Posts

A Letter I Would Have Written for My Parents When I Was Still Nonverbal

This guest post is from Kerry Magro, a 28-year-old adult with autism who has become a national speaker and best-selling author. Magro is also on the Panel of People on the Spectrum of Autism for the Autism Society.

Dear Mom and Dad,

I know it’s breaking your heart to see me as I am now. Most of the kids we know are starting to talk while I’m just making sounds. I’m lashing out because I’m struggling. I can’t communicate myNonverbal Feature needs, and things are just not going the way I wish they would. I scream and fight with you every time you try and bathe me because I can’t stand the feeling of water. I cringe anytime I hear thunder, and I don’t like to be touched because of my sensory issues. Even now, as we make all the adorable videos of me dressed up as one of the best looking toddlers of all time, I know things aren’t easy, and we don’t know what my future has in store.

I want to tell you, though, to keep fighting for me and believing in me because without you both — my best advocates — I’m not going to be the person I am today. There’s hope, and you both play a huge part in that. Things are going to get better, and without you that wouldn’t be possible.

At 2 and a half, I’m going to say my first words, and at 4 you’re going to find out from a doctor that I have something called autism. In 1992, it will be something you would have only heard from some of the leading experts in the field and from the 1988 movie “Rain Man.” The road now is going to be difficult, but we’re going to get through it together.

Supports are going to be difficult to come by. The numbers of autism are 1 in 1000 right now and so many people still don’t understand. Life is going to be difficult. Challenges are coming. But here’s why you should fight through the challenges…

By fighting for me every day and helping me go through occupational, physical and speech therapy for the next 16 years, while giving me support at home and in school, I’m going to grow into an adult who is a national motivational speaker and gives talks about autism across the country.

Because if you fight for me right now and never give up, not only will I be that speaker but I’ll have the opportunity to write an Amazon Best Seller, consult for a major motion picture that makes 30 million dollars, and be someone who gives you love every single day. I will grow into an adult who embraces affection.

Love,
Kerry

I hope for any parent who reads this letter — coming from a now 28-year-old adult on the autism spectrum — that you never give up on your loved ones. The autism spectrum is wide and everyone’s journey is going to be slightly different. Become an advocate because by doing what you’re doing now, you not only give hope to your loved ones but you give hope to the autism community. We’re learning more and more about autism every day and more and more answers are coming to help our community progress.

Most important, I hope you take this letter as a sign that all parents of children on the autism spectrum can make a difference. Some days are going to be more difficult than others, but just know that you’re never alone in this community. And if you ever need someone to talk to, I’m just one message away if you click on my Facebook page.

A version of this blog originally appeared on Kerrymagro.com.

Find-Out-More-About-Autism

Preparing a Teacher to Work With Your Child With Autism

Beginning a new school year with any child can be harrowing for parents! You may wonder, “Will my child get the support that he needs?” or “How will I communicate with her teacher?” andBlog-Autism-and-Teachers-Main-Landscape “What can I do as a parent to reinforce what is happening in the classroom?” These questions and worries can be even greater when the child in question has a diagnosis of autism spectrum disorder. The first step in starting any school year is to think proactively and approach your child’s classroom teacher prior to beginning the year!

Below are some tips for having a fun and successful year for you and your child with autism:

  • Communication – Communication is key! It is vital to communicate with your child’s teacher before starting school. Letting the teacher know all about your child and his or her strengths will help the teacher provide the best care in the school setting.  Additionally, set up means to communicate in an ongoing manner with your child’s teacher—this could be email, notes in your child’s backpack, or even a notebook that the child writes in themselves outlining their day!
  • Reinforcement – Give the teacher a list of things that are motivating to your child that the teacher can incorporate into your child’s day, and keep him or her learning!
  • Triggers – Letting the teacher know what can be triggering to your child will help avoid potential problematic behaviors in the classroom. This allows school staff to be proactive about managing potential challenging behavior.
  • Calming strategies – Let the teacher know what works best for calming your child down if he or she becomes upset.

All in all, STAY POSITIVE and BE PATIENT! Remember that the beginning of the school year is a time of getting comfortable and establishing routines…for kids and adults alike!

For additional information, check out our other Autism and school blogs.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, and Hinsdale. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

Meet-With-An-Applied-Behavior-Analyst
This blog was co-written with Jennifer Bartell.

Jennifer BartellJennifer Bartell is a Board Certified Behavior Analyst (BCBA) and educator with over a decade of experience working with learners diagnosed with Autism Spectrum Disorder. She earned her Bachelor of Arts degree from the University of Wisconsin at Madison, double majoring in psychology and music performance, and earning a place on the Dean’s List. Following a move to New York City, Jennifer received her Master of Special Education degree from the City University of New York—Hunter College, wherein she specialized in Behavior Disorders and became dual certified to teach both the general and special education populations. While in New York, Jennifer was a part of the opening of the innovative NYC Autism Charter School—the first of its kind on the east coast—and had the opportunity to work in classrooms with reduced and one-to-one ratios and a curriculum created using the principles of Applied Behavior Analysis. Here she worked extensively with learners between the ages of 3 and 18, and presenting with an array of challenges, skill deficits, and abilities. Jennifer has vast experience in creating programming for community-based instruction, adaptive daily living skills, and self-care, yet also employs her education background to provide high quality academic and cognitive services as well. A well-respected member of the home- and school-based organizations for whom she has provided services, Jennifer is frequently called upon to provide professional development and training for her colleagues and those she is supervising. Jennifer has presented at a number of professional Applied Behavior Analysis and education conferences for fellow educators, behavior analysts, and parents around the New York area.

Introducing Your Child with Autism to Classmates

All parents hope that their children will meet new friends and have an active social life—this is not any Blog-Autism-Classmates-Main-Landscapeless true for parents of kids with autism! In fact, it is this very subject that is mentioned near the top of many parents’ wish lists when asked what their greatest hope is for their child on the autism spectrum!

It can occasionally be more challenging for friendships to occur naturally due to the reduced interest in social interaction demonstrated by kids on the spectrum. However, as with many of the academic, life, and self-care skills that are taught systematically to these kids, social interaction skills and rules of friendship may be slowly introduced and put into action!

In order for these skills to be taught and practiced, however, there are a few things that parents can do to set their child with autism up for success in this area:

  • Ask your child’s teacher about possible peers: There are frequently a few kids in each general education classroom that appear empathetic and interested in our kids with autism. These are great candidates for peer interactions and possible friendships! Your child’s teacher will most likely have a few ideas about whom might pair well with your child in this manner, within the first few weeks of school.
  • Observe your child’s classroom, if possible: Most schools have parent observation policies that designate times of day that are best suited to seeing what’s going on in the classroom. Take some time to notice which kids are approaching him or her and whether these might be kids to ask over for a play date!
  • Volunteer to present a mini autism lesson, if possible: There are countless resources online for helping typically developing kids understand autism spectrum disorders, and what they can expect from someone who is on the spectrum. One I particularly like outlines some amazing books to help peers understand your child and his or her diagnosis: https://www.angelsense.com/blog/10-great-books-for-families-of-kids-with-autism/
  • Reach out to parents: Upon observing a child approaching or interacting with your child (or upon recommendation from the teacher), attempt to contact that child’s parents, and set up a time for the kids to get together!
  • Plan your play date: It will be very important that both kids are having a great time! Try to think of activities that are of particular interest to your child, and bring that peer along. For example, if your child really enjoys going to the zoo, and has an interest in animals, plan to visit the zoo on the kids’ first play date. This will pair the typically developing peer with something that is your child’s absolute favorite thing, and could lead to a stronger relationship!
  • Speak to the BCBA/supervisor in charge of your child’s services about programming for peer interaction: This is very common, and should be an integral part of any child’s treatment plan. Ensure that this is being programmed for specifically, and that there are opportunities to practice the skills both one-to-one during therapy, as well as in vivo with another child!

