Discrete Trial Training

We are pleased to announce the formation of KidsAhead Consulting in
New Jersey. Founded by Board Certified Associate Behavior Analyst
Libby Majewski, we are a group of experienced ABA consultants
specializing in Verbal Behavior. We provide home and school services.
Our other professional interests include Relationship Development
Intervention (RDI), precision teaching (PT), and direct instruction
(DI). For more information, please visit our website at
www.kidsahead.net
Thank you,
Libby Majewski, BCABA
Director and Founder, KidsAhead Consulting
Medford, NJ
phone:(609) 217-8233

We are currently looking for ABA therapists for our home program.
If you are interested, please contact therapy_job@....

Hello List,
I have a question, I have a little guy who is mixing up his tacts. For
example, I hold up a picture of a spoon he says "fork." My team and I run very
tight error correction, but he seems to beat us to the punch every time. I even
tried, placing both pictures out on the table and point to one of them and
saying "what is it" AND he is get it correct. It is only when it comes up in
the mix (by its self) that he will get it wrong. The same thing happens with
bike, he calls it motorcycle, however, motorcycle he tacts correctly. The other
one is shirt, he calls it pants. But, when you hold up the 3D shirt/pants he
tacts it correctly, if you ask him "show me your shirt/pants" he points to
the correct piece of clothing on himself. So this seems to be a problem with
only 2D(pictures).
Thanks for your help
Korrie

Dear Listmates,
We are urgently looking for ABA/VB therapists. We live in the
Sunnyvale-Cupertino (South Bay) California. We plan on starting with the program
by the fourth week of March. If interested please write to me at
saiom@....
Thank you,
Bindu

LONE STAR LEARNING CENTER SEEKING FULL-TIME DIRECTOR
Carrollton, TX
March 3, 2004
To meet the challenge of leading and growing our school to best meet the needs
of our community, the Lone Star Learning Center is seeking a full-time Director
position. This is a challenging and rewarding opportunity to make a difference
in the lives of children with autism! We are a small, start-up, year-round
private school for children with autism and related disabilities. The Lone Star
Learning Center is led by a board of directors for the non-profit organization,
the North Texas Autism Education Center
The Lone Star Learning Center educates children with autism and related
disabilities who are not yet learning in a group setting. The educational model
is based on the science of Applied Behavior Analysis (ABA) and the Analysis of
Verbal Behavior.
We need an enthusiastic, self-directed individual to manage the day-to-day
operations of the private school. Responsibilities include program and budget
development through collaboration with Board of Directors and Program
Consultants; conducting student admissions; hiring, training and supervising
teachers and assistants; addressing staff and student concerns and resolving
issues, and assisting with community outreach training for parents and
professionals.
Candidates must be Certified to teach Special Education. Must have previous
experience as a Teacher in a special education classroom for children with
autism. Must have previous experience leading people. Initial and on-going
training in ABA provided by Program Consultants. Competitive salary and paid
benefits. Performance-based bonuses.
The Lone Star Learning Center operates a year-round school calendar. Full-time
Director position begins August 2004 with part-time responsibilities to be met
during Summer 2004.
Send cover letter, resume, and salary requirements via email to
info@... or mail to Lone Star Learning Center, 2300
McDermott, Suite 200-178, Plano, TX 75025. (Mailing address only - the school
is currently located within a church in south Carrollton). No phone inquires
please.

This is a reminder that the following workshop is being hosted by:
Bath Families for Effective Autism Treatment
WORKSHOP #4: TEACHING VERBAL BEHAVIOR
Hands on Training for Teachers and Therapists
CONDUCTED BY: Holly Kibbe, BCaBA and Cherish Richards, BCaBA
Description:
This intensive 3-day hands-on workshop is designed to provide tutors,
therapists and parents who serve as their childs primary therapist with
guided practice in implementing the methods described in Dr. Carbones
Introductory Verbal Behavior Workshop #1. The participants will spend most
of their time practicing the methods of effective instruction demonstrated
in videotape illustrations during the Introductory Workshop. Participants
will receive precise feedback on their teaching methods. The participants
will be provided supervised practice in the areas of:
· Establishing instructional control with an unwilling learner;
· Manipulating establishing operations (EO) during teaching opportunities to
maintain learner attention;
· Use of the ABLLS and developing instructional objectives;
· Choosing an appropriate response form (sign, vocal, pictures);
· Teaching the echoic repertoire and transitioning from sign language to
vocal verbal behavior;
· Manipulating EOs to teach early to advanced manding skills;
· Teaching early to advanced receptive, visual performance, motor imitation,
tacting and intraverbal skills;
· Teaching reciprocal conversation skills in advanced learners;
· Teaching verbal behavior across all settings;
· Teaching social skills in early and advanced learners;
· Organizing your program materials and data recording methods.
Prerequisites:
It is required that all participants have attended Dr. Carbones Verbal
Behavior Introductory Workshop #1 (or equivalent) and have at least some
experience teaching children with autism within an intensive teaching
program. Participants should bring an ABLLS manual with them to the course.
(available through www.difflearn.com) you may also download an excel sheet
from the website for ease of updating once you have your copy of the ABLLS.
Registration form is downloadable at: www.bath-feat.org.uk under the events
section.
Cost: £395 per person
Places: Maximum of 26 people
Date: May 4-6, 2004
Time: Registration: 8:30am
Presentation: 9 - 5pm
Lunch included
Location: The Boathouse,
Newbridge Road, Bath, UK BA1 3NB
Tel: 01225 482584
Directions:
http://www.multimap.com/map/browse.cgi?X=375000&Y=165000&width=500&height=30
0&client=public&gride=371705&gridn=165856&keepicon=false&coordsys=gb&addr1=&
addr2=&addr3=&pc=&advanced=&lang=&scale=50000&left.x=8&left.y=13
Accommodation: Individual choice
Recommendations and travel advice on www.bath-feat.org.uk
Any questions, please contact Scott Sandford on 01225 330059 or email
mailto:events@...
Deadline for registration is April 15th. These fill up quite quickly, so
early application is advised.

Parents of Autistic Children (POAC) of Massachusetts are proud to
announce our annual conference May 14th at the Four Points Sheraton in
Waltham, Massachusetts.
Dr. Temple Grandin & Dr Margaret Bauman will be the featured speakers
along with Tamara Kaspar MS SLP/CCC who will talk about how to shape
speech production skills in children with autism. Also there will be a
presentation by Maureen Rubin and Tom Caffrey from the Verbal Behavior
Network entitled Verbal Behavior in the Classroom: An Overview.
We will also be sponsoring a 3 Day Workshop, Introduction to Verbal
Behavior, presented by Dr Vincent J. Carbone Ed.D BCBA from June 10th -
12th at Merrimack College in North Andover, MA.
We also provide scholarships for college students to attend these
workshops. They must be full time students majoring in special education
or a related field and they must fill out the online form at
www.poac.net/PipelineForm.htm
I've attached the registration forms for both events. They are in PDF
format and Adobe Acrobat is needed to view them. If you don't have this
program, you can download it here www.adobe.com
Please visit us for more information at www.poac.net/ma and also please
check out our play which has received excellent reviews
www.poac.net/play and listen to some of the songs too!!
Thank you very much,
Kevin Richards
POAC of Massachusetts
(Parents of Autistic Children)
(781) 475-2762
http://www.poac.net/ma
POAC of Massachusetts was formed in November of 2003 and our mission is
to provide scientifically based training to parents and teachers who
provide direct services to children with autism and other developmental
disabilities.

