Discrete Trial Training

I told our web designer that people were having difficulty finding the handouts,
so we have changed the header to "Learning materials".
Hope that makes it a little easier for everyone.
P.S. If you have any other feedback or comments about our new website, please
send me an email.
Cindy Peters (Cary, NC)
persistentC@...
President, The Mariposa School for Children with Autism
www.MariposaSchool.org
919-461-0600

Hi:
I have two children, both have autism. My daughter is 5.5 years old
and very severly autistic. We started ABA with her when she was 24
months old. For a year we did 25 hours of ABA with the school
district. She made zero progress. Next we tried 2 years of ABA
with a team of ABA people (one psychologist trained by Dr Lovaas,
one supervisor to oversee the program, one lead therapist trained by
Dr Lovaas to overlap with the therapists about 20 hours a week, 4-5
therapists doing ABA), made very minimal progress (she would learn
some small thing once every few weeks, but would lose it again). We
also tried AVB in the last one year. My daughter almost never
generalized anything to the natural environment. So, after 3 years
of ABA we said goodbye to it.
Now my 21 month old son has autism. I don't think he is as severe
as my daughter, but still isn't very mild either. I am thinking of
an ABA program for him, but I am already so tired of running therapy
programs with no results, that I am worried that it may end up being
a bad decision for my son too. Can you please share your stories.
I definitely need some inspiration here.
Thank you,
-Indu.

My son is having difficulty hearing the difference between these two sounds.
His spelling test consisted of a combination of words starting or ending in "sh"
and "ch". When we try to work on words with these sounds, he is just not
getting it.
Does anyone have some suggestions on how to teach:
1. how to spell words with these sounds
2. pronunciation of these sounds
Thank you in advance.

Just a final reminder of the FEAT of Greater Cincinnati meeting on Tuesday, Jan.
21, 2003.
JANUARY 21
Motivation: The Foundation of all Learning
Presenter: Rena Sorensen-Burnworth, Ph.D.
Motivation leads to increased learning for children, less staff turnover, and a
team who works together. Come learn strategies to motivate yourself, your
staff, and your child. Presentation will include interactive discussion and
sharing of motivation techniques. Parents, tutors, teachers, support staff, and
anyone working with a child with an autism spectrum disorder are all encouraged
to attend.
Location: Drake Hospital Conference Center, 151 W. Galbraith Rd., Cincinnati,
45316. Meetings are in Conference Room G on Level A.
Time: 7:00-9:00pm. There is no fee for this workshops. Childcare is not
provided.

2pm Talk of the Nation
A group of women who've found a way to talk about their different
views on abortion. Plus, what families are learning about living with
autism.
http://www.michiganradio.org/
Ross,
Kalamazoo

I cannot tell you how touched we are by the overwhelming response . Your
compassion and concern has been so wonderful! The family is so touched!
UPDATE. IF YOU ARE SERIOUSLY INTERESTED PLEASE CONTACT
Joan Abrams @ 201 996 2613
ALSO a donor can be A O or A- Blood type
Thank you all for your help !
I apologize for the cross post.
We can all relate to the hardships of having a child on the Autistic
Spectrum.
The ongoing stresses and anxieties of our everyday life can only be
understood by "those like us". Only WE know what we go through with this
particular neurological disability, and as different as all of our children
may be, we ALL walk together in this long journey down a similar path.
I couldn't think of a better place to post this. I am hoping that this
family in need might obtain a "miracle" from these boards. I pray that you
will share this information with all you know.
A family in Queens is in desperate need. This young family of three has
been struck with yet another "hardship" to add to the one they already have.
The young 34 year old husband is in dire need of a Kidney. This family has
gone the "transplant routine route" and has traveled to all neighboring and
distant hospitals to have him "multi listed".. as far as that goes, they
wait.. and have been waiting for some time now.
Her husband at one point worked 2 jobs, to help support his young family
with their special needs child. Making sure his home was paid for and his
son could have "extra services" that is typically needed when paying for
private therapists.
As his body weakens, he is now completely on disability, and can no longer
work.
They all anxiously await phone calls from the donor lists and hospitals
waiting to hear of a "match" or a "donor". He is "A" type Blood, and could
also take someone who is "O" blood type or A negative
Please if you know of anyone, who would perhaps consider helping out this
family , so that the husband back to health , and he could provide for his
wife and special needs child as he so desperately wants to do, please have
them email them at
apolito@... for some information, or serious inquiries please call:
Joan Abrams @ 201 996 2613
(this is New Jersey)
Thank you so much for your attention and compassion to this post.

Just a reminder, registration is in full swing....
"Solving the Relationship Puzzle"
Opening Doors to Friendship to People in the Autistic
Spectrum
Dr. Steven E. Gutstein
March 21 & 22, 2003 (Friday & Saturday)
Herndon, Virginia (Northern Virginia)
Register at: www.autismoutreach.org
call: (703) 669-4972
Description:
Until recently, parents and professionals had no
alternative to the general expectation that a person
with autism would live a life of loneliness, apart
from others. Following years of clinical practice,
teaching and research, Dr. Gutstein was unwilling to
accept such bleak predictions. Through tireless effort
and a desire to open the world of joy and excitement
found through authentic relationships, his work
culminated in the Relationship Development
Intervention Program, RDI. Described in his book,
"Autism, Aspergers: Solving the Relationship Puzzle",
the treatment protocol developed by Dr. Gutstein
addresses social emotional deficits in an easily
understood, systematic manner. His creative methods
have provided a path for emotional fulfillment for the
thousands of children, adolescents and adults who
might otherwise face an isolated future.
Course Objectives
By the end of the workshop, you will walk away with:
Practical strategies and activities to use
immediately
How social and emotional objectives tackle deficits
in:
Face-to-face sharing of excitement
Using partners nonverbal expressions
Synchronizing simple actions for mutual enjoyment
Referencing and responding to a friends interest
level
Enjoying variation and adapting easily to transitions
The six levels of relationship development
Instrumental vs. Experience Sharing
Basic elements of the Relationship Development
Assessment (RDA)
How RDI works in a home based program
How RDI social objectives easily translate into IEP
goals
Tips for facilitating small play groups
Outline of Topics
What its like to be an adult in the autism
spectrum.
Why do people even in the high functioning autism
spectrum lead unsatisfying lives.
Critical deficits that appear early in life:
cognitive, emotional and social skills.
Two Ways of Thinking: Absolute and relative
information processing.
Two Types of Social Development: Experience sharing
interactions and instrumental interactions.
Video Presentation
Goals of RDI (Relationship Development Intervention)
The RDI Model of Relationship Development
Slides and Video Presentation
Principles of the RDI
Building a relationship development intervention
program.
Slides and video presentation of various ages and
stages of development.
March 21, 2003
8:00-9:00 am Registration
9:00-10:30 am Topics Discussed
10:30-10:45 am Break
10:45-12:00 Noon Topics Discussed
12:00-1:00 pm Lunch Break (included)
1:00-3:00 pm Topics Discussed
3:00-3:15 pm Break
3:15-4:00 pm Topics Discussed
March 22, 2003
9:00 am (Same as above, but no registration)
Location:
Dulles Hyatt
2300 Dulles Corner Blvd.
Herndon, Virginia 20171
USA

There is research supporting Verbal Behavior and the techniques Carbone
discusses in his workshops. The research is focused on the broken down tasks
though and not the whole picture. For example, there are many journal articles
(experimental research) on "teaching loosely" to promote generalization. This
is one aspect of the procedures Carbone endorses. There are not any articles on
using all of the procedures together to get a "recovery rate".
If you are interested in the references for the research Carbone basis his
recommended procedures on, they should be in the back of the handouts he gives
out at the workshops. If you haven't attended any of his workshops, maybe
someone on the list has it on their computer?
Sincerely,
Kristine Quinby
You wrote:
The AVB method does follow the model of putting in a lot of time and energy
and effort into educating the child with a DD. I am not aware of published
and peer reviewed results yet, but I would love to see them. Intuitively,
I believe that AVB is a worthwhile approach that can improve the lives of
people with DD. I just want to reassured with the science.
Thanks
Rose

--
Antonia,
Could you please send me your new link? I meant to update it on my
website--yours is one of my favorites, but I forgot to write it down.
Thanks.
Juliet Burk
Www.autismteachingtools.com

