My video blog last week was on ruling out medical issues before treating problem behaviors in children with autism. So please watch last week’s blog first if you haven’t done so already.
This week I’m going to answer the question I get often that goes something like: “How do you teach children with autism and severe language impairments to indicate that they are in pain and to tell you where the pain is coming from?”
As you probably know, I’m both a mom to an adult son with autism as well as a Board Certified Behavior Analyst (BCBA). But what you may not know that I’m also a Registered Nurse and I find myself frequently reminding people that some behaviors exhibited by children and adults with autism are caused by medical issues and cannot effectively be treated behaviorally.
In last week’s video blog, I discussed 3 benefits of teaching kids with autism sign language and this week I’m going to talk about a few words to avoid when teaching a child with autism to speak or sign.
Many autism professionals and parents have heard that children with autism benefit from sign language. But with the wave of technology, a lot of Speech Pathologists, Behavior Analysts and parents want to use other more technically advanced augmentative communication systems such as IPAD apps to help children with autism who do not speak to communicate.
Here’s my take on this important topic in this week’s video blog:
A child not responding to his name when called can be one of the first hallmark signs of autism. This is considered a “red flag” on the Modified Checklist for Autism in Toddlers or the M-CHAT and a diagnostic indicator on the Autism Diagnostic Observation Schedule –known as the ADOS. Since many children with autism have difficulty in this area, I thought I would address it in this week’s video blog.
Today I’d like to talk about overusing your client’s or child’s name and this is a piece of advice I have given to hundreds of professionals and parents over the past almost 2 decades: Don’t overuse a child͛’s name, especially when placing a demand or saying no.
You might be wondering why children with autism have such a hard time transitioning from highly preferred activities to non-preferred activities. I’m here to tell you that we all have trouble with transitions….
As a BCBA, I often see a heavy focus on teaching reading, math or other academic skills with both younger and older children with autism. In this week’s video, I talk about the important lessons I’ve learned in situations like this: