IN TOUCH
FROM THE LEARN IT FAMILY OF COMPANIES
HELPING ALL CHILDREN
SUCCEED IN SCHOOL
AND LIFE
Newsletter
WHAT ARE THE
HALLMARKS
OF A QUALITY
ABA PROGRAM
NOT ALL ABA PROGRAMS
ARE CREATED EQUAL
Page
3
NAVIGATING THE
COMMUNICATION WATERS
Understanding the options for
non-verbal children.
Page
7
EVIDENCE-BASED
PRACTICE
How to identify high-quality
research in the field of autism.
Page
9
CREATING SUCCESSFUL
PLAY DATES
Preparing for a play date and
having it go as planned can be
a challenge.
IN TOUCH NEWSLETTER
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11/17/16 9:41 AM
IN TOUCH
Newsletter
Helping All Children Succeed in School and Life
Autism Spectrum Therapies (AST)
Provides Applied Behavioral Analysis (ABA) services
to individuals with autism in schools, home and
communities in Arizona, California, Illinois, Louisiana,
Michigan, New Mexico and Washington.
IN THIS ISSUE
2550 N. Hollywood Way, Suite 102
Burbank, CA 91505
866-727-8274
autismtherapies.com
Page
3
Page
5
Page
7
Page
9
NAVIGATING THE
COMMUNICATION
WATERS
Understanding the options for
non-verbal children.
HALLMARKS OF
A QUALITY ABA
PROGRAM
Not all ABA programs are
created equal.
EVIDENCE-BASED
PRACTICE
How to identify high-quality
research in the field of autism.
CREATING
SUCCESSFUL PLAY
DATES
Preparing for a play date and
having it go as planned can be
a challenge.
Trellis Services
Serves children with autism through home, school and
community programs based on the principles of Applied
Behavioral Analysis (ABA) and Verbal Behavior (VB) in
Maryland.
14550A York Road,
Sparks, MD 21152
443-330-7900
trellisservices.com
Desert Choice Schools
Arizona private day school that provides fully-managed,
self-contained classrooms for students with emotional
disabilities and behavior-related challenges.
4525 S. College Ave.,
Tempe, AZ 85282
480-398-1994
desertchoiceschools.com
Beach Cities Learning
BCL is a full service Non Public School in Southern
California which offers a full academic curriculum, as well
as a variety of specialized educational, vocational, and
extracurricular activities to serve students with a variety of
disabilities and learning challenges.
Beach Cities Learning
500 W. 190th Street, Suite 220
Gardena, CA 90248
310-546-4109
beachcitieslc.com
Light Street Special Education Solutions
Offers both telepractice services and on-the-ground
special education services nationwide. We partner with
schools to improve the quality and efficiency of services
provided to children with special needs.
© 2016 Learn-It Systems LLC
3600 Clipper Mill Rd., Ste. 330
Baltimore, MD 21211
866-986-0008
lightstreetsolutions.com
Learn It Systems - Academic Intervention
Provides academic intervention programs, professional
development and parent engagement to public and
private schools nationally to meet Title I requirements.
3600 Clipper Mill Rd., Ste. 330
Baltimore MD 21211
1–877-576-4824
410-369-0000
learnitsystems.com
IN TOUCH NEWSLETTER
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11/17/16 9:41 AM
motor, imitation, and discrimination skills. For example,
fine and gross motor skills are essential for sign
language and some speech-generating devices. As the
vocabulary of a child grows, the complexity of the sign
can lead to an increase in required coordinated fine and
gross motor movements.
Sign Language
Navigating the communication waters
Parents of children with special needs are faced with
many challenges. Having a child with a disability leads
to a crash course in law, education, medicine, and
behavior. Parents become well versed in the general
information found in each area and become experts
in the areas specific to their child. The wealth of
information can be difficult to navigate particularly when
the content is filled with jargon, which essentially forces
a parent to learn a new language. To add a further layer
of complexity, the growth of awareness and application
of resources leads to new laws, curriculums, medicine,
and behavioral treatments to learn.