Hi Everyone!!!
Since I joined all the Autism lists a few years back I have received many
queries as to how I handle having three kids on the spectrum. Usually I haven't
had a lot of time (go figure) to give an adequate response, but tonight I have
been longwinded in responding to a lister. I thought I may as well send my
response out to everyone as my story so to speak.
<To answer your questions, I really didn't make the decision about having more
kids. We went through infertility treatments to have our first child and after
that our chances were low of getting pregnant without help. Then one day we
were surprised by my second pregnancy. I was 8 months pregnant with my second
child when my first child was diagnosed. Then my third child was conceived
while using birth control and my second child was diagnosed during that
pregnancy. My husband and I joke that God must have really wanted us to have
three kids!!!
Yes having one is very hard!! But having any child is filled with rewards and
trials. There are many disadvantages to having three special needs kids, but
there are at least an equal number if not more advantages. I wouldn't trade any
of them. During my pregnancies it was hard not to stress about the unknown, I
feared the worst case scenario but I also tried to work through how I would
handle it if it happened. It turns out that my oldest child is almost to
recovery, my second child is profoundly disabled, and my third child is the
least affected with only a few quirks that make him different but they don't
really interfere with living too much. If I had decided against having my
third child based on my fears, I would have missed out on some of the best
experiences of my life. Of course hindsight is always 20/20.
One great advantage to having my three kids is that even though they have
difficulty making friends, they have a remarkable relationship with each other.
They play together in ways that work for them and they take care of each other.
While they all three are on the spectrum, they couldn't be more different from
each other. My kids are proof that no two kids with autism are alike.
Back to the "isn't it hard having three" question... yes, I won't lie, for years
it was excruciatingly difficult and very difficult to bear mentally...
BUT...there was a light at the end of the tunnel. As time moved on I learned
more and more about how to help my kids which eased my worries about whether or
not I was doing the right thing. Also the kids have grown and learned
throughout the years, always making progress, sometimes by leaps and bounds and
sometimes at a snail's pace. In general, it gets a lot easier as they get
older. (Thinking back to the days when none of the them were potty trained
ugh!)
There are two major changes to my own personal life since having our kids. I
now appreciate all the wonderful things in life so much more. All the low times
make the good times phenomenal. Imagine the tears when Cady first said 'Mommy'
at age 3 1/2, then Hayley said it (with sign) for the first time at age 6.
Corey said it at age 2. We worked so hard to teach them and it finally
worked!!!! The joy was indescribable!!! Do mother's of only typical children
get to experience that level of euphoria? Without hardships, successes are not
as sweet. Life is wonderful, and because of my kids I realize that.
Also, I figured there had to be a reason that I was given these three beautiful
children to raise and learn from. I have found a purpose for my own life. I
want to help make some of the changes that are so desperately needed for all our
kids. This past September I went back to school to finish an undergrad degree I
started 20 years ago. I plan to get my masters and pursue Board Certification
in ABA. I have many dreams about things I would like to accomplish. I want
to....
1) design a system to make ABA easier for public schools to provide
2) produce a series of sign language videos for kids using the ABLLS with easy
signs for practical things like M&M's and fruit roll ups
3) do research
4) teach college, give seminars, and write a book
5) Not to mention, help as many kids as possible!!!
Yes going to school is very hard to juggle with a family, but I am doing very
well and when I get a chance to sleep I sleep really really hard!!! I've also
met some great people whom I've inspired to pursue ABA as a career!!!
I guess in a nutshell, I am happy with my life regardless of the hard times and
my kids are too!!!
-Kim
Very proud Mom to Cady 9, Hayley 7, and Corey 5 all on the spectrum

Attention 2 important messages about the Tamara Kasper workshop -
Toronto March 27, 2004:
1) If you have not received your confirmation yet for the Tamara
Kasper workshop scheduled for March 27, 2004 in Toronto, please email us
immediately at info@...
Important please note:
2) Change of venue for the Toronto, Tamara Kasper workshop on
Saturday March 27, 2004. It will be held at the Centre for Addiction and
Mental Health 250 College Street, Toronto - Clarke Site Auditorium
(north side of College Street, just one bldg. east of Spadina Ave. - use
side door entrance - path on west side of building)
Donna Heughan
Brookfield Programs
www.brookfieldprograms.com <http://www.brookfieldprograms.com/
information on our website
IMPORTANT VENUE CHANGE
Tamara Kasper MS/CCC-SLP, BCaBA
Workshop on Saturday March 27, 2004
Centre for Addiction and Mental Health -
250 College Street, Toronto - Clarke Site Auditorium
"Promoting Functional Speech in Children with Autism with
Emphasis on the Kaufman Assessment and Strategies"
Learn about appropriate interventions for children having trouble in
developing speech and may have a diagnosis of
autism spectrum disorder and "verbal apraxia."
Cost-Prior to March 9, 2004 - $115; after March 9, 2004 - $135 (Cdn.)
For more Information Contact: Brookfield Programs at
<mailto:info@...
telephone 416-999-3266.
If you contact us, we can hold the early bird fee for you until March
15th.
Donna Heughan,
Brookfield Programs
<mailto:donna@...
<http://www.brookfieldprograms.com/

Free workshops and meetings for March 2004
Capturing and Contriving Motivation
3/18/2004 6:30 PM
Gwynedd Mercy College: Connelly Center
Setting Up Program Materials and Data Collection
3/24/2004 6:30 PM
Gwynedd Mercy College: Connelly Center

Plano, TX -- February 29, 2004
The North Texas Autism Education Center (also dba Lone Star Learning
Center) is a non-profit organization founded in February 2003 to
serve the communities of North Texas. Their mission is to educate
children with autism, their families, and the professionals
dedicated to helping children with autism reach their highest
potential.
To meet our mission of providing parent and professional training at
little or no cost, the North Texas Autism Education Center is
replicating the Verbal Behavior Network (VBN) training model created
by Parents of Autistic Children in New Jersey. POAC's VBN training
model provides training and support for professionals in New Jersey
to learn how to teach Verbal Behavior to children with autism. The
education and training needed is funded by POAC. These professionals
then further the model by training parents and other professionals
in their own districts through frequent workshops on topics most
relevant to teaching children with autism.
To kick off our training model here in North Texas, we offered
workshop scholarships to public school educators, ECI Early
Intervention professionals, and full-time students majoring in
special education or a related field. The scholarships cover the
$250 registration fee to attend the "Teaching Communication Skills
to Children with Autism" - Dr. Carbone's Introductory Workshop #1,
April 20-22, 2004 in Austin, TX. This workshop is an incredible and
unique opportunity for professionals to be trained by Dr. Carbone in
Texas. Vincent J. Carbone, Ed.D., is a Board Certified Behavior
Analyst (BCBA) with over 25 years of experience designing learning
environments for persons with Autism and development disabilities.
He and his associates are currently working with several school
districts, agencies and families throughout the United States and
are presently providing services to persons in Canada and the United
Kingdom.
Thanks to generous donors who are passionate about helping us
fulfill our mission, we were able to award five scholarships:
Jan Gregg, Frisco ISD
Maria Hitter, Plano ISD
Natalie Michnevitz, Plano ISD
Patricia Parker, Plano ISD
Lynette Cook, Wichita Falls ISD
Each of these professionals educate children with autism in a
classroom setting and all were eager to receive additional training
to help their students reach their highest potential.
For more information about the North Texas Autism Education Center,
please contact Kim Stewart at (469) 682-0350 or visit our website at
www.ntaec.org.
Kim Stewart
North Texas Autism Education Center & Lone Star Learning Center
www.lonestarlearningcenter.org or www.ntaec.org
(469) 682-0350

Hi Terry,
This child sounds a lot like my daughter prior to implementing our Verbal
Behavior program. My first question though is... does she act the same way at
home? Or does she find some things reinforcing there?
My gut reaction is that if this is her first school experience, she is probably
scared to death!!! No reinforcer is probably strong enough to overcome that
fear at this point.
My kids always needed to learn something one on one prior to in a group, and
sometimes it took quite a while before they could do any activity in a group
setting.
My advice would be (and I do not know if it would be plausible or not) if she is
a little more responsive in her safe home environment, then go to her home and
pair with her there. This could take awhile but it would be worth it. If fear
is the problem, she will need someone whom she feels safe with at school to help
her get through it.
Then I would try to start teaching her one on one from the ABLLS in the safe
environment. Then I would slowly work on her comfort level in the school.
Things we did to help my kids follow:
1) visit the school/classroom when no one else is there (we had to start with
short visits and then increase the time) explore the classroom and it's contents
with the child so she knows where everything is -usually during school they
aren't allowed to touch the toys unless it is the proper time.
2) once she is comfortable with that step, visit the school with only the
teacher there and let them build a relationship
3) go to the school and take pictures of the kids in her class going through the
daily routine and make her a book about school. No need to add words to the
story if you don't want to. Just talk about the pictures as you or Mom go
through the book with her. Go through the book a couple times a day or more for
a couple weeks before trying to attend school.
4) At school, she can use the book the first few weeks to look at during the
school day as a sort of schedule so she learns to anticipate the routine. But
be sure to fade the book out as soon as possible. The first year we did this
with my daughter she used the book at school for about a month and then didn't
need it anymore. The second year, she only needed it for two weeks. The third
year she didn't need a book at all.
Now we had an extremely cooperative school district and we did this whole school
desensitization process over the summer before school actually started.
Our school has also had some kids only attend for an hour or two a day and then
slowly increase the time as the child becomes comfortable. If you did that
though, I would really want the child to have a home program in place so that
teaching could begin.
My 7 year old has no problem attending school at this point, but she is still a
very early learner so only minimal skills are expected of her in the group
setting of class. The bulk of her day is spent one on one in her own little
classroom with a therapist working on ABLLS skills. (Both NET and IT) It sounds
like this set up would be best for the child you are working with too.
As for reinforcer effectiveness, if you find out why she is so unresponsive
(most likely this unresponsiveness is being reinforced somehow) and take care of
it she should be ready to learn to like things.
I hope this helps!!
-Kim
Mom to Cady 9 asd, Hayley 7 asd, Corey 5 as

I am a former Missouri resident who moved to find services. Because
of that my father started a foundation with the goal of providing
money for ABA in Southeast MO to start. The hope is that a school
can be started and that the way it will be set up will provide the
proof needed for Missouri families to start getting districts and
legislators to take notice. At least one representative has already
taken notice and wants more families involved. I believe there is a
good chance that an autism task force may actually be formed. Please
please privately email me and let me give you more information so you
can be a part of what I believe will finally cause funding and then
change in your state, my home.
Thanks for listening
Please email me privately
Leighanne
mainecollier@...