With practice, patience, and mindfulness on the part of adults, kids on the autism spectrum can develop meaningful and fulfilling relationships with their typically developing peers!

For additional information, check out our other Autism and school blogs.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

Meet-With-An-Applied-Behavior-Analyst
This blog was co-written with Rachel Nitekman.

Rachel Nitekman

Rachel is a Board Certified Behavior Analyst (BCBA) with over 10 years of experience working with children with autism, Down syndrome, and other developmental delays.  After graduating from the Blitstein Institute in 2011, she went on to receive her Masters in Psychology specializing in ABA, from Kaplan University, while working full time as a pediatric behavior therapist.  Rachel has worked with children in a variety of settings, including home, camp and school. She also worked for KESHET, an organization that provides services for children and young adults with varying developmental delays. Rachel is passionate about her work in helping children succeed to their fullest potentials in life.

Sending a Child with Autism to School

Sending a child with autism to school can be a very overwhelming process, not just for the children butBlog-Autism-Main-Landscape also the parents. The key to success is starting the process early so that your child will have all of the supports they need to make not just their first day successful but their entire school year. While the process will be slightly different for each child due to their specific needs, here are some general guidelines to follow to ensure your child’s success when sending them to school.

Before the First Day

  • Finding the right school and classroom: The first place to start when preparing to send your child with autism to school is by selecting the best school for your child. During the previous Fall or Spring, start touring schools and meeting with the teachers and administrative staff. You want to make sure that the school and classroom setting you choose will be the most beneficial for your child’s specific needs! You can start the IEP process with testing as well to ensure that when the school year begins, your child has all the supports they need on the very first day.
  • Social story: Once you have found the right school for your child, write a social story about the various rooms of the school and their teacher. Talking to your child’s teacher before writing it will also ensure you know what rooms your child will be frequently in for their classes. Just make sure to get permission first from the school before taking any pictures.
  • Practicing: Starting new routines can be hard for children with autism so by practicing the routine a week or two before school starts, your child will most likely be more successful on their first day. When practicing, consider all of the new variables for your child, such as wearing a backpack or school uniform, practicing carrying a tray of food, or waiting outside for the school bus.

On the First Day

  • Safety and Sensory Needs: It is always better to be over prepared than underprepared. If you are concerned about your child’s safety, consider an I.D. bracelet, which can be purchased online or at local stores such as Walgreens. If your child has any sensory needs, have their supports ready and available. These could include headphones, chew tubes, a fidget toy, sunglasses, and/or a compression shirt. Make sure if you are sending any of these to inform their teacher and administrative staff as well.
  • Other Materials: Sending an extra pair of clothes is always a good idea. While schools often have some extra clothes for children to wear, children with autism may be sensitive to different scents or textures and as a result refuse to wear the communal clothes. If allowed, consider bringing a water bottle or a preferred snack to eat at specified times.

Other Considerations

  • Dietary Needs: When you are finding the right school and preparing your child for success, dietary needs can be frequently overlooked. Communicate with your teachers and administrative staff what your child’s dietary needs are currently, such as small frequent snacks vs. a large meal or starting by eating in a quieter area of the lunchroom. While you can have goals for your child to eat the school provided meals with their peers in the lunchroom, moving slowly towards these goals will make your child more successful not just during lunch and snacks, but all day by not having your child feel hungry.
  • Communication: It is important to be very clear and honest about what type of communication you would like with the school and how often. Oftentimes children with autism are not able to recall and tell you what happened at school. An agreed upon communication system can alleviate this concern and also be used as a tool to work on recall.

After your child’s first successful day at school, make sure to congratulate not just your child and the school, but also yourself for starting the hard work early. As the school year unfolds, remember to stay in communication with your child’s teachers and administrative staff to make adjustments as needed and enjoy watching your child with autism succeed at school.

For additional information, check out our other Autism and school blogs.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

Find-Out-More-About-Autism

Autism and Pokémon: Go?

