Autism Society of Tacoma meets at Tacoma Area Coalition for Individuals with Disabilities (TACID), 6315 South 19th Street in Tacoma, Monday, October 26, 2009. Meeting begins with Speaker presentation at 6:30 to 7:30pm followed by networking 7:30 to 8pm
“Autism and Behavioral Support Services”
The Autism Society of Tacoma is pleased to introduce Christopher Jones, PhD, BCBA and Ivy Chung, MS, BCBA of MAXIM Healthcare Services. Maxim offers Applied Behavior Analysis(ABA) support to children and their families in the Puget Sound area with highly qualified professionals. Our meeting will focus on the fundamentals of ABA and it’s benefits in the effective treatment and support for individuals with autism. Our goal is to allow parents and professionals the opportunity to be interactive and have an open dialog about autism and ABA. Time will be made available for Questions & Answers.
AST is excited to offer a “busy table” for families who would like to bring their children. This table will be stocked with fun activities like play-doh, lego’s and coloring books for individuals to enjoy while parents listen to AST presenters. Also available is our AST Resource Table, filled with current autism, advocacy and disability orientated materials and info on activities, trainings and events throughout Pierce County. Check out our Lending Library located at WA PAVE (253)565-2266
Save the date - Pierce County Legislative Forum, Tuesday, November 24, 7 pm at the Tacoma Elks Club, 1965 S. Union Ave. For more information please contact PC2 (253)564-0707
For more AST information please call (253)759-7995 or (253)576-6351
AST abides by the Options Policy as established by ASA/ASW
Tuesday, October 20, 2009
What is Applied Behavior Analysis (ABA)?
ABA is the science in which behavior change techniques are applied using principles of behavior to improve socially significant behaviors. Experimental procedures including defining behaviors in measurable and observable terms are also applied to identify the variables responsible for behavior changes. ABA is widely applied in different areas such as education, organizational behavior management, animal training, mental health etc.
Research has shown that ABA intervention is particularly effective in teaching children with autism. Recent findings also indicate that children with autism benefit most if intervention is provided early in life. ABA intervention targets in teaching children with autism in a wide range of areas including: motor skills, play skills, social skills, adaptive/life skills, reading, writing, language and communication. Behavior-reduction strategies such as Differential Reinforcement and Extinction procedures are also major non-aversive interventions to reduce challenging behaviors often seen in children with autism.
Different models based on principles of Applied Behavior Analysis were developed to teach children with autism. One of the most well-researched models is Discrete Trial Training, also referred to as Lovaas model as it was developed by Dr. Ivar Lovaas. In DTT, a specific skill is broken down into smaller teachable units and each subskill is taught through a series of massed teaching trials. Learning environment is highly structured and controlled by the adult, and the adult presents clear instruction for a response. Acquisition of skills is facilitated through the use of systematic prompting strategies and reinforcement. It is important to keep in mind that DTT is not equivalent to ABA; it is often a misconception that people have about ABA and DTT.
One major criticism about DTT is its robotic teaching method and lack of skill generalization in the natural setting. Naturalistic teaching approaches such as Pivotal Response Training (PRT), and Incidental Teaching were later developed to address these issues and they target in teaching skills such as play skills, social skills, and language and communication in a natural way. Unlike DTT, learning environment takes place in the child’s natural settings; and highly motivated materials to the child are used. Naturalistic teaching methods involve finding teaching moments in the natural context of ongoing activities.
Who should provide ABA services?
Applied Behavior Analysis is a well-developed discipline and its practice is highly evidence-based. When caregivers want to hire a provider for their children with autism, several things they should look for in a provider:
- The provider has direct experience working with children with autism.
- The provider has a minimum of a master’s degree in Behavior Analysis or related fields (e.g. education, psychology, child development etc.)
- The provider is a Board Certified Behavior Analyst ® (BCBA is the only certification to make sure that the person you hire has extensive and intensive training in Applied Behavior Analysis and is qualified to practice behavior analysis; it is also recognized nationally by the government and several other agencies such as Tri-Care in order to reimburse interventional services).
What does an ABA program look like?
Once a family hires the provider (sometimes titled as Educational Consultant, Autism Consultant, Program Supervisor etc.) he/she will begin assessing the child in several areas including motor, social, play, cognitive, adaptive skills and language and communication. Upon completion of the assessment process, the provider will develop individualized interventional programs for the child based on the results from the assessment. The consultant may then train the tutor (either hired by the family or from an agency) to implement the programs as well as principles of ABA. Ongoing supervision is provided to ensure the quality and fidelity of intervention provided. Many providers are also motivated to collaborate with other service providers such as school teacher, speech and language pathologist, occupational therapist, and physical therapist.