A few weeks ago I sent out an email about a graduate student doing her thesis
research study on the challenges involved in parenting children with autism. The
response rate has been great and very much appreciated, but Kelli is still in
need of more parents to participate. If you are interested or would like to
learn more about what the study entails, please email or call Kelli providing
her with your mailing address so that she can send you a letter of invitation.
All parents or primary caregivers are welcome to participate regardless of
geographical location.
Kelli Gschwind
kggschw@...<about:blank
(847) 361-0334
Thank you so much to everyone who has responded!!!!!!
-Kim
Mom to Cady 9 asd, Hayley 7 asd, Corey 5 as

My son's doctor just called to say that his parathyroid level was very
elevated.
I did some preliminary searching on this, and note that symptoms include
excessive thirst and urination!
FYI, we had done a behavioral assessment at school and determined that the
problem was NOT behavioral, although that is what several of the doctors
originally tried to tell me.
Cindy Peters (Cary, NC)
persistentC@... <mailto:persistentC@...
President and Executive Director
The Mariposa School for Children with Autism
www.MariposaSchool.org <http://www.mariposaschool.org/
919-461-0600

sorry for the cross posting
I have been teaching children with autism and other developmental delays for
over 20 years in various classroom settings. I currently teach 3-6 year olds.
Several years ago, I went to a VBA training presented by Vince Carbone and have
since been to several others. I love the progress and joy I see in my students
and the happiness of the families. I complete the ABLLS on all students as they
arrive and base their IEP's directly on the results. I have had beginner
students, middle students, and advanced students in class. I have a first who
arrived a couple of days ago and I find myself at a loss.
I have had students with little skills marked off at the beginning, but never
one with this few. We have one box of F1 and one box of I1. She does follow a
couple of directions that she is used to from home (sit at the table, come wash
your hands). She has been in class for 3 days and has eaten nothing (including
her favorites mom sent in) and shows no interest in any toys, objects, or
activities. We have spoken extensively to her parents to try to find a
reinforcer - but they are also at a loss. She seems content to sit and watch
the world go by. She is almost 5 and this is her first time in school - no EI
(Early Intervention), no home program.
I do not know where to start. I have had students start with minimal skills but
there has always been at least one item we could use as a reinforcer to start.
How do you pair yourself with reinforcement or teach any beginning requests if
there is nothing desired enough? If anyone has ideas for a beginning program
and other reinforcement ideas I'd be forever in your debt. We have tried all
sorts of sensory activities (they make her cry and she fights to get away - one
of the few reactions we have gotten), she does not like to be hugged, tickled,
bounced. She does not want to touch paint, playdo, etc. music hasn't
interested her either.
Thanks in advance.
Terry

Dear all,
If anyone is from the greater bay area (
sanjose,sunnyvale,cupertino,mountainview) and is interested in getting
trained and teaching applied verbal behavior program, please contact us
408-8739298. We will be starting an home based AVB program for our 6 yr old
son sometime by next month. We are looking for both experienced people in
AVB and fresh students from the areas of psychology, speech, occupational
therapy. Training will be provided. Trained instructors who be required to
teach our son 8-10 hrs/week. Salary is negotiable.
But most important we are looking for enthusiastic, fun loving people who
love to work with special need kids.
Alternatively , If anyone interested, please email to me privately with your
resume.
best regards
sunil

Good morning,
I'd like to add a role playing program to my 4 yr old
sons ABA/VB, but I'm not sure how to start.
My primary objective is to increase his social attentiveness
and pragmatic language.
Does anyone have any suggestions on how I should start?
I was thinking of doing social stories with a flannel board???
Thanks,
Lisa

I have listed some of the events that Parents of Autistic Children
(POAC) of Massachusetts will be sponsoring in the next few months. We
are based in Malden, MA. and our mission is to provide training to
parents and teachers who provide direct services to children with autism
and other developmental disabilities!
Dr. Temple Grandin and Dr. Margaret Bauman will be the featured speakers
at our Annual Conference May 14th at the Four Points Sheraton in
Waltham, MA.
Dr. Vincent Carbone will be conducting a Three Day Workshop entitled,
"Introduction to Verbal Behavior" June 10 - 12, 2004 at Merrimack
College in North Andover, MA
I've attached the registration forms for all three events. They are in
PDF format and Adobe Acrobat is needed to view them. If you don't have
this program, you can download it here www.adobe.com
We also have grants available for full-time college students currently
majoring in or entering Special Education or related field. They only
need to fill out a Project Pipeline online form here
http://poac.net/PipelineForm.htm
I've also added the text announcement to the February 20th and 21st
workshop "Teaching Verbal Behavior in Early Intervention" at Merrimack
College.
Feel free to forward this email to anyone you feel that would be
interested but please remember to register as soon as possible because
there is not much time left!
Thank you very much,
Kevin Richards
POAC of Massachusetts
(Parents of Autistic Children)
(781) 475-2762
http://www.poac.net/ma

Any elementary school-age sibling is welcome to join our group at the
Manalapan Public Library for fun, games and strategies to help them learn to
improve
their relationship with their brother or sister.
It is free!
February 25th 5- 6:30 pm
March 24 th 5-6:30 pm
April 21st 5-6:30 pm
You can email me, if you have questions.
Laura

I am on this group because my 3 1/2 year old son is autistic and
we are doing ABA. I have a question regarding my NT 9 year old
daughter. She is a little "flighty" and forgetful and needs constant
reminders with homework, practicing piano, etc. I have often
thought she is mildly ADD but it hasn't affected her grades (so
far) or friendships. We are just trying to "keep an eye on it" for
now. I am wondering what techniques some of you are using as
reinforcers to keep your older children on task. I have read about
token boards and am not sure how they work or what they even
look like. Or possibly a simple checklist. I want to give her the
skills to be more independent with some of these daily tasks
and to start taking care of herself a little more.
Thanks,
Laurel

Teaching Language To Children With Autism & Other Developmental Disabilities
A Two Day Workshop Presented by
Carl T. Sundberg, Ph.D.
Behavior Analyst
Dates: March 5-6, 2004
Time: 9:00am - 4:00pm
Location: Holiday Inn Pittsburgh Airport
8256 University Boulevard
Corapolis, PA 15108-2591
412-262-3600
Registration Fee: $ 225.00
Registration includes a copy of Teaching Language to Children with Autism and
Other Developmental Disabilities" (Sundberg & Partington, 1998)
The workshop will describe the behavioral approach to teaching functional
communication skills to children with autism and other developmental
disabilities. The behavioral approach is based on B.F. Skinners analysis id
verbal behavior and the research and clinical application of Jack Michael, Mark
Sundberg, James Partington, Vince Carbone, Patrick McGreevy, and others.
The workshop will cover topics which include:
Capitalizing on the childs motivation to keep learning fun
Creating a language based environment
Assessing the childs primary language deficits and needs
Determining if and what type of augmentative communication system is necessary
Teaching new skills using discrete trials
Conducting training in the natural environment
Using prompting, fading, and shaping techniques to bring about new behaviors
Teaching beginning, intermediate, and advanced skills
Data collection systems
Session management
The workshop will consist of lecture and video presentation.
To register or for more information call (570) 655-1667 or e-mail:
ABA_Workshops@...