When it comes to choosing the method a non-vocal
child communicates, it may be assumed to be an area
that is best addressed through the services of a speech
language pathologist and special educator. Although this
may be true in some instances, a different approach may
be necessary. When considering an augmentative and
alternative communication (AAC) system (e.g., picture
exchange, speech-generating devices, sign language),
a multi-disciplinary team approach is necessary to truly
“The single biggest problem with
communication is the illusion that it
has taken place” -George Bernard Shaw
maximize a child’s communication potential. Without
this approach, the choice of AAC system can appear to
be effective for the child or it can be a choice that gives
the illusion of effective communication. Unfortunately,
many situations arise where the decision is made and
the parent is not aware of all the options, or the benefits
and shortcomings for each communication modality.
AAC & Verbal Behavior
Alternative and augmentative communication system
is a term that encompasses different communication
methods used as a substitute or supplement for a child’s
voice. AAC is not a substitute to verbal behavior, which
is a behavioral approach to communication, rather
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it is a tool for the child to communicate to different
people effectively. A choice between an AAC system and
verbal behavior should not be presented because they
work in very different ways. One essential difference
between AAC and verbal behavior is found in form vs.
function. Augmentative and alternative communication
looks at “how” something is being said or the form of
the response, where verbal behavior looks at “why” a
response is being made. Verbal behavior looks at the
function of communication. More specifically, it looks
at the effects the communicator has on the listener.
If someone says, “Can you hand me a pencil”, the
statement will lead to the listener grabbing a pencil and
giving it to the speaker.
Verbal Behavior
A person can request a drink in many different ways. If
the person is at a baseball game and hears the vendor
yell “soda”, they will wave their hand until the vendor
sees them, which leads to the vendor walking the soda
over to the person. The hand waiving functioned as a
way to say, “I would like a soda”. If a person wants a
soda at a restaurant, they will use their voice and say,
“I would like a soda”. If a person is at a food kiosk, they
may select a picture of a soda to add to their order.
That picture communicates, “I would like a soda” to the
person preparing the food. At work one coworker goes
to lunch while the other stays back. The person that
stays back sends his coworker a text message, “Can
you get me a soda?” All four examples have the same
function and illustrate different types of behavior to
communicate a request. The way each response looks,
or the topography of the response, changes based on
the environment. What does not change is the purpose,
or function, of communication. Teaching the purpose of
communication using the principles of verbal behavior
allows for a choice in AAC based on what would be most
effective for the child.
A closer look at AAC systems
Many factors need to be considered when choosing
AAC system. Areas to examine are fine and gross
Often times sign language will rely on finger spelling
which involves a rapid fine and gross motor movements
in a short period of time. Additionally, because the person
who teaches sign uses demonstration or modeling,
the child learning signs needs to have strong imitation
skills. One of the biggest benefits of sign language is
also its drawback. Sign language allows for the ability to
communicate in all environments because your hands
are always with you. Unfortunately, most people do not
comprehend sign language. This reduces the probability
of the communicator having an effect on the listener.
Speech-generating devices and
picture exchange
With speech-generating devices and picture exchange, a
strong ability to discriminate across different examples
and non-examples is necessary. Both speech- generating
devices and picture exchange systems hold the child’s
vocabulary, with picture exchange typically housing the
child’s vocabulary in a book. The child must navigate
the device or book to communicate. As a child navigates
through their system they have to identify which pictures
or icons are representative of what they want to say. With
some children the device or book may contain hundreds
of other pictures or icons from which they have to choose
from. If a child does not have strong discrimination skills,
a high probability of committing communication errors
exists and may inhibit spontaneous communication.
Lastly, speech-generating devices are not very portable
and devices may fail (e.g., software crash, defective
battery). This can lead to a child being without their
communication modality for extended periods of time.