Hold these dates for a very enlightening and practical workshop in
Toronto. Brookfield Programs presents
Dr. Steven E. Gutstein: Solving the Relationship Puzzle:
Opening Doors to Friendship for People
in the Autistic Spectrum
Friday April 25 and Saturday April 26, 2003
Please note: You can only attend Day Two if you attend Day One
Held at the Centre for Addictions and Mental Health Auditorium at 250
College Street, Toronto Ontario
(Register early as Dr. Gutsteins previous workshops in the U.S.A. have
sold out quickly)
Who should attend?
Family members, behavioral therapists, Speech language pathologists,
Occupational Therapists, Psychologists, Special Education Teachers/
Aides and Teens/ Adults with an autism spectrum diagnosis, you can gain
new insight from attending.
Goals and Objectives -- Participants will learn:
The 6 level RDI model of relationship development.
Practical strategies and activities to use immediately
How to select the proper stage, objectives, activities and social
partners
How to support developing the desire to form relationships
How to use the RDI to set objectives for home-based behavioral and other
programs
How RDI social objectives easily translate into IEP goals
Tips on facilitating small play groups; Learn the principles of being a
relationship coach
COST: Prior to March 18, 2003 Personal/ Certified Cheques and Money
Orders accepted
Day 1 - $175 or Day 1 and Day 2 - $275 (Cad$)
COST: After March 18, 2003 Money Orders/ Certified Cheques ONLY
accepted. NO Personal Cheques
Day 1 - $200 or Day 1 and Day 2 - $300 (Cad$)
Lunch is on your own both days refreshments provided
For more Information/ complete brochure contact: Brookfield Programs
email address de <mailto:demarco@...
416-890-0034. Please send / leave a message and someone will get back to
you ASAP.
Mail Registration and Payment (No email / online registration) to:
Brookfield Programs at 74 Woodside Avenue, Toronto, Ontario M6P 1M1
Canada
Seating is limited - No Registration at the door

Dear Cindy,
The manual is FANTASTIC! Thank you so much for making it available to
parents. Any thoughts of publishing it in book form to make some money for
the school?
Thanks again,
Maryam Michael
Dhahran, Saudi Arabia

Hello everyone,
Happy New Year to you all. Once again I need your help. Mostly, I lurk and
look forward to reading your posts.
However, I would like some help/and or program suggestions for protesting.
What I am looking for is how to teach my son how to express the following:
"Leave me alone", Stop, NO, It's mine, I want a break and I don't know.
I will appreciate any and all input that you can provide.
Also, I am looking for a math program. My son is 8th in the 2nd grade. I
watched a video about Touch Math. I don't think I like Touch Math just by
watching the video. He needs to start with the basic concepts, addition,
subtraction, etc. He didn't get any math in first grade at school and very
little now. So I need a program that will help him build a good start and
catch up.
Thank you in advance for any help.
PS. any ideas for yes/no programs would be well received.
Warm regards,
Mary

Our school district has a half day kindergarten, about 3 hours. Our local
school is very academically driven, so most of that time is spent doing
structured learning activities. They have about 20 minutes for snack and
recess, otherwise they are learning in small groups or circle time or
independent work. None of this really fazes me.
I'm concerned because my son has mostly social (not behavioral or language)
issues at this point. I want him to get regular play/pretend/active time
with other children in a small group setting, like he does right now in his
preschool. I've been thinking about a couple of options:
1. Enroll him in a local kindergarten enrichment program. Its
semi-structured, but there is more time for play and art. Its also pricey,
but compared to what we were spending when we were really pushing ABA its
less.
2. Enroll him in a hodge podge of activities, at least 3 days a week.
Music, art, gymnastics, whatever.
3. Invite 2-3 boys over regularly at least 3 days a week to play with him.
This would require more work on my end, to at least have something cool
planned and yummy food at least once a week.
4. Enroll him in a private half day kindergarten that meets during the part
of the day that he isn't in public school. I just think it might be hard to
find a half day kindergarten that still allows kids to PLAY a lot.
5. Enroll him in a preschool program again. Well I don't like this idea
because he turns six in July, so he'll be 1-2 years older than most of the
other kids there. But he would have lots of opportunities to play.
6. Enroll him in a day care center for a few hours a day. This idea has
some appeal, I just need to find a place that is relatively calm and quiet
rather than 18 rambunctious noisy kids running amok.
Any other ideas?? Any wisdom as to which of these might be best??
What would be your dream setting for your kindergartener??
Thank you....
Angela
*** The miraculous and the mundane are one and the same ***
*** Visit my stamp carving website! http://carvingcorner.homestead.com ***

I saw a posting for a Verbal Behavior workshop in Southern California for Jan.
23rd and 24th. I signed up, but lost the email with the phone # and info. Is
anyone on this list aware of the workshop I'm refering to and can you email me a
contact # or other pertinent info.
Thanks,
Robert Schramm

(AACC) AUTISM ARTS CONFERENCE CONNECTION 2003 CONTEST:
where winners select their own conference to attend (no cost for submission)
The McMurray A.R.T.S. Center & Autism Arts are aware of the many individuals
throughout the world dedicated to improving the lives of individuals who are
affected by an Autism Spectrum Disorder. These advocacy challenges include
increasing awareness and understanding of this disorder to the broader
community, creating more opportunities in research and medical treatments,
and increasing the availability of educational and community based supports.
In assuring that individuals affected by this disorder can have the best
possible opportunities to achieve a fulfilling life, conferences offer an
opportunity where the communications among parents, educational, and medical
advocates can secure improved treatment options and hopefully, one day find a
cure.
To show our appreciation of the passionate endeavors of advocates throughout
the world, we are initiating a special contest -- the Autism Arts Conference
Connection (AACC), where winners may select the conference they wish to
attend at <A HREF="http://www.autismarts.com/"
Please feel free to spread the word on our world campaign for autism
awareness within your community.
Sincerely,
Sandy McMurray

Thanks to everyone for your interest. Beverly purchased this copy.
Kristine Quinby

Hi Everyone,
My name is Kerry and I am a therapist working with children who have ASD. In
addition to being fortunate enough to work in this field I am also an Honours
student in Psychology and Carleton University in Ottawa, Ontario, Canada. Since
I began working with this population I have focused more and more of my studies
to this field. Recently a professor and myself have created a web-survey for
parents of children who have an ASD. I know that you all get asked to do these
kind of things constantly but I would very much appreciate it if you could take
the time to look at mine aswell. We feel that if we could get enough reponses
our little survey would be a valuable addition to the ASD literature.
The survey can be accessed at: http://www.carleton.ca/copewell/autism/
Thank-you in advance
Kerry Wells
p.s. I would be more than happy to send my results to anyone who would like them
once we have collected all of our data. If anyone is interested just email me.
Sorry about any cross posts.

Hello all,
We've been at it for 7 days with my 6 year old, using the
"tried-and-true" 3 days or less method that's so well known and
successful. I would appreciate advice on whether to continue, and
whether anyone else has had success with this much effort.
Part of the complication is that for so long we took him to the
bathroom and had him go whenever we were inclined, and he has learned
to urinate in the toilet as well as to go in his pull ups.
By now, he is holding his bladder longer, between 20-25 minutes,
having fewer accidents. He has had no initiations at this time
although if we remind him that if he has to go, he needs to use the
potty, he sometimes goes to the bathroom. He can control his urine
stream, and I'm wondering if we need to work on that somehow.
Thanks for any advice. This is really a struggle for us, and we are
exhausted.
Rose

Dear Joy,
my website has a list of Program Ideas. one of the lists include Features.
just go to the "Library" and click on "Program Ideas."
go to: www.theraceschool.org
username: race
password: race
Selma Martinez, M.S.Ed.,BCBA
ABA/VB Consultant
R.A.C.E. President
www.theraceschool.org

I am currently working as an in-home trainer for Lewisville, ISD Texas.
My contract is up 1/18/03 and due to budget, needs, etc may or may not be
renewed. I am well trained in Sundberg & Partington as well as other
methods of ABA. I have terrific references, great at what I do, and love
what I am doing. I also have a 5 yr old with Autism. In the school
district alone I work with over 16 kids of various functional levels. I
was also an in home therapist for 4 families at one time. My experience
is well over 4 years. I will have a couple of afterschool afternoons
available as well as Saturdays. Please call 469-235-2935 if you are
interested and would like to speak further. Pls do not respond e-mail as
I will not have access to it after today.
Sincerely,
Denise Hill

