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LESSON 3
Autism Spectrum Disorder Welcome to the Applied Behavior Analysis Technician training program registered with Campion International. The introduction to autism spectrum disorders will be the main subject of this lecture. We'll discover the common traits that characterize autism spectrum disorder in this presentation. There are some well known facts regarding autism, how doctors, psychologists and psychiatrists diagnose the condition based on observable behavior and popular autism. The first crucial point to remember is that you will hear references to a person's primary. Throughout this course, the term a person with autism is the proper way to address someone who has autism, as a person comes first, and their diagnosis comes second. This is referred to as a person's first language unless the person directly requests it. It is unacceptable to refer to someone who has autism as an autistic person. Some autistic individuals for further on first language like an autistic person. However, as professionals, we always utilize a person's first language when speaking to them. For instance, a child with autism, an adult with autism, or someone with autism. The percentage of a population that has a particular condition is referred to as prevalent around 1 in 44. Children in the United States has been diagnosed with an autistic spectrum disease. According to the Centers for Disease Control, boys are four times as likely than girls to have autism. All racial, cultural and socioeconomic groups around the world have autism cases reported. Currently, there is no known cause for autism. It is believed to be a neurological condition. That affects brain development, though. Moreover, there is no biochemical indicator of autism. For instance, a blood test cannot be used to diagnose autism in a child. Instead, autism is identified by observing a child's behavior and learning about their developmental history. We'll go over these behavioral traits in more detail later in this video. Several risk factors are connected to autism. For instance, identical twins are more likely to have autism. The Centers for Disease Control and Prevention there is a 2% to 8% probability that a second kid of autistic parents will also be autistic. According to several research, parents who are older have a higher risk of having a kid with autism. Moreover, some genetic disorders, including tuberous sclerosis and fragile X, are linked to autism. Let's now discuss the features of autism spectrum disorder.
- a decline in social engagement. Young children with autism have deficiencies in a variety of social interaction abilities. The child might, for instance, struggle to make or maintain eye contact with others. A toddler with autism may not respond to his name, chance or age appropriate. Gestures. In this situation, when the teacher takes the toys pieces away, he or she may also not develop age appropriate peer relationships, respond improperly to other people's emotions, share social experiences with others, or exhibit joint attention skills. Look, a young child with autism may also exhibit a lack of pretend play or social play counseling.
- Communication problems are numbered 2 autism spectrum disorders in young children manifest as a variety of communication difficulties. A toddler who has autism may not acquire verbal language at all or may have a vocabulary that is undeveloped or limited. What is that sheep may struggle and talking to them or listening to them use language in a repetitious. Center can help me draw a cherry red.
- Consistent and stereotypical patterns of conduct and interest. Autism in young children can manifest as repetitive or stereotypical behaviors as well as relatively narrow interests. For instance, a child with autism may engage in repeated bodily movements or exhibit a strong obsession. With a particular interest such letters and numbers with or for component pieces of objects. Here the autistic toddler is concentrating on the toys little spinning circle in the mill. When patterns are disrupted, a child with autism may establish strict dysfunctional routines and have tantrums. They may also exhibit atypical responses to sensory input. Such as refusing to wear bandages or shutting their ears in response to certain noises or sounds. 3 Domains of developmental quality are qualitatively impaired in autism spectrum disorder. They include restricted or repetitive actions. Qualitative impairment in interpersonal communication. Qualitative impairment in social relationship formation. Children with autism are also susceptible to the emergence of challenging behaviors such tantrums, anger, disobedience, and self harm, even though these behaviors are not necessary for a diagnosis. Since autism is a spectrum disorder, the primary symptoms change depending on how severe the condition is. Autism can range in severity from moderate to severe. Also, how the symptoms manifest themselves varies from person to person and may alter over time. For an autistic person, despite the fact that no two people with autism are the same, they all face difficulties in three areas of development. Let's examine these difficulties in greater depth. Communication difficulties are a hallmark of autism, as was previously mentioned. The spoken language development of children with autism is frequently delayed. Other people might not speak at all.
In the event that they do talk, their speech may be repetitive or topic specific and may be severely delayed. For instance, a youngster with autism might discuss his favorite video game, but not a social interaction he had with a friend at school. Autism related children frequently struggle to employ nonverbal cues like gestures. Social interaction issues are frequently present in autistic children. They could struggle to maintain eye contact or fail to make eye contact at all. They might not be very good at sharing attention. Joint attention is one of the oldest types of social behavior. Two people can pay attention. To an interesting thing or event while they are paying attention to it together. In order to share the pleasure of viewing a hilarious item with another person, a typically developing child might point at the amusing object and gaze at them. A youngster with autism might not gaze or point at the other person in the same situation to participate in it. Moreover, autistic children. Very purposefully social situations. A toddler with autism may reject an adult's invitation to engage in social interaction. Even if the autistic youngster initiates the social connection, he could have trouble recognizing nonverbal cues like gestures or facial expressions. An individual with autism will also exhibit repetitive behavior. Stereotypic behavior, or stereotyping is the term used to describe this recurrent conduct. These behaviors may appear as repetitive hand flapping. Toe touching or circle walking movements in the body. Other repetitive movements with objects include stacking toys, spinning a toy, cars wheels, or repeatedly shaking an item. If the person with autism talks, he or she may make non contextual vocalizations or repeat the same word or phrase repeatedly. Other repetitive vocalizations include copying sounds the person hears in their environment. Some autistic people with higher functioning levels would repeatedly bring up the same subject in conversation. For instance, a child may frequently bring up train schedules. Children with autism are more likely to exhibit challenging behaviors. Tantrums, violence, self injury, non compliance, and property destruction are a few examples of challenging behaviors. These actions typically have some sort of purpose. That is, the action has a goal and typically arises as a result of the autistic person's limited communication skills. For instance, a child with autism may pull his own hair when he sees his father because when he does, his father scoops him up and engages in some social engagement in this instance. The child's self harm serves to convey his need for attention. A child may not necessarily have autism just because they engage in demanding activities. Instead, a youngster with autism is more likely to develop these behaviors in the future due to deficiencies in skills such as poor communication. Autism can be viewed as a condition characterized by both. Behavioral excesses and deficiencies we refer to excessive behaviors, those that happen too frequently as behavioral excesses. Aggression, stereotypical or repetitive actions, and temper tantrums are a few behavioral examples. Behaviors that we would like to see less of our behavioral accesses we refer to deficiencies in or incomplete. Development of abilities as behavioral impairments. Language, communication, play, attention, and cognitive skills are a few examples of behavioral deficiencies. We would aim to aggravate any behavioral deficiencies. A licensed professional, such as a developmental pediatrician, neurologist, or psychologist typically makes the diagnosis of autism. A diagnosis often entails gathering information about the child's developmental history for parent interviews, child observation, and specific assessments. Clinicians can use a variety of diagnostic methods to assess whether a kid has autism. The Autism Diagnostic Observation Schedule, or ADAS, is an illustration of a diagnostic tool. The APOS is a semi structured test used to evaluate a person's speech, social interaction, play, and creative material use in cases when autism or other pervasive developmental impairments are suspected. To evaluate whether the child has autism, the majority of professionals consult with the Diagnostic and Statistical Manual of Mental Illnesses. Not only autism, but other diseases are diagnosed using the Diagnostic and Statistical Manual, or DSM. The diagnostic criteria for autism have undergone major changes since the DSM. Handbook was last updated in May 2013. Autistic disorder, autism, Asperger's disorder and pervasive developmental disorder not otherwise specified, often known as PDD not had independent diagnosis prior to these modifications. Now autism spectrum disorder, a diagnosis. Combining these four symptoms is the accepted classification. Individuals are now only defined by severity level, which ranges from level one to three, with three being the most severe, rather than by diagnostic label. -A person at level 1 means assistance, -A person at level 2 requires moderate support, -A person at Level 3 needs. Very moderate support. Autism symptoms can be seen and recognized as early as infancy, or a kid may appear to be developing normally up until the age of 14 to 16 months before losing learned skills. Autism symptoms might differ greatly from child to child. For instance, the child cannot communicate and makes no eye contact.
