Cara Motzkus, Author at Healing Haven

Applying and Interviewing at Healing Haven: What to Expect

Applying and interviewing for jobs often involves a lot of unknown and nerves. As we continue to hire to meet the demand for our therapy services, read some helpful info on our hiring process.

Applying at Healing Haven

Applying at Healing Haven is incredibly easy. Simply fill out the form on our Careers page and a recruiter will contact you!

For the Behavior Technician position at Healing Haven, we look for candidates who meet the following qualifications:

Experience with children or teens—not required, only preferred. Maybe you’re a parent, or grew up with siblings and cousins. That counts as experience with kids! It’s a bonus if you’ve worked with kids with special needs as well. But again, not required.
Friendly, positive attitude
Strong communication and listening skills
Flexibility with change
Reliable / Dependable
Ability to work in a fast-paced environment
Patience
A passion to work with children

Everything else can be taught!

“There is not a single moment in these buildings where I do not feel like I am supported, and there is always a team member providing help.” -Aaron, Behavior Technician

Interviewing at Healing Haven

Interviewing at Healing Haven starts with a phone call with one of our Recruiters. This initial interview serves as a two-way meeting to learn as much as we can about you. Additionally, you’ll learn about our company culture and day-to-day operations.

During the interview, we review the history of our company and provide an overview of the programs offered. The goal of this is to give you a well-rounded understanding of the Behavior Technician’s role and how each department contributes to the client’s progress. Our recruiters review both the highlights and challenges of the position to help you understand what the role is like. This process helps identify if someone will truly be a good fit for the position.

If both parties show interest in moving forward, we schedule an in-person tour of the facility within days of the initial meeting. During the tour, you’ll see how a typical day runs during our hours of operation and observes the one-on-one interactions between the clients and Behavior Technicians. Our Recruiters are looking for interactions initiated, observations made, and questions asked by you during this meeting. You’ll also observe a few ABA sessions, as well as Speech or Occupational therapy sessions.

Finally, prior to a position offer, you need to provide two professional references and must complete a background check.

I admire the clinic’s emphasis on a more naturalist approach to teaching ABA, and I believe that we try our best to create a fun, engaging and safe environment for our children. – Halee, Behavior Technician

Our Advice for Interviewing

For the Interview:

Plan enough time to allow for traffic and finding the correct building for your interview so you arrive on time.
Turn off your phone to eliminate possible distractions during the interview.
Conduct yourself in a friendly and professional manner
Prepare by reading over the company website to understand the organization and the position for which you are applying
Show your interest by preparing clarifying questions
Be honest and clear about your expectations! Our recruiters want to make sure this is a good fit on both sides. If you are uncomfortable with one or more of the requirements discussed, it’s important to identify them early on to be sure this is the best fit for you!

For the In-person Tour:

Ask questions or make observations that show your interest
Take the time to say hello to staff and clients when possible
Show interest in the observed client’s activities – If a client asks you to throw a ball or clap for them when they get something right, show you are willing to have fun and get involved!

“One of my favorite things about being an RBT is seeing the progress that the kids I work with make. This position is extremely rewarding, and I truly love seeing how much these children can grow. I also love seeing the intelligence from every one of them.” –Melissa, Registered Behavior Technician

Job Training at Healing Haven

Our hands-on, in-person training process for the Behavior Technician position lasts roughly 2-3 weeks, depending on how quickly the new employee picks up on the material learned. We mostly hire applicants without experience, so the training process is very gradual easing them in. During the first few days as a new hire, you will observe a session with an experienced RBT and a client. You’ll see how a typical day is run and acclimate to the new environment.

The next step is a process called “pairing” where you start positively connecting with a client, building rapport and instructional control. Once you and the client have begun building a relationship, you’ll start running goals with support from trainers until the trainer fades themselves out of the session completely.

child with ABA Therapist at Healing Haven

In addition to the hands-on training, new employees complete a 40-hour online RBT training to become certified as a Registered Behavior Technician®. Healing Haven helps certify all new employees as RBTs within their first few months of employment.

There is so much to learn in the field of ABA – there is no way to learn it all in two to three weeks! During their first 90 days, new staff receive ongoing training and heavy support from the training department. It is important that you feel both confident in the skills you teach and comfortable asking questions along the way.

