Halloween and Autism: 6 Tips to Prepare Your Child

Halloween is usually a favorite holiday for kids – candy, costumes, parties at school – what’s not to love? But for a child with autism, Halloween holds the potential for anxiety and irritation – itchy costumes, anyone? Everything is “out of the norm” and most kids with autism thrive on routine. Our team here at Healing Haven incorporates the holiday into our therapy to help our kids learn to enjoy Halloween. So we’ve compiled some tips for families navigating Halloween and autism, to help you and your child  have a wonderful, and not frightful, holiday!

Make the Unknown Known

Talk to your child about Halloween for a few weeks ahead of time so when the day comes it’s not a surprise. Show pictures of kids in costumes, download social stories about Halloween, play videos of children trick-or-treating, etc. If you create a social story and have pictures of your kid(s) from past years, that can help to remind them of what this holiday is about.

Practice Wearing Costumes

By having a “dress rehearsal” you can help your child adjust to the uniqueness of wearing a costume. Costumes can make you hot, be itchy, or feel tight. If their costume has a mask, it may make it hard for them to see and hear, make them sweat or cause their head to itch. Costume practice is an element we incorporate into our therapy. We ask parents to send in their child’s costume a week ahead of time so we can work with them to tolerate it. For children with severe sensory issues, maybe make something homemade out of their clothes. For example, a black cat using black leggings with a tail attached to the back, and a black long sleeve t-shirt is super easy. But in the end, it’s also OK if your child just refuses to wear a costume at all. Get them a Halloween t-shirt and call it good!

Do a Neighborhood Walk Through

You know the houses who have the large inflatable Frankenstein, or have skeletons hanging all over their porch. A walk through your neighborhood at night – or the area you plan to trick-or-treat – can be helpful to check out the decorations. Doing this helps you plan for any houses you might want to avoid if your child may find it scary. And if you’re walking in your neighborhood, ask your neighbors if they are planning to dress up and scare trick-or-treaters. You may want to avoid their house too!

Practice Trick-or-Treating

Teaching your child with autism about the rules of trick-or-treating is an important part of Halloween prep. By going through the steps of how trick-or-treating works, you will help them feel more comfortable and confident.  When you think about it, this is a strange tradition we have of knocking on someone’s door and getting candy. And some kids who are obsessed with rules may find it difficult to accept this deviation in the rule of never taking candy from strangers. If they struggle with this, you may need to focus your Halloween adventures to just the houses you know.

Be specific when you practice the steps: knock on the door, say “trick-or-treat”, say “thank you”. Also, train them to not go inside the house, but go to the next house. And if your child uses an AAC device, make sure these phrases are loaded and they know where to find them. And if you want to reduce the number of things they have to carry, there is a great resource for AAC users through Teachers Pay Teachers. They are offering free, downloadable and printable AAC trick-or-treat communication bracelets!

Practicing trick-or-treating is another element we incorporate into our ABA therapy – providing a practice session of trick-or-treating before the real event. We host a family and staff trunk-or-treat so our clients have the opportunity to practice. It is a highlight every year for the families we serve and the staff!

Pair Up With a Friend

Trying to remember all the rules and customs of Halloween can be overwhelming. If your child has neurotypical friends or family members, make plans to trick-or-treat together. This provides them an example to follow. And it helps to have another set of eyes on your child with autism in the busyness, and darkness, of Halloween. Speaking of the dark, having a glow necklace or light up tennis shoes can help you identify your child more quickly.

What To Do With All That Candy?

Creating a plan for handling the trick-or-treat haul they bring home is wise. And if your child has allergies or a restricted diet, it’s absolutely necessary. You need to know how to manage the inevitable treats that will come home. If you haven’t already heard of the Teal Pumpkin Project, it’s a great way to support those with food allergies. The project focuses on providing alternate types of non-candy treats. Also, talking about the issues with Halloween candy and allergies can help prepare your child for some items not being safe for them. If your family participates in the Teal Pumpkin project, you will have some safe non-food treats that you can swap out for the ones they can’t eat.

Even if your house has no allergies, it’s good to talk about what they can do with the candy after trick-or-treating is over. Can he eat 5 pieces or 2 pieces when he gets home? How many pieces of candy can she eat per day? Talk about these “rules” ahead of time.

Be Flexible

In the end, it’s important to remember that Halloween is supposed to be fun. So if your child is overwhelmed by all the elements of trick-or-treating, don’t force them to go. They could help pass out candy, or invite a few friends over who may feel the same way. Also look for alternate Halloween activities like the Detroit Zoo’s “Zoo Boo” and Hallowe’en at Greenfield Village.

We hope these tips are helpful and reduce some of the anxiety either you, or your child, may be feeling about Halloween!

ABA Parent Training Resources to Support Your Child

ABA Parent Training Resources
ABA Parent Training Resources

If your child receives ABA Therapy services, you have most likely heard of Parent Training. ABA Parent Training involves the child’s BCBA (Board Certified Behavior Analyst) providing information and tips to the parent(s) that align with what the child is being taught in ABA Therapy. This is done so that the child has consistency in all environments and can learn to generalize skills. Additionally, Parent Training allows for the parent to be an active participant in their child’s therapy, helping tailor the behavioral plan and skills targeted. Parent Training can be performed in-person, with the parent receiving teaching tips in real-time as they observe their child receiving therapy in the home or clinic, or it can be done virtually or through a phone or video call, there are plenty of ABA parent training resources . At Healing Haven, we offer two forms of Parent Training programs.

Our Vice President of Clinical Operations, Dr. Jennifer Thomas, Ph.D., BCBA-D, LBA, develops teaching resources for BCBAs to utilize with parents. Based on a loving, holistic approach, these resources provide ways to help children maintain skills at home, address problem behavior, as well as teach stress-reduction methods for parents. 