A new mobile game is igniting some sparks in children with Autism. Pokémon Go, is a mobile based Pokémon Gogaming application which uses GPS and reality to encourage users to “Catch them all” throughout neighborhood and local areas. Many children with Autism, who already gravitate to video games and electronics, are certainly interested in the craze.

Although the game and its effects has not been thoroughly researched, below I will list some possible benefits to introducing your child to Pokémon Go:

  • Pokémon Go Encourages Preferred Play in New Environments and Combating Rigidity – Many children with Autism are already highly interested in video games. However, often times, children with video games are able to enjoy this reinforcement in insolation whether it is in their rooms or in a small corner in the living room. Pokémon Go is sending users to areas outside the home such as the local park, the neighbor’s house, and dare I say it, Home Depot. The child who never wants to go to the park is now begging to go to the park!!
  • Pokémon Go Encourages Social Interactions – The amazing phenomenon to come from Pokémon Go, is its adaptability to all types of users: typical and children with Autism. Children are linking in random places, all trying to catch a Pokémon. Very meaningful conversations can arise from these meet-ups: “How many Pokémon do you have?” and “Have you found Pikachu yet?” Unlike most video games, Pokémon Go heavily relies on the knowledge of other users who are playing the game as well to find out the most popular places to catch Pokémon and thus encourages interactions with individuals whom children with Autism may otherwise have nothing in common with. They are all simply trying to “Catch them all.”
  • Pokémon Go Encourages Parents to Learn More About Their Child’s Needs – Parents often struggle with how to speak to their children’s world. Pokémon Go encourages bonding opportunities, especially with younger children, because parents need to supervise the outings. Parents are having opportunities to see their children shriek and smile like never before. In addition, learning the pragmatics of the game can help parents to seek out other alternatives and strategies to try with their child that have the same function and may yield similar results.

Lastly, while Pokémon Go can possibly yield answers to the Autism Community on how to get our children out of the house and interacting with the outside world.

Here are some important Pokémon Go tips for parents:

  • Children should not be allowed to roam neighborhoods or public places alone.
  • Teach your children whom it is safe to speak Pokémon with and whom it may not.
  • Talk to your children about safety at Pokéstops; avoid dark and isolated places
  • Encourage Poképlay in small or large groups of friends.

Oh, and did I mention, children are learning some pretty cool Pokémon names in the process…

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

Find-Out-More-About-Autism

What Are Disorders of the Corpus Callosum?

This guest blog post was written by Amy Connolly, RN, BSN, PCCN of a community hospital in Chicago.

The corpus callosum is the large bundle of nerve fibers that serve as a pathway, connecting the right andCorpus Callosum left hemispheres of the brain together. Disorders of the corpus callosum, or DCC’s, are “conditions in which the corpus callosum does not develop in a typical manner.” This important brain superhighway is usually formed by 12 to 16 weeks after conception. However, there are some people born without a corpus callosum at all, this is otherwise known as agenesis of the corpus callosum. My 4 year old son has hypoplasia of the corpus callosum, which means that his corpus callosum is thin and therefore may be less efficient. A few other included disorders are partial agenesis, as in partially absent, and dysgenesis, or malformation, of the corpus callosum.

DCC’s, like Autism, are a spectrum disorder, where there is no textbook answer to how happy or healthy someone will be just based off of diagnosis. Many parents are finding out during pregnancy due to the advancement in technology and equipment. Unfortunately, they are not always getting the best advice or support, due to the lack of knowledge on provider’s part. My best advice to them is to be proactive with recommended testing and therapies, but not to stress over the diagnosis itself. Having a disorder of the corpus callosum is nothing to fear in itself.

Every individual with a DCC, will have their own paths and abilities. The diagnosis should not define them or stop them from reaching their true potential, whatever that may be. There are plenty of people who found their diagnosis after a MRI or CT scan was done due to headaches or some type of accident. Someone with a DCC may live a pretty ordinary life and you would never have even been able to tell that they had a “special” brain, if they did not have a diagnostic test for some reason or another. Many people with a DCC have trouble keeping up with their peers when they get closer to their teen years. They may be socially awkward and they may not get the punchline of jokes right away.