With picture exchange, pictures get lost all the time. If the
parent, caregiver, teacher or speech language pathologist
is not constantly taking an inventory of the pictures, the
child may potentially be missing pictures they use to
communicate. A child learning a new word creates the
need to add a new picture. This also poses a problem due
to the inability to communicate the new word until the
picture is made and added to their book.
Consider time & place
When selecting a communication modality, the
environment and the audience also need to be
considered. When the parents consider a “multimodal”
communication system, an examination of the modalities
available in specific environments should be made. For
example, if a child uses a speech generated device to
request bathroom the child would not be able to request
the bathroom if they are swimming. In this instance the
child would need to be taught the sign for “bathroom”.
Supporting spontaneous communication
Perhaps the most important factor to consider is
spontaneity of communication. Many AAC require the
listener to act as a facilitator once a communication
attempt has been made. If a child approaches a staff
member pointing to an item, the staff typically says, “What
do you want”. This leads to the staff doing some detective
work to figure out what the child wants. Although this
may be acceptable when first teaching communication,
the child needs to engage in spontaneous communication
once a basic foundation has been established. The child
needs to be able to say, “I am thirsty” or “can I have
a drink?” Spontaneous communication is the most
important but most overlooked factor when choosing
a modality. The end goal is for the child to be as
independent and fluent as possible.
Weighing the options
Prior to selecting a communication modality, a parent
should take some time and examine the child’s strengths
and limitations. Strengths in fine and gross motor and
imitation would suggest sign language as the most
effective method of communication. If a child does not
have strengths in fine and gross motor but can make
discriminations in a large field, then a speech generated
device or picture exchange may be the most effective way
to communicate.
Get help
When analyzing the best match for your child’s needs
and abilities, enlist the help of your team. Ideally, an
analysis needs to be placed on the different assessments
provided by each discipline (i.e., occupational therapy,
speech-language therapy, education) to decide which
communication modality is best and what alternative
modality would be best taught in certain environments.
Parents can then utilize the data and establish the goal
of independent and fluent communication. Identifying
the child’s strengths and limitations while knowing the
benefits and shortcomings of each AAC system allows
parents to prevent the illusion of communication and best
support their child’s success.
meet the author
Reyes W. Vera, M.S.Ed., BCBA, LBA
Reyes is the Educational Director at
the Trellis School in Baltimore. He is a
Licensed Behavior Analyst in the state
of Maryland who has been working
with children with autism since 2000.
IN TOUCH NEWSLETTER
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11/17/16 9:41 AM
OF A QUALITY ABA PROGRAM
focus on skills from a variety of domains to address
the client’s needs, including language/communication,
social skills, self-help/independent living skills, play
skills, self-management, coping/tolerance, safety
skills, and behavior problems. Parents and caregivers
play an important role in selecting goals to be targeted
and should be sharing their major concerns and future
goals for their child with the BCBA.
4. Lots of Rewards: Individuals receiving ABA treatment
should be receiving rewards frequently. For desirable
behaviors to increase, they must be reinforced
(rewarded). This is not the same a bribing your child
and it does not mean that children should be given
overdoses of candy every session. Rewards can be
anything from praise to tickles to tokens to activities to
toys and so on. The important thing is that the reward
is truly something the child enjoys at that moment.
5. Treatment Plans for Challenging Behaviors: A quality
ABA program does not just teach new skills but also
addresses challenging behaviors that are a concern.
A behavior reduction plan should be created by the
Parents play a very
important role in the ABA
team. They know their
children better than anyone
WE KNOW THAT ABA HAS BEEN ESTABLISHED AS THE MOST EFFECTIVE
TREATMENT FOR INDIVIDUALS WITH AUTISM. HOWEVER, NOT ALL ABA PROGRAMS
ARE CREATED EQUAL, AND AS A PARENT NEW TO THE WORLD OF ABA, IT CAN BE
VERY DIFFICULT TO DETERMINE WHETHER OR NOT YOUR CHILD IS RECEIVING
APPROPRIATE AND QUALITY ABA TREATMENT. HERE ARE A FEW HALLMARKS OF A
QUALITY ABA PROGRAM THAT YOU SHOULD LOOK FOR.
