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Continue readingDeveloping School and Community Skills for Children with Autism
Sesame Street’s Autism Resources
Helping our world “See Amazing in All Children”
Can you believe that Sesame Street has been producing quality educational programs for children for almost 55 years? And it’s been six years since Sesame launched their first puppet on the autism spectrum. Julia appeared on her first episode of Sesame Street on April 10, 2017. She originally was created in digital form when Sesame Street launched their autism resources in 2015.
The iconic television show has a long history of inclusive representation of individuals with disabilities. They often featured children with Down syndrome and cerebral palsy, as well as kids in wheelchairs, blind, or other disabilities. They were doing this when individuals with disabilities were rarely, if ever, seen in entertainment. Doing this sent a message of inclusion to children- that being “different” is okay. But the creation of Julia is the first time a puppet has had a specific disability.
See Amazing
The Sesame Workshop’s autism awareness initiative is called “Sesame Street and Autism: See Amazing in All Children.” What an encouraging message for families impacted by a disability! Everyone has something to offer, even if they struggle to talk or learn in the same way other kids do.
One of Sesame Street’s autism resources are Daily Routine Cards. These are digital social stories to show kids about various activities or daily skills. Visuals like this can help prepare children for things that may cause them anxiety (like getting a haircut), or other daily living and social skills. We work on many of these things in our ABA Therapy, as well.
In addition to visuals, other autism resources from Sesame Street include helpful information for adults. They have a guide called Taking Care of the Caretaker with tips on reducing stress and taking care of yourself so you can take better care of your child. This falls directly in line with our philosophy of stress management for parents and caregivers.
“The Amazing Song” celebrates how every child has something amazing to offer. And it’s wonderful to see how inclusive it is by showing how some kids talk with a digital device, others struggle with eye contact, and others may flap their hands. But it’s all displayed in a way that’s made to show it’s okay and normal.
Creating Inclusive Places
Another aspect of these resources is the Provider Guide. It’s filled with ideas and suggestions for providing autism-friendly atmospheres and events that organizers can create within their communities. With this kind of focus it’s no surprise that Sesame Place, the Sesame Street themed amusement and water park, was the first theme park in the world designated as a Certified Autism Center by the IBCCES.
Even though the program states the goal is to provide resources “designed to serve autistic children and their families”, simply by including Julia as a friend of Elmo and Abby communicates a powerful message to all neurotypical kids watching. Children can learn at a young age that the classmate they have who is like Julia can be a friend.
In addition to the website, you can search the hashtag #SeeAmazing on social media to find content related to this initiative and even include it in your own social media posts.
We are huge fans of Sesame Street Workshop. They educate children on the fundamentals like letters, numbers, colors and shapes. But they also do an incredible job of teaching even more critical skills like friendship, acceptance, diversity, inclusion, and care for one another.
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Understanding Gestalt Language Processing and How it Impacts Your Child’s Communication
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:
- 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.
- Mitigating – the combining of two gestalts (scripts).
- Freeing – the breaking free of single words and/or making a new combination of words.
- 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:
- Uniquely Human: A Different Way of Seeing Autism by Barry M. Prizant, PhD
- Natural Language Acquisition on the Autism Spectrum by Marge Blanc, M.A., CCC-SLP
- Gestalt Language Processing Handbook by Kathryn Arnold
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!
Strategies for Managing Challenging Behaviors for Children with Autism
“Challenging behaviors” are defined as “behaviors that can be disruptive and/or difficult to manage.” Challenging behaviors may manifest in several different forms including avoidance, aggression, self-harm, destruction, eating inedible items (otherwise known as Pica), elopement, tantrums, screaming, and more. These behaviors can happen in any setting, whether it’s in a public place or in the home. But depending on the cause (or “function”) of the behavior, there are ways to lessen the likelihood of behaviors happening. Likewise, there are ways to respond when they do occur. We have gathered strategies for managing challenging behaviors for children with autism from our Director of Clinical Standards, Dr. Jennifer Thomas, Ph.D., BCBA-D, LBA.