Dear Group,
We are using Tammi Kasper as our VB consultant and I
have hired three girls who help me implement the VB
home program for my 5 year old autistic boy. Now one
of my girl is moving to Williamsburg, Virginia next
month. I would like to ask anybody needs home
therapist to contact with me. She has been trained by
Tammi.
Sincerely,
Ping

Implementing Verbal Behavior in the Classroom, March 4 & 5
This is a two-day hands-on workshop for teachers and related support
personnel. The purpose of this workshop is to prepare instructional
leaders to set up and maintain a classroom environment consistent
with ABA principles that emphasize the teaching of verbal behavior.
Video taped examples of such classrooms, demonstrations of procedures
and hands-on practical application will provide participants with the
necessary tools to more effectively organize and manage their
classrooms. Class size is limited to insure that each participant
receives sufficient time and feedback.
Topics covered during the workshop include: IEP Development using the
ABLLS, Laying the foundation for instruction, Transitioning from NET
to intensive teaching: Instructional variables, Basic teaching
templates: Practice teaching early, intermediate and advanced
learners skills, Organizing the classroom environment, Designing
class schedules that optimize personnel and resources, Organizing
program materials and data collection procedures, Designing group
activities that promote social skill development, Strategies for
reducing problem behavior, and Guiding instruction: Practical
strategies for training aides and other support personnel.
* Prior attendance at Dr. Sundberg, Dr. Partington or Dr. Carbone's
Workshop: Introduction to Verbal Behavior is encouraged for maximum
benefit.
Presenters:
Alexis Higgins is currently the director of Progressive Therapy,
which provides consultations to school districts and home programs,
supervision and training of staff, and development and implementation
of individualized programs for children with disabilities. She
is currently enrolled in a masters program where she is completing
the requirements to become a Board Certified Behavior Analyst.
Lauren Payer For the past 11 years, Ms. Payer has taught students
with autism in a public school, been an ABA home
therapist/coordinator, and a behavior consultant. Currently she
holds the title of Coordinator of Autism Services in a public school
district where she oversees students with autism ages preschool
through high school. She is also responsible for training
paraprofessionals, teachers, and administrators on the most up to
date strategies and techniques.
For additional information, Please call 610-769-1662 or email
nethm@... for a registration form.
Carbon Lehigh Intermediate Unit,
4750 Orchard Road,
Schnecksville, PA 18078

Title: Teaching Verbal Behavior in Early Intervention
Target Audience: Teachers, Parents, and Service Providers of children in
Early Intervention (Birth to Three)
Teachers, Parents, and Service Providers of Four and
Five year olds are also welcome.
Registration Fee: $ 195.00
Parents call and ask about funding/reimbursements to attend this
workshop.
Inquire at: Massachusetts Developmental Disabilities Council
http://www.state.ma.us/mddc/
FULL-TIME COLLEGE STUDENTS majoring in Special Education or related
field, APPLY FOR A PROJECT PIPELINE Grant to attend this workshop at no
cost!!! Go to http://poac.net/PipelineForm.htm
Event Date: 2/20/2004 8:30 AM
End Date: 2/21/2004 4:30 PM
Registration Information:
http://www.verbalbehaviornetwork.com/Registration%20Forms/VBEI_02_20_04.
pdf
Workshop: Teaching Verbal Behavior in Early Intervention
Description: This two-day hands-on workshop is designed for Early
Intervention therapists and parents. The purpose of this training is to
guide participants in the assessment, development, and implementation of
ABA programs that emphasize the teaching of verbal behavior in the home
and other natural environments. Videotaped examples and extensive
opportunities for hands-on practice will help attendees acquire the
necessary skills to effectively teach early learners with autism and
other developmental disabilities. The following topics will be covered
in great detail:
. Building Rapport: Pairing with Reinforcement
. Manding: Capturing and Contriving Motivation
. Natural Environments Teaching (NET)
. Designing Activities that Promote Social Skills Development
. Assessment of Basic Language and Learner Skills (ABLLS)
. Organizing Program Materials and Data Collection Procedures
. Strategies for Reducing Problem Behavior
. Intensive Teaching: Basic Templates for Early Learners
Presenter: DeAnne D. Salzer M.S., CCC-SLP
Presenter Bio: As a speech-language pathologist, DeAnne D. Salzer, M.S.,
CCC-SLP, provides diagnostic and therapeutic services to children with
autism and other developmental disabilities. Her involvement with
children with autism extends from individual therapy at her center, to
providing training for the development and implementation of ABA
programs emphasizing the teaching of verbal behavior programs in school
and home settings. She is currently completing the requirements to
become a Board Certified Behavior Analyst under the mentorship of Dr.
Vincent Carbone. After helping to develop the Verbal Behavior Network
(VBN) web site and serving as Project Coordinator for the VBN's American
Sign Language Browser, she has shifted her primary focus to the area of
early intervention with emphasis on teaching non-vocal learners to talk.
She opened a private practice in May 2001. Mrs. Salzer's involvement
with children with autism extends from individual therapy at her center,
to guiding her clients' verbal behavior programs in their school.
Currently, she is completing the requirements to become board certified
as a behavior analyst
Location: Merrimack College, North Andover, MA
Directions: http://www.merrimack.edu/generator.php?id=5
Additional Information: donna@...
Kevin Richards
POAC of Massachusetts
(Parents of Autistic Children)
(781) 475-2762
http://www.poac.net/ma
Sponsored by POAC (Parents of Autistic Children) of Massachusetts
www.poac.net/ma

Reminder - the scholarship (see below) application deadline is
Monday February 16, but since we've received quite a few inquiries
we want to make sure all interested applicants have time to submit
their applications. So we are extending the application deadline to
Friday, February 20.
Please get your applications in asap if you are interested. Thanks!
Kim Stewart
Lone Star Learning Center
www.LoneStarLearningCenter.org
(469) 682-0350

Hi,
Has anyone had success using pictures and implementing ABAVB? I
totally am in favour of using sign but, for now, the SLP wishes to
use pictures (Boardmaker).
Can this work? The child is bright/excellent fine motor/higly
reinforced with some food items/responds poorly to instruction, as in
doesn't! Has had some experience with PECS (sporadically used and
child never did 'get it'). Will this negative history affect
her 'buying into' manding with pictures?
any thoughts or positives to share? or otherwise.....

Hi,
I am looking for therapists in Elgin, Illinois (30 minutes from Chicago). My
son's ABAVB program has been running for 1 1/2 years under the guidance of
Selma Martinez BCBA. Amanda Parker is my lead therapist who is amazing. I need
people who are dedicated and enjoy children. No experience is necessary,
will train. Sign language is a plus, my son is nonverbal but knows
approximately
120 signs. He is an adorable almost 4 year old with no compliance or
behavior problems. He loves one on one teaching. I am only looking for a long
term
therapists (1 yr. commitment) and someone who doesn't call in sick repeatedly.
My son's program is very organized and you will have a consult before and
after working with my son to ensure his success. Training is paid. This is an
exciting time in my son's life who is making rapid progress!
Dawn Callsen
Scissors0@...

Definitely need some advice. PDD student is up for reevaluation (due to turning
5 and first-time need for classification). A 1-hour reevaluation planning
meeting has been scheduled by the school to discuss tests that are needed. Im
trying to get a sense as to what is supposed to occur at this meeting. How do
they decide which tests should be run? I understand the part about listing out
the suspected areas of disability, but I'm concerned that school has a set lists
of tests that are always run and my input on needs and necessary tests may not
be given as much weight as I feel appropriate. Last time evaluations were done
were 2 years ago and no standardized or intelligence tests have ever been done
(other than a Stanford Binet that was attempted). How much do I want to specify
regarding what tests, rating scales, interviews (especially parent interviews)
must be done and what needs to be in the reports that come back. History has
been the tests are vaguely listed and the reports
that come back (particularly those from outside educational consultants hired
by the school) are not extremely useful. Assuming this trend continues, what
key points should my follow up letters relating to our giving of consent
include. Should I also be asking in advance for list of qualifications of any
professionals that are doing certain tests?
I know some will answer with comment that we have a right to an IEE and a right
to hire our own consultant privately, but for now Im interested in determining
how I can make the schools round of test fairer, if thats possible. I guess
Im trying to be realistic as to what I can really expect from the schools
round of tests. Sorry for all the questions. Thanks a lot!

My new email is: behavioranalyst@...
Kimberly M. Smith, MS, BCABA
Board Certified Assoc. Behavior Analyst
Behavior Analysis Services Program
Office: 561.616.1408
Cell: 561.436.5311
_____
HYPERLINK
"http://promos.hotbar.com/promos/promodll.dll?RunPromo&El=hotbar%5feleme
nt%3bst%3b&SG=sg462&RAND=92152&partner=hotbar"Upgrade Your Email - Click
here!
---
Outgoing mail is certified Virus Free.
Checked by AVG anti-virus system (http://www.grisoft.com).
Version: 6.0.572 / Virus Database: 362 - Release Date: 1/27/2004

hello guys,
i need help in putting together a list of resources and materials (
books, augmentative communication device, computer-aided teaching
materials, etc.) for children with autism. i have gathered a small
list myself but i would appreciate any suggestions that you may have.
thank you and god bless.
sincerely,
weng

Listmates,
We are looking for one experienced ABA/VB therapist who is able to
work with my six years old son on Tuesday. Our home VB program is set up by a
famous VB consultant. My son is an advanced learner. We stay in Ambler, PA
five minutes away from PA turnpike / Route 309. Please contact me privately at
mysonhope@... if you are interested.
Thanks,
Matthew, PA

Hi,
Could someone please email me with the information on how to join the ME
List? Thank you!
Lisa

The first issue of Journal of Early and Intensive Behavioral
Intervention is out. You can read your free copy at
www.behavior-analyst-online.org The issue has an excellent
article on training relational frames in children with autism.
Joe

