, or law school student who is looking to pursue additional educational opportunities.

 

• Law Offices of David A. Black Autism Scholarship–This scholarship is given in the amount of $1,000 for autistic students attending university, college, trade school, or vocational school. Named after the founder of this Phoenix-based law firm, this scholarship is available for qualifying students who currently live in the United States.

 

• Feldman Law Firm Autism Scholarship– This law-firm’s autism scholarship awards $1,000 to any U.S. citizens pursuing post-high school education. Named after the law firm itself, this program is available to any graduating high school student, even if they aren’t currently enrolled in their new educational program.

 

• John Barras DDS Autism Scholarship–This Houston-based dental office offers a $1,000 scholarship for U.S. citizens pursuing post-high school education. This program was designed to encourage and assist those with autism to fulfill their educational goals.

 

• The Ascend Autism College Scholarships– ASD Ascend awards five different $1,000 scholarships every year to rising freshmen, sophomores, and juniors enrolled in college. This program is available to any student pursuing either an associates or bachelor’s degree.

 

• The Autism Can Do Scholarship– This $5,000 scholarship is for autistic U.S. or Canadian students pursuing education at a college or training program. The scholarship is available to any Autistic student looking to further their education and is sponsored by John’s Crazy Socks.

 

See Which Scholarships You Qualify For

 

We know that some of these aforementioned scholarships are restricted by state. This is why the team here at Golden Care Therapy has made it easy for you to find which scholarships you qualify for based on location.

Golden Care Therapy is an in-home autism therapy provider that offers ABA therapy to children with autism and their families. We are dedicated to helping children with autism gain the mental, physical and emotional skills they need in order to thrive and to succeed in their current educational pursuits and beyond.

This is why we are not only here to offer one-on-one ABA therapy but also help pair students with Autism with the scholarships they deserve. We want to make sure that every Autistic student has the financial support that they need to make their educational dreams come true.  

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

 

Autism spectrum disorder (ASD) has no single cause or cure, but there are treatments that can help improve early symptoms. Detecting autism early is critical for ensuring that children receive the necessary interventions and support services to enable them to reach their fullest potential. 

In this article, we will discuss early autism solutions that you may want to consider. While there is no clear solution, it is beneficial to be aware of the treatments available to determine which might be most appropriate for your child.

What type of therapy do Children with Autism need?

It is important for your child to know ahead of time that they have autism in order to feel at ease with themselves.

If they know ahead of time, they can begin to understand why some things are difficult for them and learn how to cope with their autism. In a study, it was found that telling a child they have autism at a young age empowers them later in life by giving them access to support and promoting self-understanding.

By knowing what type of therapy your child needs, your child can begin the journey towards self-understanding and improvement.

Behavior therapy 

Behavior therapy is one of the most commonly used early interventions for autism spectrum disorder (ASD). This is a form of therapy that aims to help children learn new skills and overcome challenges by changing the way they behave. 

Fewer than half of young children with ADHD receive behavior therapy, despite the common knowledge that behavior therapy is a safer alternative to medication. It’s true that therapy can be a time-consuming process, however, since it focuses on teaching parents how to modify and redirect their children’s behavior.

A report by the CDC suggests that a child can better control their behavior when their parents are able to provide them with behavior therapy, which is then validated by health care professionals on a regular basis.

In turn, this has had a positive impact on the children’s performance at school and on their relationships with family members. Therapists teach a wide range of skills to parents, including how to listen actively, how to give positive attention, and how to develop a structure and consistency of communication. 

Generally speaking, behavior therapy is a term that refers to several different types of Applied Behavior Analysis (ABA) therapies that help children with autism in different ways – but the general goal is to improve their quality of life.

DTT, JASPER, EIBI Developmental therapies 

There are several factors that can influence the type of behavioral therapy used, including the condition being treated and the severity of the symptoms. Some of the more common ones include DTT, JASPER, and EIBI developmental therapies. 

Discrete Trial Training (DTT) developmental therapy is a research-based, intensive intervention that teaches specific skills to children with autism. Through this structured approach, the child is able to learn and master new skills in a predictable, measurable manner.

As a result of learning how to use DTT with their children, parents in a study on the effectiveness of a DTT program for parents of children with autism reported satisfaction with the program and recommended it to other parents.