Why Challenging Behaviors Happen
While behaviors often have a driving reason for their occurrence, they can sometimes be dangerous. If your child is engaging in behaviors that put them or someone else at risk, we strongly recommend you seek professional help. When it comes to managing challenging behaviors in children with autism, it is important to remember that behavior is communication.
There is always a reason for a child’s behavior. For example, the behavior may be the result of the child wanting to get something or to get away from something. This, in simple terms, could be a person, place, activity, or type of internal/external stimulation. Dr. Thomas says that challenging behaviors “often have more than one cause,” making it difficult to pinpoint why they occurred. A Board Certified Behavior Analyst (BCBA) has the expertise to help parents. Through careful observation and data collection, BCBAs can determine why a behavior is occurring. Based on this, they can craft an individualized plan to help teach parents how to respond in a way that will minimize behaviors and maximize success.
How to Prevent the Likelihood of Challenging Behaviors Occurring
While specific expertise is needed to craft a plan to decrease severe challenging behaviors, there are some tips that can help parents plan ahead to decrease the likelihood of these behaviors occurring in the first place. It is important to remember that having good communication between yourself and your child is a great starting point! While this is no easy task, there are ways you can prepare your environment(s), and your child, so that these behaviors are less likely to occur.
“Set your child up for success,” says Dr. Thomas, by recognizing the components that are likely to cause behaviors. This can be done by being observant. Look for patterns such as similarities in context or environment that a behavior happens, similarities in reactions to certain events, and changes in setting and mood before, during, and after a behavior occurs. Physically make note of these patterns, if possible, to reference and help yourself to make mental connections. Doing so can help you identify and plan ahead to possibly prevent a behavior. This is also great information to provide to your BCBA.
The following are some tools to help prevent challenging behaviors:
- Having a consistent communication method (AAC device, PECS, signs, gestures, vocal language).
- Carrying sensory toys or snacks with you.
- Having headphones or sunglasses available in public places to reduce sensory irritations.
- Prepare your child’s expectations before doing something difficult or novel.
- Bring fun activities or snacks to make undesired activities or outings a bit more fun.
- Make trips short, if possible.
- Avoid areas that you know may trigger your child, if possible.
- Use timers and countdowns.
- More ideas are available through the Autism Research Institute.
How to Respond When Challenging Behaviors Occur
How you respond to your child’s challenging behaviors depends on the behavior that is occurring and what the trigger is. The cause of behaviors, Dr. Thomas emphasizes, oftentimes lies at the root of a communication struggle, impulsive behaviors, or issues with emotional regulation. Dr. Thomas says it is helpful to think about what the child is trying to communicate and to be observational. This is the first step in figuring out how to respond when a behavior occurs. As every child’s situation is unique, professional expertise is necessary when formulating a specific way to respond. It is also helpful to teach your child calming strategies, in addition to focusing on some of the other areas of struggle.
Some coping strategies may include:
- Squeezing hands
- Stomping feet
- Counting
- Taking deep breaths
Some children are easily redirected if you can draw their attention elsewhere during a behavioral episode. This may be effective in the moment but is not a long-term solution. The most important thing to remember when trying to manage a challenging behavioral scenario with your child is to “get safely through that moment and know there is another learning opportunity to come,” says Dr. Thomas. Also, remember to have compassion for your child and yourself as you’re going through this tough and often stressful situation.
Where to Get Help with Managing Challenging Behaviors
ABA Therapy is a very effective resource for addressing challenging behaviors. In ABA Therapy, we focus on teaching ways to communicate and behave. “Children should always have a functional way to get their needs met,” Dr. Thomas says. This is where Functional Communication Training, or FCT, comes in. Functional communication can be as small as the child pointing to something they want, as a means of asking for it, or handing over a picture icon of an item.