We are doing a Verbal Behavior based program for my seven year old. Does
anyone know where to find a good list of items for a Features of a Object
program(done as a tact). We have gone through quite a few, but we probably
have missed some good ones. Also, we are finding that a lot of them we are
putting on hold because he gets stuck. This is a really hard program for
Duncan. He is one of those kids that does better with Intraverbals than
Tacts. Thanks!
Joy

Dear Benita,
you may find some information on my site that will help you get started with
your ABA program.
www.theraceschool.org
userid: race
password: race
you will find the "Getting Started" section in the "ABA" section most useful
at this point of your program. also, you may want to look into the "Library"
section.
Selma Martinez, M.S.Ed., BCBA
ABA/VB Consultant
R.A.C.E. President

Hi everyone.
Sorry for the cross-posting.
We are currently trying to teach three children that i work with (who are
all at various places on the spectrum) how to cross the street safely. Does
anyone have any ideas? Feel free to e-mail me off list, I know this topic
is specific to VB but I am guessing there must be other people in a similar
boat.
Thanks
Alisa
alisam27@...

this problem. Our son's IEP states that he gets 30 minutes of speech therapy
everyday. Every year up until the current school year, his speech therapy has
always been 1:1. This year his 30 minutes is being shared with at least one
other child, sometimes two. To me, this means he is getting 15 minutes of
speech or less, because the 30 minutes is not 1:1. I am being told by the
school personnel that this is appropriate and basically, they are meeting his
IEP if he is in the presence of a speech therapist for 30 minutes each day. He
has very limited language (maybe a dozen words) so there is no benefit for him
to be in there with other kids, which is another arguement they threw at me. If
he was conversational, that might be a consideration, but he is far from it.
Any thoughts from your experience would be appreciated.
Hi Lori,
What state are you in? NYS has very specific guidelines that say autistic
kids get 30 min. 1:1 every day, or 60 min. in small groups not to exceed 3.
If they've been doing it this way every year can you say it was an
unauthorized change in services (someone on this list is I'm sure more
knowledgeable)?
Also, you might want to check the Parentsplace autism bulletin board--there
are a couple of people there who are very experienced.
Emily

Just wanted to brag a bit to the group since many of you can relate. Our
son Greg (9) has NEVER Ever drawn anything representational with the
exception the shapes circle and square. He has recently developed quite an
interest in coloring pictures cutting and pasting to make little projects.
Yesterday he was working with his therapist. At one point she was proing
and asked him to draw a circle. He did draw a very nice circle. then he
blew our minds by saying "make a lollipop" which he did by drawing a
vertical line attached to the bottom of the circle. Its the first thing
that Greg has ever drawn in his life besides scribbling. We'll be keeping
that sheet forever.!
Marge

Sorry for the cross post:
I am a bit overwhelmed with the possibilities, and thought I would throw this
all out to you, to perhaps those of you who have "been there, done that."
My district happens to have a 1/2 day kindergarten.
I was pondering maybe sending him within the district for 1/2 the day with an
aide and then atleast have an excuse of WHY I need my home hours. Since 2.5 hrs
a day 5 times a week.
is certainly WAY too much of a downsize from a 35 hr a week program they fund
now . 1/2 day special ed (no aide but is a 9-1-2) pre k and 20 hrs at home)
the alternative would be to have him continue going to his special ed program
that offers a full day kindergarten (6 hrs) and perhaps getting a severe cut in
my home services (though I hear of those who continue to get a full day special
ed program + 10 hrs in CSE)As they do not have a 1/2 day kindergarten in the
special ed school. THey almost looked at me as if I had 12 heads cause I DONT
want him in a full day program ANYWERE yet.
OR they have a full day "inclusion" program within the district (which is a
smorgeshboard of diagnosis', but filled with children basically not ready for
regular Kindergarten) I have yet to see this , and I know my district is not
very keen on having behavioral consultants for optimal porgramming, so I dont
know if this would
be a worthwhile 6 hrs for him when I know he could be at home getting real
individualized attention atleast for another year
Also, how many of you who are mainstreaming (or perhaps not) left their children
back a year?
Did you do it in Kindergarten? first grade?
Any help on this matter would be so helpful.
Just to hear what others have opted for and what they were happy with or not
happy with would help relvie some of my anxiety. I know many of you have already
walked this course.
(he is 4.5, non aggressive, verbal but not conversational, compliant, and
academically peer level)
Thanks! Nicole

A southern California ABA program (Chula Vista/National City area) is
seeking a part time program consultant to assist in supervision and
program development. Masters required, minimum of 2 years working
with children with autism through the use of ABA prferred. Knowledge
of verbal behavior preferred. If interested please e-mail privately
to debrarausch@...
Debi Rausch

Hello, listmates!
We went to Texas for the holidays and it was wonderful. I hope that all of you
had joyous and relaxing holidays, too. Now it's back to business for us and I'm
trying to intro some new programs during tomorrow's team meeting.
Does anyone have any ideas for teaching J7 of the ABLLS (contractions)? My son
reads very well and uses one contraction (don't) a lot. "No, Mommy, I don't
WANT to go to school" is his mantra every morning. He will use "can't" -- but
rarely (mainly prompted).
I must have lost brain cells on our trip because I cannot think of any ideas to
set up this program. Hopefully, you guys can help. What have you all done to
teach this?
I have several books, including the Maurice manual, Teach Me Language,
Do-Watch-Listen-Say, etc. so, if you don't have any direct ideas but you know of
something described in a book, please point me in the right direction.
Also, I will be attending the Carbone Workshop Number 4 later this month, so if
you know whether or not this topic will be addressed, please let me know. If
so, I'll just wait until after the workshop.
Thank you and have a great week!
My best to you,
Liz J in Wisconsin

Hello Everyone
I am new to all of this. I have a little girl by the name of Helen and live in
Scotland. Helen is four and we have just started our VBA Programme. Would anyone
have any ideas on gathering data. I am probably jumping way ahead, but want to
document as much info as possible.
HAPPY NEW YEAR!
Mandy

Is anyone on this list in the Dearborn area of Michigan? If so, PLEASE
write to me directly--I have some questions for a family that is considering
a move to that area.
Thanks,
Maryam

Hi all,
I am new to this list and have an 8 year old with autism. He is
doing quite well and fully included in a regular education class. I
have recently been introduced to VBA and the work of Sundberg &
Partington. Currently, I am in a long-term three year Koegel grant
(UCSB) and we do PRT and I also have a Phd ABA consultant that has us
doing Direct Instruction (Distar) programs Language for Thinking,
Reading Mastery II, and the math Distar program. We completed
Language for Learning in December and in 5 months saw a 1.1 year gain
in expressive language (measured by the Peabody assessment). We also
do precision teaching. My child is still about 2 years behind in
expressive and receptive language but his decoding skills are very
good and he has made tremendous progress with the programs we have
set up in the home in the last year (I wish I had started some of
these programs earlier). Anyway, I have had a lot of problems with
implementing effective curriculums and having trained staff at my
son's school and I joined this discussion group to increase my
knowledge about VBA.
Debbie

Hi!
I am a parent of two children, one of whom has autism, who works as
a therapist. I am hoping to serve families in the Princeton-New
Brunswick are. I am trained in ABA with some VB experience, and am
presently working on my Master's in Special Ed.. I am also
currently emergency certified as a teacher in this area. If
interested, please email me rogers11@... . Thanks!
Mark Rogers

Hi, everyone!
I just had to share this with folks who would appreciate what this means. I
have two boys with ASD (Evy and Ethan). Ethan, my littlest, was "caught" by
the system at 9 months old. We began using all the techniques I had learned
about for my older son with Ethan as soon as was possible. We used PECS,
graduated to VB and pivotal response (which I documented in the Early
Learner at Home video--those of you that have seen it, have seen Ethan).
Anyhow, Ethan is now 2.10 and on Thursday was upgraded from PDD-NOS to
Asperger's syndrome. I feel like I won the Boston Marathon, or something.
Anyhow, thanks for all your support and encouragement online. Thanks for
letting me share with people who know how much this means to me.
Juliet Burk
Www.autismteachingtools.com