Here are a few practical take-aways from our ABA Parent Training Resources: 

The Importance of Play 

Through play, kids and parents connect with each other and form a positive relationship. Our therapy providers utilize a method called DRIP, which stands for: 

  1. Describe: Point out what the child is doing (Ex: “You’re really squishing that Play Doh. Now you’re rolling it and creating a shape!”) 
  2. Reflect: Reflect on the child’s behaviors, sounds and words (Ex: Child: “Go, go” while he pushes the car, Adult: “Wow, the car goes so fast!”). 
  3. Imitate: Repeat what the child is doing or saying alongside them. 
  4. Praise: Give positive, enthusiastic messages to the child for engaging in play and social interaction (Ex: “Fantastic job saying hi!” “Wow, I love how you are building that tower.”)  

DRIP promotes engagement with the child. DRIP allows the child to take the lead while the adult plays along with them. Through this continuous interaction, kids see adults as fun role models rather than individuals who just give demands. In turn, when demands are placed, the child is more likely to respond positively. 

Addressing Problem Behavior 

One of the most difficult areas for parents to navigate at home is problem behavior. Parents often feel frustrated and drained trying to understand why their children engage in aggression or run away from them.  

But a key piece in reducing these behaviors is teaching the child to negotiate and communicate their needs. This process begins with collecting and analyzing data to identify why the behavior is occurring. The process ends with implementing a behavior plan tailored to the child. With the BCBA’s support, parents can help their child learn to communicate what they need. For example, if a child tends to run away when demands are placed, teaching the child to ask for a break replaces the behavior of running away.  

A Variety of Support Strategies 

ABA Parent Training can begin with the foundational concepts of Applied Behavior Analysis. For a child newly diagnosed, BCBA’s can help parents identify what is typical child behavior, or what is related to their autism diagnosis. Additionally, sessions can address a variety of areas depending on the child’s needs, such as: 

  • Working on a task independently
  • Scheduling daily activities so children have a routine and know what to expect 
  • Encouraging sibling interactions 
  • Overcoming picky eating/food sensitivities 
  • Limiting screen time 
  • Building resilience and emotional intelligence 

Stress Management and Well-Being 

Many parents of children with autism often face isolation, depression and anxiety. Stress management is woven into all aspects of services at Healing Haven. In addition to the principles and strategies of ABA Therapy, Dr. Thomas’ Parent Training resources highlight the importance of social support and offer strategies to cope with stress.  

In ABA therapy, clients at Healing Haven learn coping skills rooted in relaxation and mindfulness. These skills help them learn to manage their emotions. These strategies are also part of our parent training resources.  Parents can come alongside their children by practicing these exercises, while also benefiting from them personally. Going for a walk, meditation, or relaxing in nature are just a few examples of how parents can learn to manage their stress. 

Foundational Support 

Our ABA Parent Training resources have always been a key component of our ABA services. We believe it is vital to provide parents with this support to help their child’s development. 

If you are in need of practical strategies to support your child,  reach out to us  for more information on our ABA Therapy and ABA Parent Training resources. Training resources. 

Healing Haven Hosting Open House

Farmington Hills Gym
Healing Haven Farmington Hills Clinic Open House

We are excited to announce our first expansion to a new part of Metro Detroit. After gradually expanding over the past 9 years to four clinics on our one-of-a-kind autism therapy campus in Madison Heights, we opened a new autism therapy clinic in Farmington Hills in September. Designed for children up to 8 years old, this new clinic provides ABA, Speech and Occupational Therapies.

To celebrate our new autism therapy clinic opening, we invite you to our upcoming Open House. Join us Wednesday, October 23 from 6-7:30 PM to get an inside look at this beautiful new space and meet members of our team. 

The Need for More Therapy Space

Healing Haven has always emphasized quality of care.  Our innovative autism therapy campus in Madison Heights provides ABA Therapy, Speech & Occupational Therapies, Developmental Testing and Counseling is one-of-a-kind in Metro Detroit. We have four clinics creatively designed to support individuals ages 2 through young adulthood. We also provide developmental testing and autism evaluations.  

With families driving from all over Metro Detroit to get to Madison Heights, and the growing number of families contacting us for services, our leadership team knew it was time to find more space to reach a wider population. We staffed our new Farmington Hills clinic with senior management from our Madison Heights campus to ensure a seamless transfer of therapy quality and our Healing Haven culture. And we strategically designed the clinic to emphasize the skills necessary to be successful in a school environment. A stand-out feature of this new clinic includes several large classrooms for kids to learn and practice social, play and communication skills with their peers. Additionally, there is a beautiful playground and group spaces to further promote skills necessary for school and community activities. Our speech and occupational therapy spaces allow us to integrate our multidisciplinary approach to maximize each child’s development.  

Who Should Attend the Open House?

Parents

Parents of children up to 8 years old in search of therapy services are encouraged to attend this Open House. Additionally, parents with concerns about their child’s development are welcome to come ask questions about our evaluation process. Testing and assessments take place on our Madison Heights campus. You will leave empowered with information, which is the first step in knowing how to best support your child.

Pediatricians, Teachers and Therapists

We encourage professionals working with individuals with autism and pediatricians to attend. You will learn about the supports available to your patients and students. 

Job Seekers

In addition, our HR Team will also be onsite for potential job seekers. Please stop by if you want to learn more about career opportunities working with children with autism. Open positions include Behavior Technicians, BCBAs, Occupational Therapists and Certified Occupational Therapy Assistants.  

What to Expect?

Mark your calendars to join us at our Open House Wednesday, October 23 from 6-7:30 PM.  Attendees should arrive at our Farmington Hills Clinic at 31440 Northwestern Hwy, Suite 180, Farmington Hills. Join us for refreshments, connect with our leadership team, and learn about our new clinic and innovative autism therapy services in a new part of Metro Detroit.

For more information contact us or call us at 248-965-3916. And please share this opportunity with your connections who would benefit from learning about our unique blend of services.

Our team is looking forward to a great evening and we hope to see you there!

Farmington Hills clinic classroom, autism therapy clinic open house
Farmington Hills clinic play area, autism therapy clinic open house
Farmington Hills Group Room, autism therapy clinic open house
Farmington Hills Gym
Farmington Hills Clinic Reading Nook
Farmington Hills Clinic Speech and OT room
Farmington Hills Clinic Playground
Farmington Hills Clinic interactive hallway activities
Farmington Hills Clinic Family Waiting Room

The Vital Role of Self-Care for ABA Professionals

Self-Care for ABA Professionals

Self-Care for ABA Professionals

When it comes to understanding the importance of self-care for professionals in the field of ABA (Applied Behavior Analysis) Therapy, let’s first explain what ABA is and what ABA professionals do.

What is ABA (Applied Behavior Analysis)?

ABA Therapy aims to teach individuals with autism pivotal skills like communication, social and life skills that can improve their quality of life. It also works to decrease interfering behaviors such as self-harm and aggression. 

What Do ABA Professionals Do?

Many Applied Behavior Analysis (ABA) professionals dedicate their lives to supporting individuals with autism and other developmental needs. ABA professionals typically fall into one of two roles: Behavior Technician (also known as BT or RBT if they are a Registered Behavior Technician) or Board-Certified Behavior Analyst (BCBA). 

The primary difference between an RBT and a BCBA is with their education and certifications. Additionally, an RBT works under the supervision of a BCBA. The BCBA creates client learning goals based on the needs and priorities of each client and their family. The technician implements and teaches these programs to the client. One must typically be an RBT first as part of the educational training to become a BCBA. It is also important to note that there are BCBAs that don’t work with children with autism, but in this blog we will focus on the professionals that do.

Why Self-Care Matters

An ABA professional’s work is deeply rewarding, but it can also come with noticeable challenges. The intensity of the job can lead to stress, burnout, and even compassion fatigue if not properly managed. Self-care is not just a luxury, but a necessity for ABA professionals to maintain their well-being and continue to provide the best care for their clients. We spoke with our own Healing Haven leadership team to gather practical strategies for incorporating self-care into the lives of ABA professionals!

1. Prevention of Burnout

Burnout is a state of emotional, physical, and mental exhaustion caused by excessive and prolonged stress. ABA professionals are particularly susceptible due to the demanding nature of their work. A 2021 study published by the National Library of Medicine found that 72 percent of 826 ABA practitioners “reported medium to high levels of burnout.” Fortunately, self-care practices can help mitigate the risks of burnout by providing regular opportunities for rest and rejuvenation.

2. Enhanced Professional Performance

When ABA professionals take care of themselves, they are better equipped to take care of others. Self-care enhances focus, creativity, and problem-solving abilities, which are critical in developing effective behavior intervention plans. A well-rested and mentally sharp professional can provide higher quality services and make more significant strides in their clients’ progress.

3. Emotional Resilience

Working with individuals who have complex needs can be emotionally taxing. Self-care helps build emotional resilience, allowing ABA professionals to manage their emotions better and stay empathetic and compassionate. This resilience is crucial for maintaining a positive therapeutic relationship with clients and their families.

4. Modeling Healthy Behaviors

At Healing Haven, ABA professionals teach all clients coping and calming strategies to help work through emotions. By practicing self-care, they model these behaviors, demonstrating their importance and effectiveness. This can indirectly encourage clients and their families, as well as the ABA professionals themselves, to prioritize their own self-care.

Practical Self-Care Strategies for ABA Professionals

1. The Basics

Let’s start with the foundational self-care strategies for ABA professionals: exercise, good nutrition habits, and adequate sleep and rest. While these aspects are essential for anyone’s self-care, the importance of them is magnified in the physically and mentally taxing field of ABA. 

Exercise is a powerful stress reliever and mood booster. Whether it’s a daily walk, yoga, or a more intensive workout, incorporating physical activity into your routine can significantly improve your physical and mental health.

Good nutrition and eating habits can be easily overlooked in the realm of self-care. But for ABA professionals, who are required to have increased energy levels daily, it’s a must. Consuming nourishing food creates energy: think energy bars, fruit, vegetables, and plenty of water. Try reducing your intake of packaged, processed foods and maybe even throw some meal-prepping in there occasionally.

Lastly, being sleep-deprived simply won’t cut it for the energy needed to do ABA work. Therefore, it’s important to prioritize adequate sleep and rest schedules. Aim to get at least 7 to 8 hours of sleep per night and listen to your body when it needs to rest and recharge.

2. Mindfulness and Relaxation Techniques

Mindfulness, in short, is the ability to live in the moment. According to Youmatter, it means “being (intentionally) more aware and awake to each moment and being fully engaged in what is happening in one’s surroundings – with acceptance and without judgement.” Healing Haven’s Director of Clinical Standards and expert on the topic of mindfulness, Dr. Jennifer Thomas, suggests trying to identify what type of technician or BCBA you want to be at work and then “live in the moment” with those attributes in mind. 

Practices such as meditation, deep breathing exercises, and progressive muscle relaxation can also help reduce stress and increase mindfulness. Dr. Thomas recommends practicing breath exercises, such as this one, or engaging in guided meditation sessions like this one. Even a few minutes of dedicated mindfulness or relaxation time a day can make a big difference in managing stress levels.

