ABA

[Guest guest]

From: Roxanna

Sent: Monday, April 09, 2007 10:31 AM

Subject: Re: ( ) aba

I would probably teach him ways he can " freak " out that are more productive.

It may be a long process but take baby steps to get to where you decide to go

with it. If you just say " calm down " to him, I don't imagine that does work

either! What does " calm down " mean exactly? Describe it. That is like we say

" be good " to kids sometimes and they have no idea what being " good " means

exactly. You have to say, " No yelling, no running, inside voices, etc. " Then

the child gets the idea of what you want.

So I would teach him ways to be angry without causing a major disruption at

school or home. And also ways to channel that into constructive action as well.

Of course, I'm not implying this is simple to do at all. Right now I am dealing

with my 10 yo (hfa, hyperlexia) and he gets angry first and screams and rages

about the tiniest things. I've gotten several books on handling this - mostly

geared towards him - how to deal with anger and frustration. But it's going to

take a good while before he automatically is better at handling frustration.

Roxanna

Re: ( ) aba

Wow. This was great to read.

So,,,,,,,for a child that is starting to get mad, " growl " , snap at everyone,

" shut down and start to pull his head down into his shoulders " because he either

isn't getting his way or things just aren't going as planned or even that he has

had a bad " moment',,,,,,,,,,,,,,,,would you suggest that he be told to calm down

and lets talk about it?

That doesn't really work with us. This sounds really bad,,,,,,,but what

" works " , if you want to call it that, is to let him " get through it " (which

means have his " freak-out " ) and then when he's calmed down again, try to talk.

Usually, he has sorry or whatever and can actually see what has just taken

place.

What do you think? Is it OK or is it teaching him LONG TERM to just let him

" do what he's got to do to get through it " and THEN deal with everything?

OR,,,,,,,,,,,,should his " freak-out " not be acceptable and we work on the

behavior........but how? I'm confused.

I understand that he is freaking out b/c something either has or is

happening that he isn't liking................but that's going to be life,

right?

Help!!!

Robin

Greenwood <rkgreenw529@...> wrote:

ABA is based on the principles of operant conditioning theory, which says

human behavior is affected by events that precede it, which are called

antecedents, and events that follow it, which are called consequences, so

all you really have to do is change those events and you can change

behavior. You can change what happens before a behavior, and what happens

after a behavior, and it will affect the behavior itself. When treating an

ASD child, we are trying to bring about change not only from a behavioral

standpoint, but also from a diagnostic one. Right now, the diagnosis of

autism is based on symptoms. The series of deficits in the diagnosis of

autism are language, play skills, social skills, theory of mind, and

executive function (which I will define later). There are also some

behaviors that are excessive, like self-stimulatory behaviors, maladaptive

behaviors, tantrums, aggression, noncompliance, and so on. The goal in ABA

is to improve those areas that are deficient and to reduce those areas that

are excessive. These are called " skill repertoire instruction " and " behavior

management " ; these two things work together. To give you some examples of

behavioral management, let's say a child learns to tantrum to get what he

wants, because he has no other tools for communicating. If we can teach him

another way to ask for the objects or things that he wants, those tantrums

tend to recede; but let's say the child screams when he doesn't want to do

something, because he doesn't know how to say, " Mom, I don't really feel

like doing this right now, " so let's teach him to ask for a break. Or when

the child hits to get your attention, teach him to call your name instead.

There are a lot of different techniques that we use to try to replace those

behaviors that have developed over time as a communication mode. The basic

idea is that the kids are not behaving badly because they're bad kids.

They're wonderful kids. They're behaving badly because they're trying to

communicate something, and they don't have any other way to communicate it,

and that's how their frustration is coming out.

__________________________________________________________

Interest Rates Fall Again! $430,000 Mortgage for $1,399/mo - Calculate new

payment

http://www.lowermybills.com/lre/index.jsp?sourceid=lmb-9632-18679 & moid=7581

---------------------------------

Expecting? Get great news right away with email Auto-Check.

Try the Beta.

[Guest guest]

thanks for the advice and inspiration!

- C.

A.E.P.