“We begin by teaching a communication task that children find easy, this varies based on skill level. The idea is to give children another, more appropriate skill to use to communicate in lieu of using a challenging behavior.” If your child is already in ABA Therapy, their Board Certified Behavior Analyst, or BCBA, is a great resource. For children enrolled in a school program, an Individualized Educational Program, or IEP, can be a great resource to reference. If your child has not had a developmental evaluation, and is exhibiting challenging behaviors, it may be time to seek out a pediatric or developmental psychologist. From there, a psychologist would be able to perform assessments that could determine if there is anything underlying the child’s behaviors. Healing Haven’s Testing & Assessments services can help with this process, as well as contacting your child’s pediatrician.
In addition to these resources, there are several organizations that can help, such as: Autism Alliance of Michigan, Autism Support of Michigan, Michigan Alliance for Families, National Autism Association.
Challenging Behaviors: Finding Community
The behaviors you encounter from your children can sometimes be difficult to manage, but keep in mind that you are not alone. In addition to the professional resources we have shared, there are other parents who understand. Finding community is important in helping share ideas and reducing your own stress.
If you’re thinking you need more help in how to manage your child’s challenging behaviors, please contact us for information about our ABA Therapy for kids with autism. And our testing and assessments services can empower you with information on how to best support your child.
We hope that throughout this article you were able to find useful information that can be utilized going forward. Don’t hesitate to share this piece with others, as well as comment, if you found it helpful!
The Benefits of Organized Space For Individuals With Autism
Have you ever tried working in a cluttered area? Or been distracted by noises or lighting while trying to focus? Most of us would not feel very successful if we were attempting to be productive in such an environment. For individuals with autism, distracting, messy work and play spaces can only magnify the struggle of focus when gaining new skills. Whether it’s your home or your child’s play area, keeping an organized space for individuals with autism reaps many benefits.
Why Organized Spaces for Individuals with Autism
A clean environment is an important element to the success of individuals with autism. In fact, it influenced the design of our clinics. Our Executive Director Jamie McGillivary intentionally chose the colors of the walls, the use of natural light and artificial natural light, simple layout and organized spaces. And these principles can carry over into the home environment too.
Less Distraction
Many individuals on the autism spectrum experience excessive sensory input. Consequently, distraction is common. Too much unnecessary clutter and detail can derail a child’s focus. Even minor messes that may be easy for a neurotypical child to ignore could cause attention issues for those on the spectrum. Minimizing unhelpful sensory experiences aids in their ability to focus for individuals with autism.
Specifically, consider visual and auditory senses when designing a distraction-free space:
Visual
Keep walls simple in decoration to prevent overwhelm. Many kids with ASD notice minute details in the area around them. Tucking away supplies and toys in bins or cabinets out of sight reduces temptation to interact with them while also reducing distractions. For colors, utilize solid, soft tones such as green, blue and pink and avoid yellow as it can be overstimulating.
Auditory
Sensitivity to noise is a common symptom for kids with ASD. While neurotypical children may function easily with sounds considered background noise, those sounds may be incredibly distracting for children on the spectrum. Keep your child’s space as free as possible from traffic noises, humming machines, loud ticking clocks, and other potential “noise clutter.”
Enhances Organizational Skills
Organizational tasks that we deem simple may require more effort and practice for individuals with autism. A clean work environment promotes organization and productivity, which in turn helps a child acquire new skills. Designating organized areas helps individuals with autism predict what will take place in their workspace. Labeling areas such as drawers and cupboards can help kids practice putting their supplies and toys away when finished. This also helps reduce long-term clutter and ensures smoother transitions to new activities. Color coding is another fantastic way to make organizing easier for kids on the spectrum, as different colors represent different purposes for an area.
Reinforces Routine and Expectations
Organization helps an individual’s success and independence in following instructions. If a space is cluttered and messy, they will likely get more confused when trying to learn skills and complete routine tasks. According to research, organized and structured learning spaces aid kids in staying on-task and performing well academically. Structure helps you as a parent as well, as it can reduce the need for your assistance.
If you believe your child could benefit from some decluttering and organization at home, here are a few ideas to get started with over the summer. And remember, you don’t have to try all of these things at once!