“When you get to witness the kiddos reach new milestones and you know that you helped contribute to that, it is a feeling that you won’t find in your ordinary work place.” -Akerria, Behavior Technician

child painting with Healing Haven ABA Therapist

Looks like you’ve made it this far, so you’re probably intrigued in applying and interviewing at Healing Haven! If so, you can learn more about us and easily apply in just minutes. We’re looking forward to meeting you and hope you will be part of our team.

6 Ways to Build a Positive Relationship With Your Child’s Teacher

positive relationship with child's teacher

As a parent of a child with autism, you want to know your child will be cared for at school. You want to send them to a quality learning environment and for their educators to know and understand your child. In order for your child to be successful, a positive relationship with your child’s teacher is a must. And establishing that relationship can also help alleviate stress on you. (This is a foundation of who we are at Healing Haven – providing strategies for parents to help manage their stress when you’re parenting a child with special needs.)

Here are some ways to foster positive teamwork between you and your child’s teacher to ensure a good school experience for your child.

1. Communicate well

This one is intentionally listed at the top- good communication is key to any healthy relationship! It is the foundation to how the school year will play out, how you will work through concerns, and greatly influences your child’s degree of success.

When communicating, especially for the first time, address your child’s teacher by their professional title and use a friendly tone. Remember to keep communication with your child’s teacher ongoing throughout the year rather than confined to only IEP meetings and parent/teacher conferences.

2. Start communication early

If you haven’t already, now is a good time to reach out to your child’s teacher. Though the beginning of the school year is typically very hectic for teachers, they highly appreciate this. Teachers often reach out first to parents, but you proactively reaching out shows the teacher you want to be on the same team. Establishing a positive relationship early can help ease solving problems later, as previously established trust provides a common foundation. Ask any and all questions you might have for your child’s teacher to solidify expectations. This keeps you in-the-know about what will happen in the classroom. And if your child has both a general education and a special education teacher, make sure to communicate with both of them.

3. Respect and trust

A trusting relationship between parent and teacher is almost guaranteed to help the teacher better understand the child. Likewise, practicing empathy strengthens relationships. Teachers, just like you in your role as a parent, are doing their best amidst many challenges. Even though it may be hard at first, err on the side of trust with the teacher. Most teachers would not be in their job if they did not want to put their students first and work for their best. Ally with your child’s teacher on the premise that you both want what is best for your child.

4. Go to the teacher first

Another way to build a positive relationship with your child’s teacher is to communicate concerns with the teacher first. It can be off-putting to the teacher when parents skip over communicating with them and go right to the principal to address issues or concerns. If no resolution is reached with the teacher, then consider bringing your concerns to administration.

6. Show appreciation

Showing appreciation is incredibly impactful in building a positive relationship with your child’s teacher. Teachers often hear about the things they are doing wrong, which is very wearisome. Show your appreciation for your child’s teacher throughout the year in small ways, such as sending notes of encouragement and thanks. When the teacher does something you appreciate or value, tell them. Little acts of appreciation mean a lot to teachers as they manage so many pieces.

BONUS Tip: Be a participative parent

We have added this one since we first published this post, so this is our bonus seventh tip: participate in your child’s classroom activities and events, if possible! Not only does participating give you a chance to experience your child’s classroom atmosphere, it shows the teacher that you care and want to be involved. Doing this can also be a great way of meeting other parents and building a community.

A note if your child also does ABA Therapy

Another important person to be brought into this parent/teacher relationship is your child’s BCBA. As teachers become more familiar with ABA therapy and how it benefits their students with autism, introducing them to your child’s BCBA can lead to a collaborative relationship between school and ABA.

Some of our BCBAs attend their client’s IEP meetings. They are another expert voice that can help ensure the proper supports are in place at school so your child can be as successful as possible. BCBAs may also share with a client’s teacher strategies they use in the clinic. By bringing together all professionals working with your child, you can help create a more cohesive learning and therapy experience for your child.