I just realized the last post didnt have an in depth description of the context
of this workshop :
SO HERE IT IS :
Positive behavior support (PBS) is an applied science that uses educational and
systems change methods (environmental redesign) to enhance quality of life and
minimize problem behavior. Many of the methods used are based on applied
behavior analysis (ABA). In addition, methods derived from community psychology
are used to stretch the impact of behavioral procedures so that they can be
maximally effective where it really counts - in the home, neighborhood school,
community, and workplace. Because quality of life is so important, much
attention is paid to issues involving building rapport/relationships, family
preservation, self-determination, recreation, jobs, and health. Unfortunately,
problem behavior, so common among people with autism, is a major barrier to
achieving a high quality of life, both for the person with autism and his or her
family. Therefore, we have focused much effort on the practical assessment and
intervention for problem behavior including aggression, self-injury, tantrums,
property destruction, and a host of less severe but equally exhausting (for the
family) disruptive behaviors. A hallmark of PBS is to focus not only on the
purpose (or function) of problem behavior but also the contexts that seem to
make it worse. By contexts, I mean broad environmental variables (technically
referred to as "setting events") that seem to be risk factors for problem
behavior. These setting events include social contexts such as recent negative
interactions or disappointments; instructional contexts having to do with
teaching techniques and curriculum content; and biological contexts having to do
with illness, drug side effects, and body state. By studying these setting
events, we discover many new intervention strategies for preventing or
minimizing problem behavior. Finally, larger variables at the systems level also
impact on problem behavior. By systems, we mean vision/ policies, level of
personnel training, incentives, resources, and action plans. Systems offer yet
another set of opportunities for preventing or minimizing problem behavior. The
most important lesson learned is this: to improve quality of life and minimize
problem behavior, identify and change problem contexts - that is where the
future of the field is!
DR TED CARR: PRESENTING FOR THE ELIJA FOUNDATION ON MARCH 7th 2PM-5 PM
in PLainview Long Island
CLICK HERE FOR REGGIE:
http://elija.org/Carr.html
Sorry about that!
Nicole

Listmates,
The following is the information on the planned Reed Martin conference here
in Dayton, OH. I posted to you on here awhile back.
The registration information is embedded in this post and can be printed out
and sent in.
Since I can not send an attachment to the list, if you need directions or
the registration form does not print as needed, please send an e-mail to me
at
mvfeat@...
with subject line Reed Conference and I will send you a map or registration
via e-mail as an attachment.
We worked at trying to cover just about everything from ADA, 504's to IDEA
and everything in between.
Note, at the end of each day there is time allotted for Q & A
Please fwd onto any support/educational/medical/university group you feel
that may benefit from such conference.
If you have any further questions you can e-mail them to mvfeat@...
Hope to see many of you there,
Donelle
SPECIAL EDUCATION LAW 2003 CONFERENCE
By Reed Martin, J.D.
GETTING CHILDREN THE SERVICES THEY NEED!!
9:00 A.M. 4:00 P.M. (Registration 8:30-9:00 a.m.)
March 7 & 8, 2003
The Presidential Banquet Center
4572 Presidential Way
Kettering, Ohio
SPACE LIMITED! REGISTER EARLY!!
Registration Fee: Day 1 (March 7) $65$______
Day 2 (March 8) $65$______
(Includes coffee, box lunch & conference
material)
OR Day 1 & Day 2 - $120.............................
....................$______
(Includes coffee, box lunch & conference
material)
Total Enclosed.$______
**Conference cancellations: If you cancel before February 21, 2003, your
registration fee, minus a $25 processing fee, will be refunded. No refunds
after February 21, 2003.
Please complete the following registration form, include check, made payable
to The Advocates and mail to: Fran Watkins, P.O. Box 726, Vandalia, OH
45377-0726
NAME:

Senior ABA/AVB Therapist Moving to Honolulu Oahu area (Jan 11 2003)
Hi,
My name is Michael. I have been working as a lead therapist for the
past 8 years. I have worked independently and under consultation
with many knowledgeable people. I am highly capable of designing,
implementing for other staff, and running a verbal behavior program
but I am not a consultant. In my prior experience I found it
necessary to spend at least 10 hours a week with a child to properly
design and maintain a functional program. I can do this by only
taking 2-3 students at a time. Even though I have learned many thing
from others-one must work with the child to know the child and better
help the child. In my past programs I have taken the responsibility
to design and run the majority of the verbal programs, develop a
behavior management plan for maladaptive behaviors, and talk with
parents and other staff about bettering their individual techniques
in teaching children with Autism. I currently use the ABLLS skills
acquisition checklist, SRA's Direct Instruction materials, and the
book Work in Progress to develop the majority of my verbal and
academic programs. I am moving to Hawaii to finish my graduate work
in philosophy. Is it as beautiful as I think it will be? I love my
job very much and hope I can continue my work when I get to Oahu. Let
me know if I can help your program in any way. References and resume
available.
Peace and Hope
Michael

Does anyone know at what age children are cognitively able to make
the connection between punishment/reward and one's actions?
Thanks
Raena

It is impossible to tell or predict the amount or frequency with which you
would see progress within expressive and receptive language skills even with
intensive intervention. Acquisition of language skills are related to
cognitive abilities and no test can accurately predict verbal intelligence
potential in a pre-school child. There may be life long learning deficits
within the language areas that no amount of therapy will remediate but then
again the early test results may be reflecting difficulties with consistent
responding, joint attention, or test-taking ability/familiarity and not
really measuring true language deficits at all.
In my experience I have seen a few (very few) children go from scores at the
1st percentile to scores within the average range within language in a
couple of years. Some of those children were later re-diagnosed as Language
Disordered rather than as having ASD. Many more times I have seen children
make very substantial gains in some areas but experience long term
difficulties with other skills. Also, progression isn't usually linear in
nature as language skills build on each other but some skills may be easier
to acquire than others. Typically in a child with an ASD diagnosis the
pattern is rather scattered (peaks of highs and lows within language
abilities) rather than a more even profile.
Tracie Lindblad
Speech-Language Pathologist
ABA Clinical Supervisor

*****With the disclaimer that all children are different and have
different potentials*********
If a child was in the 1st percentile in expressive and receptive
language based on the Preschool Language (PLS-3) and then received a
quality intensive program, how fast would the progress show in test
results? Could you expect or realisticly hope for linear
improvement until the child reached the norm.
I know it is not a fair question but it is one primarily out of
curiosity and hope....
ANy and all comments and experiences welcomed!
Thank you.
Brent Bowers

Hi List,
Has anyone heard or tried Sara' Diet? Does anyone have an opinion or
recommendations about it?
Baizurah
Please reply to:
baizurahmh@...

As the mother of a preschooler with autism, I would like to share my
thoughts and praise regarding the one-day workshop series
entitled "Applying Behavior Analysis" which was held at the Crowne
Plaza Hotel in White Plains, New York on December 13, 2002. The
workshop, presented by NYSABA (the New York State Applied Behavior
Analysis Association, Inc.) featured highly trained and experienced
presenters with obvious expertise in promoting speech and
communication, fluency strategies, play skills, social skills,
shaping, chaining and task analysis, functional assessments,
identifying quality behavioral programs, including siblings in
programming and more. There was also an open and frank discussion
between parents and professionals regarding what parents really want
professionals to know.
This workshop series drove home the message that ABA is not a method
of instruction limited to teaching times but, rather, a way of life
for those of us whose lives are forever changed by a loved one
struggling to learn with a developmental disability.
Much thanks to NYSABA and the organizers and speakers of this
program. It was truly an excellent forum for the exchange of ideas,
the furtherance of the science of ABA and a bridge to better and
better understanding and services for our precious children. We need
more programs just like this one.

Would love to hear from any parents in the Cape Cod., Mass. area about
schools, services, etc.
Please respond privately.
Thanks,
Linda

Hi everyone,
I was wondering if you all had some advice on how you teach your
PDD/ASD child pre-reading skills. What has worked for you and what
hasn't?
My TSS had me print out the Dolch Sight Words (220 of them), and she
suggested making flash cards with the words, having him say and type
the words (since he loves the computer), and making small
sentences with them. I also thought of using magnetic letters to help
him spell out words. Is there anything else that you all could
suggest to me? What methods and approaches work best?
You can email me privately at mbh111@....
Thanks in advance!
Cathy :)

By the way, I did not include this in my previous
message because to me it's obvious and it goes without
saying. It's this: I would alert the school district
that since they are not providing my child with the
speech and language services in his IEP, I will be
paying for it myself and then seek reimbursement from
the district.
I would also, right away, check the federal and state
laws and regulations dealing with special education,
especially as they would affect my particular
situation. One of the things I would check for would
be the timelines for alerting the school district of
parent-paid private services for which I would be
seeking reimbursement from them.
Good luck to you.