- Organize toys, art supplies, school materials, etc. into labeled areas and bins
- Paint your child’s room a new, calming color
- Tackle one room at a time and identify items you can remove or put away for a simplified and, hopefully, less stressful setting.
These ideas may not only benefit you, but your whole family may begin to feel some stress lift as a result of creating organized spaces for your child with autism.
The Importance of Early Intervention for Autism
In recent years we’ve experienced a noticeable increase in parents of younger children – 2-3 years old – contacting us for services. This means they are getting evaluations and receiving an autism diagnosis at younger ages than the national average. Data from the CDC indicates that the average age to receive an autism diagnosis is over 4 years old. Receiving an autism diagnosis before the age of 3 provides great opportunity for early intervention for autism to begin.
Early Intervention for Autism
But once parents receive that diagnosis, choosing the right treatment for their child can be as complex as the diagnosis. There are no miracle cures for the varied challenges that can come with an autism diagnosis. However, behavioral therapy, or Applied Behavioral Analysis therapy, is evidenced-based and the most frequently recommended treatment for helping a child diagnosed with autism.
“Research very clearly states that early intervention for children with autism and other developmental disabilities is vital,” explains Jamie McGillivary, MS, LLP, BCBA, Director of Healing Haven. “When children start therapies like ABA early on, they receive strategic learning opportunities that support them in the areas they need.”
Whether it’s communication, social and play skills, or activities for daily living (brushing teeth, eating with utensils, potty training), children who struggle with these skills can make great strides when provided early intervention support. Additionally, the likelihood of negative behaviors decreases because they learn appropriate behaviors from the beginning.
ABA Therapy
A child’s individual early intervention plan will address their unique areas of need. For instance, if it’s developing language and communication skills, the ABA therapist will work on helping the child learn to label items and appropriately request things they want or need. And the mode of communication will vary. It may be pointing to a picture, or handing a picture of what they want (Picture Exchange Communication System). And some may use a communication device (tablet), or verbal expressions.
In addition, if the child has negative behaviors their ABA therapy plan will address them. Some common negative behaviors include: damaging toys or property, non-functional crying and screaming, resisting transitions by falling to the ground or running away, aggression or self-injurious behaviors.
The behavior plan developed by the child’s BCBA will include strategies to address the types of behaviors listed above. They will work to pinpoint the reason for these behaviors and teach them skills or replacement behaviors to reduce them.
“For example, some children flop to the ground when transitioning to a new activity. Their ABA Therapist may address functional ways to communicate that the child may need a break,” Jamie explains. “Or they may introduce proactive strategies to warn the child that a transition is about to occur. Giving warnings and visual information about what is to come helps decrease the anxiety surrounding transitions.”
Generalizing New Skills
As a child makes progress on and eventually achieves their goals, we can work on scaling back one-on-one support. The ultimate goal is for the child to generalize the skills they’ve learned into their natural environments. We provide additional programs to support the child and family in this goal.
“We place a significant emphasis on parent training and involvement,” says Jamie. “When parents participate, we increase the likelihood that what children learn in the clinic will carry over to their natural environments.”
As a result of early intervention services, young children with autism receive a strong foundation to learn, develop and grow. It’s good to remember that autism is a spectrum and each child is unique. Some children need more support, while some need less. Some will need ongoing ABA therapy, while others will move on to their school environment with varying levels of support.
You can learn more about all our early intervention services for autism here. And contact us to get your child started with therapy services.
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How to Explain Death to a Child with Autism
Losing a loved one, whether it is expected or not, is hard for anyone to navigate. It’s a process that involves accepting reality, seeking support if necessary, and allowing yourself time to feel natural emotions. So it’s not surprising that explaining the death of a loved one to a child with autism may bring some additional challenges.
Death is a difficult concept for any child to understand, let alone those who may have a hard time grasping abstract concepts. But death and loss are also unavoidable. That’s why we put together some tips to help your child with autism or special needs understand and deal with the process of losing a loved one.