ABA intervention does not cure autism. But the outcomes for the children impacted by autism spectrum disorders are promising. Caregivers often reported there is an improved quality of life for both the child and the family after ABA intervention.
Author: Ivy Chung, M.Ed., BCBA
Ivy Chung is one of the supervisors at the Maxim Healthcare Services for the EIA Services (Educational Intervention for Autism Spectrum Disorders). She has worked with young children with autism using principles of ABA for over 4 years. She graduated from the University of Washington with a BS in Psychology, and M.Ed in Special Education/Applied Behavior Analysis. She is also currently pursuing her doctoral degree in ABA at the UW. Ivy is a Board Certified Behavior Analyst and a member of the Association for Behavior Analysis.
Research has shown that ABA intervention is particularly effective in teaching children with autism. Recent findings also indicate that children with autism benefit most if intervention is provided early in life. ABA intervention targets in teaching children with autism in a wide range of areas including: motor skills, play skills, social skills, adaptive/life skills, reading, writing, language and communication. Behavior-reduction strategies such as Differential Reinforcement and Extinction procedures are also major non-aversive interventions to reduce challenging behaviors often seen in children with autism.
Different models based on principles of Applied Behavior Analysis were developed to teach children with autism. One of the most well-researched models is Discrete Trial Training, also referred to as Lovaas model as it was developed by Dr. Ivar Lovaas. In DTT, a specific skill is broken down into smaller teachable units and each subskill is taught through a series of massed teaching trials. Learning environment is highly structured and controlled by the adult, and the adult presents clear instruction for a response. Acquisition of skills is facilitated through the use of systematic prompting strategies and reinforcement. It is important to keep in mind that DTT is not equivalent to ABA; it is often a misconception that people have about ABA and DTT.
One major criticism about DTT is its robotic teaching method and lack of skill generalization in the natural setting. Naturalistic teaching approaches such as Pivotal Response Training (PRT), and Incidental Teaching were later developed to address these issues and they target in teaching skills such as play skills, social skills, and language and communication in a natural way. Unlike DTT, learning environment takes place in the child’s natural settings; and highly motivated materials to the child are used. Naturalistic teaching methods involve finding teaching moments in the natural context of ongoing activities.
Who should provide ABA services?
Applied Behavior Analysis is a well-developed discipline and its practice is highly evidence-based. When caregivers want to hire a provider for their children with autism, several things they should look for in a provider:
- The provider has direct experience working with children with autism.
- The provider has a minimum of a master’s degree in Behavior Analysis or related fields (e.g. education, psychology, child development etc.)
- The provider is a Board Certified Behavior Analyst ® (BCBA is the only certification to make sure that the person you hire has extensive and intensive training in Applied Behavior Analysis and is qualified to practice behavior analysis; it is also recognized nationally by the government and several other agencies such as Tri-Care in order to reimburse interventional services).
What does an ABA program look like?
Once a family hires the provider (sometimes titled as Educational Consultant, Autism Consultant, Program Supervisor etc.) he/she will begin assessing the child in several areas including motor, social, play, cognitive, adaptive skills and language and communication. Upon completion of the assessment process, the provider will develop individualized interventional programs for the child based on the results from the assessment. The consultant may then train the tutor (either hired by the family or from an agency) to implement the programs as well as principles of ABA. Ongoing supervision is provided to ensure the quality and fidelity of intervention provided. Many providers are also motivated to collaborate with other service providers such as school teacher, speech and language pathologist, occupational therapist, and physical therapist.
ABA intervention does not cure autism. But the outcomes for the children impacted by autism spectrum disorders are promising. Caregivers often reported there is an improved quality of life for both the child and the family after ABA intervention.
Author: Ivy Chung, M.Ed., BCBA
Ivy Chung is one of the supervisors at the Maxim Healthcare Services for the EIA Services (Educational Intervention for Autism Spectrum Disorders). She has worked with young children with autism using principles of ABA for over 4 years. She graduated from the University of Washington with a BS in Psychology, and M.Ed in Special Education/Applied Behavior Analysis. She is also currently pursuing her doctoral degree in ABA at the UW. Ivy is a Board Certified Behavior Analyst and a member of the Association for Behavior Analysis.
Thursday, October 8, 2009
Welcome to the Autism Society of Tacoma's blog. Each month we will have speakers from our meetings, members of our board, individuals on the autism spectrum and guest bloggers from other autism organizations share information with you through this site about a variety of topics that will be helpful to parents, individuals, providers and other community members.
Visit our Facebook group for updated information on our meetings and activities at http://www.facebook.com/topic.php?topic=9431&uid=185052290766#/group.php?gid=185052290766
Visit our Facebook group for updated information on our meetings and activities at http://www.facebook.com/topic.php?topic=9431&uid=185052290766#/group.php?gid=185052290766
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