Nashoba Learning Group, a new private full year day school providing
educational services using Applied Behavior Analysis (ABA) to
children with autism, is looking for talented teachers and
therapists. We are located at 10B Church Street, Westford, MA
01886.
We have openings for ABA Therapists and a Classroom Teacher.
The Classroom Teacher will have a BA degree and be a Massachusetts
Certified Moderate or Intensive Special Needs Teacher. The Teacher
will have a minimum of 2 years experience in providing ABA therapy
and will provide a minimum of 2 references. The preferred candidate
will have a Masters Degree in Behavioral Education and be a Board
Certified Behavior Analyst. Starting salaries begin at $35,000,
with a differential based on experience and qualifications.
The ABA Therapist will have a BA degree and will supply a minimum of
2 references. The preferred candidate will have experience in
providing ABA therapy to children with autism under supervision of a
Board Certified Behavior Analyst. Starting salary is $28,000 with a
differential based on experience.
Successful candidates will be high energy, positive, and loving.
They will be eager to work on a team and have frequent opportunities
to learn from feedback. Successful candidates will have the
opportunity to work at a dynamic start-up providing high quality
education to children with autism. Teachers and therapists work
under the supervision of a Board Certified Behavior Analyst.
Interested candidates can contact Liz Martineau, BCBA, Ed.S, MBA at
the e-mail address: info@... or they can send
resumes to Liz Martineau, Nashoba Learning Group 61 Longley Road
Groton, MA 01450.
Thank you.

Where are you located?
If I was in this situation I would talk to an attorney
(or at least a knowledgeable advocate or parent who
has gone through this before and got what she needed
for her child).
I would also get a private speech and language
evaluation from a well-known and well-respected
private SLP. That way if the school says speech isn't
so important for him, I would have my own report to
support my position and the services that I would be
requesting.

This is a new group for anyone interested in psychology to exchange
information and ideas on all aspects of the discipline.

What kinds of data do you all take in the NET? We take mand counts but it
seems we should be taking more.
Kelly

We are seeking therapists to work in our home with our 6 year old
autistic boy in the afternoon (M-F 1:30-5:30pm).
Candidates must be organized and willing to follow instructions
well. Prefer candidates with backgrounds in Psychology, Special
Education, Communication Disorders, or related fields. Must be
available to work at least 6-7 hours/wk.
Behavior Analysts, Inc. provides consultation and training.
Please contact Wendy at 650.320.8151 (evenings) or reply directly to
wendykandasamy@....
Thanks,
Wendy

I saw this on the Me-List and thought it would be good to post here, too.
Liz
If you are a military family with an ABA program funded through Tricare, or
are a military family with an ABA program that you would like to see funded
through Tricare, please email me privately or call me at the number below.
We at STOMP, the Parent Training and Information Center for military
families of children with disabilities, are attempting to assemble
information for families who are trying to obtain funding for their programs
through Tricare. We have information on the logistics of programming through
Tricare for several of the regions but by no means all. We need as much
information as possible on the subject.
With the information which we have so far, we have developed a Tricare & ABA
fact sheet which I would be happy to send to interested parties.
Thanks:)
Rachael Dine
Assistant Director
STOMP Project
rdine@...
(253) 565-2266
1-800-5PARENT
Join our list-serv by sending a blank email to stomp_subscribe@...
"Working Together for Military Families of Children with Disabilities!"

Hi Emily,
Here are a few things that have worked for a 4-yr-old
I do therapy with:
1) Save old paper towel tubes and have your student
look through one end while you look through the other
-- initially reinforce with praise/edibles;whatever
your student happens to find reinforcing, just be sure
to deliver reinforcement as he/she is looking through
the tube.
2) Buy a few pairs of those silly glasses that are
sold at party supply stores -- the ones with fake
eyebrows attached and a silly nose, etc. Try wearing
these for a while during your sessions -- again, using
reinforcers at first when your student does look you
directly in the eyes, and then slowly fading the
primaries.
3) Try eye makeup, such as glitter, colored mascara or
bright eyeshadows -- anything that draws attention to
your eyes.
4) Sunglasses are fun too -- one child in particular
that I work with really enjoys the take off/put on
sunglasses game, watching me remove my sunglasses as I
say "Boo!" or something similar.
Hope that's helpful! Good luck!
Karrie Grama

What are you giving your autistic child to help
stimulate regular bowel movements? Our 3 years old
loves protein and does not like vegs/roughage. We
give MG in Kirkman prescribed dosages and make sure he
is hydrated but still not seeing daily BM's. Secretin
helps for about a week after his injections and then
it is back to every other day or every third day for
BM's. Any help here?
=====
Sincerely,
Todd Gantt
todd_gantt@...

I am been an instructor at The Bay School, in California. I am
relocating to St. Petersburg, FL in January 2003. The Bay School is
a school for children with autism based on ABA. The school has a 1:1
student teacher ratio. The primary emphasis of most children's
programs was to improve language skills. Interventions were designed
around Skinner's analysis of verbal behavior. I worked under the
supervision of a Board Certified Behavior Analyst. I am looking to
continue working with children with autism. Excellent references
upon request.

Hi all,
FYI, here is information on a new autism program being offered at
William Beaumont Hospital in Berkley (Oakland County) MI. It is to
train parents in ABA, and also to help them get home programs running.
See contact info at the bottom if you are interested.
Barb
Ann Arbor MI
*************
The Hands-On Parent Education (HOPE) Center, a program offered by
Beaumont Hospital's Center for Human Development, provides intervention
for families with preschool-age children diagnosed with autism. The
mission of the HOPE Center is to teach parents how to use principles of
applied behavior analysis (ABA) with their children in a playful,
interactive, and developmentally-appropriate fashion. ABA is a treatment
with scientific evidence supporting its effectiveness. However, it is
very time-intensive. Parents are therefore the focus of teaching at the
HOPE Center, as they are usually with their children for more hours each
day than any teacher or therapist. Behavioral specialists work
intensively with a small number of families, in a preschool-type
setting. Children and their parents attend three hours a day, five days
a week, for 12 weeks. After receiving 180 hours of hands-on training,
the intervention program is transitioned to the home, and ongoing
behavioral consultation is provided from the HOPE Center staff. For more
information, call Beaumont's Center for Human Development at
249-691-4744.

Hi list!
I am interested in your opinions about the Pfiefer Clinic good or bad. My
son is 2 1/2 years old. He was diagnosed with autism this past May. We
started our ABA home program in August. The only medicine he is on is
Super-Nu vitamins. I am also curious about DMG. My son has had 16 ear
infections since he was two years old. Since his second set of tubes he
hasn't had any for ear infections for 6 months! I really don't have any
behavior problems and he has progressed well since we started his program.
However, he isn't talking and I am wondering if I should have him evaluated
at the Pfiefer Clinic for problems like yeast and mercury. I really am not a
fan of medication unless it is absolutely necessary. He is such a loving
child, I don't want to cause problems I don't have. He just seems to act
like a 14 month old with his development. However, if there is something out
there to help him learn and understand things better, I would want to know!
His diet is not very big and he isn't on dairy. He always has loose stools,
which have always bothered me. Any help or opinions would be greatly
appreciated! I don't want to make the wrong decision with not having his
blood tested if it needs to be. I have heard of special docs in California,
but our "funds" are close to none since we started the ABA. Our insurance
will cover the Pfiefer Clinic though. Thanks in advanced for you help! You
can e-mail me or send it back to the list.
Dawn (Scissors0@...)