Be literal and thorough when explaining the loss
When explaining the death of a loved to your child with autism, use literal terms. This may help the death make more sense to them. Avoid using terms such as “passed away”, “gone to sleep”, or “gone to another place”. Using these terms risks your child taking them literally and becoming frustrated when their loved one doesn’t wake up or come back.
Be direct when you are explaining the passing of a loved one to your child. The more direct you are, the easier it will be for them to understand. Allowing room for questions is key here and answering them honestly to the best of your ability should take priority.
Keep routines as unchanged as possible
Change in routines can be particularly challenging for individuals on the spectrum. The death of a loved one is a major life changing event. That’s why it is best to keep everything else within their routine as consistent as possible. People with autism find comfort with routine, and comfort is something we all strive for while grieving. Bedtime routines, playdates with friends, school and therapy may be part of daily routines. You should try your best to maintain these activities if they bring your child peace.
Involve them
When helping a child (with or without autism) through loss and grief, it may seem best to exclude them from certain parts of the process, like attending a funeral with an open casket. While it largely depends on your child’s level of cognitive understanding, as well as your expertise in making the best-informed decision for your child, many professional sources suggest that shielding a child with autism from the complexities that come with loss will likely confuse them more. These sources suggest being transparent and asking your child if they would like to be part of a certain aspect (like the funeral, wake, or burial). With this, allow them to ask any questions they might have.
Another good option, as Alicia says in The Mom Kind, is “to have a celebration of life that they can attend instead of the funeral”. Doing this, Alicia says, “allows involvement without having to see all the grief”.
Prepare them, if possible
If you know that a family member or loved one is terminally ill, try and familiarize your child with all the places they will be during this time. This could be places like the hospital, funeral home, or cemetery. Remember to talk about the emotions they will see from others throughout the process. A great way to do this could be through pre-made “social stories”. Social stories use photographs to help explain and show the child what will happen before it happens in real-time. These photographs and descriptions of the photographs can include emotions that they will observe of others. More information on constructing a social story can be found here.
As we know, children who are on the spectrum can have an especially difficult time dealing with the unexpected, so it is a good idea to make the loss as “expected” as possible. Of course, this may not always be possible and sometimes a loss can be sudden. In this case, you can still do your best to show and tell your child what to expect. Use any photos you have available or pictures online to do this. More ways to prepare your child for loss and help them understand it can be found in this article from Child Bereavement UK.
Utilize books that help explain loss
When it comes to bereavement and children with autism, a lot can be gained from books that are specifically made for this life event.
The 2017 book, I Have a Question about Death: Clear Answers for All Kids, including Children with Autism Spectrum Disorder, is a straight-forward, color-filled read that addresses the questions that concrete thinkers might have surrounding death. It answers them in a simplistic manner. This book has an abundance of good reviews from parents who have had to explain this topic to their children. We recommend it as well!
Another book that is a good choice for the topic of grief is the interactive workbook, Finding Your Own Way to Grieve by Karla Helbert. This book is unique in that it encourages expressive techniques and exercises to help your child identify and process the feelings that accompany loss. This book is perfect for children and teens to work through on their own. They can also use it with the help of a parent or professional. Find this book here.
Lastly, How People With Autism Grieve, and How to Help: An Insider Handbook, is best suited for teens and young adults who need security and affirmation after losing a loved one. Though the book only bases suggestions off one person’s unique experience, it can prove helpful in relating to what your child might be feeling emotionally. Find out more about it here.
Takeaway
We all have different ways of dealing with loss. It’s important to make it known to your child with autism that there is no “right” or “wrong” way to respond to the death of a loved one. The most vital thing, though, is to ensure that your child knows there is support around them and that they have people to talk about it with when they feel sad or confused.
What is ABA Therapy: Your Questions Answered
Following an autism diagnosis, many professionals recommend ABA Therapy as the first form of support. But many parents often leave those meetings wondering what is ABA Therapy? It’s common to have lots of questions. It’s important to feel informed and clear on treatment options as you seek support for your child. Not to mention, choosing a therapy provider can be overwhelming and can take a lot of time. We’ll break down some commonly asked questions about what ABA Therapy is so you can feel prepared to help your child.