At Healing Haven, we emphasize self-care and mental well-being for our employees by hosting special events such as our Employee Wellness Week. Our Employee Engagement Committee hosted a daily wellness activity including guided meditation, healthy eating, a prayer group, and a mindfulness seminar, available to all employees to attend each day. It was a wonderful opportunity to incorporate these skills in an intentional way together as a team. 

3. Professional Support

In the ABA Therapy workplace, it’s extremely important to seek support through supervision and peer networks when needed. Unfortunately, not all providers offer multiple layers of support for their BCBAs or behavior technicians. This is an essential element to consider when interviewing for these positions. Looking for a position that provides a supportive work environment is crucial. Connecting with colleagues who understand your experiences can be incredibly validating and helpful.

Our President & Founder, Jamie McGillivary, spoke about the importance of integrating stress management techniques and resources into BCBA training programs. “It’s a hard job – it’s a super rewarding job – but right out of the gate, you should be learning about these techniques,” McGillivary said. At Healing Haven, we prioritize and highlight mindfulness and stress management information within our practicum program for students studying to become BCBAs.

4. Setting Boundaries

When you’re invested in the work you do, it’s easy to allow it to take over and encroach on your time outside of work. Many careers entail long hours and times of stress. So it’s important to find an organization that sets realistic expectations for your work load and hours. Having open communication with your supervisors is key to ensure a balanced caseload or schedule. Additionally, staying organized, as well as knowing when to unplug can help mitigate stress and preserve your mental health. 

5. Pursuing Hobbies and Interests

Engaging in activities that bring joy and fulfillment outside of work is crucial. Whether it’s reading, gardening, golfing or other sports, having hobbies allows for a mental break and provides a sense of accomplishment and satisfaction.

Jamie suggests being cognizant of “how we can keep our buckets full so that we can pour into others’.” Everyone’s “bucket” looks different, but identifying what’s needed to fill your bucket and then working to prioritize those things is essential.

6. Seeking Professional Help

If feelings of stress or burnout become overwhelming, seeking support from a mental health professional is a proactive step that should not be overlooked. Therapy or counseling can provide strategies and support to manage stress effectively. This article lists some resources, support groups, and mental health advocacy organizations specific to ABA professionals seeking mental health support. 

Important Reminders

Self-care is not a one-size-fits-all approach; it requires intentionality and a commitment to finding what works best for you. For ABA professionals, the practice of self-care is fundamental to sustaining a long, fulfilling career. By prioritizing their own well-being, ABA professionals can continue to make a profound impact on the lives of those they serve while maintaining their own health and happiness. Remember, taking care of yourself is taking care of your clients. If you’re an ABA professional, let us know what you do to practice self-care!

Uncovering Interests and Talents Through ABA Therapy

Two people playing the piano together.

When people think about ABA Therapy, they typically envision an environment rich in opportunities to promote communication, social skills and play skills. But what many people may not consider is that ABA Therapy can also help develop an individual’s vocational interests and jumpstart hobbies, which is especially important for individuals with autism. This post shares the story of one client who turned an interest into a new skill.  

The client, who will not be named for privacy purposes, found himself paired up with Healing Haven Registered Behavior Technician, Alex Levy, in fall of 2022. During their daily therapy sessions, the duo uncovered that they had a shared interest in music. With this, they both gravitated toward playing the piano in our music room. 

Many clients, employees, and parents alike have heard the floating, peaceful melodies of the piano filling the air in our clinic throughout the past year. Alex can often be heard practicing outside of his ABA Therapy hours. If heard during therapy hours, however, it is likely Alex playing piano with his client or his client playing solo. 

The power of music

Alex said his interest in learning to play the piano began when he saw a coworker playing it. “It just sounded very serene and peaceful,” said Alex. He has been taking advantage of the in-clinic piano, practicing on it for nearly a year. 

When Alex began working with his client, neither of them knew much about playing the piano. But once Alex started experimenting with tunes and sounds, his client began to gravitate toward it, too.  

The client’s Board Certified Behavior Analyst (BCBA), Amanda, said that Alex and his client’s bond is an amazing and beautiful one to see. “Alex has been able to connect with him and engage with him on a whole new level,” she said. “I am still in shock whenever I do a supervision session and hear [the client] play a new song or show me a new skill he has learned on the piano. They both make me want to learn to play too!”

Recognizing your child’s interests

The mother of Alex’s client reports that her son has had a noticeable interest in music since he was a toddler. “We have pictures of him trying to play different instruments,” she said. “We also have pictures of him from a few years ago also trying to play the piano at Costco.” 

She said that, considering her son’s past interest in music and the piano, she wasn’t surprised to hear he was toying around with the piano at Healing Haven. What was surprising was the level to which her son was learning and developing musically.  

The magnitude of his talent became apparent one day when she took her son to get a haircut. She explained that the establishment she takes him to has a bounce house and a piano in the back to be enjoyed by the clients afterwards as a reward.  

“He just sat down at the piano and started to play something and I was so surprised and excited to hear him,” exclaimed the client’s mom. “I recorded him and showed my husband and family. I mentioned it to Alex later and he said, ‘yeah, he’s actually really good and is picking it up.’ We were so happy to hear that!”  

A flourishing talent

A tune Alex began learning early on in his piano journey is Viva La Vida by Coldplay. The catchy, repetitive, and uplifting chords captured his client’s attention immediately. This became a song heard regularly around the clinic. After a short amount of time, it was indistinguishable if it was Alex or his young client playing.  

Aside from Viva La Vida, Alex said his client likes to practice Beethoven tunes as well as various other classic melodies. “Usually when we play the piano together, my client likes to mimic whatever I play. However, he does add a lot of different variations to the things that I play or have shown him,” Alex said.  

