4 Affordable products that can Help keep your child with Autism Safe in an Emergency

As a parent, you want to believe that you will always be ready and able to protect your child. There is no greater bond than that between a parent and child. Most parents would give their lives to save their child without even hesitating. 

However, a time could come when you are rendered incapable of being able to take care of your child. For example in an accident or a house fire. In this case, the best way you can be sure to keep your child safe is to take some advanced precautions.

I could write a book about Autism and safety. In fact, I am thinking about doing just that. But for now, here are four simple things you can do immediately to help make sure your child is safe in the event of a disaster or emergency situation.

A Seat Belt Cover that identifies a child as having Autism

This tool notifies emergency responders that your child has Autism and they may not respond, or respond differently than other children to verbal instructions. 

Depending on where you live, police officers and other first responders have little to no training on recognizing Autism and how to work with those individuals. 

There have been countless examples of news stories where police have mistakenly identified teenagers with Autism as having been under the influence of drugs or alcohol and arresting them instead of helping them in emergency situations. 

The good news is that law enforcement agencies are starting to provide more training for police officers to identify when a child has Autism and how to respond. 

However, getting a seatbelt cover to identify your child as having Autism providing simple clear information to police officers that could be invaluable in the event of an emergency. 

While I hope your family never experiences this, if you are ever rendered unconscious, or incapacitated due to a car accident, having a seatbelt cover to identify your child as having Autism will help responders assist him.

When interviewing an emergency responder and asking the number one thing parents of children with Autism could do to proactively help responders in the event of an emergency, EMT Chris F. suggested something to identify your child as Autistic is helpful in an emergency situation. 

He says, “It is useful so first responders can identify the occupant’s needs and treat the patient accordingly.”

There are several options on Amazon, I find this one above to give the clearest instructions to police officers and other first responders.

While, I hope you never have to use it, this is something every family of a  child with Autism should have. 

A Medical Bracelet 

A medical bracelet is another easy and common way to identify your child as having Autism.

Some parents feel worried about the social stigma around having Autism and do not want to identify their child as having Autism.

However, if your child is non-verbal and cannot provide basic information like his name and a parents name and phone numbers to a police officer, it is imperative that they are wearing something that would identify that information.

I have also researched this one called RoadID www.roadid.com that has some great options for medical and identification bracelets. For kids with sensory issues they have one that is stretchy silicone (so no buckle issues). They also offer access to an updateable and secure online emergency profile to which you can attach documents and add additional information. You can also add badges to it for things like Diabetes T1 or T2/  the puzzle piece symbols, etc.

A GPS tracking device

Every parent wants to believe that their child will be safe when they send them to school. However, the truth is, there are far too many stories about missing children with Autism from schools in the news. 

In fact, today as I am writing this article, a four-year-old child is missing from school. Putting a GPS tracking device in their pockets could help in the event of a tragedy. 

This is usually met with a lot of controversy.  Parents often express discomfort having their child walk around with a tracking device.  

It can also be a bit impractical.  The truth is you would have to try to figure out a way to keep it on your child’s body without having them fuss with it.  Putting it in a backpack wouldn’t work because it is unlikely in the event a child were to wander, they would have it with them. 

 However, most kids can learn to keep something in their pocket without touching it. 

If you know your child wanders away, the benefit of this may significantly outweigh the inconvenience. 

It is another one of those things, you hope you never have to use, but retrospectively, never want to wish you had. 

After doing some research, I recommend this one due to its low price for monthly service. 

Exterior Door Alarms

Children leaving the home during the night once they are able to open doors is a fear every parent has. 

Get an alarm for your front door so you are alerted if your child were to leave. 

It is critical that if you have a young child in your house that may leave the house at night that you put an alarm on your door, whether or not they have Autism.

You don’t need an elaborate home security system. For just a few dollars, you can get a simple motion detector alarm for each door in your home.

This way, if your child left the house when you were sleeping or even distracted by a phone call or doing dishes, they won’t get very far without you knowing it.

It’s truly a no-brainer and worth the peace of mind. 

Everybody thinks an emergency won’t happen to them. However the truth is, anything can happen to anyone. Being prepared is the best way to keep your child safe. These simple easy things can truly save your child’s life in the event of an emergency. 

It’s the classic case of better to have it and not need it then need it and not have it. 

What are the verbal operants and why do they matter?

Verbal behavior seems like the newest buzz word in the world of Autism. Parents ask me almost every day what it is and how it is different from applied behavior analysis (ABA). Truthfully, it is usually used interchangeably. Technically speaking though, it is the part of ABA that teaches children how to use language to communicate.