This type of therapy is often associated with the Lovaas Program, which teaches one-on-one instruction before moving to social and pre-academic skills in group settings.

On the other hand, a treatment approach based on developmental and behavioral principles developed by Dr. Connie Kasari at UCLA is JASPER (Joint Attention, Symbolic Play, Engagement, and Regulation) therapy. Through naturalistic strategies, the foundations of social communication are targeted to increase social interaction and complexity.

The theory behind JASPER developmental therapy is that physical activity will help improve the child’s overall development. Studies show that JASPER can significantly improve your child’s physical abilities, communication skills, and social interactions.

Lastly, EIBI (early intensive behavioral intervention) developmental therapy is an early intervention program with the goal to improve the child’s communication, social skills, and behavior. 

Favorable results can be achieved for children older than 3 ½ years at entry into EIBI treatment, with all outcomes indicating greater improvement in the EIBI group than in another tested treatment model.

In general, Applied Behavior Analysis (ABA) developmental therapies require a significant amount of time, possibly up to 40 hours per week. This treatment timeline is intensive at the beginning, but becomes less intense as time goes on until the child no longer needs it.

There are, however, some therapies and supports that combine elements of behavioral therapy and developmental therapy.

DSP, DIR Combined therapies

While there is no one-size-fits-all approach, a combination of therapies may help to address the different areas that children with autism struggle with.

Developmental social-pragmatic (DSP) therapy is a treatment approach used with children who have difficulties with communication and social interaction, focusing on the way parents interact as a means of improving their children’s social communication. 

This type of therapy combines speech and language therapy with behavioral interventions in order to help the child improve their communication skills and social interactions.

Such interventions can include improving communication skills, such as speaking clearly and using appropriate language for the situation, as well as improving social skills, such as interacting with others in a polite and respectful manner. 

Conversely, DIR (Developmental Individual-difference Relationship-based model), or the DIR/Floortime model is a developmental intervention approach that helps children with autism and other developmental disabilities by focusing on the child’s interests and encouraging them to interact with their environment through play.

Additionally, this relationship-based therapy is important for parents to learn how to better communicate with their children as they play and interact with them at their level.

As a child develops emotionally and intellectually, certain milestones must be reached, but children with autism and other disabilities may have difficulty reaching these milestones, which is why this therapy model provides intense, individualized support for them. 

It is often suggested that a combined therapy approach is the most effective since it incorporates several effective therapies and supports. It is also common for behavioral therapies to be combined with developmental approaches and supports. 

ESDM (Early Start Denver Model) is one of the most common therapy-based supports for young children with autism between the ages of 1-5 and their families. With ESDM support, children receive early, intensive, and sustained intervention through a naturalistic setting, using play and everyday routines to build fun and positive relationships. Play activities help the child develop cognitive, social, and language skills.

Another well-known therapy-based support is SCERTS, or Social Communication,  Emotional Regulation, and Transactional Support, which combines several techniques to create individualized programs for children with autism. 

A major component of SCERTS support is teaching children to identify and understand their feelings through play, functional, spontaneous communication, and positive approaches. A SCERTS approach is used to align approaches from a variety of different treatment approaches, such as DIR/Floortime.

What is ABA therapy?

Considered the gold standard for the treatment of children with autism, Applied Behavior Analysis (ABA) therapy is a form of behavioral intervention that uses principles of learning theory to increase desired behaviors and reduce undesired behaviors. 

The goal of ABA therapy is to help the child achieve their fullest potential by improving their behavior, developing their social skills, building learning skills, and maintaining personal hygiene through one-on-one structured settings, by breaking down a skill and teaching it step-by-step. In this process, parents learn and adopt strategies that will reinforce the work therapists do in sessions.

There are a number of different types of interventions used alongside ABA therapy today, such as Discrete Trial Training (DTT) and Early Intensive Behavioral Intervention (EIBI).

What is considered early intervention therapy? 

Early intervention therapy is a form of treatment that is designed for children who are at risk for or have already been diagnosed with a developmental disability. This type of therapy can help to improve the child’s development and functioning. There are many different types of early intervention therapies, which may vary depending on the child‘s age, diagnosis, and individual needs.

Some common early intervention therapies include:

• Speech therapy – for developing communication skills verbally or with gestures. 
• Occupational therapy – for difficulty with activities such as dressing, bathing, and feeding themselves.
• Physical therapy – for managing movement and coordination.
• Behavioral therapy – for controlling their emotions or behaviors.