Hi Everyone!!!
One of my therapists is doing her master's thesis on parenting challenges in
families of children with autism. Participation will include filling out 5
short surveys (taking approximately 30 minutes to complete) and a 10 minute
phone interview.
If you are interested in participating, please contact Kelli Gschwind directly
with your email and snail mail addresses. You will receive a letter of
invitation detailing the study. Surveys will be available online or by mail.
You may use whichever is most convenient for you.
Kelli Gschwind
kggschw@...<mailto:kggschw@...
(847)361-0334
Thanks to everyone for helping out!!!!!
-Kim
Mom to Cady 9 asd, Hayley 7 asd, Corey 5 as

ABA-related items for sale:
==========================
*All items in excellent condition
*Please add $5 for packaging/shipping.
WHAT'S NEXT sequencing game $4
Six 3-scene puzzle piece sequences
ACTIONS LDA LANGUAGE CARDS $9
35 photo flashcards
OPPOSITES, set one LDA Language Cards $8
20 pairs of photo flashcards, one is bent
ASSOCIATIONS GAME $9
20 two-piece self-correcting puzzles (photos)
AROUND THE HOME LOTTO GAME $9
8 boards, 72 picture cards
great for vocabulary, turn-taking
SILLY SENTENCES $5
124 puzzle pieces to construct sentences.
Drawings on a few pieces.
SILLY STORIES GAME $9
36 story cards/6 story strips
Combine Who/What/Where to tell a silly story
Also can be played as memory game
BOOKS (like new, unless otherwise noted)
=====
*Please add shipping: $3 media or $4.50 priority mail
THE ME BOOK-TEACHING DEVELOPMENTALLY DISABLED CHILDREN
$30
A classic!
Remainder of sticker on cover
SPARC PICTURE SCENES by Linguisystems $15
Resource listed in Behavioral Intervention manual by Maurice. Out-of-
print / hard to find
Name written on front cover and title page.
FACING AUTISM by Hamilton $5
Starter's guide to therapies inc. 10 things to do now.
Small tear in bottom edge of binding.
SLEEP BETTER by Durand $19
Brand new; perfect condition.
Guide to improve sleep for special needs kids
when nothing else helps (Ferber, etc.).
FROM EMOTIONS TO ADVOCACY by Wright $15
Great advocacy strategies.
Dark smudge on back cover, otherwise like new.
NEWS FROM THE BORDER by McDonnell $5
Hardcover. Out-of-print? Name on title page.
"Best personal account of autism since The Siege"
Includes afterword by adult son
TOILET TRAINING by Wheeler $11
Practical strategies--really worked for us!
EXPERIENCES IN CONTEXT FOR EARLY LANGUAGE LEARNING
by C. Raack, MA CCC-SLP / Communication Skill Builders
$15
70 sensorimotor theme-based language group experiences
for severely to moderately developmentally delayed prelinguistic
students. Recommended teaching resource by Diane Twachtman-Cullen
(SLP, winner of Autism Society Award?).
BEYOND BABY TALK by Apel & Masterson $8
Published by American Speech-Language Hearing Assoc.
From Sounds to Sentences--guide to language development (infant to
kindergarten age) with checklists
SAY GOOD-BYE TO ALLERGY-RELATED AUTISM by Nambudripad
$10
NAET (drug-free allergy-elimination) method
MOMMY, DON'T GO by Elizabeth Crary $4
Children's interactive problem-solving booklet
(different choices/results, includes feelings)
* Please email privately (idrbgfn2@...) if interested. Thanks!

Hi All!!
Hayley's teachers are having trouble getting her to spontaneously mand. Their
numbers show that 60% to 90% are prompted. Last year she consistently manded
spontaneously 60% of the time with new mands being introduced accounting for the
40% prompted. This year, there are very few new mands being taught so her
spontaneous number should be higher. At home she spontaneously mands 90% or
more. The school reports that they are using the same mand procedure that we
use at home.
Possible explanations:
1) she really doesn't want the things the teacher is having her mand for
2) she had become dependent on a prompt that the school is unaware they are
providing (that we don't do at home) and she waits for it before she responds at
school.
Things we thought of to try:
1) If she doesn't mand for the item within three seconds, put it away or at
least out of reach, instead of prompting her and giving her the item. If she
really wants it she'll try to mand for it. But if we do this it could greatly
reduce the number of mands per day.
2) If she doesn't mand for an item within three seconds, prompt response and
then fade prompts differently. But how?
Everything else is going very well, she is moving very quickly through learning
new tacts and receptive id's in Intensive Teaching. We are ready to introduce
FFC's. I am afraid of moving along too fast in other areas before we get the
manding column of the ablls a little more filled in.
Any advice? Suggestions?
Oh, Hayley communicates with sign paired with vocal approximations.
Thanks in advance for any help you can give me.
-Kim
Mom to Cady 9 asd, Hayley 7 asd, Corey 5 as

Dear listmates,
I would like to thank everyone who responded to my question about IEP meeting
without parents. I really appreciate it.
Thanks again.
Bindu

Dawn and group,
The UW Hospital in Madison has some good people on staff. Chris Luzzio is a
neuro for adults who has a child with ASD or a similar disorder. I bet he would
at least give you a referral. His office phone number is 608-287-2090. His
wife,Celeste, is a friend of mine so you can say Celeste promised a friend that
he would help you.
Nancy, Colin P's mom

Hi Dawn,
There is a Dr. at Lutheran general hospital, he is a neurologist Dr. Nishant
Shah ,he is very good , you might want to try him.

I am looking for other neurologists who do over night EEG's. Dr. Chez
doesn't accept insurance and he wants $400 just for a consult. I would like a
neuro
that is covered by insurance because all of my finances are going to my son's
ABA (which has proven very effective). Last year, I did the Pfiefer Clinic,
which most of it wasn't covered by insurance. I was told it was, I just had to
file the claim myself. The Pfiefer had told me they were well below
customary charges for out of network. I found out this was not the case and had
to
pay $1000 out of pocket and my insurance paid only $300. It was very expensive
and after 3 months I had to give up on the mega dose vitamins because of
physical side effects. My husband has very good insurance and I can't believe
Dr.
Chez doesn't accept insurance. I am very baffled by this. I can't get
hammered with another big medical bill at this time. There must be some
neurologists out there beside Dr. Chez that accepts PPO insurance. However, I
would like
a neuro that does over night EEG. My son had a drop and fall seizure when he
was two. The 15 minute EEG and a MRI showed no seizure activity. My son
will be 4 soon and he still has staring spells and can't talk. I feel he can't
talk because of a physical problem and not because of his autism. He now knows
120 ASL signs and so very much tries to talk, he just can't form words or
anything close to a word. I have heard that silent seizures can cause a severe
language delay. My son also falls very easily and seems almost like a puppet
most of the time. He has not had another serious seizure though, since he was
two. I have no behavioral problems, thank God.
If anybody on the list has any suggestions or knows of a good neuro, please
e-mail me at Scissors0@...
God bless,
Dawn

Hi, I am looking for an experienced ABA therapist to work with my
four-year-old autistic son in his home program. Currently, we have
opening, Mon-Fri from 12-3 pm. We live in Nutley, NJ. If you are
interested and have some time available, I'll appreciate it very
much if you can email me at hw669@... or call me at (973) 235-
5175. Thank you.
Hong Wang

I previously posted this as a 3-week temporary postion. *** The
circumstances have changed *** and we now need a PERMANENT
Shadow Aide to work through the remainder of the school year (late
June). Continuation through the summer is a possibility.
This position is to shadow a child in a typical elementary classroom,
Monday-Friday, 8:30-2:30 (times are little flexible if your availability
is close but not exact to those times). Location is in south Orange
County, California and convenient to the I-5.
Please email sandy@....

Dear all,
We came to know about a group called C.A.R.D here in Bay Area who provide
Discrete trial as well as VB. Can someone tell us more about this group?.
how are they?. We are only looking for VB therapists as our son had shown
great progress in our short 3 month interaction back in colorado. We had to
move in to the bay area due my job transfer. However after we moved in
here, we are wasting lot of time trying to find good therapists in
Sunnyvale/Cupertino in Bay Area.
Please help. Write to me privately. We are in a desperate state ....
thanking you all in advance for whatever help you can provide.
best regards
sunil

http://www.petitiononline.com/BPparent/petition.html

Friends,
Here is an article that was written about The Mariposa School in our local
newspaper this week . (Sorry you can't see the incredibly cute pictures of
the kids in the online version.)
http://www.carynews.com/education/story/973667p-6928173c.html
As many of you may remember, we almost had to close our doors in September,
2002 because of lack of funding. Now I'm happy to announce that we are
EXPANDING, and will soon be moving to a LARGER building! We currently have
15 students on site doing one-on-one VB programs, several consulting clients
off site, and are working with 3 school districts.
When we move, we will be adding both a speech therapist and occupational
therapist, as well as an assistant program director. We will also be adding
more instructors so that we can accommodate the families who are currently
on our waiting list. The move is scheduled to occur sometime between April
1 and June 30.
After the initial grant of $50K that we received from the Michael and Laura
Brader-Araje Foundation to keep our doors open, we've been fortunate to
receive additional funding from local banks as well as Ronald McDonald House
Charities and American Airlines.
It definitely has not been an easy path -- I've been living on about 4 -5
hours of sleep a night for the past couple of years. But when I see the
kind of progress the kids are making at the school, it is all worth it!
I thought I'd share the following motivational poem that has kept me going
...