All in all, cooperation between yourself and your child’s teacher not only benefits your child, but can also benefit you in reducing the potential stress of school, IEPs and supports. Remember that teachers want the best for their students and you want the best for your child. Unite on this premise and your child is likely to thrive!

autism families autism parents autistic children back to school child with autism resources for parents

Building Skills For Your Autistic Teen’s Future

ABA therapy programs often focus on younger children through establishing communication and social skills, as well as managing behavior. While early intervention is incredibly important for young kids with autism, not many ABA providers serve tweens and teens with autism. However, it’s critical to provide environments where teens with autism can build skills for their future. Moreover, so many individuals with autism are often underestimated in professional and social settings when in fact, they have amazing gifts that positively impact companies and our world.

As a result, we at Healing Haven believe in teaching our middle and high school age clients valuable life skills. We want to empower them to contribute to society and share all they have to offer. To do this, we’ve re-launched some foundational skill-building programs in our Life Skills clinic and are expanding on new opportunities.

Life Skills Clinic Programs

Café and Grocery Store

Before the pandemic, we operated an internal Café where our clients learned how to bake cookies and brownies and make coffee. The program involved learning how to take orders from parents and staff, operate a cash register, practicing taking money and making change. This program was paused over the past two years, and we are excited to bring it back.

In addition to the Café return, we are creating a mock grocery store, coming later in the summer. Some clients will have the chance to operate the cash register to practice job skills. Other clients might use the grocery store to learn how to independently shop for groceries. After practicing paying for their groceries, clients can make a tasty treat by following a recipe in the Life Skills kitchen. To further acquire social and vocational skills, clients can also serve the treats to peers, staff and parents at the Café.

Motor Room

Our Motor Room will feature crafting projects, such as building different toys from scratch or by following instructions from a kit. Clients will have the opportunity to create bird houses, garden boxes and more. We plan to eventually establish a room where the items made in the Motor Room can be jazzed up through painting and decorating.

Computer Lab

We are creating a computer lab where teens with autism can learn technology skills. They’ll practice checking and writing emails, creating documents and slideshows, entering data into Excel, etc.

We also want our clients to have an active role in stock management of building and grocery store materials. Computer use comes in handy for this as well!

Gardening Room

In the Gardening Room, clients can practice planting, arranging, and caring for their own flowers and vegetables. We will expand our current outdoor garden as well.

Classroom

Another feature of our Life Skills clinic is our Classroom. It’s set up like a school classroom with desks, a whiteboard, and a smart board. Clients socialize and interact with their peers and learn to take instructions from the group leader. The group leader plans and implements activities for the clients that incorporate social and living skills. It’s a blast in the Classroom! Teens and tweens participate in chat time, games to practice turn taking, crafts to work on following instructions, and even karaoke as a self-expression and performance opportunity. The Classroom serves as a place for teens with autism to practice the skills they need in school, jobs, and life altogether.

We are beyond excited to re-open these Life Skills building programs and continue to develop new ones. It’s incredible to watch our older kids thrive in an environment that helps set them up for success. And if you are interested in your teen or tween receiving therapy services, please reach out to us here.

autism resources teens and autism

What Is Chaining in ABA Therapy?

Have you ever felt overwhelmed learning something that requires multiple steps? Maybe it’s taken you multiple tries to learn how to change a flat tire. Or maybe you still need to follow all the steps to make your grandma’s Thanksgiving gravy recipe, while she knows it by heart. In short, it’s hard to master multi-step processes all at once.

For a child with autism, even daily tasks we deem as second-nature may take a lot of work to learn. Not to mention, it can be hard for you as the parent to teach your child these everyday functions. Perhaps you want to teach your child more independence. This is why breaking down complex tasks into steps can be incredibly helpful. In ABA therapy, we call this “chaining.”

The process of chaining provides a smooth path for learning multi-step tasks. But chaining isn’t just meant for ABA therapy. Parents like you, as well as teachers or any other caregivers, find chaining effective in helping kids acquire daily skills.

What is chaining?

Chaining is the active process of stringing together a series of skills in time. When we consider how to teach a skill, the first step is to look at how it can be broken down into smaller components. This is called a task analysis. The components are then linked or “chained” together in a particular order. Research proves chaining is highly efficient for children learning multi-step tasks.