I'm glad to be here today to discuss some of the issues that families of autistic children encounter, as well as what you may do in your capacity as an ABAT demonstrating empathy and compassion when interacting with families, we will go over the typical stressors that parents of autistic children could encounter in this session. We'll also talk about some of the stages of grieving that families could experience after finding out their child has autism. We'll also go through some of the things that families of children with autism required during these trying times. We'll also talk about how you fit into the Family dynamic and how siblings have specific requirements. We'll go over ways to connect with families, communicate with them, and show compassion and empathy. We'll go over warning signals that the connection might be fraying. And when this happens, what you should do is look for supervision. Thus, a bad team. You play a very special role. You'll be assisting families with their child. So you need their trust. Some of you will visit people's homes and engage in professional interactions with parents. You'll get to understand the child's siblings, grandparents, and any other family members who are interacting with the child. It's critical to comprehend the emotions that families may be experiencing when interacting with them, since doing so will help you respond to them with empathy. The knowledge of the particular challenges faced by families with autistic children. Some of you may be employed by schools or organizations. You'll be connecting with families when they drop off their children at school or when you pass by them informally during the school day while you're at their child's program. So it's critical that you comprehend the particular experiences that families have. It's essential to recognize that families with autistic children go through a lot of stress. According to several studies, families with autistic children actually experience higher levels of stress than families with children who have other disabilities. So families with autistic children are more stressed than those who might have a child with a handicap like Down syndrome or a language impediment. Hence, it's crucial to realize that families may be under a lot of stress when you contact with them. Research has also shown a high correlation between parental well-being and children's behavior. We also know that children with autism frequently exhibit problematic conduct. This will thus cause an excessive amount of stress for the family and have an effect on their health, which will inevitably. Have an impact on how they interact with their child on a daily basis and how they handle stress. You will frequently engage with siblings who are an essential element of the family dynamic. According to several studies, siblings of autistic children are more likely than siblings without autism to be socially awkward and distant. By a variety of metrics, they also do worse. Personally and emotionally than siblings of kids with intellectual disabilities or other types of developmental delays. Perhaps there are hereditary causes for this. For instance, there is a 2 to 18% chance that if there is one autistic child in a household, there will be a second. Another possibility is social and emotional problems with stress and coping. It can be difficult to coexist with a sibling who has autism. So picture yourself as a three-year old with an aggressive and temper tantrum prone brother who is 8 years old. That will be extremely stressful for that sibling, and that sibling will need coping mechanisms, so there are high levels of behavior. Kids have special demands when interacting with their brother or sister. Together with these emotions, siblings may also feel concerned, fear, rage and resentment. Assembling may feel resentful of the time that is given to their brother or sister. When a child is diagnosed with autism and the family gives that youngster an excessive amount of attention and parental time and once more. Research suggests that siblings will do quite well. In fact, some siblings will choose jobs in helping those with mental illnesses or developmental disabilities. Yet, it's essential to bear in mind that siblings will be having their own emotional reactions to their brother or sister when dealing with them and when seeing sibling interactions with the person the child with autism. And it will depend specifically on how the autistic sibling interacts with them. As a result, you could notice that siblings who are acting out in the house are having social and emotional problems of their own. So it's crucial to communicate with them while keeping in mind that they might be focusing on their own interactions with their autistic sibling. It's also important to be aware that families with disabled. Members frequently feel loved and that parents of disabled children are more likely to experience stress, mental health difficulties, and marital challenges, some of which may result in divorce. When a child with autism exhibits substantial problem behavior, this isolation is frequently exacerbated due to their concern that the child would be disruptive. This problem behavior prevents the family from attending other family gatherings, community events, and extended family outings. As a result, the family gradually loses contact with their support system. So, it's essential to recognize that families with autistic children will go through a wide range of emotions, and in fact, stressors may become more intense when they have an autistic child. Now, a parent's emotional experience with a child who has a disability will be highly unique. Some parents you know are really good at speaking up for their kids and seeking out resources. Yet it has also been noted that families of autistic children will experience what is known as a morning cycle, almost as if they are grieving the loss of a child. According to some studies, a family will go through a grieving cycle because their aspirations and dreams for the kid they had must be readjusted in some respects and maybe lost in others. As soon as it is discovered that the youngster has autism, the family is then expected to deal with this loss while mobilizing to access resources and treatment, forming treatment teams and. Making all other necessary actions to ensure that their child receives complete assistance at the earliest feasible age. And so as a result of each person's unique responses to having an autistic child and then having to muster the strength and resources to mobilize the treatment, that
child's or parents emotional experience will be pressured and impacted. Let's examine some of the stages of grieving and how they can apply to what a family might be going through when a child is diagnosed with autism. Denial is hence the term for the initial stage of mourning. Denial is a coping method that, while occasionally useful, is usually only momentarily successful. We have all been there and have all lied about stuff. The parent can therefore assert that this cannot be happening to us, that the diagnosis must be incorrect, and that their child will recover. What results from this in terms of parental behavior, then this can result in a parent receiving diagnosis after diagnosis in the hopes that someone will confirm that their child does not have autism. Also, it may inspire the parent to look into. Non scientific alternative remedies. Hence if they are hoping for a treatment for their child, they will keep looking for interventions that might not be supported by research. Because they are looking for that cure, they are searching for the solution that will cure autism. Anger can also exist within families. They can ask how can this be happening to us as an example. This is not just how will this affect the parents potential interactions with other people, including perhaps with you. It's possible that the parent will act abruptly or have furious encounters with you, but in reality it may just be how they are reacting to their personal reaction to their child's diagnosis. This could cause parents to avoid certain interactions related to treatment. For example, they might skip parent education because it makes them think of having an autistic child and makes them angry at the process and their son. As a result, they might avoid specific types of intervention experiences. The third stage of grief is bargaining. It is frequently stated that attempts to negotiate with a higher power are part of this stage since it entails. The hope that reality can be changed in some way. Therefore, if a person practices religion, there may be some haggling over, you know, praying that this may disappear. And once more, how this could manifest in families is that they'll feel as though they'll stop at nothing to help the child, to get them better or to get them cured. So it follows that families could sometimes go above. And above, scheduling an excessive amount of therapy over an excessive number of different sorts of interventions in an effort to heal the kid. Families will now inevitably go through some type of depression, which is the genuine sadness about how things are for them, how things are now that they have a child and everything they've dreamed for that child, but the child now has autism. So they could be feeling sad that their child will never get married or lead a regular life, for instance. Now, of course, we don't know what will happen when a toddler with autism first begins treatment. Families, however, are quite informed and they read about the results in autism and they are aware that one possible outcome is that the person with autism will require assistance for the rest of their lives. There may be sadness