Hi Everyone,
I was wonderig if anyone from the NY area knew of the following schools in and
around New York City? We are looking for some more options for our 4 year old
daughter for next year. She has average IQ but substantial learning
disabilities and language deficits that limit her socialization skills (even
though she is very social...) I would SO much appreciate any input.
Westchester School for Special Children
Summit School in Flushing, NY
Learning Spring in NYC
The Child School in NYC (Roosevelt Island)
Do you know of any other schools that we could consider in and around NYC,
including the suburbs? Thank you so much. Feel free to email me directly too.
DD, mom to Dana

Hi
Has and body in here had experience with the Richardson ISD in
Texas. They are giving me a very hard time right now, and i am just
trying to find other families in the district with children with
autism who might have gone through the process before...
Also i have provided the district with a lot of independent
evaluations confirming my daughter's diagnosis, (3 yrs old), but
they still want to do their own assessments. i am aloowing them to
to do their assessments at home bcz my daughter is very fragile and
she get severlt threatened by new enviornments and people at this
point. but the school district is forcing me to bring her to school
not considering her emotional state. I live in Texas. i have
contacted the TEA several times but never got a response . My
question is that can the school district force for the assassments
to be done at school even though i am willing to comply with them to
do it at home.
Annie

Hi everyone. I have my son's (2.10) first IEP next week, and was
wondering if anyone has any last minute advice on how to support in-
home ABA/VB programs using research such as LOVAAS, etc. My advocate
thinks we should just go on our personal data from our program and
not mention the research on ABA. I feel that ABA/VB is the only
scientifically proven method to effectively teach autistic children,
and the school has NO research/data at all to provide me on the
effectiveness of their program. If anyone has a list of articles
relevant to the effectiveness of ABA, I would be very appreciative!
Please e-mail me @ scarboro@... . Thanks!
Maureen

Dear listmates,
I just had a few questions about the different stages in IEPs. I would
appreciate it if some of you could please share your experiences and expertise
with me.
What is the next stage when the school rejects your proposal?
Is it a hearing stage ( a stage at which we get a lawyer), what happens at this
point and after that.
We could not attend the IEP meeting last week and strangely the school district
says that they had an IEP meeting without us. This means we were not even
presented with an opportunity to explain to them or tell them about goals for
our son.
Has anyone else faced this kind of a situation, if so what would you advice or
what would be the next stage.
Also I would greatly appreciate it if you could please give me some tips based
on your experiences. You could write to me in private at saiom@....
Thanks in advance,
Bindu

We are looking for an ABA Therapist(Verbal Behavior) who can provide
services for a 4yr.old girl. It would take place after 4:00p.m.
2hours- 5 days a week.
Contact Monica Ramey
7 Columbia Pl.
Port Washington, N.Y. 11050
(516) 883-5695

Scholarships Available- POAC of PA has a few scholarships available for
Workshop #1 Introduction to Verbal Behavior Dr. Vincent Carbone, January
29,30,31, 2004 8:30-5:00 pm at Gwynedd Mercy College, Gwynedd Valley, PA.
Interested teachers and teacher assistants both preschool and school age may
apply by emailing a brief bio along with contact information and employment

Hi everyone! I found this website which creates personalized books with
your child's name in them. It has animals that deliver each letter of
their name and then the animals celebrate at the end because they've
successfully spelled out your child's name! It looks really cute and it
also has a type of encyclopedia that has tons of animal information in
the back. Check it out and let me know if anyone orders it and what
they think.
Take care and God bless you all.
http://www.myveryownname.com/

The North Texas Autism Education Center (also dba Lone Star Learning
Center) is now accepting scholarship applications from professionals
and students in the North Texas area to attend an upcoming Verbal
Behavior workshop in Austin.
These scholarships will cover the $250 registration fee to attend:
Dr. Carbone's Workshop #1
"Teaching Communication Skills to Children with Autism and other
Developmental Disabilities"
April 20-22, 2004 in Austin
Please see our website for the application:
www.lonestarlearningcenter.org.
The workshop brochure/registration form should also be on our
website soon, In the meantime, you can contact amy@... for
a brochure/registration form.
Thank you,
Kim Stewart
www.lonestarlearningcenter.org
(469) 682-0350

Please post on your website, newsletter and spread the word on your internet
lists.
thank you
Bernice
Bernice Polinsky
AHA/AS/PDD
www.aha-as-pdd.org
- An all day conference on Long Island for Professionals, relatives, friend or
individual on the autism spectrum.
Issues in Independence for Adolescents and Adults on the Autism Spectrum
Sunday, April 25, 2004
Co-presented by:
AHA/AS/PDD (Advocates for Individuals with High Functioning Autism,
Asperger's Syndrome and other Pervasive Developmental Disorder); The Matt &
Debra Cody Center for Autism ; GRASP (The Global and Regional Asperger
Syndrome Partnership); YAI (National Institute for People with Disabilities)
and Gerhardt Autism/Aspergers Consultation Services
Location:
Roslyn High School, Roslyn, NY (see www.aha-as-pdd.org for directions)
Keynote Speaker: Dennis Debbaudt
Dennis Debbaudt is the author of Autism, Advocates and Law Enforcement
Professionals: Recognizing and Reducing Risk Situations for People with
Autism Spectrum Disorders.
He is a frequent presenter at autism conferences worldwide, and does
train-the-trainer workshops for school districts, law enforcement training
programs, and autism advocacy groups as well as being a veteran of law
enforcement in the private sector since 1977.
The remainder of the day will be filled with an adult and young adult panel
and workshops presented by professionals and individuals on the autism
spectrum. Our Keynote speaker's topic is: "Recognizing and Reducing Risk
Situations for People with Autism Spectrum Disorders."
Afternoon Keynote Speaker: Jerry Newport
Topic: "Adult Advocacy - Snapshots of our Potential"
Our 15 workshop topics include the following titles:
a.. Surrendering to the Cowboy Culture: Coping in the Neurotypical World
b.. Concrete Ways of Taking Charge of Your Life: The IEP as a Tool for
Building Skills in Self-Advocacy
c.. Dating on the Spectrum
d.. Developing and Implementing Transition Plans
e.. Grades Are Not Enough
f.. Making $ense Of It All - Creating a More Secure Future For Your Child
g.. Financial Literacy: Developing Pathways to Independence
h.. Preparing the Fat Envelope
i.. Adult panel: Employment, Relationships and Friendships
j.. Social Cognition and Empathy: different concepts or shared phenomena?
k.. Toto: I Have A Feeling We're Not In High School Anymore
l.. The ABC's of Social Security Disability Benefits
m.. Therapy: What Works, Specialized Models of Treatment
n.. We Will Outlive You; Issues Your Child Will Face in Adult Life
o.. You Don't Have To Be A Doctor To Talk To One Effectively
p.. and our Young Adult Panel.
Everyone will be able to hear the keynote and the adult panel. There will
then be a choice of workshops and you will have to pick three workshops out
of the 15 that are being offered. We will have audio tapes available THE DAY
OF THE CONFERENCE for purchase if there is one that you may have missed or
would like to listen to again. Conference costs cover breakfast, lunch and
materials.
Brochure:
PDF of conference brochure available at the end of January on:
www.aha-as-pdd.org
Hotel:
Accommodations have been arranged at a special room rate of $149 per room,
per night at the Roslyn Clarmont Hotel, minutes from the conference in the
historic village of Roslyn. Please contact the hotel directly no later than
3/19/04 at 516-625-2700 and ask for the special AHA/AS/PDD conference room
rate.
For further information:
patschiss@... or 631-269-5709

The Nassau Suffolk Autism Society (NSASA) does not endorse or take
responsibility for the contents, suggestions or advice sent to this list by
listmembers.

Any suggestions what to do when a child is hyper, natural ways?
Thanks!
Angie

Hi Parents, Advocates, friends, lists, &Partners
Please consider joining http://www.spedvoters.org/

For a 6 year old non-verbal boy. Parents have taken several online classes
in verbal behavior via Behavior Analysts in California.
Please reply privately to:
ginam@...