Breaking down tasks, can make learning more rewarding and easy for children with autism. For example, when brushing your teeth, you need to put toothpaste on the toothbrush. But a child with autism might need specific details on how to do that step, such as “Take cap off of toothpaste and squeeze on toothbrush.”

For example, here is a step-by-step task analysis for brushing teeth to be linked through chaining:

Take cap off toothpaste.
Squeeze toothpaste onto toothbrush.
Turn on water and get toothbrush wet.
Brush top teeth.
Brush bottom teeth.
Spit into sink.
Sip water and rinse mouth.
Spit water into sink.
Put away toothbrush and toothpaste.

Types of chaining in ABA therapy

Forward

Forward chaining in ABA therapy teaches behavior in chronological order. Each step is reinforced one at a time until that step is mastered.

For example, when teaching a child to dress themselves, start with the step, “Put on underwear,” or whichever piece of clothing goes on first. Praise the child for their effort, even if it takes them a while or it’s a struggle. Then assist them with all the following steps and identify each of them (“Now we’re going to put on pants/shirt/shoes”). Once they have mastered putting on underwear independently, focus on high praise for the next step until mastered and so on until the child can perform each step without assistance.

Backward

Backward chaining is the opposite of forward chaining. Instead of reinforcing the child for the first step completed independently, a caregiver reinforces the very last step.

In the same example of a child getting dressed, the caregiver helps the child put on underwear, pants, shirt, and socks. The final step is putting on shoes. When the child can get their shoes on independently, give them lots of praise just as in forward chaining. Once shoes are mastered, work on socks, and so on backwards through the task analysis. Teaching in a backwards order ensures you always end the task on a positive.

Visuals for Task Analysis and Chaining

Visual aids are helpful for chaining and following task analysis. They’re a reference for kids to use as they work on mastering skills. If you went into the bathroom in our clinics, you’d see laminated task analysis visuals for brushing teeth and washing hands posted on the mirrors in the bathroom that look like this:

You can create your own colorful, fun visuals such as this one to motivate your child!

In conclusion, chaining in ABA therapy helps both children and caregivers by establishing the child’s independence in daily tasks. Chaining can be used in a child’s ABA program, but also at home, school, or any other place they might spend time. Be sure to reach out to your child’s BCBA if you need help creating a visual or need modeling on how to incorporate chaining into your child’s daily routines.

Click here for more information on our ABA therapy programs.

Eating Issues and Autism: 5 Tips to Help

Parents of children with autism know eating issues all too well. From mealtime tantrums to picky food preferences, dealing with the eating issues that come with ASD can be a major stressor. However, rest assured that these issues can be addressed by seeking support, establishing routine, and lots of patience.

Food selectivity

Children with autism often have selective food preferences. According to our Director of Clinical Standards, Jennifer Thomas, Ph.D., BCBA-D, LBA, these preferences can occur due to learning, tactile, and/or olfactory sensitivities. Children might prefer soft foods like yogurt or soup, or crunchy textures like snack crackers. Another common preference of children on the spectrum are foods with high starch and sugar content such as snack foods. “Sometimes, the way a food tastes or feels in the mouth, or the way it smells is aversive to kids and therefore physically challenging to try new things,” Dr. Thomas explains.

Not eating enough

Sitting through a meal and finishing food can be a challenge for kids with autism. As a result, kids may not receive the calories and nutrients they need to maintain health. Chronic malnutrition can lead to physical, emotional and cognitive decline.

Inflexibility in trying new foods

Autistic children may avoid entire food groups such as fruits and vegetables. When parents attempt to introduce non-preferred foods, challenging behaviors often occur. This can make mealtimes difficult for the whole family and eating out undesirable.

From these eating issues come behavioral and health issues such as:

Challenging behaviors

Parents often experience behaviors at mealtimes, such as their child consistently getting up from the table, crying, or throwing food or utensils.

Nutrient deficiencies

Lack of nutrients can cause several health issues, such as difficulties in cognition, iron deficiency, constricted physical growth, and an increased probability of obesity and heart disease. Dr. Thomas also points out that kids are more likely to get sick and take longer to recover because the immune system isn’t as strong without nutrients.

GI issues such as constipation

The struggle to help your child eat well is hard enough. In addition, parents may try to accommodate to their child’s eating issues, such as packing preferred food during restaurant outings or gatherings. Accommodating to eating issues may cause increased stress and relationship strain in parents.