Verbal behavior was developed by Skinner back in the 1950’s. Contrary to what many people think, it is not a new term. Truthfully in my personal opinion, which is not a popular one, behavior therapists are being forced to reconcile the dark history of applied behavior analysis and are using new words to create new connotations.  Whether that is true or not, verbal is a critical instructional methodology for kids with Autism.

Children who have only a speech delay benefit largely from speech therapy. Speech therapy will help most kids who do not have any developmental delays with talking as long as they are physically able to. However, children with Autism require more than just speech therapy. That’s because children with Autism by definition have delays in all areas of communication. All people with Autism start off with communication delays.  It is important to note that many people with Autism learn to communicate just as well as any neurotypical person. However, without delays in communication a person cannot get a diagnosis in Autism.

At this point, it is very important to understand a delay in communication is not the same as a delay in language. Language is vocal. Most of communication is non vocal. Early stages of communication includes eye contact, especially using eye contact to initiate and respond to joint attention and using gestures such as pointing.  Reaching or grabbing for something or trying or bringing someone to a desired object is typically not considered communication.

Children with Autism do not use eye contact or gestures to communicate unless they are taught to do so in early childhood development. This is where applied behavior analysis comes in. Applied behavior analysis is most commonly known for its ability to address problem behavior. However, the truth is that in its initial applications, it was primarily used to show a person what a correct response is.


Let’s look at a very basic example of how that works.

Let’s say that an adult puts a button on the table in front of a child. The child has no idea what it is for. The child pressed the button and the adult gives the child a cookie. The child may not initially understand that he was awarded the cookie for pressing the button. However, if the same thing happened five times, eventually they will learn that when they press the button, they get a cookie.  Now, whenever the child wants the cookie, they will press the button.

That’s how ABA works. Behaviors that a child does not know or understand are taught using a highly structured approach. A response is given, the child responds either independently or with help and the behavior is reinforced usually by a child getting an object that they desire. Eventually the child will learn to engage in the behavior and the reinforcement can be faded. Then the child can engage in the behavior independently.

Today applied behavior analysis has many practical implications. However, when using applied behavior analysis to conduct what it is commonly called verbal behavior or simply teaching a child to talk, this is the most basic application.

The main reason that parents seek out ABA is because they want their children to learn to talk. While this is not the only purpose of an ABA program, it is often the main component.   Most often children learn language naturally by hearing others speak. But as stated earlier, children with Autism do not. They require language to be taught to them directly. ABA therapist break down language into some very basic components called operants. By teaching these operants or skills individually, ABA therapist can significantly increase a child’s ability to use language to communicate and after reading this section, so can you.

In behavior therapy, the verbal operants are: a mand, an echoic, a tact and an intraverbal. Once you understand each of these terms, it will be easy to tell them apart and you will know what to teach. In typical language development, they are learned in that order. However, from my personal experience, some children with Autism will follow the progression out of order. This is usually depends on what stimulus a child attends to, what lessons a therapist selects to teach first and whether or not they engage in vocal stereotypy.

Some children with Autism are very vocal even at a very young age. They will repeat almost anything an adult says or they will initiate words independently but they are out of context. These are vocalizations but may not be functional language. That’s why is imperative that a person understands verbal operants. The verbal operants provide a way to know if a child is truly communicating. The following section will explore the different types of verbal operants in detail and give examples of them.

A mand is in simple terms a request. The learner wants something, says what they want and gets what they said. It is triggered by a person’s desire for something. The fancy ABA term for that is specific reinforcement. This is the only operant where reinforcement is specific to what is said. Requesting is one of the main components of language. Children constantly ask for things. Requesting is the most motivating type of language and the one children learn first. Think about it, you get what you say. There is very real tangible consequence when you ask for something that is favorable. Therefore, it should be the first operant taught and initially the one that is focused on the most.

The second operant typically learned is an echoic. In this operant, someone says something that the learner repeats and the learner receives something unrelated to what is said. It is triggered by something someone else says. This is called nonspecific reinforcement. At this point, this probably sounds really confusing so let me give you an example to illustrate. A teacher says. “Say blue.” The child says, “blue” and the teacher says. “Great job.”

Sometimes it is hard to differentiate between mands and echoics when children are first learning mands because therapists will assist or prompt a child to give a correct response by telling them what to say. For example, if a child wants an apple and his therapist says, “say apple,” and the child says, “apple.” If the behavior results in specific reinforcement (the child gets the apple), it is a prompted mand, not an echoic.  Echoics are mostly used in ABA to clean up pronunciations or to teach children to build upon their language by speaking in sentences. It can be an important part of an ABA program but it is the operant that occurs least often naturally in language.