What is ABA Therapy?
Considered the “gold standard” in autism treatment, ABA (Applied Behavior Analysis) Therapy is a scientific approach to understanding behavior. It’s a method of therapy used to improve specific behaviors, decrease interfering behaviors and help a child gain new skills such as communication, play, social, and daily living skills. ABA Therapy is evidenced-based and the most frequently recommended option for the treatment of autism.
Is ABA Therapy effective?
ABA Therapy proves to be highly effective, based on over 50 years of research. Medical professionals and institutions such as the American Psychiatric Association, the American Psychological Association, and the U.S. General Surgeon approve ABA as a valid treatment for autism.
ABA Therapists and BCBAs (Board Certified Behavior Analysts) create and implement plans for the client to meet specific goals tailored to the client’s needs. They set the client up for success by breaking down the steps to each goal. If an approach isn’t working, the ABA Therapist and BCBA will find another one. For example, a child may be working on regulating their emotions during tantrums. The ABA Therapist and BCBA might implement tactics such as deep breathing, sensory input, and physical relaxation. But if sensory input seems to further aggravate the child, that tactic will be removed and replaced with a helpful one.
Is ABA Therapy a fit for my family?
Parents love their children and want what is best for them, no matter their diagnosis. You may be asking, ”How can ABA Therapy help my child?” All children have the right to learn important skills in order to be independent and to maximize their happiness later in life. For children with autism, learning some skills can be harder. ABA Therapy can build on your child’s strengths while also supporting their learning in the areas they need it most.
In deciding if ABA Therapy is a fit for your family, it’s important to understand the provider’s approach to ABA. ABA Therapy should be customizable to your child’s needs, with an emphasis on generalization to make sure skills transfer to the natural environment.
Additionally, it’s important to know the credentials of the BCBA and understand the center’s training program for their ABA Therapists. This is to ensure they are qualified for the work they are providing. Another factor is to make sure they have a positive and comfortable relationship that allows room for learning. There should also be frequent and open communication between you as the parents and the child’s BCBA in order to build goals that are appropriate and sensible to you. Remember, you know your child best and it’s important to find professionals that align with your specific values.
What do ABA Therapists do?
ABA Therapists are trained behavioral professionals that work closely with and under the supervision of BCBAs. They help implement behavioral goals set for the client. As a team with the child and BCBA, the Therapist will help teach functional skills, address problem behaviors that interfere with learning. They also help the child gain skills that will allow them to better participate in school and the community.
What is a BCBA?
According to the Behavior Analyst Certification Board, “A Board Certified Behavior Analyst, or BCBA, has a graduate-level certification in behavior analysis. Professionals certified at the BCBA level are independent practitioners who provide behavior-analytic services. BCBAs may supervise the work of Board Certified Assistant Behavior Analysts – (BCaBAs), Registered Behavior Technicians (RBTs), and other professionals who implement behavior analytic interventions.”
At Healing Haven, BCBAs also provide parent training and can work with school professionals to help therapy translate efficiently across all situations and settings the client is in. To become a BCBA, an individual must undergo a 5-step process that includes: earning a relevant Master’s Degree, completing required behavior-analytic graduate coursework, completing required supervised fieldwork, apply for, take, and pass the BCBA exam, and then apply for state licensure.
What happens during an ABA session?
An ABA session typically begins with specific goals established for the child, which are discussed prior to starting therapy sessions. Throughout the session, the Therapist works one-on-one with the child. Their job is to ensure the child is learning and understanding the skills that are being taught. ABA Therapists utilize encouragement, praise and other motivational tactics tailored to the specific child and programs being worked on. Therapy is delivered both with and without supervision by the BCBA.