We are trying to locate ABA therapists to work with our four year old twin
daughters. We live in a small remote area-Broaddus and there aren't any
therapists in the closest bigger places such as Nacogdoches or Lufkin. Does
anyone know of any therapists in Tyler or any other places in the East Texas
area? We really need to do our program in our home as we have a special ABA
classroom and a therapy room. I am aware of places in Houston that have ABA
type schools , but we really would prefer not to move as my mother is very ill
with cancer and heart disease. PLEASE if anyone knows of any therapists (ABA)
or
even (Behavioral therapists) let us know. We are pretty desperate now. I
appreciate
your time and help with this matter.
Thank you,
Patti Fountain

Hi! I am looking for parents of current or past Jericho School students (in
Jacksonville, Fl). I just need to ask a quick question.....if anyone is out
there and has/had a child who attended the school, please email me privately
at Mom2ALE@.... Thank you very much!
A
@Lisa@
@mama to@abby@
@anna@abby@anna@
@abby@anna@abby@anna@
@abby@anna@abby@anna@abby@
@anna@abby@anna@abby@anna@abby@
@anna@abby@anna@abby@anna@abby@anna@
@abby@anna@abby@anna@abby@anna@abby@anna@
@merry@christmas@and@happy @new@year@peace@love@joy@
gg

We need a shadow aide for our 1st grader who is fully included in a regular
classroom. Upto 40 hours per week. Compensation is negotiable. Room and board is
available if necessary. Looking for somebody who is honest and reliable.
We live in Charleston, West Virginia.
e-mail me at mahija@...
Thanks
Mahija

if anyone is interested in being on our mailing list please e=mail me your
address. Flyers go out this week for all of our upcoming workshops.
Deb
Elija.org

Hi everyone,
thanks to everyone who emailed about IQ testing - all the info has been helpful
and I forwarded all your responses to the mom...
If anyone in the South Jersey area (Moorestown, Mt. Laurel, etc) is in need of
therapists (VB trained and also untrained but very interested in working in VB
program), I have some names that I could forward you. These individuals are
currently available and would like to talk to parents in need of therapists...
Email me privately...thanks and Happy Thanksgiving!
-Libby

My son has gone through about 80% of his IEP (all 75+ pages of it)
since it was developed in the Spring. His main needs now are int he
are of social skill development. He is in a peer modeling program at
home 4 hours a week and attends a neutrotypical preschool with his
peer modeling coach 6 hours a week. I would like to turn some of his
other 14 hours of home instruction towards social skill training
beyond the pragnatic activities we conduct in our ABA program. We
baselined his interactions with a new peer last week and it was
awesome. His friend said, "I was using that!" while playing playdoh
and he actually said, "I'm using it, I will give it to yo in amunute
when I'm done." in resonse all on his own without any prompting. A
BIG step for us here. I am looking for the following:
1. Ideas for a peer program that is not as data based as our current
peer modeling program (we would still ocntinue with our 4 hour
program as is also) I would like the interactions with this peer to
be play centered and more natural. However, data is necessary
obviously. HOw can this be accomplished? Right now we are videoing
and then taking data afterwards but this is time consuming.
2. Materials for social skills training in peer modeling or general
ABA program. We currently use several resource books, pragmatic
cards, and Communicate Junior. If anyone knows any good resources, I
would truly appreciate ideas, games, etc...
3. Video modeling ideas for social skills. We are going to begin
with videoing my niece answering the door properly and greeting them
in a loud tone etc... My son has been using the Preschool Power
videos and learned how to put on and zipper his own coat and put on
gloves.... The other day, he was putting on his socks upstairs and
one was upside down. I heard him say, "I'm gonna need to watch the
sock show I think." I think he honestly believes there is a
preschool show for every task. I also plan to have my husband and my
son play a board game and video me approaching htem and asking to
play or join in their activities, etc... I think this will help with
his initiations in school. If anyone has done any wideo modeling and
has any other ideas they would be a GREAT help!
FINALLY, do any valuable social skill programs exist for children
whose needs are basically socially based?
Thanks in advance for your help!
Trish

I would like to thank all of your that responded to my cry for help. It was
very uplifting to hear from all of you.
I do have a couple of questions. Who has tried B6/Mag, DMG and the
L-carnosine to address regression? Can someone recommend a DAN doctor? I live
in Illinois, west of Chicago (35 miles). Also, a good neurologist would be
helpful. We are working with a neurologist out of Children's Memorial in
Chicago, (Dr. David Ritacco). My son had a MRI done on Monday and we are
waiting for the results, which we should have next week after the holiday.
Any thoughts about Dr. Chez's carnaware product?
I am trying to find something or someone that can help my son. It breaks my
heart to see how much he has lost. I know I need to start somewhere. I could
use some input on programming. Should I start at the beginning or midrange?
Since he isn't using much language now. I am not sure if he knows, but just
not able to communicate what he knows. Although, he doesn't appear to very
interested in anything right about now.
I will respond to each of you individually. However, I wanted to let you all
know that I appreciated your input.
I also would like to take this opportunity to wish EVERYONE a Happy and
Blessed Thanksgiving. Although, we may have gone through some very difficult
times this year, we still have things to be grateful for and we are indeed
blessed. HAPPY THANKSGIVING!
PS - It may take me a couple of days to respond individually because of the
holiday.
Happy Thanksgiving,
Stressed Mary

Thank you very much to everyone who replied to my request for help. Since I
posted, I received about 7 or 8 replies and job opportunities are coming my
way.
Sincerely,
Rose

Hi everyone,
I am in need of suggestions for having kids w/ ASD tested for IQ. I work with a
child that recently tested very low (in MR range) and am hoping to give her
parents an idea of where they may get a fairer profile of their daughter's IQ.
This child is doing very well (typical classroom w/ shadow for 1/2 day) and has
conversational language and many, many other strengths...everyone who works with
her is always impressed by her progress in academics, language, social skills,
etc...
The whole IQ thing is really quite irrelevant except for the fact that it may
limit her education placement in the near future. The test was done by the
township Child Study Team - I am wondering if it would be more appropriate for a
developmental pediatrician to do the test (Seashore House @ CHOP, for instance).
The mom is very upset - this score really doesn't represent her daughtet and yet
it may be a deciding factor for schools that the mom was considering placing her
daughter in next year...
Any suggestions would be very helpful...email me privately or post here...
thanks,
Libby

Hi all,
The Public Education Network has developed a guide for community leaders,
parents and educators on how to use the No Child Left Behind law to
advocate for improved public education. Parent groups may find this
helpful in ensuring that Direct Instruction and ABA curriculums find there
way into the school system. It is important to understand and utilize the
law as best as possible to ensure that our school systems improve. I have
been told that the guide is organized as an easy-to-use professional
development tool for administrators and teachers. The guide is free and
can be downloaded off of
http://www.publiceducation.org/pubs/pubpreorder/orderform.asp
Thanks,
Joe

Dear fellow listers:
I am sorry for the cross posting, but I am desperate. My son is 8yrs. old
this November. He became ill during the summer. He stop eating and drinking
liquids and he stopped talking. He became dehydrated and he was running a
low grade fever at night. Prior to him getting sick, we were doing the Hippo
Therapy, piano lessons and ESY. While he was in summer school, it was very
hot and the school didn't have AC. He would bring his water and juice back
home untouched. I asked them to make sure that he dranked his water. However,
that didn't work and he started gradually refusing to eat or drink at home.
It was as if he didn't want anything to touch his lips. After a round of 4
doctors and tests, the neurologist gave him a questionable diagnosis of
encepherlitis (sp?). The neurologist said to give him a couple of months and
he should be back to himself. Well, he has some language, but he is not back
to where he was before he got sick in July.
He had made significant process with our home program before he became ill.
He was reading and enjoyed books, the computer and was very motivated to work
in home program. Now we are back to square one. He doesn't want to work at
home or at school. He has some sensory issues where he just grind his teeth
constantly and he paces back and forth. When I ask him a question if he
answers, it is very hesitant as if he isn't sure of the answer he is giving
and the tone is very low.
I don't know what to do. Has anyone experienced this before?
Parents, and professionals please take the time to response to my cry for
help!
Thank you in advance for any input that you can provide me.
Stressed,
Mary

Hello everyone,
I am writing today to announce that I am in the process of writing a
book/guide from the parent's point of view on basic procedures, must haves
and principles for education assistants and the special needs child. The
reason for doing this is that education assistants either are experienced,
have some experience or have no background on assisting a special needs
child. Honestly, most education assistants have their jobs because of the
true desire to help our kids (I have one of those and I know of a few others
too). BUT, there are some out there that see the job as just that...a job.
Even the most experienced education assistant, educator, doctor, etc agree
that there's always something to learn. So this book/guide is not meant to
be the "Bible" of how to do the job. I want it to be a tool in helping make
the education assistants happy and their job easier and our kids as happy,
balanced, and secure as possible. So here's what I need from you as a
parent or provider of a child with special needs:
PARENTS
1) Briefly, tell me what's important to you to express to those that may
work with your child?
2) Briefly tell me what basic things your child needs to be successful
3) Write a brief letter to your education assistant that praises their
efforts (I think there needs to be more recognition)
4) If your child has language delays or is nonverbal, briefly tell me what
you would like to know from your education assistant as far as
what happened in their day at school
5) Briefly describe qualities you hope your education assistant will possess
PROVIDERS/EDUCATION ASSISTANTS
1) Briefly tell me what's important to you to express to parents that you
work with because of their child with special needs
2) Briefly tell me what basic things you need to be successful at your job
3) Briefly tell me what type of training you received and what you hoped you
would receive to serve the special needs child you are serving
4) Briefly tell me what basic things you need to be successful at making the
child you work with successful
5) Briefly write positive advice for future education assistants
That's all I need right now. All your responses will be kept confidential.
Later, I will be asking certain individuals that replied permission to
mention information that may be more specific. PARENTS: The letter you
write to your education assistant will be published. Please only mention
your assistant's first name. Do not mention the school your child attends.
Any information included in your response will be published and personal
identities kept confidential unless otherwise contacted by myself.
Responding to this e-mail gives me permission to include your replies
without compensation. Your input will be credited in some shape or form by
either "mom to child with autism - Texas" or "education assistant for child
with autism - Illinois". If your information will be used, I will keep you
updated on the status of this book/guide and the specific replies I've
included that will be published. If you do not get a response, then your
information will not be used.
If you have any questions or concerns, please contact me personally by
e-mail and I will be sure to reply as soon as possible. I hope to get a lot
of responses. I look forward to this being a positive tool for everyone
this book/guide affects.
Sincerely,
Rose Helms - roseh@...
Southern Wisconsin