1. Individualization: ABA programs are not cookiecutter programs. And therefore, one size does not
fit all. Changes are constantly being made as the
BCBA reviews the data and observes whether or not
the current treatment is effective. If a child is having
difficulty mastering goals, the BCBA should introduce
new strategies to help them learn more quickly. As
goals are mastered, new goals should be introduced.
This requires paying close attention to the program.
5
2. Data Collection: ABA is a science which means it is
objective. In order to be objective, accurate data must
be collected consistently. The direct interventionist
should ALWAYS be collecting data. The BCBA should
be reviewing graphs of the data regularly. Program
decisions should be made based on the data.
3. Meaningful Goals: ABA programs target a wide range
of goals that are meaningful to the individual, their
family, and even society. A quality ABA program will
BCBA based on the function of the behavior (the
reason the behavior occurs) and should include
teaching functional behaviors and communication to
replace the challenging behaviors. If the individual
does not engage in challenging behaviors, then
clearly there is no need for a behavior reduction plan.
However, if he does engage in challenging behaviors,
they should be addressed in the program. Again, data
will need to be collected and analyzed regularly to
ensure the treatment plan is effective. If the individual
engages in numerous challenging behaviors, one or
two of the most serious behaviors should be targeted
first. Once those behaviors are under control, the next
priorities can be addressed. Attempting to implement
several behavior reduction plans at one time will likely
be ineffective.
6. Maintenance and Generalization: Individuals with
autism can master many skills quickly when receiving
ABA therapy, but they can lose those skills just as
quickly if they are not practiced. A quality ABA program
will have a system in place for periodically targeting
goals that have been mastered to ensure that they are
maintained and not lost. Likewise, there should be a
system in place to ensure skills are generalized. If a
child can tell his interventionist that his red bouncy
ball is a ball 100% of the time while sitting at the table
in his bedroom, it does not mean he has mastered
the concept of “ball.” He should be able to identify a
variety of different balls (football, baseball, basketball,
etc.) with numerous people (mom, dad, teacher, etc.)
in multiple settings (backyard, park, school, etc.). A
quality ABA program will ensure generalization of
skills before deeming them mastered.
7. Parent Involvement: Parents play a very important
role in the ABA team. They know their children better
than anyone, and they have valuable information and
insights about their children that can be crucial for
developing an effective program. The entire team
(including parents) should meet regularly to discuss
progress toward goals, what has been working, what
has not been working, what new concerns have arisen,
etc. Parents should always be informed of their child’s
progress and know what their child is learning. A
quality ABA program will also teach parents how to
incorporate ABA principles into their everyday routines
so they can promote maintenance and generalization
of skills and manage problem behaviors on their own.
8. BCBA Supervision: A quality ABA program must
be developed and supervised by a Board Certified
Behavior Analyst (or an individual working toward
becoming a BCBA who is overseen by a BCBA) and
must be based on evidence-based practices. The BCBA
supervisor should observe the ABA sessions in person
on a regular basis. They should provide coaching to
the interventionist and parents and make changes
to the program as necessary. The amount of face to
face supervision will vary with the size of the client’s
program, but should not be less than once per month.
We hope this information helps you to recognize
and support the best services for your family.
If you find yourself concerned that any of these
hallmarks are lacking in your child’s program, talk
to your BCBA. Always remember, that you as a
parent are the most valuable member of the team!
meet the author
Kelly Namanja, M.A., BCBA
Kelly Namanja is AST’s Clinical
Director for Chicagoland. She is a
Board Certified Behavior Analyst
and a Midwest native.