An early intervention program has been proven to be effective in providing parental 

support, fostering parent-child relationships, and reducing anxiety among the family members.

Keep in mind, however, that each child’s needs are different, so it is important to work with a therapist who can create a customized treatment plan for the child. Early intervention therapy can be expensive, but it is often worth the investment, as it can help to improve the child’s development and quality of life.

Can early autism go away?

There is no single answer to the question of whether or not early autism can go away. For some young children, their symptoms of autism may diminish over time through intense therapies, and as they learn new skills and become more comfortable in social situations.

However, for others, their autism may be a lifelong condition. There is no definite cure for autism, but there are treatments that can help children learn new skills and improve their quality of life. Early diagnosis and intervention are key in helping children with autism reach their fullest potential.

There is still much research to be done on the causes of autism and how best to treat it, but there is hope that we continue to make progress in understanding and helping those affected by this condition.

Does medication help autism?

It is currently impossible to cure autism or all its symptoms with medication. The effectiveness of certain medications depends on the individual, as some people with ASD may benefit from them, while others may not.

Certain medications, however, can relieve or treat certain symptoms associated with ASD, especially certain behaviors such as anxiety or hyperactivity, effectively aiding the patient to function better.

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

Over the last few years, it has become easier to do tasks virtually. ABA therapy is no exception. 

 

Let’s discuss what ABA telehealth therapy is, the benefits of it,  and whether it’s an effective method that parents should adopt for their child with autism. 

 

What is Telehealth?

Telehealth is the delivery of medical or health care over electronic communications. It is also referred to as telemedicine, telepsychiatry, or telepsychology.

It allows you to get professional healthcare services remotely from the comfort of your home. Through telehealth, patients and medical professionals can have long-distance clinical contact, and the medical professional can advise the patient.

Telehealth can be delivered either in a synchronous way in which the doctor communicates information to you via mobile phone or computer or in an asynchronous way in which information is recorded and shared with the doctor later.

Another telehealth method is remote patient monitoring in which your measurements like weight, height, and blood pressure are sent to your preferred health care provider.

Some of the technologies used in telehealth are live video conferencing and mobile health apps. Therapists can also use these technologies for therapy.

There are a number of benefits of telehealth, which is why more and more patients and doctors are opting for it.

What are the Benefits of Telehealth?

Since COVID-19 caused everyone to social distance, and the need for health services increased, many people turned to telehealth medicine to access their medical needs. There are numerous advantages that we can discuss.

Convenient

Telehealth is a convenient option for you. With telehealth, a healthcare provider can diagnose you remotely from anywhere in the world. Also, in some states, your prescriptions will be immediately sent to a local pharmacy.

In addition, one can receive care wherever they are and therapy can be done in the comfort of your own home. You can save time and travel costs.

Thus, in short, telehealth is a time saver. It is a convenient and suitable option.

 

Delivers Health Services in Rural Areas

Another benefit of telehealth is that you can still easily access medical care if you live in rural areas of the country. Telehealth has made the provision of healthcare more accessible to remote areas.

 

Helps Patients with Mobility Issues

Many citizens face transportation challenges due to their health conditions. These people can now get the best healthcare services through telehealth when and where they need them. This is a huge advantage for the elderly and disabled population

 

Ensures that the Patient Gets to the Right Provider

Telehealth supports timely care. It ensures that you reach the right provider promptly without getting stuck in the emergency room or urgent care clinic.

 

Allows Patients to Get Treatment Independently

Many patients, especially senior citizens, require help getting to a hospital. With the aid of telehealth, such patients can reach out to a medical professional independently.

Telehealth has helped reduce your dependency on others for your treatment. You can simply access a professional healthcare provider with a click of a button.

 

Affordability

Telehealth is affordable. By using telehealth, you can save the obvious transportation charges as well as other expenses when going to a hospital for an emergency checkup.

 

Offers Numerous Telehealth Tech Options

Telehealth offers numerous telehealth tech options. This includes mobile phones or other devices to upload information, an app to estimate the insulin needed, and an online patient portal to view tests or schedule appointments.

Similarly, you can use an online platform to order testing supplies and medications, use mobile retinal photo-screening to monitor diabetic retinopathy, and email, text, and phone reminders for preventive care.