Hi Someone posted a list of different stimuli we can use for different
attributes. This was some time back, if anyone still has the list could you
please email me or post it to the list. Thanks.

THE NYFAC TRAINING INSTITUTE (NTI)
IS PROUD TO ANNOUNCE THE FOLLOWING
Sibling Group
Sat 31st,Feb 21st, March 6th 6:30-8:30
Registration: $10.00 per child
Location: Heart share 82-12 151 Ave
A parent information exchange will take place during each sibling
group meeting. Child care will also be available. Siblings are often
an overlooked part of the family when it comes to explaining autism.
During these special gatherings siblings will get to explore autism
using an interactive, kid friendly approach. Using discussions and
interactive games typical siblings will also be able to express
their feelings and embarrassments as they relate to having a
brother/sister with Autism.
Basics of ABA (16 hour class)
Sat 7th, Sun 8th 10am-6pm
Registration: $200.00 per person
Location: NYFAC OFFICES Ozone Park Queens
This intense workshop will cover all the basics of Behavior Analysis
as well as some common teaching methods used within an ABA program.
Topic areas will include Reinforcement, Punishment, Prompting, Data
collection and analysis, Maintenance, Discrete Trial Teaching and
Incidental teaching procedures.
Increasing Verbal behavior(20 hour class)
Feb Fri 6th, 13th, 20th, 27th, March 5th 6pm-10pm
Registration: $200.00 per person
This intense workshop will cover B.F. Skinners theory on Verbal
Behavior Analysis and strategies to teach/increase verbal behavior.
The three major communication systems (verbal,
Picture exchange and Sign language) which are used to teach children
with autism to communicate will be discussed. Participants will
review the Pros and Cons of each of the three major communication
systems which are used with the Autistic population. Participants
will also be able to observe each of these communication systems
being used via video samples as well as interactive activities.
Intro to PECS (Picture Exchange Communication System)
Mon Feb 9th 7pm-9pm
Registration: $10.00 per person
Instructor: Margaret Polino M.S. ED
Explore the basic procedures to setup and use the PECS communication
system.
MORE INFO OR TO REGISTER CALL JASON @ 718-641-3441 OR EMAIL
JASON@...

Please be advised that there is still walk in room for this workshop
on either day (this is a ONE day workshop) but you have a choice of
what day you would like to attend
January 23 and 24 (your choice of days)
Presented by Ray Cepeda BA Workshop Leader for The LOVAAS Institute
An In-depth Introduction to the Application and Implementation of
Applied Behavior Analysis for Children with Autistic Spectrum
Disorders
Hosted by The Elija Foundation & Local Early Intervention
Coordinating Council Autism Committee
This is a certificate course, you will not get a certificate if you
leave prior to 4 PM
Time: 8:30 Pre Registration 9-5 workshop (Coffee, Bagels and boxed
lunch included)
Cost: $50.00 for WALK INS
Location: Plainview Marriot Residence Inn
9 Gerhard Road
Plainview, NY 11803
A full one day workshop with Mr.Ray Cepeda B.A., private consultant
and Workshop Leader for the North Jersey site of the Lovaas
Institute for Early Intervention. Over the past nine years he has
been providing direct services as well as supervising home and
school-based programs for children with autism.
The Following Topics have been Prepared:
1. Principles of Reinforcement
2. Pairing Learning with Reinforcement
3. Conducting Reinforcer Assessments
4. Functions of Behavior/Reducing Behaviors
5. Evaluating the Teaching Situation
6. Generalization
7. Discrete Trials
8. Incidental Teaching
9. Curriculum Development and Flowcharting
10. Shaping and Chaining
11. Prompting and Fading
12. Roles and Responsibilities of Supervisors/Consultants, and Team
Leaders.
13. Common Treatment Mistakes
14. Discrimination Learning/Expanded Trials
15. Data Collection and Graphing
There will also be a question answer period.
NEEDBASED SCHOLARSHIP DOES NOT APPLY TO THIS WORKSHOP
CLICK HERE FOR CEPEDA REGISTRATION (IT would be helpful if you have
this already filled out before you walk in to register)
http://elija.org/Cepeda.html
See you there!
Nicole

Hey guys. someone asked me off list what the R and W board was so I thought I'd
foreward my response
in case anyone else was curious. Take care, Jennica..
The Reading and Writing board is something that was developed by Nina Lovaas.
In the new Lovaas book there is a chapter about it. Basically we use written
words along with the stimuli we are teaching.
The board itself is a wipe off board I bought from office max (18x22in). Around
all the edges I have velcro.
The top of the board becomes the SD strip. The sides of the board are where the
choices go, and the bottom of the board is the response strip where my son pulls
the answer from the choice strips and places it.
Right now we are working on picture to word matching (and reversing it also) So,
let's say the target is trashcan. We put a picture of a trashcan on the SD
strip. In the field of choices (both sides of the board) we have the word
trashcan along with a few distracter words. We vary the sd, sometims we'll say
"match" or "find this one" or "what is this?" etc. He looks at the picture,
scans the field and pulls the correct word down and places it on the response
strip.
What I've found is that when we've tried to teach targets auditorily (show a
picture of a trashcan and say "what's this?" and he has to say "trashcan" it may
take a few weeks for him to get it, using errorless learning and transfer trials
etc. When he is taught new targets on the board with the written stimulus, we
are finding he is acquiring targets at a much quicker rate and it is even
leaking over into his reading reportoire along with other bonuses like clearing
up articualtion.
At first I was concerned about this board because I didn't want him to learn
site reading. But, it was explained to me that him looking at the picture and
finding the word is actually reading comprehension.
We are now working on teaching him phonics. We put on the SD strip "what sound?"
then put a lower case letter. He verbally responds the sound the letter makes.
We are now putting two letters on the board (consonant vowel) so know he sounds
out for example "b" and "a". To teach verbs, we vary the verb being targeted
every trial. To teach categories we put at least 3 different animals on the SD
strip and say "what are these" or "These are" and Dustin pulls down the written
word "animals" again we vary the pictures every trial or so.
Hope this helps give a little insight. When the girls come work with him, the
sessions are 2 1/2 hours long. They work on the reading and writing board
several times througout the session sandwiched inbetween manding opportunities
and also run rec/exp body parts, gross and fine motor im., etc inbetween targets
so we are still able to follow a mixed vb format while utilizing the board. I
guess the biggest difference is we are using textual as opposed to sign or only
verbal or pointing responses..
take care,
Jennica

Hi! For those of you who werent aware or like to be updated on the
sites updates, Tamara Kaspers NOTES from her conference are now on
the website . Our NOTE taker is our ELIJA Workshop Secretary Jennica
Velasquez (SUPER DUPER mom out on the EAST End of LONG ISLAND)
You can see her notes (which are VERY detailed and easy to read for
mot parents and professionals :) ) for most of the workshops we have
hosted.
The newest Addition being the Tamara Kasper workshop on Functional
Communication:
To see the notes on this workshop click here:
http://elija.org/JennicasNotesTKasper
To see ALL the notes: click here:
http://elija.org/JennicasNotes
Thank you Jenn for offering such a valuable service to our members
and internet freinds who cant make it to the conferences..
My Regards
Nicole

Just to bring this wonderful program to everyone's attention in Central and
East Toronto...every Saturday from 5:00-6:30 pm, Special Olympics runs
skating lessons for children (and teens) with special needs. It's located
at Centennial Recreation Center 1967 Ellesmere Road (416 396-4057) or see
link attached for map. You can register on site for a reduced rate which is
subsidized by Special Olympics.
http://www.city.toronto.on.ca/parks/torontofun2003/east/East-Facilities.pdf

Hello Everyone,
I have 3 boys, Daniel 8, Erik 6ASD and Drew 3 1/2. I have been running since
I was in 7th grade. Mostly 3- 5 mile runs to keep in shape and after Erik was
diagnosed, to keep my head on straight. I ran a couple of 5k and 10k races in
college and my 2 crazy girlfriends/running partners talked me into running a
marathon this fall. It was the hardest thing I have ever done (physically). I
always thought if I ran a marathon, I wanted to do it for Erik and other kids
like him. Now I have my chance. Becky, Liz and I are running the Boston
Marathon for the Doug Flutie Foundation for Autism,
www.dougflutiejrfoundation.org and have to raise at least $2500 by race day
(April 18, 2004). YEAH!! If any of you are able and interested in supporting
us, you can send a check written out to the Doug Flutie foundation to (my
address) Janine Govert (Doug Flutie Foundation Fund)
123 Lake Hogan Farm Rd.
Chapel Hill, NC 27516
Thank you so
much!!
Janine

Hi,
I wanted to know if anybody has had luck submitting Verbal behavior
Therapy invoices to Insurance - United Health Care . Please help.
Purnima

NEW - FAQ
on the Autism Europe EYPD 2003 web pages on
< http://www.autismeurope.org
from your contributions collected through the 'Lisbon 2003 - Call for
Questions' forum and discussed at the special session "Living with Autism"
at the 7th Autism Europe International Conference in Lisbon.
Help to increase autism awareness - consult, print and disseminate the
documents available on the EYPD 2003 pages:
Autism Awareness document
Autism Awareness Leaflet
Autism and Inclusion Position Paper
Autism and Employment Position Paper
Autism and Ageing Position Paper
Autism and Health Position Paper (revised)
Autism and Education Position Paper (pending revision)
Non-discrimination and Disability (on the Good Practice and Legislation
Forum)
FAQ (on the supplementary forum: Lisbon 2003 - FAQ)
Please forward this message to those you know who have a concern for people
with autism and their families
With thanks

If anyone out there would like to sell a set of Language Builder
Cards you no longer need, we would like to buy.
Thanks!