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EVIDENCE
BASED
PRACTICE
What in the world is a systematic review? Glad
you asked. A systematic review is a collection of
empirical research articles that are reviewed by a
researcher or research group. The review typically
includes a rating the of the quality of science in
each study. That is, the researchers develop a way
to measure whether or not the study was well
designed and carried out or was not well designed
or carried out. The researchers then determine
the impact of the treatment/intervention on the
participants in the study. Researchers may develop
a rating indicating how much participants benefited
from the treatment. Once researchers evaluate the
quality of science and impact of treatment, they
summarize the results. These summaries make
it easy for professionals and family members to
interventions to meet the needs of your family. If you
have home-based staff assisting with intervention
implementation, ensure they have training to
effectively use scientifically supported interventions.
Recommended websites:
National Professional Development Center
http://autismpdc.fpg.unc.edu/evidence-based-practices
National Autism Center
http://www.nationalautismcenter.org/national-standards-project/phase-2
A systematic review is a
collection of empirical
research articles that are
reviewed by a researcher
or research group.
BY NOW, MANY PEOPLE HAVE HEARD OF THE TERM “EVIDENCE-BASED PRACTICE” (EBP). MANY PROFESSIONALS
IN AREAS SUCH AS HEALTHCARE AND EDUCATION USE THE TERM EBP. A CLINICIAN OR PRACTITIONER IS
ENGAGING IN EBP IF HE/SHE IS MAKING USE OF HIGH-QUALITY RESEARCH IN THEIR SPECIFIED AREA, THEIR
find results of a multitude of studies in one place.
A number of recent systematic reviews regarding
behavioral and educational interventions for
individuals with autism have been published. See
below for links to websites providing access to the
results of two systematic reviews.
CLINICAL JUDGMENT BASED ON EXPERIENCE WITH CERTAIN POPULATION, INTERVENTION, OR PROGRAM, AND
TAKING INTO CONSIDERATION THE VALUES AND PREFERENCES OF THEIR CLIENT/STUDENT AND THEIR FAMILIES.
EBP IS NOT ONE THING BUT A FRAMEWORK THAT GUIDES THE PRACTICE OF PROFESSIONALS.
How does a person identify high-quality research
in the field of autism treatment?
It can be hard for people to keep up with the
very active literature of autism treatment
(e.g., behavioral interventions, educational
interventions, medical interventions, etc). So
7
what is a family member to do when attempting
to find research supporting a particular autism
treatment/intervention? One way professionals
and family members can remain informed about
high quality research in the area of autism
treatment is to read systematic reviews on
the subject.
What do you do with this information?
Once you review the results of a systematic review,
you can make informed decisions regarding the
treatment/ intervention programs for your loved
one with autism. For example, use this information
when meeting with the professionals working with
your family member with autism. Ask professionals
about their knowledge of interventions supported
by quality scientific research and how to tailor these
meet the author
Hanna Rue, Ph.D., BCBA-D
Hanna is a Director of Research
and Development for AST. She is
a Licensed Clinical Psychologist
in Massachusetts and a Board
Certified Behavior Analyst.
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GET
Creating Successful
Play Dates
For a child, afternoon and weekend hours can be an
ideal time for a little adventure or bonding with a friend.
Play dates have become a regular practice for most
parents who want to make the most of their child’s free
time. These coordinated get togethers can also be a
great way to help your child practice social skills, play
skills, and communication skills with peers in a safe and
structured setting. Preparing for a play date and having
it go as planned can be a challenge for many families
with a child who has special needs. Here are some tips
for creating a successful play date.
Be thoughtful about
the invitation
Choose a child who is close to your child’s age and
displays age appropriate communication, social, and
play skills. The peer should be able to play cooperatively
and be flexible. It can be helpful if the child enjoys
giving lots of help and suggestions to friends. Your
child’s school, neighbors, or members of your religious
congregation may be able to connect you with peers.
Pre-teach the activities to your child
Prepare your child for the play date by practicing the
planned activities in advance. Try role playing and
pretend to be the other child.
Consider what you want your child to
learn during play dates
Play in and of itself is valuable but it is also an opportunity
to learn new skills. Having clear goals will increase the
likelihood that specific skills can be practiced during play
dates. Have two or three specific goals (e.g. taking turns,
asking questions, responding to questions, changing play
activities appropriately), and consider taking notes on
how your child did on each goal.
9
Autism Community Resources
Keep it short
You may want to stick to 30 minutes for first few play
dates. The 30 minutes can be further broken down into
several 10-15 minute activities. Make sure transitions
between activities are short and smooth.
Facilitate the play and provide
reinforcement
Encourage cooperative play and guide the children to
interact with each other. Provide frequent treats and
praise as reinforcement for positive interactions.
ALL AUTISM TALK
allautismtalk.com
THE
BLOG
POST
Champion a Child
Consider activities where the children need to work
together, problem solve, and share the same materials.
Treasure hunts are great activities - hide toys and treats
around the house and give the children a map to the
treasures. Art projects are also fun with friends - make
a collage, paint a poster or mural. Yard games to try are
Freeze Tag, Hide and Seek, Red light Green Light.
Have
fun!
Our podcast offers a friendly
conversation with leaders in
the autism community. Guests
include experts and authors in the
field of autism as well as inspiring
advocates and community groups.
ALL AUTISM NEWS
Suggested activities
Plan the activities ahead
of time
Choose activities which both children will enjoy.
Some great options are activities that are structured,
organized and require some level of cooperation.
Planning this way can help make the time fun and
special for all.
CONNECTED:
allautismnews.com
We all can recall a moment where a
teacher, a family member or someone
in our community made a difference in
our lives. As parents and professionals
working with children with special
needs, we see opportunities every
day to make a profound difference
for a child. We are also honored to
witness the passionate and dedicated
individuals who rise to the occasion.
Champions are most commonly
seen in the fierce determination and
strength of the parents who work
tirelessly to ensure their child’s
rights are honored, their needs are
met and their therapy schedule is
adhered to. We see champions in the
faces of therapists, interventionists
and supervisors who passionately
execute their job not only with clinical
excellence, but with love. Champions
can also come in the form of young
siblings who play with, defend and
celebrate their special needs siblings –
enlisting advocates in their classrooms
and on the playground.
Get plugged in to the latest
news, research, legislation and
technology affecting the autism
community through the All Autism
News bi-weekly newsletter.
And then their are our kids and adults
with autism who teach us every day
that they are extraordinary, brave,
different (but not less), intelligent,
loving, funny, kind…and uniquely
wonderful.
ALL AUTISM VIDEOS
For all of us who know how profoundly
changed we have been to know or
witness a champion, let this be our
mission. May we help bring awareness
to the needs of all kids, so that others
can know what we know, and they too
can champion a child.
“Every child deserves a champion—an
adult who will never give up on them, who
understands the power of connection, and
insists that they become the best that they
can possibly be.” -Rita Pierson
allautismvideos.com
Our video library provides quick
tips to your pressing questions
in friendly and educational
3-minute segments.
AST BLOG
autismtherapies.com/blog
Just as no two children with
autism are the same, neither are
the interests, priorities or needs
of their family. AST’s blog page
offers a variety of voices and
perspectives.



 Visit us online at
autismtherapies.com
IN TOUCH NEWSLETTER
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11/17/16 9:41 AM
AST & TRELLIS SERVICES
We are proud to celebrate more
than 15 years of serving the
autism community. Along with
our partners, AST and Trellis
serve families across the country,
providing services in-home, at
school, and in the community.
AST and Trellis are part of the Learn It Family of Companies.
Helping all children succeed in school and life.
AST-InTouch-News_FALL2016_f1.indd 11
2550 N. Hollywood Way, Suite 102
Burbank, CA 91505
Phone: 866-727-8274
14550A York Road
Sparks, MD 21152
Phone: 443-330-7900
Serving: Arizona, California, Illinois, Louisiana,
New Mexico, Michigan and Washington
Located in Sparks and serving
the greater Baltimore area
www.autismtherapies.com
www.trellisservices.com
11/17/16 9:41 AM