Chomsky spoke about the innatness of the linguistic act considering a normal
functioning language organ. Autistic children don't have it. In that case,
there's no discution about the theory.
ANalyzing skinner's approach, I think he is taking in account differnt functions
a child needs to learn a language. For instance, echoic and immitation may help
the child analize the rotes he is percieving. I think this is the way we can
help a child leave echoic repertoir. Immitating each word individually from the
sentence, and linking it to a picture (tact).
Other problem autistic children have, is the inhability to get cue validity;
that is get the regularities from the chaos. And may be this affect syntax
learning. We have to teach them every rule, every structure, every way of
interaction. THe more schemas he learn, the better he is able to perform in
interaction. As you see, I'm mixing a cognitive approach and behaviorist
approach (skinner should be crazy with me jejejeje). It helped me a lot, and I
believe it's the best way to help these children
Mariana

Hi everyone,
Thank you to all of you who responded to my plea for help locating possible BCBA
mentors! I've received great leads and am hoping to fulfill this requirement
soon!
I have a question - I know there was information posted a few weeks ago
regarding NET Lesson Plans. I haven't been able to find out how to get a hold of
them (I emailed Jenn, manager of the list, but I know you must be very busy
Jenn!). If anyone has info on how to get the lessons plans I would be grateful
if you would email me privately or post here. I have several kids who are doing
really great in the NET but more ideas would be a great boost!
thanks,
Libby

Folks, We are located in the South Bay area of Los Angeles (Hermosa Beach). My
fiancee has three years experience working as a ABA in home therapist and is
looking to find a family who might need some help a couple afternoons a week.
She is very good and very dedicated. She currently works until 3:pm daily but
would love to pick up some extra late afternoon hours.
Please respond directly to us if you have any ideas on leads.
Ruggerschr@...

Friday, November 22, 2002
"Pivotal Response and Classroom Inclusion for Children with Autism
Spectrum Disorders"
presented by Lynn Kern Koegel, Ph.D. and Robert Koegel, Ph.D.
Time: 9:30 a.m. 3:30 p.m.(Continental Breakfast and Registration
8:30-9:30)
Cost:$ 35.00 Parent/Family member of a person with ASD
$ 55.00 Professional
Location: Holiday Inn, Fort Washington
432 Pennsylvania Ave., Exit 26 PA Turnpike
For more info:call 215-884-0844 or email:Anacan@...
Drs. Lynn and Robert Koegel will present a program targeted at
parents and professionals, alike. The Koegels will describe several
crucial "core " behaviors (self-initiation, self management, ability
to respond to multiple cues and others) which when taught to
children with autism spectrum disorders can also produce widespread
improvements in other behaviors (a sort of "hub and spokes" approach
to behavioral therapy).
This approach can permit families and therapists to cut through the
lengthy and laborious process of targeting individual behaviors one
at a time, and focus their efforts on teaching a few core behaviors
that can more quickly increase the child's ability to generalize and
learn incidentally, produce large improvements language and social
skills, and reduce disruptive and stereotypic behaviors.
The Koegels will discuss the theory and research supporting core
behavior theory and then present concrete, practical strategies and
examples for teaching core behaviors in natural settings at home and
in mainstream school environments," ....Peggy Beck, ASA Gr.Phila.Ch.
CoPresident
The Autism Society of America, Greater Philadelphia Chapter is proud
to present
"Pivotal Response and Classroom Inclusion for Children with Autism
Spectrum Disorders"
by Lynn Kern Koegel, Ph.D. and Robert Koegel, Ph.D.
ACT 48 CREDIT IS AVAILABLE! The registration
For further information, please contact anacan@... .

This week two new congress person signed on to HR 5078- the Children's
Mental Health Expansion Act. Thus the bill continues to roll along.
However, the bill still does not include masters level behavior analyst's
and board certified behavior analysts. We still need your help. Please
contact your local representative and get that modification put in. This
bill will fund both University and non-University programs. It will also
provide for loan repayment for those identified in the bill including
psychologists and psychiatrists, counselors and social workers both within
and outside the school system. The time is now to act, if you have
contacted your rep. please follow up. If you have not, please take the
time to write. This effects your children and the availability of
qualified and competent professionals.
Thanks,
Joe

Date: Wed, 13 Nov 2002 00:48:20 EST
From: "Tiffany Wagoner (Pr Ther)" <Sofie123@...
Subject: new autism school in Georgia
****** This is a confidential, unmoderated list. ******
Responsibility for posts to this list lies entirely with the original author.

Hi,
My 2 year old sons have been getting ABA since February and are
making incredible gains. However, they are stuck in the house most of
their lives, and I'd like to start taking them out - to the
supermarket, to the library, to the post office, etc.
How can I make this 'therapy time'? My therapists can come with me,
but most of them are new and not experienced in this.
Can anyone please give me advice? Is there a web site or book I can
read?
I don't want to have them sit in a chair doing drills all day, but I
don't want to go to the store and just have the session wasted. How
can I get a crash course in what to do?
Thanks in advance,
Maria

Hi,
I'm looking for information on developing social skills in 2 year
olds. Everything I read is geared towards older kids.
Anyone have any ideas, web sites, books, etc.?
Thanks,
Maria

Hi everyone,
Just a note to plug a couple of sites that are autism related
www.scribblebooks.com
really cute & unique books for all kinds of kids they also have music
& t-shirts the other site is
www.autismshop.com
very nice autism awareness cards. Both owners of these sites have
children affected with autism.

Hello all!! Just wanted to say Hi to everyone here! I am a lead
therapist with the southwest regional autism program for
preschoolers and have been for the past 2 years. I have just
recently attended a vince carbone workshop and am very pumped about
putting some of these techniques in place with the kids i work with.
This is a great place to find ideas and examples and I look very
forward to getting to know some of you!! Take care and feel freee to
message me!!
Amanda

I'm wondering if anyone knows where I can find a study in favor of in
home program of a child over the age of 9. My school district is
saying that studies show that a child past the age of 9 doesn't show
a benefit from in home DTT. I know that an IEP is based on what is
appropriate for your child, but I also know what they are telling me
about this study can be combated with a study that I can research out
in favor of DTT no mater the age. Any help? Thanks.
Darlene, (Mother to Alison 9)

O.K. Here is another piece of legislation that is of interest to behavior
analysts and therapists. This piece in particular deals with the training
of teachers of children with autism. The bill, I believe would be greatly
strengthened if the words "evidence-based practice" or even some "training
in applied behavior analysis" were added to the bill. Please take the time
to go to http://www.nasdse.org/government_relations/idea/HR4728.htm and
review the bill. Then make sure that you write you representative about
the addition. And finally write your senator to ensure that parallel
legislation appears in the senate.
Thanks.
Joe

I have a 7 years old daughter with autism. We have
been doing ABA for 3 years and VBA for the past 1 1/2
year. We are looking for a therapist with ABA/VBA
experience available every day from 3-6 and/or
weekends. We live in the west of the Twin cities. If
you are interested - please reply ASAP.