Kate Fritz, MA, BCBA, LBA, is the Clinical Manager of our Early Intervention Clinic. She describes a typical ABA session at Healing Haven this way:
In ABA sessions, we work hard and play hard! How an ABA session looks can greatly vary depending on the client’s age and skillset – programming is individualized to the client. In general, you can expect to see the use of play to work on communication and social skills, building up independence with daily living skills (e.g., working on putting on a winter coat), and both individual and group times to work on behavioral goals related to school-readiness. In action, this may look like a kid sitting in circle time imitating song motions, then reading a story with their therapist and pointing to animals and colors throughout the story, sitting and eating snack with peers, going to the restroom to work on washing hands independently, then heading to the playroom and pointing to toys up on a high shelf to communicate what they want to play with.
When should my child start ABA?
A child should start ABA Therapy if deemed appropriate, after receiving a medical diagnosis of autism spectrum disorder. Autism, for example, can be detected and tested for as early as 18 months old and by age 2 can be considered a reliable diagnosis as a means for therapy intervention.
Early intervention is key. “Research very clearly states that early intervention for children with autism and other developmental disabilities is vital,” explains Jamie McGillivary, MS, LLP, BCBA, Founder and President of Healing Haven. “When children start therapies like ABA early on, they receive strategic learning opportunities that support them in the areas they need.”
However, ABA Therapy is also beneficial for older children and teenagers. Even if a child is diagnosed later, ABA therapy could be worth looking into to learn and improve in areas that may be challenging for them. It is also important to remember that ABA Therapy isn’t automatically a lifelong commitment. Many children transition to lesser levels of therapy as they master skills.
Is ABA Therapy covered by insurance?
Because it is considered a behavioral health service, ABA Therapy is covered by most insurance policies. However, this can vary by plan and from state to state. In Michigan, it can vary by employer insurance plans, so it is important to call your insurance provider. It is important to discuss the specifics of what is and what is not covered by your plan as it pertains to ABA Therapy services in your location. More information about this can be found when you search “Autism Spectrum Disorder Health Coverage” on your state government website. For example, Michigan’s explanation of autism health coverage is found here. The Autism Alliance of Michigan is also a great resource for parents navigating insurance coverage.
We hope this information is helpful as you navigate therapy options for your child. To learn more about Healing Haven’s ABA Therapy programs for children and teens up, contact us today.
More Autism Friendly Vacation Ideas
Our blog post – Top 5 Autism Friendly Vacation Spots – was one of our highest trafficked posts for that year. So with more hotels, resorts and theme parks making efforts to provide an enjoyable and safe experience for families impacted by autism, we decided to do a follow-up post with even more autism friendly vacation ideas.
That previous post included Sesame Place®, LEGOLAND Florida, Surfside Beach, South Carolina, Dollywood and Tradewinds Resort. We also did an addendum to share about VillaKey, provider of autism friendly vacation rentals in Florida.
Thankfully we are seeing lots of places becoming “autism friendly” – and when they make these efforts they are creating inclusive places for everyone to enjoy. Hotels, resorts and theme parks are providing training for their staff about autism. They are creating quiet rooms and sensory rooms for individuals who get overwhelmed and need a place to relax. They are adding safety measures for kids who are prone to wander. All of these thoughtful efforts benefit families with an autistic child, but also kids with Down syndrome and even typical kids. By doing so, they are opening up vacation opportunities for families who never dreamed of going to some of these places.
So here are a few more autism friendly vacation ideas to add to your list.
Heading to Florida
Disney World – Orlando
Disney World is a destination for many families with young children. For those with an autistic child, Disney has some accommodations to help make your time there more enjoyable. If you are considering a vacation there, look into their Disability Access Service Pass that allows pass holders to avoid lines at rides. They also have Disney’s Strollers as Wheelchairs program, which is a special safety measure for kids who wander, or who need a familiar seat to feel safe and secure. For qualifying children, this program allows kids to remain in their strollers while on a ride or visiting an attraction. Disney also offers a visual guide of the park for individuals with disabilities that you can download before you go. There are a number of additional accommodations for individuals with autism, like Rider Switch, Break Areas and Companion Restrooms.