associated with that. For them, the final stage of the grieving process is acceptance. The parent then starts to accept the difficulties ahead and any potential restrictions the child may have. He is my child and I will adore him no matter what the parent may say. I believe it's crucial to keep in mind that not all families will go through these stages in chronological order, or perhaps at all based on the traits that the autistic child exhibits. A parents reaction to having a child with autism will be highly distinctive also. It depends on how well. Each parent can handle stress and cope with it, as well as how they deal with stress, coping, and other elements of their lives. It's crucial to keep in mind that families with autistic children may experience this grieving process at various times during the course of the child's growth. As a result, during the time of diagnosis, individuals might go through certain stages. Again, this occurs at age 3 because 3 is often the first year of preschool for kids, and the family might experience that sense of loss all over again if the child doesn't start preschool or is still receiving extensive care. Also, they might go through a grieving cycle when they are five years old, when they should be starting school. Families may occasionally place it throughout the adolescent years because many students who graduate are not going to continue their education in college or have the normal high school experiences, so it's crucial to keep in mind that it's not linear. These stages may not be experienced by all families, and they may recur as the child's life progresses. What does all of this entail in terms of what children's. Families undoubtedly need assistance. Families frequently receive this help from their extended families. If reaching those extended family members is challenging, community support must be provided. Some families will seek assistance from friends or other families who also have autistic children. Are the other siblings parents also family members? Services for mental health may provide the assistance. They also require knowledge of what will actually work. They require specialized training in how to manage behavior, how to teach their child in education and what works best, how to navigate all of the aspects of the funding systems and the school district getting funding and getting their child enrolled in schools. What does the research show? It's most effective when helping a child with autism. They also require a break. Respite implies to be relieved. Families use the app because it gives them the chance to take a break from caring for their autistic child on a daily basis. So if we can find ways to assist families by offering them support, knowledge, instruction, training and some type of respite. Families may be better able to handle the stress of having a member with autism in their home. So where do you fit in? As an RBT, you have a very crucial job. You'll be in charge of putting the autistic child's skill building and behavior modification programs into action. It's amazing to be on the front lines of services influencing children's behavior and teaching them skills. Together with teaching these abilities, you will also be communicating with family members because
You frequently smile, are amiable, upbeat, and demonstrate your concern. You take pleasure in their child's advancement with them. You're a big help. You discussed your child's accomplishments with the parent. You spend time interacting with and getting to know the other kids in the house, so there are many constructive behaviors you can use to establish a rapport with the parent. Here are some additional options for you. I'll start by quoting Bailey and Burch. I'll read it aloud and have you read along with me. Every interaction is an opportunity to get to know someone better, get to know them better, and potentially influence them or make a favorable impression. A strong foundation for effective communication starts with likability. Consider that, then, every time you enter a family's house or speak to a parent. You have the chance to make an impression on them by demonstrating how likable you are. Does that imply that your false and engage in behavior that doesn't truly reflect who you are? Let's hope not. As a result, you must carefully consider your interactions with the family. Do you desire true likability? Your enthusiasm for the child's development and program is crucial. It's a bitterly cold Monday morning at 8:00 AM, so if you enter with a frown and a scalp, that's what you should do. Go into work was the last thing you wanted to do, definitely not being thrilled about that. Leave that at the door and enter the house with enthusiasm for your work day and the activities you will engage in with their child. Be welcoming, sincere and sympathetic. Later, we'll discuss empathy related abilities and how to interact with families in an empathic manner. It's also crucial to concentrate on the client you're working with, constructive conduct and progress. What positive developments occurred throughout the session that you could share with the family and that made you feel good about the. Don't forget to address family members by name so they know you are. Talking to them in a way that matters to them naturally, depending on your culture, it will be crucial for you to connect with families in a way that respects their names and how you refer to them. Also, it's critical that you inquire while still respecting others private and personal space. You also need to be dependable and admit your knowledge when it comes to the situation, so it's equally crucial. That you come across as confident and capable of responding when a parent asks you a question. Also, it's crucial to acknowledge your ignorance of the matter and refer the question to your superior whenever possible. Every family is a unique cultural entity unto itself, thus it is crucial to understand all of this in the context of the culture you are. Entering with regard to the family, some of that can be seen in their religious and ethnic backgrounds. Hence, it's crucial that you always collaborate with your boss to comprehend the culture of the family you're working with. We will never really understand what it's like to be a parent of a child with autism. It's true. Unless of course, you yourself are a parent of an autistic child, even if you are a parent. You will not fully understand what it is like for that particular parent while working with families. Empathy and the ability to see things from many angles are crucial. Understanding the other person's experience is a requirement for empathy, but it doesn't imply you have to go through it yourself. But how can we have empathy and perspective if we don't have an autistic child in our own? Well, this calls for us to adopt A different viewpoint. Putting yourself in another person's shoes to gain perspective is like wearing familiar shoes because you may have had comparable experiences. Hence, even if you haven't lost a pet, you might have lost a friend if someone mentions that their pet recently passed away, such as if your friend says my pet passed away or their pet died. You may use what it was like for you to be empathic with your friend because you've gone through something similar but different, even though neither of you know each other, and even though they may be too entirely. Existing situation Because of this, even though you're interactions with the families you will be working with are extremely different from those you had with your friend's pet, you will be able to draw on your own loss and pain experiences to better understand what it's like for the family of a child with autism. Perspective taking some needs that you relate to what it would have been like for you based on your own. In order to have a grasp of what they're going through, parental sensitivity is crucial because parents reactions, responses or moods may be justified for various reasons. Hence, a parent may be communicating with you in a certain way and we need to have empathy for the reasons they could be interacting with us in this particular way and around us. When you react with empathy, you have the chance to react in a way that demonstrates support. Moreover, you'll be less likely to accuse the parent or respond negatively to their answer or conduct. Thus, in some respects, when we empathize, we are being objective. When a parent or family member interacts negatively or unpleasant, we don't take it personally, and this will hopefully. Stop us from reacting negatively to that parent's response or conduct. Now let's look at some scenarios where empathy might be crucial. Imagine you visit a family at their home, but the parent does not have any of the lesson materials. Prepare. Consider that the treatment room where you work as a mess and everything that you had put away the day before is now lying around the floor in pieces. Your first reaction might be to accuse the parents, claiming that they never arranged the room properly. In this situation, it's crucial to react sympathetically because in this situation, the parent can be too worn out to maintain order due to the difficulties of raising a child with a disability. As an ABAT you might consider how to support the family in this situation and. Come up with ideas for keeping them organized. The most crucial thing is that you don't react negatively by criticizing the parent, but rather that you answer with empathy and an awareness of what the parent might be going through as a result of their particular circumstance. Take yet another illustration. In this case, the parent might only speak to you briefly. Let's assume that they appear at patient. And in certain respects, feeling rather