Mom to Cassie 16 PCOS, Austin 14 ADHD and a 3.5 HFA/AS & SPD/SID

( ) Re: aba

,

Start by picking one objective. " I want my child to stay in her

seatbelt. " Then focus on that one objective. Don't worry about

anything else unless it's life-threatening. Drive everywhere and

anywhere. Find excuses to drive everywhere and anywhere. Say

repeatedly as you're getting ready, " I know you're such a big girl. I

know you can stay in your seatbelt. " " Big girls who stay in their

seatbelts get a cookie when we get where we're going. " Say

repeatedly as you're driving, " Oh wow, what a big girl you are,

working so hard to stay in your seatbelt! I bet you're going to earn

a cookie when we get where we're going! " Make the first trip down

the driveway to the mailbox. Make the second trip around the block.

If she's struggling to comply for a 1 minute drive, don't go any

further than 1 minute until she's no longer struggling to comply,

even if it takes a month. Then take a zillion two minute drives,

prompting her all the way. Let everything else go. Fovus on it

24/7, how proud of her you are for keeping her seatbelt on. Someday

you'll be at the point that you can actually make it all the way to

the grocery store. It will be a great day!

And the next day, while continuing to keep up the praise and positive

reinforcement for the seatbelt, you'll start working on getting her

to hold your hand while you cross the street....

Meira

>

> Thanks Meira

> ..... I think what we should be working for is how do I get

them to a have

> a better day today than they did yesterday? And how do I work to

> ensure that tomorrow will be better still?

> - C.

> Mom to Cassie 16 PCOS, Austin 14 ADHD and a 3.5 HFA/AS &

SPD/SID

>

[Guest guest]

Thanks.

Robin (my son is 10, also)

Roxanna <madideas@...> wrote:

From: Roxanna

Sent: Monday, April 09, 2007 10:31 AM

Subject: Re: ( ) aba

I would probably teach him ways he can " freak " out that are more productive. It

may be a long process but take baby steps to get to where you decide to go with

it. If you just say " calm down " to him, I don't imagine that does work either!

What does " calm down " mean exactly? Describe it. That is like we say " be good "

to kids sometimes and they have no idea what being " good " means exactly. You

have to say, " No yelling, no running, inside voices, etc. " Then the child gets

the idea of what you want.

So I would teach him ways to be angry without causing a major disruption at

school or home. And also ways to channel that into constructive action as well.

Of course, I'm not implying this is simple to do at all. Right now I am dealing

with my 10 yo (hfa, hyperlexia) and he gets angry first and screams and rages

about the tiniest things. I've gotten several books on handling this - mostly

geared towards him - how to deal with anger and frustration. But it's going to

take a good while before he automatically is better at handling frustration.

Roxanna

Re: ( ) aba

Wow. This was great to read.

So,,,,,,,for a child that is starting to get mad, " growl " , snap at everyone,

" shut down and start to pull his head down into his shoulders " because he either

isn't getting his way or things just aren't going as planned or even that he has

had a bad " moment',,,,,,,,,,,,,,,,would you suggest that he be told to calm down

and lets talk about it?

That doesn't really work with us. This sounds really bad,,,,,,,but what " works " ,

if you want to call it that, is to let him " get through it " (which means have

his " freak-out " ) and then when he's calmed down again, try to talk. Usually, he

has sorry or whatever and can actually see what has just taken place.

What do you think? Is it OK or is it teaching him LONG TERM to just let him " do

what he's got to do to get through it " and THEN deal with everything?

OR,,,,,,,,,,,,should his " freak-out " not be acceptable and we work on the

behavior........but how? I'm confused.

I understand that he is freaking out b/c something either has or is happening

that he isn't liking................but that's going to be life, right?

Help!!!

Robin

Greenwood <rkgreenw529@...> wrote:

ABA is based on the principles of operant conditioning theory, which says

human behavior is affected by events that precede it, which are called

antecedents, and events that follow it, which are called consequences, so

all you really have to do is change those events and you can change

behavior. You can change what happens before a behavior, and what happens

after a behavior, and it will affect the behavior itself. When treating an

ASD child, we are trying to bring about change not only from a behavioral

standpoint, but also from a diagnostic one. Right now, the diagnosis of

autism is based on symptoms. The series of deficits in the diagnosis of

autism are language, play skills, social skills, theory of mind, and

executive function (which I will define later). There are also some

behaviors that are excessive, like self-stimulatory behaviors, maladaptive

behaviors, tantrums, aggression, noncompliance, and so on. The goal in ABA

is to improve those areas that are deficient and to reduce those areas that

are excessive. These are called " skill repertoire instruction " and " behavior

management " ; these two things work together. To give you some examples of

behavioral management, let's say a child learns to tantrum to get what he

wants, because he has no other tools for communicating. If we can teach him

another way to ask for the objects or things that he wants, those tantrums

tend to recede; but let's say the child screams when he doesn't want to do

something, because he doesn't know how to say, " Mom, I don't really feel

like doing this right now, " so let's teach him to ask for a break. Or when

the child hits to get your attention, teach him to call your name instead.