The Sibling support Fun Club meets at the Manalapan library. It is open to
elementary school age kids. It is free. If you are interested please contact me
or call 732-292-9233. Thanks!
January 21st 5-6:30 pm
February 25th 5- 6:30 pm
March 24h 5-6:30 pm
April 21st 5-6:30 pm

The Mariposa School is cosponsoring an RDI conference in Raleigh on Feb.
21 - 22, 2004 with the Connections Center.
You can download a brochure with the registration info from our website.
Click on the calendar on the left hand side of the page, and it will take
you to a page with upcoming events on it.
If for some reason you are having trouble, please email me.
You can learn more about RDI by visiting www.connectionscenter.com. Here is
a brief excerpt from their website
"People with Autism, Aspergers and NLD learn not only to tolerate, but to
enjoy change, transition and to go with the flow. The goal of RDI is for
each person to be excited about expanding their world, rather than to be
afraid of it. Find out what motivates people on the autistic spectrum to
develop relationships. Understand the contrasts between RDI and social
skills programs that emphasize socially acceptable behaviors but fail to
develop the functions, the desire or reasons, essential to the formation of
relationships. RDI is rich in "non-social" objectives, including: flexible
thinking, rapid attention shifting, executive functioning and emotional
regulation . "
Cindy Peters (Cary, NC)
persistentC@...
President and Executive Director
The Mariposa School for Children with Autism
www.MariposaSchool.org
919-461-0600

The R.A.C.E. School is SEEKING 1:1 INSTRUCTORS
We are a private, not-for-profit school utilizing Verbal Behavior and DTT in
the NW Chicago area.
Website : www.theraceschool.org
We are seeking to hire instructors to work 1:1 with students with autism/PDD.
Successful candidates will have the opportunity to work at the only Verbal
Behavior school in Illinois and under the direction of a Board Certified
Behavior Analyst.
We are seeking candidates who areâ¦
-Enthusiastic
-Warm
-Dependable and Punctual
-Team-oriented
Experience in ABA and a bachelorâs degree (or near completion of) is a plus!
Pay is based on experience, with increases based on performance.
We offer Medical Benefits after 30 days of employment.
We are looking for at least a one-year commitment and approximately
25hrs/week.
All interested candidates should contact us via website or phone.
www.theraceschool.org
Ph: 847-726-7270

I would appreciate some discussion on the list about prompt
dependency. How it begins, and experiences with reversing the
trend. Response from parents and professionals would be
wonderful. Especially dealing with older children/teens.
I would be interested in overcoming this obstacle when the prompt
dependency has become a conditioned response over many years due
to improperly using and fading the prompts.
Thank you all in advance for any input/direction to resources you
might provide.

Here are some guidelines for hiring a consultant:
http://aamr.org/Groups/div/PS/flyer1.htm
Also the Cambridge Center for Behavioral studies has some great advice for
selecting behavior analysts
http://www.behavior.org/
Click on autism, then check out guidelines for consumers of ABA and selecting
behavior analysts.
And may I suggest that after you educate yourself on what to look for, you go
with your instincts.
Good luck,
Jannine

Does anyone know the email for or phone for Kelly Dorfmann in
Maryland?

Hi, All!
Is anyone from Lincoln, Nebraska? Or is anyone aware
of services provided in the area? And/Or any advice
on
school districts? We are moving to Lincoln,NE. I
would like to hook up with other parents in Lincoln,
NE. If you live in Lincoln,NE and have a current ABA
program going with your child and/or are working with
the local school district to provide a program for
your child, could you please email me at
cxu2002@...
Thanks in advance,
Jen

If you haven't already signed up, do so quickly as the date is
approaching and seats are filling up.... he'll be here January 29-31 at
Gwynedd Mercy College in Gwynedd, PA. See
www.verbalbehaviorhnetwork.com for registration information and
directions.
Sue Pruyn

Hello Everyone,
Does anyone know Public Schools implementing VB/ABA either in home or at
school? If your school has provided 1:1 either by sending someone into your
home or providing it at the school, I would be interested to find out which
schools and the contact person's information. We are moving and have a
principal who would make funds available and I would love to send her to
another principal who is doing it in their school. Please e-mail privately.
Thank you.
Trina Nelson

Beautiful Minds of Princeton ... well said. As a Certified Behavior
Analyst for 10 years, I have seen the trends come and go and I have
come to realize that the approaches still all come from the
underlying principles of behavior analysis, regardless of
the "product packaging." Make sure that your new consultant is
capable of giving a thorough rationale for using DTT. Many
consultants have had limited exposure to only one teaching approach.
They may have been trained in a facility or been mentored by someone
who only exposed them to one way of introducing new language
concepts. I am in New Jersey as well, and I too use eclectic
approaches. I lean towards DTT for acquiring new skills,
particularly preacademics/academics. I use the ABBLS to assess and
prefer the VB approach when progressing in a language program.
Don't be afraid to ask lots of questions and if the person gets
defensive, ask more.
-Crystal Harms
Mount Laurel Township Schools, NJ

Hello list,
My name is Kimberly Hoff and I will be relocating to the Sarasota, FL area
from Dallas, TX later this month.
I have been working as a therapist using DTT-NET with children in home
settings for over five years and am a BCABA. My education includes a BS in
Applied Behavior Analysis and I recently completed my M. Ed in Autism
Intervention.
I am currently seeking employment in a home or school setting. If you or
someone you know could use my services please email me privately. I look
forward to hearing from you!
Thanks,
Kimberly Hoff
hoffkimberly@...

As I was doing my post-Christmas cleaning this year, I decided to tackle the
dormant "autism therapy cabinets." They had been dormant for almost nine
months now (as my two boys are largely recovered), but it was peaceful to
let them sit. But today, lacking anything better to do, I opened the three
drawers full of picture cards, fluency charts and homemade games, and began
sorting. What to do with ten pounds of single image photo cards??? I
pulled out tool after tool, astonished at the sheer quantity of arts &
crafts, homemade books, and games that it took to get my boys well. After
30 minutes, I sank back away from the mess I had made and had an epiphany.
The sheer magnitude of work, creativity and product that it took to tackle
autism was enormous. I sat on the other side of the miracle of recovery and
couldn't believe we actually did it. We made it! I picked up a picture
card stash of "possessive pronouns." Did it really take more than 4 months
to master those? I looked at kitchen items. Did it really take a month to
teach what a microwave was? I remember the frustration of taking Evy into
the kitchen and asking him to show me the microwave. Over and over, he
would smile at me and walk toward something, hoping to see me smile and
indicate that he was walking the right way. Day after day, I pointed it out
and it just wouldn't stick! Then the moment a light bulb went off (in my
head, not his), and I handed him a bag of microwave popcorn and said, "Put
it in the microwave." He smiled and wandered. I led him over to it, we
popped it together and ate. We did it the next day, and the third day, he
knew where the microwave was. The joy! A microwave!
This is what I felt, sitting back, looking at the piles of effort, and it
struck me. Awe at the miracle, and fear that it might not have happened.
Awe that we ever had the patience and perseverance to see it through, and
physical sickness--I actually became nauseous when I understood that we
saved a boy. And it wasn't really in my hands. It might not have happened.
I felt sick at the possibility,
But it DID happen. Ethan, 3, is sitting happily on my lap, showing me his
"owies" and looking for kisses, sticking Q-tips in his ears and saying,
Watch this!" And Evy (almost 6) just wandered in with digimon toys stuck to
his fingers and said, "Look Mom, I have 12 fingers! Ha ha! Just kidding!"
So I guess I am writing to show my respect to all of you who are still
plugging away, making your miracles. You don't know how AWESOME you are.
But I have had my moment to reflect, and want to share with the only people
who know what I mean, that you are INCREDIBLE! You are MIRACULOUS! You are
BEAUTIFUL! I honor you. Keep working. God bless you all. I have to go,
my SON WANTS TO PLAY WITH ME!
Juliet Burk
Www.autismteachingtools.com