displeased. You might assume right once that this parent is quite challenging. Instead, having an awareness of what this parent might be going through might be a better course of action. For instance, the parent might worry about the future of the child and realize that every second counts. Hence, if a parent gets impatient with you because you are running. For a session, it is likely because they are worried about the future of their child. As a result, even though you definitely want to avoid being late, it may inevitably happen due to traffic or a personal issue. In such case, you would naturally apologize, but the parent may still be short with you. Try and understand that all of these parents are genuinely concerned about the future of the child and that every minute counts rather than becoming even more. Irritated with the parent? Also, my tardiness interferes with that child's programming. Imagine if your parent asks you about everything you were doing. Why do you proceed in this manner? But does Jane have her way? Why were you doing it this way when the boss told you to do it that way? It doesn't look like what we talked about. Your first thought might be that your parents. And never satisfied or that you can never do it properly. And understanding that families go through excessive amounts of anxiety while, quote, turning their child over to a treatment team could be a better way to show empathy. They are gradually coming to trust you and that process will take time. Hence, if you are a parent, consider what it was like to drop your child off on this first. Two days of daycare, you wanted to point out every tiny thing the daycare worker might have done incorrectly because it was so anxiety inducing. The parent is still learning to trust you in this situation, which is comparable, so those queries could not actually stem from a desire to gain your trust rather than from a desire to point out your mistakes. The key take away from this? Is to consider parent child contact. Most importantly though, consider what might be at the heart of those relationships, what might be driving it, and what they might be going through. You may respond to families in a supportive manner after you have an empathic grasp of their situation. Hence, instead of being defensive when parents ask you about everything you do, you may say something. Like, I know it seems like I'm doing things differently and I'll check in with my supervisor. Let's develop a regular means for all of us to communicate regarding this specific initiative. You might also say I'm sorry for being late if your mom is being stern with you. I am aware of the effect on this program. I'll set my alarm for an earlier departure tomorrow. Or for the parent whose room is a mess or who hasn't prepared the lesson materials. How can I help you? You might reply. I am aware that having a child and being responsible for all of their needs must be difficult, so how about I assist with a method of organization? Determining how to be empathic based on your contacts with families is crucial. You will always hear from your parents. About various topics. They will share information about your child with you and that is crucial. Information concerning the things that are not doing well will be shared. Information regarding things that are going well will be shared by them. Questions about our motives and worries about the program. And so you will be interacting with the parents around a lot of different things, so they're going to be talking to you a lot. And you will have interactions and even though you are their primary, you are there to work directly with their child. There's going to be a lot of back and forth communication. So if that's the case, listening skills will matter. We will spend the next section talking about listening skills and how you can be an excellent listener. We are aware that poor listening can result in a variety of detrimental effects. This applies to all facets of our lives, not just our interactions with families of autistic children. Building relationships can be difficult if you don't listen. It may also stand in the way of growth and future communication. Now, when we don't listen and it becomes a barrier to advancement, it affects the progress of your children. Your parents and yourself. You'll lose opportunities to modify your programming based on parental feedback if you're not listening to families properly based on the knowledge parents having their kids. So listening to result in good and useful things. Family ties will be strengthened through effective listening. That's why doesn't listen to the speaker in this situation. The parent might need to know crucial knowledge you also. And they will be more open to hearing it if you are a good listener yourself. The speaker and the listener may both change their behavior as a result of effective listening. In light of what you hear the parents saying, you might decide to alter something you're doing with the youngster. In turn, the parent might alter their approach to the child in response to something you say. What then? He's a good listener do a good listener is able to absorb information from others while maintaining empathy and objectivity. Thus, it's crucial that you refrain from passing judgment on the parents words as you listen. Thus, when a parent tells you. For instance, I'm so tired I wasn't able to make the room ready. Take it to heart rather than making the assumption that this parent. Is uncaring organ attentive? You wanna listen, you want to be compassionate, and you don't want to pass judgment. Recall those instances of empathy we discussed earlier, acknowledging the speaker in a way that encourages conversation to continue as a further display of listening ability. How do you think the speaker for opening up the lines of dialogue so that we can discuss some of those? Comments Further, a good listener also offers a brief but supportive response to advance the speakers. We'll discuss what that implies. What is important when listening? This is an example of someone not paying attention. Their body posture is turned away and their arms are closed. Also, they are not making eye contact and appear to be agitated from the way they almost stare. This person is obviously not open to listening, hence how you behave. And engaging with families might demonstrate and convey if you are responsive and open to hearing. Do you want to make eye contact with them? Open your arms? And do you stand in a way that suggests you're
or toileting routines we suggest. Which means they should be able to do so consistently every time they follow the same procedure. But we frequently struggle with our parents follow through, and there are probably a number of causes for this. Yet if we respond with compassion and understanding, the studies and other healthcare professionals tell us we might be able to improve results. These studies demonstrated that patients were more likely to take their HIV medication as prescribed when doctors scored higher on empathy assessments. The patient outcomes may then be impacted by this. Studies and findings from various domains have demonstrated that when doctors or clinicians communicate with their patients in an empathic, compassionate approach, if the patients are following their treatment by more frequently, it will unavoidably have an impact on the patient's result. Think about it in terms of families that have children with autism if we deal with them. The caring and empathic way, it's possible that they will stick with their treatment, which will affect the results. We are aware that this is an empirical question and this work. Furthermore, we are unsure if that is the case yet we are aware from studying related businesses that the outcomes of our students could be impacted. Additionally, there is some. Evidence that clinician well-being can be enhanced by compassionate and empathic responses. That's incredibly crucial. You'll be working with children who have autism, which can be a stressful situation. Also, if you put in a lot of effort and work on numerous instances, you can get burnout from your job. It's fascinating to note that various sectors of the healthcare industry. Or discovering the benefits of physicians responding to others, and most importantly, to themselves, with empathy and compassion. This can help clinicians feel better about their work and leave a better image. It might lessen sensations of exhaustion. We don't know if this applies generally to research on autism, but it does seem to suggest that a clinician's physician can have an impact on the. If they show compassion and empathy for others, also their self compassion may have effects on the organization. Hence, these studies suggest that having a compassionate and empathic attitude to employees has an impact on how people always view their employer and if it lessens burnout and perceptions of stress at work, all of this is to indicate that. The interactions with your family members, including your parents, siblings and extended relatives will be important also. They will have an impact on how the parent sees you and it will matter in terms of the interactions you also have with the learner. To put it simply, compassion is the act of being moved by the pain of others and being inspired to lessen their suffering. We discussed the suffering that families may be going through it's crucial to acknowledge family sorrow without passing judgment, yet you'll also need to be aware of the fact that all human experience and pain are universal. Although that may sound rather general, the truth is that we all experience suffering and when we are compassionate, we can relate other people's suffering to our. And this compassion really goes a step further by doing something to lessen suffering. But it's typically hard for us to feel another person suffering and distress before we take action. So when the parent exhibits anger or resentment or despair, you could feel uncomfortable. Hence, it's crucial that we continue to be welcoming and open to those feelings as always. You should look for supervision. You should let your supervisor know if a family appears to be in a lot of distress because it may be that they require services for mental health care that your organization can supply or that you may suggest they get from someone else. But generally speaking, it's crucial to comprehend families and react to them with empathy and compassion. Acting compassion actually falls acting and you're in charge of your own conduct, so it is your obligation to act in a way that shows empathy and sympathy for the parent. I wanted to discuss the findings of a strip survey study that I conducted with a few colleagues. The goal of this study was to ascertain parents perceptions of behavior analytic service providers. Roles in collaboration, listening and collaboration, as well as compassion and empathy parents were also questioned about actions that might cause relationship issues. Thus, families received a survey to complain. Also, they were asked to indicate whether their clinician was interacting with their child in a way that displayed empathy, listening, teamwork, and. Any potential problem causing behaviors. In the study, We discovered that physicians were excelling in a few key areas. For instance, when it comes to compassion and empathy, clinicians appear to be good at praising children for their accomplishments, showing that they care about them, and recognizing and valuing their abilities. But it appears that we need to do. A better job of constantly checking into parents to see how they are doing, admitting our own mistakes, encouraging parents that things will get better and having empathy for parents. We just finished a lecture on what it's like for families and what you can do, so I'll just say that. And it would seem that we should work on this with the families that we are currently working with. So we are here. And to provide instruction on how to make these interactions better in the areas of cooperation and listening. We seem to be doing well with respecting confidentiality, taking parent feedback into consideration, listening to concerns during the initial meeting, and working together on goals. That's excellent. Behavior analysts seem to be skilled in this area. But we might need to do better at involving families to do this. We can ask them whether they are satisfied with the way things are going, compromise when there is a difference of opinion, make clear what is expected of Bogota parties, and frequently communicate changes in programs. Now here are the behavior analysts analyzed responses. These are not always responses. It is crucial to say that the parent is analyzing these responses based on the
behavior analyst reaction, but there are consequences for anyone who interacts with their parent over their child's program. Therefore, consider how you might take more time to inquire about how the parents are feeling in your contacts with families in the future when a parent complaints. With your supervisor to resolve the issue by clarifying expectations, compromising where necessary, and sharing program modifications on a regular basis. Again, even if you're supervisor, a professional behavior analyst may be doing all of this, you'll still be interacting with families. Families have also discovered specific habits that may obstruct the development of relationships. For instance, the behavior analyst can have personal goals while dealing with the family who misjudged the kid or place an excessive amount of emphasis on Trump's conduct. Parents also pointed out that failing to communicate could cause problems in relationships. Hence, it's crucial that you make an effort to refrain from actions that can obstruct the development of relationships when you contact families. For instance, if you interact with the kid in a hot headed it's my way or the highway manner in front of the parent that could come off unfavorably. Their relationship will be seriously hampered if you employ terminology that the family doesn't comprehend. When you've just learned some new phrase one of your lesson and wanna describe an intervention to them, it will be crucial to communicate in a way that the parent can understand. This is an illustration provided by a survey responder. Remember that this survey responded to a parent of an autistic child. Is remarking on how behavior analyst not in ABAT engaged with them. I'm using this as an illustration so you can understand how parents could see the interventions and behavior analysts recommended and that you might be responsible for carrying out. In reality, it's crucial to understand the parents perspective and of course get their agreement and consent. It will be necessary to work together with your family to decide what needs to be fixed and the interventions to use. The behavior analyst will be expected to solicit parental input and establish goals when working with families. Nonetheless, disputes between parents will inevitably arise, necessitating communication, cooperation, and teamwork. As I mentioned earlier, it's crucial that you take into account the culture in which you work and have a grasp of the factors associated with culture. And we singled out those abilities as maybe those that clinicians could learn. Some of those are abilities I've already discussed with you, but let's recap. Developing rapport with a family can be done in large part through pleasant social interaction. -It's crucial that you make good comments about the child's behavior, smile, welcome families and make eye contact. -Complimentary remarks on parental conduct. It's crucial, in my opinion, to also express gratitude to the parent. Hence, you may show your gratitude that the parent makes that room ready in the morning. I appreciate you setting up the materials and since it makes it easier. For me to get going, it's crucial that we offer the child's prognosis in a way that is realistic or useful. Again, discussing the child's prognosis is probably not your purpose and an ABA team. Nonetheless, if the family asks for queries, you might be hopeful but realistic. Asking the parent, for instance, how she is doing, it's acceptable to ask. How's it going when you first arrived? How are you doing? How is your sleep regimen going? It conveys your concern. It's crucial that you define roles. Remember once again that the child and family will view you as a very essential part of their lives, and occasionally those jobs could be uncertain about your actual responsibilities determining that. OHH will therefore be crucial. Humor should be used when appropriate as well. You will undoubtedly chuckle while working with students, and most families appreciate hearing about amusing interactions their child has had. There are various ways to show empathy. Again, maintaining eye contact, maintaining a neutral expression, and speaking in a comforting tongue will be crucial. Employing vocalizations to show continued interest and nodding your head to show your listening. Posing open-ended queries and pausing to let the parent respond before rephrasing what the parent says, as well as naming and acknowledging the parents feelings once more. It might not be your responsibility as an ABA team that talked to the family about their emotions, but it's crucial to understand that. Parents feelings are hidden within messaging. You could want to confirm that the emotional response is legitimate. For instance, you might want to confirm that you understand why the rules are set up and that you are in fact fatigued and drained from falling through team were sleeping. Recognize nonverbal clues and respond properly. What for instance? The family members can bang by their nonverbal cues, lack of eye contact, and dejected facial expressions. Once more, it's crucial to seek supervision from your behavior analysts on the team who may assist you in determining whether the family might benefit from a referral and who would then make recommendations for various mental health treatments. In the domain of compassion, it's crucial to pause. Conversations with families and give them time to express their feelings as well as in responses involving empathy. It's critical to validate the parents feelings without passing judgment. We can talk about how a group might address the worries or suffering of the parents. As I previously mentioned, as an RBT you will probably not be directing treatment related to and responding. Nevertheless, it is crucial to know how to communicate the distress to supervisors, and it's crucial generally to have an understanding of what it's like to have a parent by making supportive comments. Working together with families is crucial. Several families will receive parent education and you'll be asked to work with them to achieve goals that have been set for you. For them and for
recommendations without first looking into the
background of teaching children with autism.
We'll then discuss our five pieces of advice. After that,
let's go right to the point of our discussion. Speaking of
goals, what are some things that we hope you will learn?
For today, we really wanted to keep it light and enjoyable
and provide you guys some useful advice on how to
instruct autistic children. Making learning engaging and
effective in the classroom are additional simple to
implement ideas on how we can successfully motivate our
autistic children.