While there are a number of benefits of telehealth, it is important for you to know whether telehealth therapy is covered by insurance or not. Contact your insurance provider to get complete details on your coverage.

Does insurance cover Telehealth ABA Therapy?

During the coronavirus pandemic, the government and many private insurance companies expanded telehealth coverage to support families.

Though most insurance companies cover telehealth for ABA therapy, it is important that you verify with your insurance company to know its respective policy.

Let’s discuss how telehealth helps those with autism and ABA therapy.

 

How Does Telehealth Help with Autism Therapy?

The consequences of coronavirus reached beyond those who had the virus. Many kids with ASD were compelled to postpone their applied behavior analysis and other essential therapies to protect the health of those around them.

Here telehealth came to the rescue. Telehealth provides many benefits for parents of kids with autism and adults on the autism spectrum.

• Shortens the waiting lists
• Overcomes the geographical boundaries by offering you services remotely
• Flexibility in session timings
• Links you to Specialists you may not find locally
• Allows parents to take part in training without leaving the comfort of their home
• Provides both standard and functional behavioral assessments
• Develops and changes behavior intervention plans
• Makes your treatment affordable
• Provide ABA treatments

Despite a number of advantages of telehealth for autism therapy, you might wonder whether telehealth is effective for kids with autism or not.

 

Is Telehealth Effective in Autism Therapy?

Many parents are still debating whether telehealth is effective for administering ABA therapy for autism. It is a genuine concern of parents, as they are looking for the best, most suitable option to support their child with autism. 

According to the research published by the National Institutes of Health, telehealth is a suitable method to administer ABA therapy for autism.

The study revealed that it does not matter whether treatment for behavior problems linked with autism spectrum disorders is done in person or remotely. ABA procedures can be used successfully to treat it.

It can be advantageous to use ABA telehealth as it is cost-effective compared to in-person therapy. Geographical barriers are removed with ABA telehealth.

Thus, families with internet access can use ABA telehealth in the most beneficial way possible. Here, it is also important to discuss how telehealth works.

 

How does telehealth work?

Telehealth services are secure and private as they comply with the Health Insurance Portability and Accountability Act (HIPAA). Also, the same highly qualified ABA providers you would meet in person will be the ones providing you with telehealth services.

Once you have decided to use telehealth, the Golden Care Therapy team will give you relevant instructions that you must follow to schedule an appointment with your healthcare provider via your computer or smartphone.

When you request a visit after submitting relevant information on your condition, the healthcare provider may accept, decline, or schedule your visit at a time that is convenient for you. This is basically how telehealth works.

You can call Golden Care Therapy or fill out a contact form online if you have any queries about how telehealth works or want to learn how to register for this service.

 

Looking to Start Telehealth Therapy for Your Child with Autism?

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

 

As a parent, it can be difficult to see your child struggling in the classroom. If your child is autistic, they may have difficulty coping with the sensory input and social interaction in the typical school setting. These tips will help your autistic child calm down in the classroom.

Why Do We Need Calming Strategies for Kids with Autism?

Autistic children often have difficulty processing the sensory input they receive from the world around them. This can lead to feeling overwhelmed and anxious.

 

When your child is feeling overwhelmed, they may exhibit behaviors such as stimming (repetitive movement), aggression, or meltdowns.

 

Calming strategies can help your child cope with the anxiety and stress they may be feeling.

 

There are a variety of calming strategies that you can use with your child. The key is to find what works best for them. Every child is different, so you may need to try a few different things before you find the perfect fit.

 

Some common calming strategies include:

 

•       Deep breathing exercises
•       Progressive muscle relaxation
•       Sensory activities (i.e., listening to calming music, using a weighted blanket)
•       Visual aids (i.e., a visual schedule of the day’s events)

 

You can also talk to your child’s teacher about incorporating calming strategies into their daily routine at school. This can help your child feel more comfortable and less anxious during the school day.

 

But before you incorporate calming methods, it’s important to know when to use them. In doing so, you can be sure that you’re making the best use of calming strategies at the right time.

When to Use Calm Down Strategies for Kids

There are three main times when you might want to use calm-down strategies for kids with autism.

 

The first is when your child is feeling overwhelmed or stressed in a particular situation, like the classroom. Maybe there are too many people around or too much noise, and your child is starting to feel overwhelmed.