Parents often find it easier to simply give their child preferred foods rather than battling behaviors to change eating habits. But it’s important to know that the longer these issues become ingrained the harder they are to address in the long term.

5 Tips to Address Eating Issues

1. Make mealtimes routine

Kids with autism often thrive with routine. Help them know what to expect by serving meals at the same daily time. You could give your child reminders 30 minutes to 5 minutes before meals to prepare for the transition. It’s great to involve your child in meal preparation, such as having them set the table or help cook if they enjoy it. Give your child choices during mealtimes by letting them select a food to serve or choose where they sit at the table.

2. Keep introducing non-preferred foods

Continue to offer non-preferred foods in small amounts. It’s tempting to simply remove them altogether in order to avoid behaviors. But it’s important to continually give your child opportunities to try the new foods. Shape behaviors by starting small. For example, have your child try one grape or half a carrot. Give lots of praise for their effort of trying and remember it’s ok if they don’t like it right away. “It’s also okay if they don’t eat the new food right away,” Dr. Thomas adds. “Even if they touch the food, or smell it, it’s a step closer to the goal. It’s important to be gentle about the process so food avoidance doesn’t increase.” For example, the novel food can be placed on a separate plate near your child throughout the meal, though they do not need to eat it. Having a special reward for trying something new, or even just tolerating something new nearby, can help move things along faster.

3. Keep reasonable expectations for mealtime

Changing behaviors and your child’s food preferences will take time and patience. Try not to expect big changes all at once. In the meantime, model your expectations for your child. Perhaps you’d like them to sit at the table for a minimum length of time and gradually increase that time. Keep phones and toys away from the table to demonstrate focus at mealtimes. Ignore non-desired behaviors as long as they are safe.

4. Give LOTS of specific praise!

Praise your child consistently for anything they are doing (or not doing) to increase desired behavior. Give specific praise such as “I love how you are sitting so calmly at the table,” “Way to go trying that bite of food!”, or “I’m proud of you for eating those two more bites.” There is most likely always something for which to praise your child!

5. Consult your child’s pediatrician

Eating issues and autism aren’t always preference based. Medical issues are often a culprit, such as acid reflux or allergies. Be sure to consult your child’s pediatrician if you suspect health issues.

Though navigating eating issues in children with autism can be tricky, you are not alone in the journey. And it doesn’t have to be so difficult—the trajectory can change! Seek out resources and support for not only your child but for yourself as well.

autistic children child with autism resources for parents

Teacher Burnout? 4 Reasons to Consider the Field of ABA

I left teaching just weeks before the lockdown in February 2020. Though left for reasons unrelated to the pandemic, I know I would have said goodbye to teaching sooner or later with the way COVID has impacted education. Increased demands on teachers and school staff, major conflict over mask mandates and safety concerns, and a lack of resources are just a few of the challenges educators have faced, leading to unprecedented teacher burnout. Consequently, a recent survey reports that one in four teachers expect to leave the classroom by the end of 2021.

To leave or not to leave?

Making the decision to leave teaching is not an easy one. One of our exceptional Board Certified Behavior Analysts (BCBA) and former special education teacher, Julie McGregor, M.Ed., BCBA, LBA, knows the difficulty in deciding to leave teaching. “The decision to leave the schools is a tough one. We went into it because we love kids and want to make positive changes in their lives,” Julie explains. “But there is truly no harder job. There is so much pressure.” That pressure often leads to teacher burnout.

For a job field that was already underfunded, under-resourced, and under-supported, it’s no wonder so many teachers have called it quits. But many former teachers are seeking new careers in fields where they can still utilize their leadership and planning skills. These fields include but are not limited to, writing positions, project management, academic advising, and human resources.

Why consider the field of ABA

If you’re a teacher who recently left your position or are toying with the idea of a career change, you might feel inhibited by uncertainty of where to go next. Julie knows this uncertainty all too well. “If I wasn’t going to be a teacher forever, what was I going to do next?” We might be biased, but jobs in Applied Behavior Analysis are an excellent option for teachers experiencing burnout.