Discovery Cove – Orlando
Earlier this year Discovery Cove, Orlando became a Certified Autism Center. Discovery Cove is SeaWorld’s all-inclusive family resort. They have created accommodations and supports for individuals with autism and other sensory needs. As explained on their website – staff receive specialized training to ensure all guests have an enjoyable experience. Training focuses on: sensory awareness, motor skills, autism overview, program development, social skills, communication, environment, and emotional awareness. They offer a Sensory Guide that provides details on their attractions and how a person with sensory issues may respond to each experience so that families can plan accordingly. Another benefit Discovery Cove offers is they limit the number of daily attendance of 1,000 guests. So crowd control is built into how they operate.
Kennedy Space Center Visitor Complex – Merritt Island
In 2023, Kennedy Space Center Visitor Complex became an IBCCES Certified Autism Center. Located just East of Orlando, this unique NASA experience provides a comprehensive Sensory Guide to help plan your visit with sensory-sensitive individuals or children. It also offers complimentary noise-reduction headphones on a first-come, first-served basis to those with hearing sensitivities. Explore the various adventures this attraction presents, guaranteed to pique the interest of every family member.
Closer to Home
Cedar Point
At just over 2 hours away from Metro Detroit, Cedar Point’s autism accommodations can provide for a great get-away for families. Known as the Roller Coaster Capital of the World, they also provide some great services for families with an autistic child or other disabilities. They offer a Parent Swap ride program and KidTrack is a wristband program if your child is known to wander. There is a Family Care Center and other places for a quiet place to take a break and cool down. Additionally, there are several Family Restroom facilities for those who need support. You can download the Cedar Point mobile app to check on ride wait times, attraction accessibility, events and more. And for overnight stays there is Cedar Point’s Hotel Breakers that provides many features to make it a fun get-away.
Hersheypark
For a little bit longer trip but still a doable drive for a long weekend, Hersheypark is about 7 hours from Metro Detroit. They partnered with Parent to Parent of Pennsylvania to make sure their park and attractions are accessible to individuals with disabilities. One feature is their Ride Accessibility Questionnaire – families can answer some questions to receive a detailed list of the rides and attractions suited for your personal family situation. They have several Quiet Areas throughout the park to provide a private place for those who may become over stimulated. Additionally, guests can download a Rider Safety & Accessibility Guide ahead of their visit. And if you have dietary restrictions, you can learn about their allergen information and dining options.
Going Above and Beyond
Morgan’s Wonderland
A park designed to cater almost exclusively to children with special needs? That’s Morgan’s Wonderland, in San Antonio, Texas! It is the world’s first “Ultra Accessible Theme Park”. The park offers an impressive number of traditional and adaptive rides, swings, and activities to suit all ages. Additionally, they have a Sensory Village, and entertainment that teaches messages of inclusion and kindness. And most importantly, children with special needs, including autism, receive free admission! It may be time to start planning a Texas vacation.
International Adventure
Beaches® Resorts
Beaches® is the first IBCCES (International Board of Credentialing and Continuing Studies) and Autism Certified resort company. Their resort locations in Jamaica and the Turks and Caicos islands offer specialized service to families with children with autism and other special needs. These services include mealtime accommodations such as custom dietary needs, kids camps for children of all abilities, and staff trained in autism needs, sensory awareness, motor skills, and more. Additionally, Beaches® partners with Sesame Street® and Autism and offers activities with Julia, the first Sesame Street® character with autism.
Shannon Airport, Ireland
If you’re thinking of traveling through Ireland, be sure to consider Shannon Airport as a thoroughfare! Ireland’s Shannon Airport provides an awareness program for kids with special needs, ensuring a smooth airport experience. Through this program, kids and those with special needs can access a 24-hour sensory room.
In conclusion, many resorts, theme parks and hotels are understanding the needs of autistic individuals. So we hope these autism friendly vacation ideas help spark your imagination to plan a get-away for your family that everyone will enjoy! And let us know if you’ve found another vacation spot that was perfect for your family.
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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.