 

In this case, using calm-down strategies can help your child get through the situation without becoming too upset.

 

The second time you might want to use calm-down strategies is when your child is having a meltdown. This is when your child is feeling so overwhelmed and stressed that they can’t keep it together anymore, and they start to lose control.

 

Using calm-down strategies helps reduce stress and hopefully prevent meltdowns from happening in the first place.

 

The third time you might want to use calm-down strategies is when your child is feeling angry or frustrated. Maybe they’re having a hard time with a task, or they didn’t get their way.

 

Calm-down strategies can help your child deal with their emotions in a healthy way and hopefully prevent tantrums from happening.

 

You can find out how to effectively use these strategies below.

How to Use Calming Strategies for Kids with Autism at Home or in the Classroom

When kids with autism become overwhelmed, they may have meltdowns or tantrums. But there are things you can do to help them calm down and avoid these outbursts.

 

You need to be able to tell the difference between when you’re using calming strategies to prevent hyperactivity, stress, and meltdowns and when you’re using them in response to an incident.

 

This distinction is important because you want to avoid inadvertently rewarding bad behavior.

 

There are a variety of calming strategies that you can use, and the best ones will vary depending on the child and the situation. Let’s explore these now.

10 Best Calm Down Methods for the Classroom

1. Calming Activities

Calming activities serve to distract and engage a child’s senses in a positive way, helping to soothe and relax them.

 

Keeping children occupied can help prevent meltdowns from happening in the first place by keeping them calm and relaxed.

 

Remember, children with autism often thrive on structure, so providing a routine for them to follow can be very helpful.

2. Quiet Music

Playing quiet, calming music in the background can help soothe and relax an autistic child who is feeling overwhelmed or agitated. Make sure to choose music that is specifically calming and not too stimulating.

3. Calming Videos

There are many videos available online that are specifically designed to help calm and relax autistic children. These videos often feature calming images and sounds and can be a great tool for helping an autistic child to de-stress in the classroom.

4. Calm Down Games

Playing calm-down games is a great way to help an autistic child to relax and de-stress in the classroom. There are many games available online and in calm-down kits specifically designed for autistic children.

5. Teach Calm Down Techniques

Teaching an autistic child specific calm-down techniques can help them to learn how to calm themselves down when they are feeling overwhelmed or stressed.

 

Some common techniques include deep breathing, progressive muscle relaxation, and using a sensory toy.

6. Sensory Activities

Autistic children often benefit from sensory activities that help to calm and relax them. Sensory bins filled with calming items such as soft fabrics, putty, or essential oils can be a great way to help an autistic child de-stress in the classroom.

7. Calm Down Corner Technique

The calm down corner technique is a great way to help an autistic child calm down in the classroom. This involves creating a designated area in the classroom where an autistic child can go to calm down and de-stress.

 

This area should be stocked with calming items such as a soft blanket, a stuffed animal, and a few favorite books.

8. Oral Sensory Input

Oral sensory input can be a great way to help an autistic child calm down and de-stress. Chew toys and gum are great options to help an autistic child self-regulate and calm down.

9. Relaxing Group Activities

Dance parties are a great way to help kids calm down and have fun at the same time. Oftentimes, autistic children struggle to participate in large groups, but dancing is a great way to get them moving and interacting with others.

10. Increase Physical Activity

Research shows that physical activity can help improve focus and concentration in children with autism. Try incorporating some calming yoga poses into your child’s daily routine to help them wind down and relax.

 

It’s easy to get caught up in the chaos of the classroom, but these 10 calm-down methods can help your autistic child feel more relaxed and focused. With a little patience and creativity, you can create a calm and nurturing environment that will benefit all your child.

 

If you are ready to work with the best ABA therapy provider in New York, New Jersey or Indiana, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.

Back to school is an exciting time of year, but it can pose challenges for some individuals. Children with autism may find it tricky to get into the classroom. This article will discuss the challenges they may face as they return to the world of education.

Struggles Children with Autism Face in the Classroom

1. Sensory Issues

Children with autism struggle with sensory items. They tend to be more vulnerable to taste, touch, smell, sound, and sight. There are many extreme sensory items in school.