As one of those burned-out educators, I found my new position as an ABA therapist very manageable and much less stressful. Additionally, I still get to make a difference in young lives. If you’ve left teaching, your experience and skills are not lost. Consider these four reasons for why ABA therapy might be the perfect post-teaching career for you.

1. Utilize similar skills

As teachers, we do so much and wear too many different hats. More than most people realize. Yet, in turn, we develop invaluable skills that are not just limited to life in the classroom. These include patience, creative thinking, and excellent communication skills. Put these refined skills to use in ABA therapy as an ABA Therapist/Behavior Technician or Board Certified Behavior Analyst. Both positions require close communication with parents and alert attention to detail when taking data on behaviors. Because ABA is evidence based, it requires the precise organizational skills and attention to detail that teachers acquire. Additionally, thinking outside the box is helpful in ABA when analyzing and creating behavior intervention plans. Teachers experience a range of behaviors in the classroom so they bring valuable insight when understanding motives for behavior in their clients.

2. One-on-one work versus overpacked classrooms

In ABA therapy, working with kids with high behaviors can be difficult at times. However, ABA therapists work one-on-one with a client and receive supervision from the client’s BCBA. BCBAs often work with 7-10 clients total but not all at the same time; they schedule times to be with each client individually. As teachers, we’ve basically championed managing behavior in classrooms of 20+ kids. So picture the ease of only having to worry about one of those kids at a time—you got it in the bag!

3. Continue making a difference

Teachers quite often choose their jobs because they want to make a difference in lives. Good news—you don’t have to leave that behind in ABA therapy. Our own Healing Haven ABA Therapists very often speak to the fulfillment of helping kids and families, as well as seeing kids’ quality of life improve drastically. When Julie went back to school to become a BCBA, she knew she wasn’t sacrificing making a difference in kids’ lives. “[ABA] was perfect. I still got to work with kids, help them grow and learn, and watch them make such huge gains. But I got to do it in a different setting,” she explains. And as a former teacher, working as an ABA Therapist at Healing Haven is a more supportive and less stressful setting at that! Working in ABA therapy means every day you are actively working toward the purpose of changing someone(s) life for the better.

4. Comparable and/or better compensation

Making a difference in lives is the ultimate fulfillment in being a teacher. Yet, it’s realistic to want respectable compensation for your work. Unfortunately, and as well all know too well, most teachers are extremely underpaid. According to the National Education Association’s 2019 annual teacher salary analysis, the average salary of a teacher in the U.S. was $60,477. In comparison, BCBAs make around $63,000 a year while Registered Behavior Technicians (RBTs) (also called ABA therapists) average $39,000. Since the BCBA position requires a master’s degree and licensing, and the ABA Therapist position does not, this is a justifiable discrepancy.

Though ABA Therapists don’t make quite the same amount as BCBAs, I personally became an ABA Therapist for a similar salary I made as a teacher because I knew I would have more support, resources, and respect. ABA career salaries line up as comparable and even better compensation to that of teaching. Think of it as making the same amount of money or more as when you taught with much less overwhelm—a commensurate trade-off.

“Teaching is a different mindset. You have to make a lot of adjustments to get into ABA, but it really is worth it. It’s a life changing decision but can be so wonderful.”

Ready for change?

The intensifying issues educators face today are understandably enough to cause teacher burnout. However, the decision to leave teaching and try a whole new career is not made lightly. “I know it’s scary for people that have been teachers for a long time to make a switch, but it can be really amazing,” Julie notes. “Teaching is a different mindset. You have to make a lot of adjustments to get into ABA. But it really is worth it. It’s a life changing decision but can be so wonderful.”

Are you experiencing teacher burnout? If so, take a look at ABA Therapist opportunities as a possible new career path. Still have questions? Head over to the Join our Team page to learn more and apply for a position today! We are more than ready to welcome you to the world of ABA and Healing Haven!

Join our team!