There are a lot of different techniques that we use to try to replace those

behaviors that have developed over time as a communication mode. The basic

idea is that the kids are not behaving badly because they're bad kids.

They're wonderful kids. They're behaving badly because they're trying to

communicate something, and they don't have any other way to communicate it,

and that's how their frustration is coming out.

__________________________________________________________

Interest Rates Fall Again! $430,000 Mortgage for $1,399/mo - Calculate new

payment

http://www.lowermybills.com/lre/index.jsp?sourceid=lmb-9632-18679 & moid=7581

---------------------------------

Expecting? Get great news right away with email Auto-Check.

Try the Beta.

[Guest guest]

>From: Roxanna

>

>Sent: Monday, April 09, 2007 10:31 AM

>Subject: Re: ( ) aba

>

>I would probably teach him ways he can " freak " out that are more

>productive. It may be a long process but take baby steps to get to

>where you decide to go with it. If you just say " calm down " to him,

>I don't imagine that does work either! What does " calm down " mean

>exactly? Describe it.

Don't forget humor. This has worked wonders for my son, now 10. If

you can catch a frustrating or anger causing situation early enough

and transform it into some kind of spoof or joke I've found this can

turn my son's anger into raucous laughter which serves the same

purpose I think for him, but is not only more socially acceptable but

also perhaps more joyous for him, and us.

Marty

--

Asperger's/High Functioning Autism Homeschooler's discussion list

as-hfa-homeschool/

Webmaster's Bulletin Board - http://bbs.face2interface.com/

[Guest guest]

Humor is great, you are right! One problem is that sometimes it backfires so

you have to be careful. My older ds, who is 18 yo now, was a freshman in high

school when he finally started being able to joke around. But it has helped a

lot to diffuse situations.

Roxanna

Re: ( ) aba

>

>I would probably teach him ways he can " freak " out that are more

>productive. It may be a long process but take baby steps to get to

>where you decide to go with it. If you just say " calm down " to him,

>I don't imagine that does work either! What does " calm down " mean

>exactly? Describe it.

Don't forget humor. This has worked wonders for my son, now 10. If

you can catch a frustrating or anger causing situation early enough

and transform it into some kind of spoof or joke I've found this can

turn my son's anger into raucous laughter which serves the same

purpose I think for him, but is not only more socially acceptable but

also perhaps more joyous for him, and us.

Marty

--

Asperger's/High Functioning Autism Homeschooler's discussion list

as-hfa-homeschool/

Webmaster's Bulletin Board - http://bbs.face2interface.com/

[Guest guest]

Has anyone used ABA for help with potty training? How does this work???

**************Start the year off right. Easy ways to stay in shape.

http://body.aol.com/fitness/winter-exercise?NCID=aolcmp00300000002489

[Guest guest]

I don't post often but this is one of those times when I feel like I should

share information with all of you.  I have a 7 year old daughter who has

autism.  She began treatment 3 years ago with Dr. in NY.  She has made

progress all along with a few setbacks along the way.  Anyway according to

testing she has gone from having severe autism to being mild to moderate. 

Recently I went to a meeting and there were two ABA therapists speaking.  After

hearing what they said I decided to give it a try.  The sessions were amazing. 

Watching this doctor find out how much my daughter really understands was eye

opening to say the least.  is for all intent purposes considered non

verbal although she does have a few words that she uses.  So far we have learned

that can count by 5's. 20's and 1's up to 60.  The doctor believes that

she has FULL receptive language.  He has tested with more than 1000 words

so far and she is amazing.  He also gave her 3 pictures and then asked which one

could fly, which one was an animal, which one had fur and on and on. 

didn't miss a step.  She also has the beginning sight words down and she is

picking up new words daily.  He is recommending a speech device and he said that

it needs to have all the bells and whistles.  He told me that  has a

lot to say.  Finally someone who sees the way that I see her. 

may be a pain in the back side but she is amazing and so very smart. 

