I’ve been working with children and a few adults with autism for almost 2 decades and I had a revelation several years ago soon after I published my book—The Verbal Behavior Approach.
In celebration of Lucas’ 21st birthday this week, in this video blog, I’m going to share 5 lessons I’ve learned that might help you! A lot of these lessons are in Chapter 12 of my best-selling book, The Verbal Behavior Approach which was published a decade ago, sold more than 50,000 copies and is now available in 10 languages.
In last week’s video blog, I discussed a few ABA strategies to develop first sounds and words in children with autism. Today I’m going to discuss how to expand language carefully in children who are speaking in 1 or 2 word utterances where we have echoic control meaning if we say “say ball” the child will say “ball” without receiving a ball or without seeing a picture of a ball.
As you may know, I’m an autism mom and Board Certified Behavior Analyst. I am also the author of The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders which was published over a decade ago and is now available in 9 languages. As a Behavior Analyst, I know that any behavior (including vocal language and speech sounds) can be increased using proven ABA strategies. In this week’s video blog, I’m going to discuss techniques I use when working with a child who is non-vocal or minimally vocal.
In today’s video blog, I’m going to discuss why I focus so little on teaching social skills to very young children with moderate to severe autism.
In today’s video blog, I want to talk about how to keep a child with moderate to severe autism (who has limited language abilities) safe since there are many children (and even teens, and adults) with autism who have the language and/or cognitive functioning of a young child making safety awareness a huge concern for both parents and professionals.
Today’s video blog is going to answer the question, “How do you teach a child with autism to take medication?”
As you know, I’m a behavior analyst and a mom to 2 adult sons, one with autism. Some of you may not know that I’ve also been a Registered Nurse for over 3 decades and feel that my nursing background has been extremely helpful in working within the autism field.
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.
Several years ago, I attended a Keynote presentation where a Behavior Analyst, Dr. Dennis Reid, spoke about the importance of programming for (and measuring) happiness in clients with autism.
During one of the activities during the keynote, Dr. Reid had the audience members spend 3 minutes writing down every choice we made that morning prior to arriving at the conference.