Now let's quickly review some historical background. We
have therefore made great progress. We'll discuss the
background of where we are now, where we're headed,
and sort of the field's ambitions for the future in a very
short period of time. But it's very interesting to note that
for whatever reason, many of our children really didn't
receive a lot of educational interventions that were really
beneficial to to three decades ago because there simply
wasn't as much knowledge available at the time. There
was no lack of effort for sure, but in reality there wasn't as
much available. Many teachers were kind of forced to
fend for themselves, coming up with materials as best
they could. They frequently spent their early years
secluded in special schools or particular classrooms before
being transferred to larger institutions. They would spend
the rest of their lives there. And you know, educators, a
lot of the time the belief was that little could be done to
advance the situation. A lot of our children were going
undiagnosed or given kind of just a blanket general
diagnosis. Also, the diagnostic tools were limited and
frequently reliant on the clinical expertise of the doctor,
which is also why those families that lived in the 1900. The
1900 eighties, and certainly prior may have done better
than those who may dwell in more rural places, and
currently a lot of it has changed. We'll discuss that in a
moment. However there was undoubtedly more variation
back then depending on your location, the clinician you
happened to interact with, and their level of expertise in
autism. Unfortunately, there were also a lot of differences
of opinion regarding the methods of treatment for early
intervention. Definitely there are still many diverse beds
available, yet we are getting a lot better at focusing on
research based treatments and other things. Indeed,
Travis Thompson wrote about this in a paper he
published in 2013. With the development problems and
history of care and research for young children with
autism and that kind of intellectual disability. Research
published in the Journal of Applied Research. Thompson
claims that half of the children in her care who earlier
abusive behavior region with sometimes referred to as the
EIBI are now enrolled in regular classes. And if you work in
a school system, getting kids to move to the least
restrictive environment, getting them to be more
autonomous, interacting with peers who are typically
developing. And other things is really a significant goal.
Also, there has been a notable increase in research and
controlled studies that discuss various approaches and
methods for demonstrating success. We may therefore
build on that and significantly aid in our children's skill
acquisition. And without a doubt, we base a lot of what
we do on some of the best existing studies. Also, there are
now more trustworthy and reliable psychological tests
available as a result, and undoubtedly at a younger age we
may make many of those diagnosis and begin treatment
earlier. Also, earlier in life, the involvement of parents and
families has also received significantly greater attention.
Also, a lot more attention has been paid to parent.
Education and ensuring that parents feel like active,
valuable members of the team. Also, a tremendous deal
of study and excellent things have resulted from sibling
collaboration. You probably already know that many of
these youngsters are incredibly knowledgeable for their
age and have some truly incredible experiences. Growing
up with a disabled sibling might have some definite.
Advantages So there are absolutely some excellent
options available for siblings and I'm here Due to the high
levels of stress that they frequently encounter. It is crucial
that we constantly include and support our parents by
giving them skills and resources. Also, there is a ton more
information for teachers. Teachers now have access to
variety of resources. You are well aware of all the
excellent tools that are now accessible to educators,
which is wonderful. And you understand precisely what
we're talking about. And one basic principle that I believe
we should always remember is that everyone can learn,
regardless of your students or your child's functioning
level. Hence, regardless of their level of functioning, every
one of the people we work with. Alert, which is a more
widespread modern mentality. Hence, in my opinion,
having a nice upbeat mindset is a great idea. Finally, this
list is by no means comprehensive yet. There are two
things to remember. Further study of the transition from
youth to adulthood is definitely needed. Early intervention
has been the subject of. Extensive research and there
there have been some wonderful programs that have
come out that focus on vocational or residential
programs. Also relationship development among young
adults.
We'll discuss applied behavior analysis, which includes
these very common and simple AI principles in a moment.
Therefore, technology prompting skill breakdown.
Motivation and incidental teaching. We'll discuss each of
these and I'll offer you several examples of things you can
do right away at home, in the classroom, in the
community, etc. This is a small wordle as an introduction,
but first, a little explanation of ABA, which actually refers
to applied behavior analysis. It's crucial to note that.
Everything I'm going to discuss is based on ABA Rethink as
a program which is based on eBay. Everything we
discussed you can rest confident is supported by research.
Which is also why behavior analysis is a science in which
methods are consistently used to significantly change the
socially significant behaviors. We are therefore speaking
about issues that affect the neighborhood, the home, and
society as a whole. We're not discussing medical research
or other academic topics. Instead, we're discussing issues
that are crucial to our daily lives. How can we get our kid
to eat their meal at a table with the rest of the family in a
restaurant? Or how can we teach a 16 year old how to tie
his shoes so that he can go to school and not require
assistance from someone else to meet some of his
adaptive needs? Therefore, an ABA program is a
thoughtful teaching strategy that entails breaking down
abilities into manageable. Also, the child is motivated with
praise and other benefits. Then progress is undoubtedly
continually evaluated so that the instructional programs
we're putting into place can be changed as necessary. It is
essential the quality of your ABA program will be apparent
and there's a lot of solid, objective data being collected in
graphs.
Our main objective is to help our child learn a wide range
of abilities quickly, so we can examine what we're doing to
see if it's working or, you know, what if there is some
variability or it's not working, in which case we need to
make some modifications. As a result, it is also largely
acknowledged as the most effective treatment available
for children with autism spectrum condition. And the only
one that has been proven to significantly enhance the
quality of life for autistic people. As a result, a bad based
treatment plans are adaptable, customized and dynamic,
maximizing the learning potential of all ASD patients. So
before we get into our 5 tips, I just wanted to kind of
pinch ABA there. Therefore, motivation is our first
example. Now let's take a moment to consider the motive
in this case. We go to work or school. For what reasons?
How come people upload pictures to Facebook? And why
do kids perhaps exchange snacks during recess? In
essence, then, it's about rewarding behavior. We're
thinking, well, we heard that sometimes it's just kind of
thrown around in general terms that you know. What
does that, really? So what I'm going to do is actually dig
into it. Once we've gone over that a little bit, really, I'm
going to get into it right now. You know what I mean?
Thus, encouragement.
Let's first discuss the more formal definition before
moving on to a basic discussion of what it entails when a
reaction science is immediately followed by the
introduction of a stimulus. We may tell that positive
reinforcement has taken place. The future sees more
instances of similar responses as a result. In terms of
definition, that's sort of the generic word. We might be
asking ourselves, what does that mean? In general, this
means that if something positive occurs after we do
something like receiving a paycheck or having Facebook.
Features that others like, we are more likely to do it again.
Examples include returning to work or posting something
on Facebook, so the likelihood of us repeating that is
higher. Hence, in terms of motivation, how does this
relate to instructing my autistic child or classmates that
have autism and what can be employed as a reinforcer?
Therefore, I think it's essential to keep in mind that, like
anyone, a child with autism might need some motivation
to complete, say, their programs at school or at home, just
as we might need some motivation to go to work or
school. You see, sometimes they're doing programs that
might be a little bit challenging or they might be repetitive
in nature.
And it serves the objective of methodical teaching by
breaking things down. It can truly encourage children to
practice and thus master the skills that we feel are
required to help them in their daily life if they have some
motivation to finish those programs. In other words, a
reinforcer could be anything that the youngster finds
stimulating. Therefore, there isn't really a set. List of
motivators that we must adhere to. There are numerous
things Breaks, small gifts, wages or verbal appreciation
might encourage some people. Other people put together
appetizers, token boards about which we'll talk a little bit
accidentally touch the wrong color, don't answer or flee,
we might punish them by redirecting them or saying, all
right, let's try that again. And so on. Something that works
as a result. That would allow you to insert a prompt there,
and that might involve urging them to touch the orange
ball while simultaneously directing their attention to the
orange ball.