The client’s mom is unsure if her son can read music notes or if he relies on sounds and visuals he receives from Alex’s playing. Alex believes it is the latter, which isn’t an unusual special ability for individuals on the autism spectrum.  

Alex can relate to this skill, as he is also on the spectrum. “Being on the spectrum definitely has helped me increase pattern recognition when it comes to learning to play instruments, but I do like to think I have a little bit of talent,” Alex joked.  

The benefits of music

There are many benefits of playing music for those on the autism spectrum. The client’s mom thinks her son’s newfound hobby and passion has made a positive impact on his behavior. “I think he goes to play when he needs to relax and sort of unwind from the day,” she said. “I would also say it has given him some extra confidence. He loves when we clap and cheer him on while he plays. He gets a big smile on his face and seems to stand taller when he gets up.”  

Amanda can attest to this. She said she has noticed that her client loves having others listen to and watch him play the piano and that he has even allowed peers to play alongside him. “Usually, he only wants his therapists and familiar people around him, but this has allowed him to let other people into his world,” Amanda said.

Alex has noticed a difference in his client’s behavior in the clinic as he’s gotten more involved in playing the piano as well. “It’s kind of given him more of a sense of entertainment and joy,” Alex said.  

Last November, another Healing Haven parent gifted a piano to the client’s family after hearing him play in the clinic and learning that the family was seeking an in-home piano for him.  The family is hoping to start piano lessons at home soon. Alex’s plans for playing the piano include getting an in-home piano and making more time to practice. 

Helping your child with autism find their passion

“The interest in music has always been there for him [her son], but ABA and his therapist provided the opportunity for him to learn and explore playing the piano,” said the client’s mom. “We wouldn’t have known that he has the passion and talent for piano if not for his exposure and opportunity during his therapy sessions.” 

At Healing Haven, we love to help children discover their interests and passions through our ABA Therapy. If you’re looking for potential hobbies to try out with your child, check out this list of ideas.

AAC: What It Is and Why It’s Important for Children with Autism

There are many means of communication used in our world. The most common ones used today are spoken words, gestures, eye gaze, facial expressions, print, sign language, and even GIFs. When it comes to individuals with speech and language delays, it is possible to augment and provide alternative options for them to efficiently communicate with others. Children with autism, Down syndrome, and other speech and language struggles benefit from access to additional communication tools. In this post we will explain what AAC is and why it’s important for children with autism. 

AAC stands for Augmented Alternative Communication. What does augmentative mean, you might be wondering? Augmentative simply means to make something greater by adding to it, and alternative, as we know, is to have multiple options or possibilities available in a situation. So, when thought about it in literal terms, AAC is something every person uses to communicate. 

Types of AAC

There are two different types of AAC. The first type is what most people use in addition to or instead of verbal communication, which includes some of the examples we listed above. However, many children (and adults) with an autism diagnosis utilize aided AAC, which can be “high tech” or “low tech”. Low tech AAC can be anything that involves using pictures or icons to communicate. High tech describes communication apps on an iPad or tablet, such as TouchChat or LAMP Words for Life. Any type of computer with a voice, or even large buttons that talk, would also be considered high-tech AAC.  

Myths Surrounding AAC

When it comes to AAC, many people, including parents and professionals, are misled by the myths that have historically surrounded it. The most common myth is that AAC will hinder speech development. While this may seem easily believable, we have seen many examples in our clinic and elsewhere of children who build more speech due to having another opportunity as a bridge to spoken language.  

Another popular myth regarding AAC is that it’s not necessary so long as the child or person can communicate their basic wants and needs. At Healing Haven, we support not just the very basics of communication, but each individual’s growth and independence. This means making friends, expressing ideas, showing interest in hobbies and activities, showing love, and much more. Everyone deserves the opportunity to do these things.  

Effective Use of AAC

While AAC, whether high tech or low tech, is a bountiful means of communication, there are reasons it may not be effective, which can be discouraging to families.  

AAC is most successful when parents, caregivers, and school staff have been educated to personalize the device and present models appropriately. Presenting models “appropriately” may look different for different children based on their language level, processing time and interests. When these factors are not taken into account, ineffectiveness and inefficiency can result.  

It is important that families who are adjusting to a new form of AAC have the resources and support they need to effectively integrate the form of communication into their child’s life. At Healing Haven, this is a large part of the parent training we offer to each individual and their family. 

Teaching AAC with Spoken Word Communication

One must remember that AAC is just another avenue to communication for those with language and speech processing challenges. The autistic community themselves say they need more than one avenue to communicate. Many times, speech and language professionals teach an individual AAC and spoken word communication simultaneously. Through the therapy we provide at our clinic, the two will always go hand in hand. It is important to us that every child has more than one option in their modes of communication. 

It is important to understand your child’s style of language processing to personalize the vocabulary and provide appropriate models. Please reference the “User Tips for AAC” section below to learn more and see the link to our blog detailing Analytical Language Processing and Gestalt Language Processing. The Speech and Language Pathologists at our clinic are highly skilled in helping parents and children personalize AAC based on the child’s style of language processing. 