About the Author

Originally from Salt Lake City, Utah, Cara Motzkus earned her B.A. from Whitworth University in Spokane, Washington. She spent a year as an elementary classroom paraprofessional in Utah and was a 2^nd grade teacher for another year before re-locating to Michigan for her husband’s PhD program. After a rough teaching experience in a 2^nd grade classroom in Michigan, Cara left teaching and became an ABA therapist at Healing Haven in March 2020. She took on the Marketing Assistant position in April 2021 and continues to work with clients part time. An intuitive creative and intellectual, Cara is also a trained singer, an avid yoga practitioner, guitar dabbler, and lover of excellent food. Her passions include travel, the mountains, adventuring with her husband, and cooking too much. Give her a good mockumentary or period drama and some ice cream and she’s a pretty happy camper.

Communication and Autism: 4 Resources to Help

Communication and speech are common struggles for some individuals with autism. Those who do not speak or who have great difficulty speaking may be considered “nonverbal,” while those who do speak are considered “verbal.” However, “non-verbal” is not an entirely accurate term. Those who do have challenges speaking may still understand words spoken to them, or use other forms of communication. On the other hand, those who can speak verbally may still benefit from additional communication methods.

ABA teaches functional communication in a variety of ways. It’s crucial that those with autism learn to communicate their wants and needs. Through learning effective communication, individuals receive the help they need to live their best life.

Communication and Autism

In ABA therapy, BCBAs (Board Certified Behavior Analysts), RBTs (Registered Behavior Technicians) and ABA Therapists teach communication skills based on the behavioral and learning needs of the client. Additionally, Speech Language Pathologists target more specific communication goals and skills. BCBAs closely collaborate with speech and language pathologists to choose what will best help the client. BCBAs provide input on the client’s behaviors which determines the final decision on which communication method will be best. Additionally, BCBAs help parents learn what they can do at home to assist their child in communicating.

Building a Foundation for Communication

A common concern of parents who have a child who struggles with speech is how to teach them to communicate their wants and needs. This is typically one of the first skills that BCBAs work on for a client who is new to ABA Therapy.

We asked one of our fantastic BCBAs for input on this subject. Batoul Dekmak, M.Ed, BCBA, LBA, stresses the importance of working on communication with kids. “All kids that walk through our doors are fairly communicative. However, a lot of time they communicate more with their behavior.” For example, children often get frustrated and engage in problem behavior due to difficulties in appropriately communicating with others. BCBAs take data on this behavior and apply it to the language and communication process. “As soon as a child begins therapy with us,” Batoul explains, “BCBAs, RBTs, and Speech Pathologists immediately start working on multi-modal communication including vocal language, gestures, AAC devices, and PECS® books. We want the child to express themselves as much as they can to navigate their world more independently.”

BCBAs and Speech Pathologists simultaneously model language to promote development of robust communication skills. An example of this is when a child uses an AAC device when playing with toys. The BCBA may comment on the child’s play using their device, such as “play dinosaur,” stating what the child is doing. This shows the child that the BCBA can also communicate using the device and how to comment on something. The goal for communication is to meet a child’s needs and wants, as well as the child gaining the ability to socialize with others.

Tools for Communication

Here are several common methods used to help children with autism communicate.

PECS®

PECS ® stands for Picture Exchange Communication System®. In this system, the child gives a picture or word icon to someone in exchange for what they are requesting. Consider this example within the ABA setting. If a child wants a snack, they hand an icon of a preferred food to their RBT or BCBA who would then give them the item. PECS® icons are often stored in a three-ring binder with pages of laminated icons attached with Velcro. If you stepped inside our clinics, you would see several clients walking around with these binders, often attached to a strap for easy transport.

The goal of PECS® is for non-verbal children and those who are learning to speak to communicate their needs to caregivers in a simple way. To address changing stages of communication development, PECS® consists of six phases starting with exchanging icons through constructing sentences.

Augmentative and Alternative Communication (AAC) device

An AAC device is a tablet or laptop that contains words and images. When a child selects a word or image, the device “speaks” the input requested. Kids with autism who use AACs gradually build skills for how to use the device. They might begin with simple one-word requests then moving to more complex sentences. Kids work on these skills in ABA therapy under supervision of BCBAs and speech pathologists. There are multiple AAC software such as LAMP™ or TouchChat, offering different layouts and ways of selecting words to meet the user’s needs.

Sign Language

Sign language uses hands and facial expressions to communicate, a common form being American Sign Language or ASL. Along with PECS®, ASL stands as one of the most frequently used methods of communication for non-verbal children on the autism spectrum.