That is only one example. We will discuss various prompt
levels in more detail shortly. So that it aids in their ability
to respond properly. They make contact with the ball and
you reward them with something. So it may be a token,
the orange ball itself, or something else else. So that's just
a small illustration of applying the teaching approach. Task
analysis is another idea that we wanted to discuss, as you
may be. Where task analysis basically entails breaking a
task down into smaller components, and you can already
be carrying out a task analysis without even being aware
of it. I'll suggest that task analysis can be beneficial for
both our children and us. I brought up that point merely
to emphasize the fact. That regardless of whether we're
instructors, educators, or parents, performing a task
analysis is crucial for us as adults as well.
We'll start by discussing how to create a task analysis to
teach the kids certain skills. I'm going to use a variety of
different instances. To illustrate my point, you can carry
out this for each of them. So the most typical method for
performing a task analysis is to actually carry out the
stages and record them. We can make them unique, so
there may be more processes.
We may have fewer steps for certain children than for
others. A different pupil, however, might be able to learn
from you how to wash their hands. In just five easy steps,
you want to know your learner. So it really just kind of
depends. Also, you may roll out a task analysis in a
number of different ways, which would be for a particular
day or type of trade, but generally speaking, you want to
teach steps one at a time. Naturally, you should gradually
decrease your reinforcement and assistance as well. This
simply. Demonstrates how you may create your own task
analysis very easy. You can literally do it yourself and list
your steps. In order to pull the left lace under the right
lace and tighten the pulleys, place the left lace over the
right lace to make an X number. This may therefore be
used to a wide range of skills that you're attempting to
teach, such as time management. You may also use. Is to
help your student establish a daily routine in class or at
home, Since I'm aware of how stressful it can be to get out
the door in the morning. It would therefore be quite a
socially significant achievement for us as parents to try to
foster some independence and enable children to perform
a routine on their own using a task analysis. As for
checking emails perhaps. They're working with some older
pupils to teach them how to do so. You know, the first
thing we do is open the browser and the second thing we
do is type www.gmail.com or something like. So creating a
task analysis for that is pretty simple. Moreover, social
skills are taught, but how can we interject? Into a
conversation. How can we approach our friends? Hi, is
anyone eating lunch here? Can I please take a seat? Well,
so let's go on to the third piece of advice, which is action.
What then is prompting? It's a phrase that's used
frequently and basically refers to whatever you can do to
support your child's achievement or ensure that they
understand instructions. Thus, I'm just going to list a ton
of suggestions that you can use at home or at school, So
let's kind of take a look at this we're there.
First, you can utilize a teaching strategy that enables the
youngster to recognize an animal, a dog and photographs
in order to change the arrangement of instructional
materials and thus by simply bringing the photo nearer to
the. She will ultimately move them such that they are side
by side, or perhaps a number of the pictures on the table
are evenly distributed. There are many different methods
you can prompt that I'm going to discuss. So you guys as
instructors or parents may already be doing some of these
stuff, but you may also learn some new things from this.
So you might also instruct the child. Verbally on how to
perform the skill. So another thing you might do is tell the
little child that if he wants to play with the trains, this is
how you can do it. You could also make a gesture or say,
OK, this is what you can say. You might not even be aware
that something as simple as a point could work. So maybe
just a quick one will do. You might display or simulate.
response Thus you can say, alright, watch me. She'll do
the skill while gently placing your hand on the student's
hand. Using that model, she will have the youngster
practice the skill directly directing. So we frequently need
physical guidance, and I hope you folks are beginning to
understand that there are other kinds of prompts besides
physical. Direction. There are many different types of
physical guidance,
including full physical guidance, what we refer to
as hand over hand, prompting, partial physical
guidance, and even poking someone's elbow to
persuade them to move a little bit. Therefore, it's
safe to say that things are reverting to something
less obtrusive.
For visual aids like text or photos, I prefer this. In
order to help your people follow directions, if
they are reading, you might actually give them a
script or employ a script feeding technique.
Alternatively, you could Draw Something and say,
alright, let's learn how to draw a cat. Yeah, I'll
sketch it here for you to replicate. After which
you can begin gradually removing parts of the
animal. Thus it's a fun and. Another simple
prompt. Of course, you may also give a verbal
example after that, but bear in mind that verbal
models may occasionally be a little more difficult
to eliminate. I merely wanted to draw attention
to that.
These are some broad guidelines for using prompting.
To determine what is prompting use, we must first
examine the skill we are teaching. You might want to
use a script. Or anything similar. If you're teaching a
skill like inserting yourself into a discussion or
something similar, you might not want to use a
physical guide or any other form of instruction. So
make sure your prompt is acceptable for the kind of
skill you're teaching. Also, we must consider the
child's current skill level. If they are not yet able to
read, we will most likely not use a script textual cue.
Or text prompt to help them learn that skill. So you
might want to double check that you're focusing on
the child's present skill set. Therefore you can select
the prompt that would be most useful. Then
occasionally we experiment, and that's good until we
can determine what is ideal. We might need to
explore a little. As a result, we wanna feed prompts
over time and make sure we remember a few things
about them, and I frequently advise and practice that
you should plan ahead for how we'll operate and how
prompts will be fed. The promotion and
independence is a common objective among parents
as well as educators. As you are all aware, our aim is
to get children to live in the least restrictive.
Environment possible and to become as independent
as we can, we want to really fuel those prompts. Also,
we aim to provide better reinforcers for responses
that come more naturally. As a result, we encourage
our children to complete this task on their own and
they receive reinforcement for doing so. Also, isn't
prompt doesn't work? That's OK. We can switch back
to a previous prompt that might have worked.
Perhaps we simply faded it out too quickly. Hence we
could perhaps fade a little more gradually, or at the
least ensure that everyone on the team is in
agreement with the prompt they are using, how they
are feeding the prompts, etc.
PART 2
On to the fourth incidental teaching tip. I really like this
one though. This is a kind of concept sense. In my opinion,
it is quite simple to apply both at home and in the
classroom. I can assure you that once you begin
employing incidental teaching, it will almost seem natural.
I'm sure I will do this with my young child and now that.
My spouse, who most certainly is not a behavior analyst,
does this kind of thing naturally to settings. It's kind of
interesting how quickly people pick it up, but in essence,
it's just a successful teaching strategy that engages the
child. We'll therefore sort of dive into a few topics here
and describe how you can use this strategy very
conveniently in your surroundings. First and foremost,
create an environment that will spark a child's curiosity.