Setting Your Child Up for Success with their AAC Device

There are many steps you can take to ensure your child with autism has a pleasant and successful AAC experience. While some of these may be easily overlooked, they are vital in encouraging and teaching your child to communicate. Some of these steps are:  

  • Ensure the AAC device is always readily available. This includes having necessary AAC accessories such as cases with handles and straps.  
  • Learn how to edit and add new content to your child’s AAC device.  
  • Allow your child to explore the device as much as they please. Even if it seems like the child is just playing or “stimming” with the device, this interaction is still helping to familiarize the child with the AAC and its functions.  
  • Model consistently and often on the AAC device.  
  • Ensure everyone involved with helping your child communicate (family members, school staff, caregivers, etc.) knows how to effectively and comfortably model language on the device. This includes knowing and educating yourself on your child’s style of language processing. 
  • Do as much as you can to encourage your child’s use of the device. This could look like modeling on the device to talk about your child’s favorite cartoon character, food, or activity, or creating communication opportunities that are appealing to your child and their interest.  
  • Always ask your child’s SLP for help when needed. These individuals are AAC experts and should be able to help with whatever you may need to be as fluent as possible with AAC communication! At our clinic, the SLPs and BCBAS collaborate and work seamlessly to support the child’s communication. You have a team of resources. 
  • Lastly, ensure the form of AAC is consistent across all professionals and/or providers (the child’s entire team should be using the same type and same brand of high or low tech AAC). 

User Tips for AAC

When it comes to children with speech-language deficits, communication is most effective when it is used naturally. With that, we encourage you to follow your child’s lead with their communication attempts and always react with praise at any attempt they make to communicate. It is best to simply model alternative ways to communicate, as opposed to requiring a response from your child before giving them what they want.  

Many children with autism are Gestalt Language Processors (GLPs). For GLPs, there are four stages of language development. What stage your child is at determines the setup of their AAC device. If your child is at a stage 3 or higher, or once they get to that point, they are working on the freeing of single words and the combining of 2-3 words. This is where it’s important to know the difference between core vocabulary and fringe words.  

Many AAC devices have a core board, which is a page on the device, typically the main page when opening the app, that includes both “core” words and phrases and “fringe” words. The exact configuration of these words depends on the device and app being used. You can then use these words and phrases to help your child build their vocabulary and customize it to fit their wants and needs. Alternatively, if your child uses lower-tech AAC, such as Picture Exchange Communication System (PECS), you and your child’s speech team can customize the words based off of the child’s interests and needs.

AAC Resources

If your child has an assigned Speech Language Pathologist, they will be your best AAC resource. Additionally, the internet is abundant with resources that can help you navigate and utilize your child’s AAC device. Here are some of the top websites we recommend to parents of AAC users:  

And of course, learn more about AAC by connecting with our speech team at Healing Haven, operated by Gigi’s Kids Speech and Language Therapy, which the information in this post comes from.  

We hope this post has helped enrich your knowledge of AAC and answered some questions you may have had surrounding it. If your child has benefited from the use of AAC, please feel free to share in the comments. Let’s continue to make communication all-inclusive! 

The Power of Collaborative Autism Therapy

collaborative autism therapy

Individuals with autism can present with many complex challenges and behaviors. As such, a one size fits all therapeutic approach is not usually effective for them. This is why collaborative autism therapy services can have a greater impact.  

Research tells us that evidence-based treatment options are the best place to start. While Applied Behavior Analysis (ABA) Therapy is the most effective intervention for children with autism, there are many other evidenced-based treatments that should be considered therapeutically as well. Different therapies often complement each other and are most impactful when performed in a collaborative nature.  

What Collaborative Autism Therapy Looks Like

At Healing Haven, we offer a comprehensive approach to autism therapy. In other words, we offer more than just ABA Therapy at our clinic. In addition to our ABA Therapy team of Board Certified Behavior Analysts and Registered Behavior Technicians, we have a wonderful team of Occupational Therapists, Speech Therapists, and Counselors, who support the needs and development of our clients. This collaborative autism therapy approach allows a family to get everything they need under one roof. Our interdisciplinary team works together to create and execute each unique therapy plan. 

How Collaborative Autism Therapy Works

An interdisciplinary approach ensures that all clinicians involved in a child’s care have the chance to meet and discuss the mutual children they serve. They collectively brainstorm techniques that will and will not work for each specific child, and strategically plan methods of generalization across therapy providers and environments. At Healing Haven, every professional is automatically on the same page when it comes to you and your child’s history and progress.  

The Benefits of Collaboration

There are many benefits to professionals working collaboratively when it comes to your child with autism’s developmental needs. All therapy providers being in a shared physical space is just one of them. When all professionals work together they get to witness and learn from each other’s work. Conversely, when we get a report from a client’s outside occupational or speech therapist, we can communicate about the goals in place, but we may not have the luxury of observing how the goals are being taught. 

Additionally, when parents don’t have to schedule therapies at multiple locations, it can help reduce their stress. The benefit of having an interdisciplinary team also eliminates the need to repeat the same thing to multiple professionals. This can lessen the likelihood of confusion and miscommunication between parent(s) and professionals. 

What Sets Our Collaborative Autism Therapy Apart

Healing Haven’s collaborative autism therapy approach is unique in that it encourages parent involvement in each type of therapy, as opposed to only requiring it in the autism therapy portion. Parents are active members of their child’s team, as they bring essential information to the table. Parents are essential to help their child generalize skills to the real world.  

It is our goal at Healing Haven for each child to gain the skills they need to move to a lesser level of care. And the best way to experience that is to make sure what we do in the clinic continues to carry over into the home.  

To get your child started with services, contact us today! 

ABA Therapy Social Groups at Healing Haven

Among the many therapy activities taking place in our three autism therapy clinics on our campus, one element that stands out are the ABA therapy social groups. These groups are part of our ABA programs and work to foster socialization and school readiness skills. Each group is facilitated according to skill level. Read on to learn about the latest activities and skills taking place in our ABA therapy social groups.  

Early Intervention Clinic Groups

Group instructor leads social group in Early Intervention Clinic.

Our Early Intervention Clinic incorporates many fun group opportunities! Our team designed the Early Intervention groups in a stepwise fashion, building upon one another by skill level.  Placement in a group is determined by a child’s level of skill when they enter our ABA therapy program. Even though these groups, designed for kids ages 18 months to 4, are kept “short and sweet,” they provide ample opportunities for kids to learn how to interact and attend to peers. The social groups in our EI Clinic take children from the beginning stages of learning, like how to sit and listen to a book, all the way up to having the skills to navigate preschool or daycare. 

Young Learners Clinic Groups

Clients participate in group activity during social group in Young Learners Clinic.

The clinic with the greatest variety in social and school preparation groups is the Young Learners clinic. Children ranging from 4 up through 8 years of age receive therapy this clinic.  

At the onset of starting in our Young Learners ABA therapy program, our clinical team assess children to determine which group will fit their needs best. Splitting groups up this way helps us pair children with peers at a similar level of skill. Doing this further promotes socialization. Group activities range from simple activities, such as singing songs, to learning how to respond when their name is called. Skill sets are carefully selected to expose children to a level of activities that would be expected in a preschool environment.

Preparing for Elementary School

For our Young Learners clients who are ready for more skill-building in a group setting, we offer a series of school preparation groups. These groups are alike in structure and are tiered to accommodate various grade-school levels. 

The beginner group focuses on the core skills of basic attending, following instructions, and group response/attending. Conversely, more advanced groups incorporate elements of working independently or conversing in a participative way with a peer. As individuals progress through the levels, they learn to attend for longer periods of time. They also expose themselves to following a schedule for structure. 

Our most advanced group in Young Learners set the stage for transition to a school setting. This group teaches in a group that is no longer one-on-one therapy. While the pre-requisite skills for school, such as sitting and attending, are still incorporated, these groups also touch on emotional regulation and flexibility. It is always a great celebration as our clients begin to slowly fade out ABA therapy services in exchange for school. Watching them integrate the skills they have learned during group time at school is one of our greatest joys! 

School & Community Readiness Clinic Groups

Clients practice gardening skills during social group in School & Community Readiness Clinic.

In the School & Community Readiness clinic, our group leaders introduce individuals ages 9 through 16 to life-skills-based activities. These activities include baking, gardening, shopping, arts & crafts, computer skills, and more! The specific skills each person works on during an activity is determined by their ability to participate and attend to the task as well as their overall skill level. 

Our themes for group time rotate. For example, this summer our group leader prioritized having a Garden week. This involved learning about growing a garden, planting, and harvesting. We taught all the steps needed to plant flowers and vegetables in our garden. We are proud to say the garden was a hit and is thriving! 

During group time, individuals in this program also have the opportunity to show off their creativity! Once a month, parents and families are encouraged to stop by and explore some beautiful handmade products in our Marketplace. The items are free, but the creators can practice taking pretend payments. The emphasis is on teaching foundational prevocational and social skills to help prepare these individuals for independent life. 

The Importance of Social Groups

Our Social and School Prep groups run in our clinics all year round. Incorporating aforementioned elements during group time allows us to emphasize the importance of socialization and group learning. Further, it allows the children to practice essential skills that will be needed to transition to independence.

“Our School Prep groups work on responding to group instruction, which is applicable at school along with other situations in life. Additionally, these groups allow for peer interactions to occur at a high frequency throughout the client’s ABA session.”

– Healing Haven BCBA

When asked why our School Prep groups are so important, one of our BCBAs said, “the ultimate goal of ABA therapy is for our clients to gain independence in skills needed to move to lesser levels of support and ultimately graduate from ABA. Our School Prep groups work on responding to group instruction, which is applicable at school along with other situations in life. Additionally, these groups allow for peer interactions to occur at a high frequency throughout the client’s ABA session.” We are so grateful to witness our clients grow and thrive in all they do! 

If you are interested in learning how your child can benefit from our ABA therapy programs, including our social and school preparation groups, contact us for more details. 

Understanding Gestalt Language Processing and How it Impacts Your Child’s Communication

Mom with son, and son is feeding Mom a cookie.

As speech-language sciences progress, many are learning about how speech processes correlate with how autistic adults and children communicate with others. A term that is becoming more understood in the Speech-Language community is Gestalt Language Processing (GLP), or Natural Language Acquisition. In turn, this term has become increasingly used in the autism community. You may have heard of this intricate term, but only understand parts of it, or none of it at all. With the help of Amanda Tompkins, MS, CCC-SLP and her Speech Therapy team, we will share the basics of Gestalt Language Processing. Read along as we discuss how it relates to the work we do in helping our clients learn to communicate- whether that be through Applied Behavior Analysis (ABA) Therapy, Speech Therapy, or both. 

Learning to Communicate

In the world of language and speech learning, there are two main ways that individuals learn to develop language. This starts at the time they begin communicating. From a Speech Language Pathologist perspective, every individual naturally learns speech either through Analytical Language Processing, or Gestalt Language Processing. And many people learn language through a mixture of both.  

Gestalt Language Processing is common and prevalent in those with autism. This is due to how aspects of echolalia, “scripting”, memorization, and melody, in addition to other components, play into the speech learning process in autistic individuals.  

We all want to be understood- and not just understood, but ideally, well understood. That is why, especially when it comes to language and individuals with autism, it is so important to identify the way the child learns and acquires language. This helps us to effectively support growth in their communication skills in a way that resonates with them. 

What is Gestalt Language Processing?

Gestalt Language Processing is, as defined by AssistiveWare, “a form of language development that starts with whole memorized phrases to single words.” This means that the child learns the meaning of individual words through phrases, or “chunks”, that include that word, as opposed to the word itself. GLP was “named and described by linguist Ann Peters and taken up by SLP scientist Barry Prizant and colleagues,” according to The Informed SLP. It has been around since the 1970s.  