The third verbal operant is a tact. A tact is when a person makes a comment about something they see, touch, smell, taste or hear. This operant is triggered by something in the environment. In order to be considered a tact, the comment must be made about something present. For example. “This tastes great.” “I see a yellow bird.” “I can hear a train.” Once again, reinforcement is non specific.  Some tacts that someone may learn in ABA is to identify an object’s color, features, category, attribute or function. When visuals are used to teach this, such as books, puzzles or flashcards, it is a tact.

The final and fourth verbal operant is an intraverbal. This is the most natural conversational tact that is used in conversation. This is when someone makes a comment or asks a question based upon what another person says without the object they are discussing being present. For example, “What’s your name?” “My name is Jessica?” “My favorite color is pink.” “Cool, my favorite color is blue.” Intraverbals are similar to echoics in that another person triggers the behavior. But it is different because with intraverbals reinforcement is non specific.  It is different from a tact in that there is no visual is present.

In order for anyone to have a fluent conversation, they must be able to use all four verbal operants. The next time you have a conversation, think about this final chapter. You will quickly notice yourself using all four operants in conversation.

The following chart will summarize all the info above just to make sure it is really clear:

References

Cooper, J.O., Heron, T.E., & Heward, W.L. (1987). Applied Behavior Analysis.





6 Sensory Friendly Stocking Stuffers for Under 10 Dollars!

It is so hard to believe that the holiday season is already upon us.  This year just flew by. If you are anything like me, standing in long lines at the mall fighting for the best deals is not how you want to spend your holiday.   While some people enjoy holiday shopping, for busy moms like yourself who have a million things to juggle already, it is probably more stressful than fun. Additionally, kids with Autism often have very limited interests so knowing what to buy your child can make holiday shopping even more frustrating. 

I want to take the mystery out of shopping this holiday season for you. One of the number one questions that parents ask me during the holiday season is what they should get their kids.  There are a few things that i have found that hold true for almost all kids with Autism.

  1. They respond well to toys that provide visual or tactile sensory stimulation. Because many kids with Autism lack complex play skills, they find solace in simple things that either enjoy watching or touching.
  2. You may have to try a dozen different things before your find something that interests your child.
  3. Children often get bored of things very quickly.

That’s why I put together a list of 6 stocking stuffers you can order right from this blogpost that cost less than 10 dollars. While I cannot guarantee they will work for your child, I chose them because they are the most common toys that the children I work with enjoy.  Since none of the toys cost much, there is minimal risk. All of the toys selected will provide your child with some sensory input which is demonstrated to reduce stimming behaviors for some children.

References

Allen, A. P., & Smith, A. P. (2011). A review of the evidence that chewing gum affects stress, alertness and cognition. Journal of Behavioral and Neuroscience Research, 9, 1, 7–23.

Foss-Feig, J. H., Tadin, D., Schauder, K. B., & Cascio, C. J. (2013). A substantial and unexpected enhancement of motion perception in autism. Journal of Neuroscience, 33(19), 8243-8249.

Stalvey, S. and Brasell, H. (2006). Using Stress Balls to Focus the Attention of Sixth-Grade Learners. Journal of At-Risk Issues, 12, 2, 7-16

Just Freaking Eat It- 5 Steps for Exhausted Parents to get your Sensory Child to Eat!

5 Steps for Frustrated Parents to Get Your Sensory Child to Eat

What is food selectivity disorder?

A child has food selectivity disorder when they have a very limited selection of foods that they are willing to eat. Having food selectivity disorder is not the same as a child being a picky eater. Usually children with food selectivity wind up being underweight and/or malnourished as a result of eating such limited foods.

Food selectivity looks different for all children. Some children will only eat food with specific textures like pureed food or baby food. Other children will avoid textures like wet foods. Some kids will only eat salty foods, some only sweet foods and others only foods of a specific color.

Many times, when kids are presented with new foods, they will become extremely upset and refuse to eat. When you force selective eaters to try something new, they will spit it out or gag and make themselves throw up. Often times, they are unable to express why they are rejecting the food which leaves parents wondering what is going on!  You may be offering them cake, cookies, chips or similar things that it may seem like all kids would want to eat! Either way, it is extremely frustrating and rather than dinner being a fun time for families to spend time together, it becomes one of the most dreaded parts of your day.