Many times, incidental teaching is used to encourage
language development. You can try a few different things,
like starting an activity and stopping it in the middle to
encourage the child to ask for more, playing with a toy in
front of the child, turning down the volume on his iPad, or
giving him. Only some of the materials, hence you can say,
well, let's draw a picture and then give them the paper,
but not the crayons or markers. He will then need to ask
for them. He has a reason for doing this. You're kind of
inserting some natural teaching chances there and it's
motivating and really natural. So another option is to keep
an eye out for the. Child to express interest in the activity
or item, there are a few things to watch out for since they
might grab for it or ask for it, maybe they could go looking
for it. Hence, those are sort of some telltale indications
that kids are expressing interest in that activity. They
might or you might wish to inquire about that activity and
get a response from them this particular interjection is
from my own life. Perhaps you might reconsider asking
her to count the items in the screenshot, which was taken
from one of our films. Also, she might wanna play with the
princesses. Yeah, yeah, great is a valid response. What
number are there? And you could give them to her
performing the skill so they can see it and it's a
pretty cool approach. To teach the child the skill
by demonstrating it for them. The final study I'm
going to discuss makes use of Bluetooth or cell
phones. Actually, McKinney, McKinney and
Vasquez conducted a study in this area just last
year. As a result, we are aware that many experts
have been using DTT. We previously spoke about
that. Keep in mind. That this is a distinct
experiment teaching breaking down skills. It has
long served as an effective way of instruction for
children with autism. Yet there haven't been
many research looking at the precision of DTT
implementation. They therefore looked into the
usage of so-called bug in the ear technology and
feedback on the efficacy of DTT deployment on
teachers. In their study and the results showed
that after receiving feedback through a bug in the
ear, DTT implementation accuracy increased. By
the way, the teachers believed that learning how
to use DTT and using a self help handbook in
conjunction with the bug in that your input was
actually the most effective. In other words, if you
can imagine what they are doing. The supervisor
isn't physically, they're watching them. I can
honestly say that I've spent a lot of time with my
staff in homes or classrooms. We are too, and it is
a little intrusive. When there are mistakes being
made, I attempt to strategically offer feedback,
but there are occasions when this isn't the most
suitable or beneficial course of action for the
AMSTAR. As a result, the participants in the study.
We're able to provide comments while standing in
the background and taking a back seat. If you're a
teacher or a manager of perhaps an ABA program,
you might accomplish this by pairing in via a glass
from outside the room and giving rapid feedback.
Like, alright, let's do this now. Hey, you did a
fantastic job, let's try that one again. Or let's be
consistent. They keep doing stuff like that. Hence
it's a really good approach to use technology to
provide some discrete feedback while the child is
around and not as distracted. In a classroom
atmosphere where many children are staring at
you and pondering your purpose for being there,
it is also not distracting. The use of cell phones is
something else I wanted to bring up I recently
attended. The conference where I learned of a
study being conducted by a team using cell
phones to instruct young adults on how to make
grocery store purchases. And that was fantastic
because if you can visualize it in your head, it fits
perfectly. It is extremely non stigmatizing. This
person was using his phone and the person
helping him was guiding him through it while. Also
giving him directions as he went through and
made-up for purchases. He was kind of standing
back in the store so, so it was a really excellent
approach in my opinion, to use technology to help
the person feel more autonomous and
undoubtedly less stigmatized. Well, As I indicated
earlier, if you're a parent, sibling, or other family
member of a child with autism and you work
outside the house or your spouse works outside
the home, you can actually. Qualified for the
reimbursement program as if it were a part of
your employers employee benefits program. We
thus have products from businesses that are
already offering our program as a part of the
Employee Benefits program. To learn how to
make that happen, Aramark, Amazon and
Starbucks are among them. Hence, feel free to
visit rethinkbenefits.com to see how your
business. May also provide the leasing program as
part of your employee benefits package. We have
some data on the employee benefits program
right here. Then at the bottom of that web page, if
you Scroll down, you may enter your name and e-
mail address and we'll give you that information.
So let's get to the precise inquiries. So a parent
and a teacher. Have both kind of asked the same
thing? Also, their student or child is reliant on the
prompt. It seems like parents must repeat
instructions numerous times before their child
actually follows them or reaches out to prompt or
assist them before they even begin to respond.
Here are some suggestions for fostering this
child's independence I would suggest that you
consider. The skills that are being taught in
general, if they can perform the expertise, is
something to sort of take into consideration. The
entire team must support the pumping process
and ensure that they are fading methodically, if
not simultaneously, then at least concurrently. In
a large group, one individual may do a lot of
prompting while another does not, leaving the
latter wondering where the former. Isn't doing it.
Perhaps he is the youngster who anticipates your
prompting because it is what other children are
doing. Thus, it's important to check that everyone
is on the same page, reserving reinforcement for
actions that are more spontaneous or possibly
independent, so that you can demonstrate your
ability to remind people, Hey, hey, what are we
working for? Indeed, it is correct. Hence, if you do
this on your own, you will succeed. Therefore
make sure the child is aware of that. In addition to
that, it is always a good idea to gauge the child's
motivation levels in case they aren't reacting or
seem uninterested in the reinforcer you're
offering, so perhaps adjust that a little. These are
a few alternative options that you might wish to
try. In general, a script feeding procedure is a
relatively straightforward process in which you
write out a series of questions for a child, such as,
hey, what's your name? To help lead them into a
discussion or into a conversation with you. After
that, that aim is to gradually fade in. That's kind of
why we refer to it. As a script fading procedure,
yet this is a really lovely method to gradually
promote some independence and you can
genuinely come up with your own. Here is a very
simple illustration. Hence, you can be training the
kid to join in on ongoing play with other kids by
having to say hey, can I play with you and after he
realizes that you might be fading. OK, can I play?
He'll gradually fill in the blanks and fade it until he
is able to recognize that sentence on his own.
Please excuse me. So yeah, it's a very excellent
method that, in my opinion, is incredibly simple to
implement at home by both parents and teachers.
You could use a token board or token economy
system, which you could easily implement. At
home, you just get some blank computer paper or
make some boxes, ask them what they want to
work for, and then make your own board on
which they might be performing a specific number
of programs or responses that you want them to
be performing. In conclusion, they can receive a
reinforcer, and it's a terrific technique to put off
reinforcement and gradually bring it back. In
terms of the youngster, he might want to start
with one box where they earn a token and that
token matches the reinforcer they get. If they're
not particularly inspired by the particular tokens
and instead want to consider what the ultimate
result is, what they're going to work for, after
that, you may essentially thin out the
reinforcement schedule over time as a result as
time goes on. Kids may be required to perform 2
tasks, count 2 objects, receive a reinforcer, then
complete three boxes, and so forth. So it's right
here for you to see use this token system in which
they must perform 5 actions of some description
before they can work for whatever it is. Thus, the
true issue here is individualizing what functions.
For your kid this method of toilet training my
daughter has been used at home after 5
successful attempts, she is eligible to get a
reinforcer. Mom and dad, you could put
something together so effortlessly in the home
environment. Of course, we also need to take the
students level of functioning and safety concerns
into account, but going back to some of the.
Earlier, the degree of functioning of the child is
truly what matters. If you want them to move in
the direction you want them to go, you can just be
strolling next to them in that situation. As a result,
you're sort of directing them in the appropriate
direction by standing against one wall and then
against the other. But because you're just strolling
beside them, you might want to give them a
gentle push in a particular direction. You might
also try some verbal cues to see if they help. Also,
images might be useful. Don't undervalue taking
images of various objects in the settings. To help
them find and recognize them. You may show
them a discreetly displayed image such as well,
we're heading to the restroom, we could show
them a picture of the bathroom sign. I believe it's
always crucial to be quite careful not to stigmatize
our students and to be very subdued. Our
product, but there are lots of different things, you
know, There are also many other things you can
do by thinking creatively in addition to the
standard hand over hand prompting.
RED FLAGS FOR AUTISM SPECTRUM DISORDER
There is no greater joy than watching the kids develop as
a little person, hearing them laugh and Babble, and seeing
them explore their surroundings. Some babies take a little
longer than others to achieve. Expected milestones from