For others with a DCC, a lot of therapy and repetition will help them to tell their story. Many of those with a DCC may also be diagnosed with ADHD, Autism, depression, anxiety, and so forth. Some who haven’t had an MRI or CT scan may only be diagnosed with one or more of the other things and do not even know that they have this disorder. Many people with the disorder may also have seizures, low muscle tone, and sensory disorders. Other midline defects can also be common such as eye or vision problems, heart problems, thyroid or growth disorders, and the list goes on. Some people with a DCC may also have feeding tubes as children and they may or may not still need them as they get older.  There is a lot we still do not know about disorders of the corpus callosum, but what we do know is that people with them are pretty awesome! They may usually have to work harder to make those important brain connections, but they always continue to put smiles on our faces no matter how big or small their accomplishment may be in someone else’s eyes!

The National Organization for Disorders of the Corpus Callosum, NODCC, is a nonprofit organization that strives to find out more about people like my son and to spread awareness about the disorder. The NODCC holds a conference every other year in a different U.S. location for individuals living with a DCC, families, professionals, and anyone else who would like to attend. There are multiple sessions on different tracks going on at the same time. This year approximately 600 people are expected to attend. Attendees will be from all over the U.S., with some even flying in from abroad. The conference is at the Marriott O’Hare in Chicago from July 22-24, 2016. For many with the disorder, and their families, conference is like a home away from home. A place where everybody gets each other without having to say a word. High functioning, low functioning, we are all functioning. Together.

To learn more about disorders of the corpus callosum, please go to www.nodcc.org.

Resources:

http://nodcc.org/corpus-callosum-disorders/faq/

Amy CAmy Connolly RN, BSN, PCCN lives in Franklin Park, Illinois.  Amy is a registered nurse at a community hospital in Chicago.  Amy is also stepmom to Patrick (16), mom to Jesse (6), Jake (4), and Marcey (2).  Jake, now age 4, was diagnosed with hypoplasia of the corpus callosum at ten months of age, after a MRI was done due to delayed developmental milestones and a lazy eye.  Amy’s nursing experience did not prepare her to navigate the world with a child with special needs.  She has learned a lot over the last four years and enjoys sharing and learning more with other families.  Amy is also actively involved as a volunteer for the National Organization for Disorders of the Corpus Callosum due to her strong belief in their mission and values.

Autism Friendly Activities in Milwaukee

With school out, parents may have mixed feelings about the summer ahead. What will my child do all Milwaukeeday? How can I keep them entertained? What can I fill their time with educationally since they are not in school? Well, fear not parents, there are a lot of fun, but educational activities you can do for your child with autism this summer in Milwaukee, Wisconsin.

AMC Sensory Friendly Films

Mayfair Mall’s AMC movie theater features a few sensory friendly films each month, ranging from animated kid’s movies to action/thrillers. During the films, they keep the lights on and turn the volume down, which allows families safe access to the bathroom and alleviates any sensory tolerance concerns. Follow the link below for a listing of the upcoming films.

https://www.amctheatres.com/programs/sensory-friendly-films

Betty Brinn Children’s Museum

Betty Brinn Children’s museum has several rooms filled with educational toys as well as a rotating seasonal exhibit for your child to explore. Betty Brinn Children’s museum understands that access to educational and social opportunities for children with special needs can be difficult. As a result, they created a Family Focus Membership, that families can apply for, that provides free access to the museum for children with autism. If your application is accepted, you will need to attend a mandatory class at the museum, but then you will be given free access to the museum for a year. Follow the link below for more information on the Family Focus Membership.

http://www.bbcmkids.org/

Kids in Motion

Kids in Motion is an indoor play area for all children. They have several themed rooms with a variety of educational toys, a snack counter, and a main gym area that has a slide, tubes to climb in, and a roped in ball area. Kids in Motion in Brookfield, WI offers half off admission on Sundays for special needs families, which includes half off admission for siblings that are not on the spectrum. Follow the link below for more information on Kids in Motion.