Why is my child selective about food?

There is no one answer to why a child is selective about eating particular foods. There is a very high correlation between Autism and Sensory Processing Disorder with food selectivity. The most common reason is that sensory eats avoid specific food textures. Apraxia, a motor speech disorder, also can cause children to reject foods at it makes moving food around the mouth a challenge. The good news is, no matter what the cause of the food selectivity there are five simple steps to overcoming it!

Step 1: Encourage your child to Play with Food Food

Allow your child to play with foods that they do not want to eat without requiring them to eat it. The exposure to the foods without the threat of being required to eat them will create a positive association with the foods and will reduce your child’s stress.

If your child doesn’t like solid foods, you can play with cereals, by dumping them in and out of cups and bowls. You can glue pretzels to paper, string pasta, and even include some of you child’s favorite toys in the games such as putting the food in trucks or feeding the food to stuffed toys or dolls. There are limitless possibilities.  Liquid foods can be a little more messy, but with a little creativity and some rags to clean up the mess, there are also tons of options!

Stay on this step as long as necessary! Feel free to also continue it throughout the rest of the steps.  I would encourage you to use several different foods to help with generalization! No matter what, keep it fun! Remember, the goal is to create a positive association!

Step 2: Require Your Child to Kiss the Food

Children will be reluctant to try new foods. However, if you assure them that they will not have to actually eat the food, they will be far more willing to cooperate. In this step, you have the child kiss the food and then they are done! You can tell them ahead of time how many times they will have to kiss the food but you would never ask them to put the food in their mouth! Praise them for doing a really great job once they kiss the food and give them access to their favorite toy or activity before either having them kiss the food again or to go to the next step.

*You may be able to progress through all five steps in one day or you may stay on each step for days or even weeks. Stay on each step until it becomes effortless for your child. Then, move on!

Step 3: Require Your Child to Lick the Food

Step 3 is almost identical to step 2 with the exception that in step 3, they are licking and kissing the food. Like with step 2, you should end the demand, praise them and give them access to their favorite toy or activity every time they lick the food. Also, like with step 2, stay on the step until it becomes easy for the child. Then, they are ready to move to step 4.

Step 4: Require Your Child to Put the Food in his Mouth but Allow them to Spit it Out

In this step, for the first time, you are requiring the child to put the food in their mouths. For many kids, this will be the most difficult step. Be prepared to give them a major reward for trying the food, especially the first time they do it!

This is also the most difficult step for many parents because it may seem counterintuitive to allow your child to spit out the food. The main reason for this that knowing that they can spit it out makes children much more likely to try them. The good news is that more often than not, they wind up realizing the food actually tastes good and they don’t spit it out!  You don’t want to repeat this step too many times for the same food! This step is meant to be a transition to step 5. You don’t want to spend a lot of time on it. It is just an option the first few times a child tries a new food. Keep in mind, there may be some food your child just doesn’t like!

Step 5: Require Your Child to Eat the Food

Once your child has completed the prior four steps, they are ready to eat the food! If they are still a little bit apprehensive, there are things you can do to make mealtime less stressful. My recommendation is to allow them a bit of a favorite food for every few bites when eating a challenging food. Or, if you are comfortable with it, allow them to bring a toy or watch a video during dinner as long as they are eating or you can use a token board and allow them to watch a video or play with their toys after a few bites. However, typically, the key is getting kids to try foods! Usually, once they try them, they realize they actually like them!

An interesting “spin” on Reinforcement.

Applied behavior analysis (ABA) is the most well researched and scientifically validated methods for teaching children with Autism new skills.  It is based upon the behavior principle that what happens before a behavior and what happens after a behavior will determine if it happens again. If a person engages in a behavior and they do not get what they want, they are far less likely to engage in the same behavior again. Conversely, if a behavior results in a desirable consequence, a person is far more likely to repeat the behavior.

A consequence that makes a behavior occur again is called a reinforcer. Most people think that reinforcement is a good thing. However, reinforcement is neither good or bad. It simply makes a behavior occur more often. Sometimes this is good and sometimes it is not.

For example, if Joe hits his mom and gets a cookie immediately after doing so, the next time Joe wants a cookie he will likely hit his mom again.  Obviously, in this case, Joe’s mom would not intend to reinforce hitting by giving him a cookie. However, the cookie served as a reinforcer for hitting and made hitting more likely to occur again.