If you have not tried ABA I would highly recommend it.  I believe that all

therapies can work together.  Dr. has made her healthier and in turn her

brain is working better and she is now able to learn.  I am so excited to learn

more about how much understands and I am even more eager to learn

different ways to teach her.  In my opinion ABA is wonderful and can teach us

and our children so much.  Sheri

[Guest guest]

From: cdavis642@...

nids

Subject: RE: ABA

Date: Mon, 13 Apr 2009 20:04:03 -0500

I love ABA. I really do believe without it my son would not be talking at all.

However I do think a good deal of it is done incorrectly ...A great ABA program

is hard to find. There is a great book ..at least I think so ...called Educate

Toward Recovery..Turning the Tables on Autism by Schramm. I know each kid

is different but for my son earning Instructional control without ABA would have

been almost impossible. We still use it with some of his control issues today .

Candi

knardini@...;

From: hindssite@...

Date: Mon, 13 Apr 2009 07:33:31 -0700

Subject: ABA

Kristy,

Whatever works for your child is what you should do. It sounds like the ABA

program you had was not good. Language should be a major part of it and

nobody should do ABA for 40 hours a week. We had about 10 hours formally

but were trained in the principles so we could informally use them with our

son when needed. There is not one way to do this. You know your child best

and need to trust your gut.

As I said before, good ABA is just good teaching and doesn't have to be

called ABA for it to work. The people rather than the method are the most

important ingredients for success. I had a speech person from the school

district who worked with once a week. She was fabulous and used the

principles of ABA without knowing what they were; reward and reinforce the

behaviors you want to increase and learn. She also loaned us language

materials to use to work with because once a week is not enough for our

kids.

I hope you don't think I meant ABA is the only way, but I do disagree with

Dr. G when it comes to ABA as not being good for some of our kids. Having

said that, he is my hero for saving my child and I will always be grateful

to him, but we do disagree on this point. I think he is remembering the old

ABA which was extremely negative. If done correctly, and often it is not,

ABA is totally positive with ignoring undesired behaviors. Dr. G and I have

agreed to disagree.

For some of the more severe cases and for kids who are older than yours when

they found Dr. G, it is essential to get kids to attend. For older kids they

have more to learn and the behaviors we want to go away are more ingrained

because the kids have been doing them longer. If you can't get a kid to do

anything, you can't teach them anything. Good ABA moves to more natural

teaching as soon as a child is ready. It also can be done by people trained

by the parents so it tends to be less expensive. I wish we could all afford

Dr. Fosnot. I hear she is wonderful!!! And I would have loved to have had

her when was younger, but she wasn't part of the team then. So we had

to find another way. There is more than one way to get this done and one

cure doesn't fit all. There are a lot of different issues for different

kids. I'm happy you found a method that is working for your child. That is

all that matters.

Marcia

[Guest guest]

Congratulations! That is such a relief isn't it?

I have a little one who will be 3 soon and she has made amazing progress with

ABA. I think there are a lot of misconceptions about ABA as my daughter is not

a robot and she is actually the happiest she have ever been. She is able to

learn and she LOVES her therapists. With Dr. G and the proper therapies in

place, she continues to steam forward.

I can share in your excitement and relief. Our little one is non-verbal and we

have made a similar discovery over the last week. After the school district

implied that nobody was home, I wanted to prove them wrong and started asking

her questions at home during dinner with flashcards and pecs pictures. Turns

out she knows the alphabet, colors, animals, and can also identify sight words

(about 20 so far that we know...we are testing more and will be checking numbers

next). I can honestly say I completely underestimated my daughter and I feel

guilty about that, but I feel so good knowing that she does understand and find

comfort in the fact that she will be able to communicate someway or another.

[Guest guest]

hi check out the judson center in royal,I think they have a class for parents coming up.

From: jmlrgs1870 <jmlrgs1870@...>Subject: ( ) ABA Date: Saturday, November 14, 2009, 2:31 AM

Hi! I just read that parents can provide ABA therapy for their own ASD children. I can't afford to have someone else provide these services, so I'm interested in where these materials can be found. Does anyone know anything about this? Thank you! -Karie