We have an opening at The Mariposa School for a lead teacher.
The ideal candidate would have 3 - 5 years of experience with ABA, as well as VB
experience.
If interested, please FAX your resume to 919-461-0566, or email to
MariposaSchool@...
Thanks!
Cindy (Cary, NC)
persistentC@...
President, The Mariposa School for Children with Autism
www.MariposaSchool.org
919-461-0600

Hi all,
Was hoping some of the more experienced people on the list would have some
input on a child I'm working with. J is 3/4 years old with severe autism,
language deficits (probable oral and verbal apraxia), low tone, moderate to
severe sensory issues, behaviors that are ungodly <sigh
on.
Over time, J has limited his diet down to Pizza Hut bread sticks, Ritz
crackers, occasionally pop corn, infant formula (from a bottle, yes, I'm
trying to get rid of the bottle!), and juice boxes. He had until recently
ate pizza, PB&J, and some other crunchy snack foods.
I have worked with several kids who have behavioral feeding issues as this
one appears to be. Mom would like PB&J to be reintroduced and eventually
tolerated again as that is really the most "wholesome" food that he has had
in his repertoire. I've started a feeding program at home with some success:
J is tolerating the food in his presence, by his mouth, and is currently
spitting out when placed in his mouth. I don't really think it's necessary
to "desensitize" him to foods that he ate up till a month ago. It appears
that he stopped eating PB&J when Pizza Hut breadsticks were introduced.
Here's the kicker. The school district has attempted to implement a feeding
plan at school, however, their target food is hamburger. J has never liked
hamburger, even from when he did have a less restricted diet. The school
claims that reintroducing PB&J is useless because following the program will
make him not like it again. This makes NO sense to me. This is a kid who
used to eat 2-4 sandwiches at a sitting and SCREAMED when he was told that
was enough!!
Any input from parents who've been here? His parents are furious that the
school has come out and said "Do it our way or forget about it....you have an
ABA therapist at home (me) so do it at home if you don't like how we approach
this."
--Victoria
ABA therapist to a wonderfully challenging, hilarious, stubborn, and cuddly J
in New Jersey

IF you are in the ny area, and need some hours filled, or have hours to offer..
please feel free to post it here
http://www.elija.org/Teachers.html
Thanks! Nicole

Hi, I passing this on from my son's home therapist. She's very good and I
highly recommend her.
Mary

** Please respond to Kristine@... **
Dear lists,
Sorry for the off topic post but I need some advice and reassurance.
Tomorrow, my son (13 mths) is due to receive the MMR for the first time. I
have been anguishing over whether or not to let him get the vaccine.
I know that he is a typically developing child. His receptive vocabulary is
too large at this point to count. He is interactive with adults and
children, has excellent eye contact, and has some pretend play.
If any of that changed, I would know it was the vaccine and never be able to
forgive myself.
That's the mommy side of the story. The consultant side says that the onset
of the symptoms of autism coincide with the time the vaccine is given.
There is no longer thermisol in the vaccines. Finally, there is more
scientific documentation to show that vaccines are not responsible and since
I am data driven...
Please respond to my e-mail address so as not to clog the list
Kristine@...
I would like to hear from parents and professionals.
Thank you,
Kristine Quinby
Behavior Consultant

Does anyone have any good suggestions for the following problem:
If we ask Evy (nearly 5 y.o.--HFA) to get dressed, get his underwear on,
brush his teeth--any level single or multistep task in a different room, he
struggles with wandering, forgetting, doing off-task behavior. He seems to
forget frequently where the spoon drawer is, etc. He can't remember which
dresser is his. He won't remember where something is kept. And he has a
hard time maintaining focus on what he was supposed to do after you ask him.
We have used verbal mediation sporadically in the past, with some
success--but it doesn't seem to address the deficit of forgetting where
things are. Is there a level of backward chaining, or visual prompting that
would be helpful for him? Has anyone specifically addressed the dressing
yourself issue? He will put all of his clothes on if they are placed in
front of him. He just can't figure out where to find them. He will ask a
lot of questions: e.g. Is this my dresser? Is this where my underwear
are? But if I say, "Go get dressed," he can't figure out that he has to go
to his bedroom, find his dresser, find underwear, then socks, pant, shirt,
etc. Didn't we have a thread on this last year? Something about SD's
cueing a sequence of events--what is this called again, and how do you teach
it????
There's always something...
Juliet Burk
Www.autismteachingtools.com

Hi list!
I am the mother of a 4yr old boy diagnosed with PDD. I really enjoy
reading all the posts, but this is my first post to the list.
I thought that I would take this opportunity to tell all the parents
out there of a website that I came across. I just got the flash
cards today (and a few toys) and I am really impressed with the
quality. It is a set of 260 cards (I think?). The best part was the
price, I paid only $88.00US for the whole set. Everything else was
well priced as well.
The website address is www.specialkidsresource.com
If anyone has any more questions, you can email me privately.
I hope that this is of some help, as you all are to me!
Sylvia

Hello list,
I am writing today because I am frustrated that I cannot find a job while my
kids are at school (and I have to work at least part-time). This list is
full of smart people so I thought I should turn to the lists. I'm a
lurker...I rarely post. I have a son going to another school district
because our home district did not have appropriate services. So far it has
been worth it but there are times I've had to leave work or miss work
because off complications at school. Our son comes first. He is disgnosed
with PDD-NOS and even though he is a smart loving kid, when things are not
"right" for him it builds and builds and when he's had enough then we see
the behaviors. So I've lost two jobs over problems at school or sick kids.
Policies are policies. However, when I travel 45 minutes each way to take
our son to school, it's expensive. Part of the open enrollment agreement
our resident school district had us agree to was that we would not ask them
to pay or provide transportation....that's fine. It's worth it and it's a
choice we made. So what does a mom do? I've never been in this situation
before and it's very frustrating that I haven't found "something" out there
for me!!! I am a licensed practical nurse, I went to college for four
years, I have lots of training on verbal behavior, IEP's, special education
and just completed a training on Sibshops. What does some other mom's have
to advise me on this matter that have gone through this? Most nursing jobs
want you to work 8 hour shifts...including clinics. I work for my son's
school as a substitute education assistant but that's not consistent work.
I've even thought about starting my own business...but I have no experience
with that...any ideas?
Thanks for your time!!
Rose
Mom to Lisa 10, Michael 7 and Nikki 5
(Southern Wisconsin)

Hi,
Iam looking for a VB Therapist for my 7yr. old high functioning son..I live
in Ashburn,VA. If interested, pl mail me at rakeshrd@... or call me at
(703) 729-5891
Meena

REGGIE FORM: http://www.elija.org/NYSABAWHITEPLAINS.html
December 13, 2002
NYSABA, Inc. presents
Applying Behavior Analysis
One Day Work Shop Series
TIME: 8 AM- 4 PM
COST: ADVANCED Registration Fees
DUE by December 1, 2002
$50.00 NYSABA members
$25.00 non-professionals
$70.00 non-members
ON SITE - WALK IN Registration Fees
$60.00 NYSABA members
$35.00 non-professionals
$90.00 non-members
LOCATION:Crowne Plaza White Plains, New York
THE AGENDA
8:00 am-8:45 am REGISTRATION
8:45 am - 10:15 am Workshop Series 1
10:15 am - 11:45 am Workshop Series 2
12:00 pm -1:00 pm LUNCH
1:00 pm - 2:30 pm Workshop Series 3
2:30 pm - 4:00 pm Workshop Series 4
Workshop Series 1 Choices
Looking at Quality Services in Public Schools: It's All About the
Data
Catherine D. Sales, Ed.D., B.C.B.A. Rye City Public Schools Christine
O'Rourke, M.S. New Rochelle Public Schools
Crucial Elements: What to Look for in a Behavioral School.
Deb Meinberg, M.S., B.C.B.A. Trina Spencer, M.S., B.C.B.A. Hawthorne
Country Day School.
Functional Behavioral Assessment: The Letter and Spirit of IDEA
Requirements
Peter Sturmey, Ph.D. Queens College and the Graduate Center, CUNY
Including Siblings in a Home-based ABA program: Exploring and
Implementing Various Options
David Celiberti, Ph.D., B.C.B.A. Private Practice
Workshop Series 2 Choices
Challenging Behaviors in Center-based School Programs
Carolyn Ryan, M.A., B.C.B.A. The Graduate School and University
Center (CUNY) and Accelerated Childhood Education, Inc. Felicia
Blumberg, M.S., Jeanine Soulet, M.S., AMAC
Parent Panel: What do Parents REALLY want Professionals to Know?
Nicole Dibra, Debora Harris, ELIJA Eileen Krassner, Crossroads School
Social Skills Training and the Transition to Adulthood for Learners
with