Speech therapy

Licensed Speech Pathologists lead speech therapy. Speech Pathologists work with parents, teachers, and BCBAs to determine the best methods of communication for the child. In speech therapy sessions, the pathologist will work with the client on skills such as conversation, articulation, social cues and how to respond. If a client has an AAC device or PECS® book, the pathologist will help them use their device or icons effectively. At our clinics, our speech therapists often utilize games, toys, and fun activities to engage clients in the speech therapy process.

After reading through all this information on communication and autism, you may feel unsure of which method is best for your child. If you are interested in any of the mentioned tools, talk with your child’s BCBA. If you want more information on our ABA Therapy and speech therapy services, please contact us here.

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Addressing Sleep Issues in Children With Autism

Trouble sleeping often plagues many of us due to factors such as stress, physical health, or irregular schedules. But for those on the autism spectrum, falling asleep and staying asleep is a very common and serious challenge. Additionally, sleep issues in children with autism can affect the whole family. It is crucial to address problems sleeping in children with autism not only for the child’s health but yours as well. Sleep is one of our basic needs and if it is not met properly, health issues and poor functioning may occur.

Interestingly, sleep is one of the least studied aspects of autism. However, based on the evidence we do have, we know that poor sleep is twice as common among children with autism than neurotypical children. According to a 2019 study, toddlers with autism are highly likely to have sleep issues by age 7. Consequently, sleep issues in children with autism are linked to negative behavior and lack of social skills. Needless to say, good sleep is critical for those with ASD, as poor sleep risks a lower quality of life and health.

Why sleep issues in individuals with autism?

Have you ever tried to fall asleep with a lawn mower outside your window, or with the lights on? Unless you’re a super heavy sleeper, it is fairly difficult. For individuals with autism, even a crack of light or creak on a floor can feel like that lawn mower or a fully lit room, therefore disrupting restful sleep. Moreover, sensory processing issues often contribute to sleep issues in children with ASD. Sensitivity to light, sound or touch prohibit full sleep cycles from occurring.

Children with autism often battle other health conditions which is another large factor for sleep difficulties, such as:

ADHD
Anxiety
Gastrointestinal issues
Medications (stimulants can cause insomnia)
Genetics that affect melatonin production

How to improve sleep for a child with autism

So how do you improve sleep issues in children with autism? Consider trying out these five tips:

1. Sensory Input

Minimize sensory input as much as possible. Keep your child’s room dark, cool, and quiet. Take note of any potential distractors that may keep them awake, such as night lights, toys, and clutter. A white noise machine may also be helpful to block out any noises.

2. Limit Screens

Turn off screens an hour before bedtime, as the blue light in screens tricks the brain into thinking it is daytime and thus time to stay awake rather than sleep.

3. Schedules

Stick to a regular schedule for falling asleep and waking up to keep the body in sync. Create a routine that starts an hour before the child needs to be in bed. Set timers as reminders for transitioning to bedtime. Practice relaxing activities such as reading together, a bath, or having a light snack.

4. Try Supplements

According to research, taking low-dose supplements such as melatonin an hour to a half hour before bed can lower insomnia in children with ASD. Controlled-release melatonin can improve falling asleep and stay asleep throughout the night. Please be sure to consult with your child’s Doctor to get their expert input before trying out any supplements.

5. Take Care of Yourself

As a parent, you are the one who is most likely running bedtime routines and dealing with nightly wake-ups, which is exhausting. Make sure to care for your well-being so you have energy to give during the day. However, we realize the great difficulty in helping your child to stay in bed while you and your family are trying to rest. Try incentivizing techniques for your child staying in bed all night, such as a reward chart or using visuals of them sleeping. If they need someone in the room in order to fall asleep, try gradually moving out of the room a little more each night. Additionally, ensure they are getting enough activity and exercise to burn off energy during the day, resulting in better sleep at night for both them and you.

These tips are by no means a miracle cure, but with practice and patience, they have potential to decrease sleep problems and make life a little easier for your child and family alike. Remember to consult your child’s pediatrician with any sleep issues your child is experiencing. They may recommend seeing a pediatric sleep specialist or participating in a sleep study to rule out other potential causes.

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