http://www.kidsinmotionwi.com/

YMCA- programs for special needs kids

Several local YMCAs offer programs for all children, including special needs children, during the summer months. Whether you are looking for a class or all day summer camp, the YMCA has several different opportunities for children with special needs. If you are looking for a baseball camp, a great option is the Miracle League of Milwaukee, which accepts all children regardless of ability or prior experience. Follow the link below for more information on the Miracle League of Milwaukee.

http://www.miracleleaguemilwaukee.org/

While all of these options are affordable or free, there are several other great activities you can take part in Milwaukee with your child, such as the Milwaukee County Zoo or attending one of the many festivals Milwaukee has. In addition, Milwaukee County Parks are always free and can be fun for daily trips or to the Farmer’s Markets. While the summer months can seem long, keep all of these great opportunities in mind as you plan your summer months.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

To schedule an Applied Behavior Analysis assessment, complete the form here.

Self-Care Skills for Children with Autism

Self-care skills such as brushing teeth, washing hands, and dressing are important for children to learn Blog-Self-Care-Skills-Main-Landscapeas they affect their everyday lives. For children diagnosed with Autism, they often experience delays in learning these skills and may need a different way of teaching to acquire them. Using some behavior analytic techniques, these skills can be taught in an appropriate way suitable for your child to be successful.

Is your child ready to perform self-care skills?

  • Component skills: In order to ensure success with the desired self-care skill, make sure that your child can perform the basic skills necessary for the task. For example, for the skill of brushing teeth, this may include: pincer grasps, holding a toothbrush, moving a toothbrush in a back and forth motion, spitting out toothpaste, squeezing toothpaste tube, gargling water.
  • Attending: Can your child pay attention and tolerate the duration of the skill?
  • Complexity of composite skill: Can your child put together the component skills to perform parts of the desired task?

If your child is unable to perform the component skills, attend to the desired self-care task, or combine component skills, work on building up this repertoire before moving forward. Providing help and lots of positive reinforcement with these tasks will make learning the desired skill easier!

Now that your child is ready, how can you teach your child to perform self-care skills?

  • Chaining: This strategy involves breaking down the steps of the skill into multiple pieces. Once the steps are broken up, teaching can occur by linking steps together.
    • The steps can be linked together from the beginning of the skill. For example, brushing teeth can begin with allowing the child to put toothpaste on the tooth brush and run the tooth brush under the water. The rest of the steps of the skill can be prompted by an adult. As the child becomes more independent with the first few steps, more steps can be added for him or her to perform independently as a chain.
    • Steps can also be linked from the end of the skill. For example, for hand washing, you can have the child wipe his or her hands independently on the towel. As the child becomes more independent with that skills, you can also introduce turning off the water to the chain of steps. All the steps prior to those mentioned steps can be prompted by an adult.
  • Social Stories: These stories outline the appropriate way to engage in the desired task. Each page can describe the steps and how to complete the skill. They can be in the form of videos, audio, or written (with pictures). Each child may respond better to one form over another.

What supports can you use with these strategies?

  • Visuals: You can provide visuals of each step of the task posted in the location that the skill will occur in. For example, with hand washing, some pictures can include turning on the sink, hands under the soap dispenser, or rubbing hands with soap. Modeling the skill before the child engages in the skill may also help the child learn by imitating your actions.
  • Physical prompts: You can physically guide your child with your hands on top of theirs to allow them to get used to the motion of the task. Then, you can reduce your physical prompts (e.g., move your hands to their elbows or moving farther away and pointing to the correct step) until they can complete the skill independently.
  • Vocal prompts: You can vocally instruct the child to perform each step as they are performing the skill. Then, you can fade your prompts until they can do the skill independently.