 

Here are a few common triggers for children with autism in school:

 

•     Bells: Many loud bells indicate the end of various periods, from lunch to the school day.
•     Lights: Schools are full of bright lights. There are very few dim spaces a child with autism can escape for a moment of relief.
•     Noise: School is synonymous with noise. There is talking, screaming, and almost anything else you could imagine.

 

These can be too much.

 

It can also be tricky for children with autism to go from a quiet home environment over the summer to the chaos of school. Uncomfortable adjustment is necessary, which can cause education to become tricky at the beginning of the school year as sensory troubles stack on top of comprehension requirements.

2. Reading and Verbal Comprehension

Reading and verbal comprehension for children with autism may accelerate at a different rate than in other children. In school, many children with autism fall behind their peers as they attempt to gain knowledge at their grade level.

 

Children with autism have slightly different ways of seeing and behaving in the world. This variation makes it tricky for them to comprehend items traditionally. It may take time and patience to teach, which can be hard in packed classrooms.

 

Back to school can be difficult for children with autism because they fall behind their peers. It can be a frustrating experience, especially when the concept of executive functioning comes into the mix.

3. Executive Functioning

Executive functioning involves the ability to play and carry out projects with multiple steps. This thought process occurs while considering project parameters, timelines, and additional factors. Many children with autism have trouble with executive functioning.

 

In school, executive functioning is necessary when you move into higher grades.

Here are a few executive functioning skills children with autism may struggle with:

 

•     Paying attention
•     Organizing
•     Planning
•     Showing appropriate responses

 

These are necessary for school.

 

Many tools are available to help children with autism handle executive functioning in school, such as a weekly homework log. However, many schools and teachers are not ready to understand what their students need to succeed through executive functioning or motor skill assistance.

4. Fine and Gross Motor Skills

Motor skills are another trouble that may arise in school. Many children with autism have various issues with motor skills, from handwriting to walking down the hallway. They may not be able to complete assignments or play on the playground.

 

Trouble with fine and gross motor skills can vary from person to person. Some children with autism may not have much control, while others won’t have any issue writing on a page. These troubles typically appear in the first months of infancy.

 

Children with autism may struggle with going back to school if they can’t perform motor functions. They need a teacher or assistant to help them with motor skills and items like communication.

5. Social Communication

Communication can be one of the trickiest aspects of school for children with autism. They may not be able to verbalize what they want to say. Many children also have difficulty grasping the concert of communication techniques to get their point across.

 

As a result, children with autism may struggle to communicate with peers and teachers. It can be frustrating for them to know what they want to say but not have the proper methods to get the point across. Back to school means attempting communication skills again, yet another shift in the rules.

6. Changing Rules and Expectations

Every school year brings a different set of challenges, and one of the biggest is the ever-changing expectations of the teacher. No two teachers in the education system have the same rule structure in their classrooms. It can be tricky for a child with autism to comprehend these shifts.

 

Some teachers may require loud students to put their names on the board, while others encourage kids to raise their hands. There may be order with lines one year and disorganized chaos the next. Going back to school means adjusting to a new set of rules and expectations. That can be stressful for children with autism, as can a shift in routine.

7. Routine Changes

Children with autism have a tricky time adjusting to routine changes. Back to school is a time of uncertainty, filled with the unfamiliar. It can stress these kids out.

Here are a few examples of unfamiliar changes:

•     Shifting wakeup time
•     Meeting new people
•     Altering mealtimes
•     Moving from preferred activities to unfamiliar

These can trigger a child with autism.

Exposure to preparation for the familiar and unfamiliar can make back to school less scary. Still, the beginning of the school year may be challenging, no matter how many times it’s repeated.

8. Tolerance of Autistic Behaviors

Back to school can be tricky for children with autism because of their teachers. Instructors are only human – they each have various patience levels and limits on what they can tolerate. Unfortunately, this often results in children with autism receiving unfair treatment as they adjust to their new teacher.

Children with autism progress at a different rate than their fellow students. They also may have niche interests that don’t appeal to others, leading to a form of isolation in a classroom setting. Some teachers, students, and parents aren’t ready to handle these behaviors in a classroom setting.

Back to school can be difficult for a child with autism. Luckily, awareness of autism grows daily. In the future, maybe going back to school can be something children with autism look forward to.

 

If you are ready to work with the best ABA therapy provider in Indiana, New Jersey, or New York, give us a call at (732) 402-0297. Our dedicated team is ready to help and we will treat you like family.