Gestalt Language Learning can be confusing and difficult to navigate due to its indirect and non-literal nature. This is especially true when it comes to those who have trouble communicating in the first place. The vocalizations and physical actions that sprout from GLP are typically not to be taken literally. But they are usually an attempt by the individual to communicate with others, whether it is easily comprehensible or not.  

For example, a child may frequently hear the phrase “2 more minutes!” when it is almost time to move onto another activity or stop their current activity. Now, anytime the child is anticipating anything, they say “2 more minutes!”. In this case, the child isn’t able to make the connection between the phrase and the context it is appropriately used in.  

Another example is that of a child who gets frequent ear infections always hearing the phrase, “does your ear hurt?”. The child soon begins to repeat the questioning phrase any time they feel physical pain in their body. This happens because that is the phrase their mind has paired with the specific sensory feeling of pain. 

How to Know if Your Child is a Gestalt Language Processor

GLPs possess distinct differences in how they communicate as compared to Analytical Language Processors. There is a chance that your child is a GLP if they:  

  • Use long scripts of language  
  • Have immediate or delayed echolalia 
  • Have unintelligible strings of language  
  • Have rich intonation 
  • Use single words 
  • Reverse pronouns 

It is important to note that your child can be a GLP even if they use partial or full sentences. We are even able to identify some GLPs that have minimal spoken language through their love and interest in repeated strings of melody and intonation. 

Discovering your child is a GLP can be an incredibly exciting and validating moment. Once you understand how your child learns language, you can begin taking steps to communicate with them in a way that’s meaningful to them. From there, you can then help them to communicate better with the environment around them. 

The 4 Stages of Gestalt Language Processing Development 

There are 4 notable stages in the development of GLP. Knowing what stage your child is demonstrating at a given time can help navigate what to focus on teaching. The first two stages in GLP development precede what is typically seen with Analytical Language Processing. The stages are:  

  1. Echolalia Full Gestalt – consists of, but is not limited to, lengthy sentences, single words, or strings of sounds and melodies that sound the same every time.  
  1. Mitigating – the combining of two gestalts (scripts). 
  1. Freeing – the breaking free of single words and/or making a new combination of words. 
  1. Combining – the use of single words to create basic 2-3 words sentences.  

Many children are GLPs and do not require support due to how quickly they move through the stages. Many children on the spectrum need support because they may be “stuck” in Stage 1. Services like ABA and Speech Therapy can help children move through these stages to better communicate their wants and needs.  

Becoming a Detective of Your Child’s Communication 

Many times, it may not be clear to others what GLPs are attempting to communicate. Many of the scripts or actions that are performed by GLPs typically are derived from a form of media that has resonated, or stuck with, the child. These phrases are specific and personal to each individual and could be scenes or phrases from people, shows, movies, online videos, commercials, etc. 

In the child’s head, these “scripts” are sometimes paired with a meaning. If the meaning is not obvious, it can be challenging to make connections about what the child is trying to communicate, if anything. This is why it’s important to pay attention and “become a detective” about where your child is obtaining each script and what the context of it is. Using this method, it becomes easier to draw possible conclusions about what is being communicated, which opens doors to how educators and parents can help make the language more functional. 

Thoughts to Consider when Communicating with Gestalt Language Processors 

With these things in mind, we have some general thoughts to consider when it comes to communicating with a GLP: 

  •  Acknowledge that the script is likely an attempt to communicate, even if you don’t know what it means.  
  • Understand that gestalts can also be non-verbal (scripts can be played out through actions and gestures). 
  • Taking a conversational turn can be useful. Nodding, smiling, and/or repeating what the child is saying shows that you are engaged and interested.
  • Think about taking notes and writing down what words and phrases the child is saying. Then, reference it later to help make connections about what the child may be trying to communicate. This will be a huge help in your “detective” work.  

When you think you have discovered what your GLP is saying, it is essential that you acknowledge the meaning you have discovered. You can then practice, with the help of your child’s therapy team, modeling developmentally appropriate language during teachable moments that may arise. 

Bridging the Gap between ABA Therapy and Gestalt Language Processing  

While ABA Therapy doesn’t focus on identifying and analyzing GLP, the two work harmoniously in many ways. ABA meets GLPs where they’re at to create learning opportunities from what resonates with the child, said Dr. Jennifer Thomas, BCBA and Director of Clinical Standards at Healing Haven.  

Thomas gives the example of scripts that are identified within a specific context, or over several contexts, being used to “signal” (referred to as “SD” in ABA) an event or change in events. “’Let’s go,’ especially if always said in the same tone of voice, can be used to signal it’s time to leave the house. The adult can use the scripts the child uses to reinforce the context it fits into and the behavior that goes with it, so it becomes more meaningful and serves to communicate more effectively.” 

Thomas noted that, aside from vocalizations, actions or gestures can also be part of a context and serve a purpose. She explained that paying attention to the pattern of occurring actions can help understand the function of a behavior. This creates an opportunity to reinforce the behavior with vocal communication. 

“BCBAs often will look to identify the function of a behavior, including scripts, to develop a plan for integrating the script into the child’s world. If the function is attention, for example, the BCBA may teach more scripts so the child can gain attention in a meaningful and consistent way,” said Thomas. 

Educational Resources on Gestalt Language Processing 

Aside from what we’ve provided above, there are many resources available to help parents, teachers, and caretakers understand Gestalt Language Processing. A few of the ones we like best are the following books:  

In addition to these, And Next Comes L has a variety of resources for parents to turn to for information about Gestalt Language and Echolalia.  

We hope this post has been helpful to anyone learning about Gestalt Language Processing. Please feel free to comment or share this post with others in your community. And reach out to us if you are looking for a speech or ABA therapy team who can support your child’s unique communication needs and development!