Let’s say Joe is learning to talk and asked mom for a cookie by getting her attention and saying, “cookie.” Let’s assume mom gave Joe a cookie. In this example, mom would want Joe to ask for things using his words in the future. I this example it is likely a good thing the behavior is reinforced.

In the example above, the behaviors were reinforced by Joe getting something, a cookie.

In this example the cookie served as a reinforcer because it was a desirable consequence for Joe.  This is called positive reinforcement. However, sometimes a behavior can be reinforced when something unpleasant is removed. This is called negative reinforcement.  For example, if a person lowers music because it is too loud, the softer music will serve as a reinforcer. The most common example of negative reinforcement in an ABA therapy session is when a child is provided with a break for completing work. During the break the demands from the child are removed. 

ABA therapists typically use positive reinforcement in two different ways. A reinforcer may be used with a young learner to teach them what a correct response is.  For example, a two-year-old with Autism might be learning to follow the instruction, “Find your nose.” The therapist might say, “touch your nose” and prompt the child to touch his nose. After doing so, the teacher may give the child a small favorite snack.

Initially, the child might now know what the therapist is asking him to do. However, he will learn that when he touches his nose after the therapist says, “touch your nose” something good happens– he gets his favorite snack.  Motivated to get a snack, the child will eventually learn that he is rewarded when he touches his nose after the therapist says touch your nose. Eventually the prompts and reinforcement (snack) can be faded and the child will have learned to follow the instruction touch your nose. 

The second way a therapist may use a reinforcer is to encourage a child to comply with a non preferred instruction by providing them with a reward.  Generally, when a therapist is using a reinforcer in this way, the child is rewarded for either engaging in a behavior or not engaging in a behavior. For example, a child may be rewarded for completing his homework all week. Or, a child may be rewarded for not having any bathroom accidents during the day.

Many people look at this type of reinforcement and think it is bribery. Let’s be honest, there is some truth to that. But, whether we realize it or not, reinforcement is part of everyone’s everyday life, even yours.  Just think of how many people run marathons just for the marathon medal! Most people go to the gym because they want great abs, not because they genuinely enjoy sweating and aching muscles! Finally, would you really go to work if you didn’t get paid? That’s right, the marathon medal, your abs and your paycheck are all reinforcers! Reinforcement is a normal part of social interaction and reinforcers can be very effective for helping children with Autism learn.

In order for an object to be a reinforcer, they must want it.  As you already know, what a child wants is always changing. So, it’s important to check every day to see what will qualify as a reinforcer for your child.

Typically to find out what is a reinforcer for a child, you would conduct a preference assessment.  A preference assessment is just a fancy and over complicated way of saying, find out what a child wants.  For a child that can talk, this may be a simple as asking, “What would you like as reward today if you have nice hands in school? Or “We are going to do your homework and when you are finished you can either watch TV or play outside for fifteen minutes. Which do you prefer?” For a child that is non-verbal, you can hold two objects in your hands and assume the one they reach for is the one they want.

It sounds so simple right! It is and it is not! What a child wants is always changing! On day a child wants pretzels and the next day they have no interest in pretzels and have moved onto to gummy snacks.  One day a child can be enamored by a toy car and by the next day they have lost all interest in it. That’s why it is so important to have a variety of reinforcers available and to rotate them as much as possible. This will keep children from getting bored of them.

From my experience, there are three types of kids that make it particularly difficult to find reinforcers for. The first child is the child who is not really interested in anything. Children with Autism often lack play skills, can have food sensitivities and may not be reinforced by social situations. This can make it really hard to find a reinforcer. If this is the case, establishing items as reinforcers by teaching your child how to play with objects is really critical. Searching for reinforcers will be a full time job. There will be a lot of trial and error. However, it is important to take time to expose your child to new stimulus all the time. Eventually, every child will find something they are interested in. I will admit, there are some children who make this a lot more difficult and frustrating for parents than others. 

The second child is difficult  is the child who is interested in everything. This may come as a surprise. Some of the hardest children to reinforce are the children who are most easy going. They are interested in everything. If you show them a puzzle, they will play with it. If you take it away and show them a car, they will play with the car. If you take away the car and give them some toy animals, they will play with those.  

The reason this presents a challenge is that when you withhold an item they are interested in until they complete a difficult task, they usually just find something else to do. Since all things have an equal value to them, there is no one specific item that will motivate them to put in effort to do something that find challenging or unpleasant.  In this case, it is best to limit access to toys. All toys other than the ones you are using should be out away and out of the reach of the child.

The third child that is difficult to reinforce is the child satiated with, the technical term for getting bored of reinforcers rather quickly.  This was the case for a client recently who was the motivation for writing this blog post.