Working on the component skills independently until the child can easily and reliably perform them can greatly increase their success with putting those steps together. A combination of different supports listed above can provide a way for you to teach your child how to engage in complex self-care skills. Providing and fading your physical and vocal prompts can take some practice. It may be beneficial to work with a BCBA to ensure the success of your approach and the acquisition of these skills.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff and Des Plaines. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

Meet-With-An-Applied-Behavior-Analyst

5 Benefits of Working with a BCBA for Your Child with Autism

Knowing what kind of services and how to navigate the ABA world can be hard, confusing and Blog-BCBA-Main-Landscapeexhausting. When looking at an ABA program, you will always want a Board Certified Behavior Analyst on your team.

Here are 5 benefits to working with a BCBA and a team approach:

  1.  A BCBA has passed an exam that ensures he or she knows how to change behavior (both increase skills and decrease behavior) according to the principles of behavior – evidence based approach.
  1.  Working with a team typically results in creating a large and strong support system for the child, parents, and the entire family.
  1.  Working with a team helps to promote generalization of skills across people.
  1.  Working with a team allows a child to receive several hours (20-30) of therapy a week with 3-4 different therapists, which helps keep sessions fun, new, and entertaining.
  1.  Working with a team allows for different ideas to make progress across different skills and targets, especially when a child gets “stuck” on a target.

Things to keep in mind when using a team: all team members should be addressing behaviors the same way as well as teaching new skills the same way. Communication between team members is key for success. Lastly, therapists are different but implementation should be the same!

NSPT offers services in BucktownEvanstonHighland ParkLincolnwoodGlenview, Lake Bluff and Des Plaines. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

Best Apps to Reinforce Occupational Therapy Concepts

Within our day and age, technology can be used in many ways to facilitate daily functional skills. In regards to occupational therapy, there are many apps that can be used to facilitate and reinforce occupational therapy concepts at home with your child. The following apps are great for facilitating listening skills, transitions, attending to tasks, self-regulation, body awareness and handwriting skills. Blog-Occupational-Therapy-Concepts-Main-Portrait

These apps are easy to use and can be used anywhere and at any time to reinforce occupational therapy concepts:

Metronome App

  • Importance and benefits of using a metronome:
    • Help develop and improve rhythm
    • Improves listening skills
    • Facilitates the ability to attend over an extended period of time.
  • Population:
    • Any child with difficulties following directions, attention, and rhythm.

ASD Tools

  • Importance and benefits:
    • Helps with transitioning from one activity to another, attending to specific tasks, as well as, following directions.
  • Features:
    • Visual schedule
    • First-then visual
    • Timer with a visual
    • Reward system
  • Population:

Brainworks

  • Importance and benefits:
    • Great and easy way to develop activities for a sensory diet.
  • Features:
    • Organizes all the activities into what would be best for your child.
    • Provides 130 sensory activities with pictures and descriptions.
    • Provides activities that can be completed at home, school, in the community, or at a table or desk.
    • Allows you to choose whether your child is feeling “just right, slow and sluggish, fast and stressed, or fast and hyper”- a list of sensory activities will be provided based on how the child is feeling.
  • Population:

Handwriting Without Tears: Wet-Dry-Try

  • Importance and benefits:
    • Great app that allows children to practice handwriting.
    • Provides multisensory ways to practice correct letter formation.
  • Features:
    • Capital/lower case letters, and numbers on a chalkboard with double lines.
    • Has a left-handed setting.
    • Reports errors for extra guidance.
  • Population:
    • Helpful for children with poor handwriting skills including letter formation and sizing.

Zones of Regulation App

  • Importance and benefits:
    • Great app for developing self-regulation strategies.
    • Helps children develop skills to assist in regulating their bodies, emotions, and behaviors.
    • Helps children acknowledge how they feel and acquire the skills to create strategies to cope with their emotions.
  • Features:
    • Mini games to help facilitate learning the zones of regulation and develop strategies to facilitate emotional control and self-regulation.
  • Population:
    • Helpful for children who have difficulty with emotional control and self-regulation.

NSPT offers services in BucktownEvanstonHighland ParkLincolnwoodGlenview, Lake Bluff and Des Plaines. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates today!

Meet-With-An-Occupational-Therapist