Her son has learned to use the toilet but he often has accidents especially at home. His mom tried several different reinforcers. They will work for a day or two but then they totally stopped working. After having access to the reward, even for a short period of time, he was bored by it and he no longer was motivated enough to go to the bathroom.

She mentioned he is more motivated to go to the bathroom out of the house then he is in the house. She stated that she thinks that when he is in a public place, he is excited since it is new and different. At home, he is usually engaged with his toys, which are highly preferred activities and as a result, he doesn’t want to take the time to stop playing and use the restroom.

The more she described her son, the more I started to realize that he seems to be reinforced by something new or different. That’s when I suggested she put a different spin on a reinforcer — quite literally!

My initial recommendation was to allow him to select a prize out  of a prize box with several reinforcer options. This worked for about a week. But eventually, he got bored of his choices and had a regression.

I started to wrack my head about how we could make going to the bathroom at home exciting. In the past, I had suggested she use a reinforcer box. Her son was able to pick a prize out of a box every time that he went to the bathroom. However, he would select the same thing over and over and it quickly lost its effectiveness.

That’s when I suggested she try a prize wheel. Every time her son went to the bathroom, he could spin the wheel to see what his prize would be.  This wouldn’t totally solve the problem of reinforcers becoming satiated. But, it added an element of excitement and surprise. The wheel itself could also serve as a reinforcer which will increase the probability of a child complying.

Using a prize wheel is not limited to just potty training. It can have any application. If your child has a hard time keeping his hands to himself in school, you can have him spin the prize wheel when he gets home if you get a good report from the teacher. If you have a hard time motivating your child to try new foods, you can reward them with spinning the prize wheel if he tries new food.The possibilities are endless.

She has ordered her spin wheel and I will report back soon how it goes for him. I did some research on which spin wheels I thought would be the best and I think this one will work really well for you. It is small, only 12 inches so it can easily fit in most homes.  It also is a dry erase spin wheel so you could easily change what is on the wheel based on the time of day, what your child is currently motivated by and what things you have at home. I have included a link to it below. In full disclosure, this is an affiliate link. You are under no obligation to purchase a spinning wheel. However, if you decide to, and use this link, it will cost you the same amount and help me offset the cost of providing this free training for you.

I hope the suggestions in this blog post help you have a better understanding of reinforcement is and why it is such an important part of your child’s education plan. If you decide to try a spin wheel, I would love it if you would comment how well it worked for you on this blog posts.

Unlock the Code of Enjoying Dining Out as an Autism Family!: Featuring Lenard Zohn

Going to a family restaurant should be an enjoyable experience. A time to relax, enjoy good food and spend time with your family. Let someone else do the cooking and cleaning. Unfortunately, for those of us who have a child with autism dining out can be anxiety provoking and stressful. As parents, we may feel that “all eyes are on us” when our kids exhibit certain behaviors, have outbursts or refuse to sit still. Other diners may be disturbed and the well intentioned wait staff doesn’t really know the best way to help out. Many of us decide it is just not worth the effort and that is unfortunate. We created Autism Eats to bring the fun back to eating out. Our dinner parties are held in private rooms of restaurants or function facilities. Food is served buffet or family style so there is no waiting. Music and lighting are adjusted to accommodate those with sensory sensitivity. These are family dinners and all attending have a loved one on the spectrum so there is no need to apologize, explain or feel uncomfortable. It is an opportunity to enjoy a night out and socialize with others who have many of the same joys and challenges in common.

Here’s What to Do if Your Child Keeps Getting Bored of Their Reinforcers!

Does it feel like every time your child learns a new skill, it is not long before you take a step backwards and the strategies you were using stops working? Are you wondering what you are doing wrong or even if you are the problem? I promise, the problem is not you. In this video I share what the problem is and how to fix it!

The Number 1 Reason Behavior Plans Fail

The Number 1 Reason Behavior Plans Fail! This simple mistake, your therapist might be making, could be the reason your child’s behavior plan is not working!!

Is ABA Only for Kids With Autism Who Have Aggression?

There are a lot misconceptions about who ABA is and is not for! In this video, Jessica explains who a good candidate for ABA is!

How to Make Christmas a Success For Your Child With Autism

Christmas morning is the most wonderful day of the year– right? It can be… or it can send you running for that champagne chilling in your fridge for New Year’s Eve a little early! Let’s be honest — the success of this holiday will be defined by one thing and one thing alone — Will your child tantrum on Christmas morning ….

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