This awesome e-Learning program is designed for busy caregivers as it allows you to focus on one lesson per month. Each lesson introduces you to one evidence-based practice, including creative activities, video demonstrations, guided practices and tips to help you put your new skills to use right away!
Video Demonstrations Free Materials/Resources Caregiver Community
AS A PARENT OF CHILD WITH AUTISM, WHAT DO YOU NEED? For your child to reach his full potential — to achieve remarkable independence… to make friends, participate in the community and find joy. The solution is Activities-in-Action.com!
WHAT IS MISSING? NEEDED RESOURCES. Even in the U.S. where access to funding for ABA services is nearly ubiquitous and over 90.84% of the world’s 44,000 BCBAs reside, hundreds of thousands of parents are on waitlists to receive services.
Don’t miss out on this amazing opportunity to learn evidence-based strategies for this unbeatable low price. Your first monthly lesson is FREE, while additional lessons are only $24 a month (no long-term commitment required).
Katie Cook M.Ed. BCBA and Lori Ayin, M.Ed. RBT have put together a wholehearted program for caregivers of children with autism and related disorders, ages 1-11 years old, the most vital years of development. The Activities-in-Action program is equipped not only with a simple and easy to understand descriptions, but also video demonstrations and guided practices taught by certified professionals.
Included with your FREE first month’s lesson is unlimited access to the Thriving with Parenting exclusive caregiver community where you can connect with other like-minded caregivers invested in their children’s learning and growth, as well as ask questions directly to certified professionals ready to ensure your success in this journey!
Bubbles are a beloved toy for all, though they are particularly intriguing to young children with autism. What child wouldn’t relish in watching a liquid turn into seemingly magical, iridescent balls of floating air that disappear into the sky? So, you know you’ve got a captive audience when bubbles are around, this is the first crucial factor.
What’s also great about bubbles is that they are the kind of toy that young children need assistance to play with. Unscrewing the container of bubbles and blowing a sustainable bubble are tasks that undoubtedly are difficult for a young child to do by themselves. This means they will need YOU to help them. Take full advantage of this by eliciting as much verbal and non-verbal language as you possibly can.
Motivate your child to ask for more bubbles. Blow a few rounds of bubbles, then stop, leaving the wand in the container and see if you can your child to request for you to take the wand out. Then put the wand up to your mouth, but don’t blow. See if you can get your child to request you to blow. If your child is an early learner, you may accept him reaching for the container or wand as a way of communicating his wants, or maybe a simple first letter sound, such as ‘ba’ for ‘blow’ is developmentally appropriate for him. For a child with more language ability, you can elicit the sentence “Please blow more bubbles”.
MOTIVATION IS KEY!
Motivate your child to comment about bubble play. Demonstrate commenting during play, then stop and point at a bubble with an excited look on your face and see if your child will make a comment on their own. You can give an early learner a sentence to fill in, such as “That bubble is _____” or for a child with more language ability, help them to communicate longer, more descriptive sentences.
To perform this activity all you will need is a container of bubbles and a bubble wand. Don’t fret if you don’t have bubbles on hand though, you can easily make your own with household items. All you need to do is mix 1-part dish soap to 3-parts water, add in a few teaspoons of sugar and stir it together. The sugar is a must, as it makes the bubbles last longer in the air. Wands can be made using anything with a hole in it such as pipe cleaners, drinking straws, and even a strainer.
Dr. Temple Grandin is one of the most influential people in the world of Autism and if you’ve never heard of Dr. Temple Grandin, let me introduce you to her…
Dr. Temple Grandin is one of the most influential people in the world of Autism. Being that she has the diagnosis, she is able to speak easily about how her experiences living with Autism have affected her, explaining in detail why individuals with Autism behave the way they do and how to help them. Not only has she contributed tremendously in the field of Autism research and treatment, but she’s a professor of animal science. Dr. Temple Grandin has fought tirelessly to improve the treatment of livestock on cattle ranches, including inventing animal handling systems intended to ease the fear and pain of animals in meat packing plants.
For all the incredible work that she does, Dr. Temple Grandin has received numerous rewards and honors over the years.
In September 2017 she earned another well deserved notch on her cowgirl belt and it’s a big one! Dr. Temple Grandin was one of September 2017’s inductees into the National Women’s Hall of Fame, an honor given to other remarkable women such as Eleanor Roosevelt and Rosa Parks.
Dr. Temple Grandin has helped the world see the potential children with Autism have to be productive citizens and do great things with their lives, and she believes a well-structured ABA therapy program can help in making these achievements possible. Wouldn’t it be wonderful to be a part of the Autism Therapy field which contributes so greatly to changing the lives of children with Autism?
“If you believe in yourself and have dedication and pride – and never quit, you’ll be a winner. The price of victory is high but so are the rewards.” Paul Bryant
We understand the incredible need for Registered Behavior Technicians (RBTs) in the field of ABA therapy for children with autism. In fact, there are children on waiting lists to receive therapy at almost every ABA agency.
We urge you to begin working towards your RBT credential and start your career in this amazing field. ATCC now offers multiple programs to meet the needs of each and every learner.
Do you already have experience in the field of ABA and just need the 40-Hour Registered Behavior Technician (RBT) curriculum? Awesome, you can enroll for just $29! Enroll in the ATCC RBT course and get your 40-hour curriculum done easily and quickly.
Are you joining the field for the very first time and need help through the entire RBT credentialing process? Enroll in one of our comprehensive Autism Therapy Programs. These are offered both On-Campus and Online.
Take the 40-hour RBT Curriculum for $29 and build your skills to educate, enrich and inspire the lives of children diagnosed with autism. Or let Autism Therapy Career College lead your though each step of the entire RBT credential in one of our comprehensive Autism Therapy Programs. Either way your are on the path to your rewarding future career!
Imitation: the act of mimicing, copying or using someone as a model for behavior.
From very early in life, babies learn by imitation. It comes naturally to them. A baby imitates the way her mommy reads to her, she picks a book up and flips through the pages, babbling away. A baby imitates the way her daddy sips his coffee, saying ‘ahh’ after pretending to drink from her plastic tea cup. A baby imitates the way her sister picks her nose. She even imitates the dog, as she crawls on all fours to the dog bowl and gives the food a taste. Yes, we’ve all heard it, watch what you say and do around a child, because the child will say and do the same.
On the other hand, this is often times not the case with children with autism. Imitation skills is a deficit for individuals on the Autism Spectrum, which contributes significantly to their difficulty with learning. If your unable to imitate actions of others, you can not readily learn skills such as play, social interaction, language and daily living. Nor can you pick up behavior patterns or be easily prompted to do something correctly.
Imitation is a building block skill, therefore it should be one of the very first skills taught to a child with autism in their Applied Behavior Analysis (ABA) program, that is if they do not possess ability to imitate already. A method called ‘Imitation Training’ is often used to do this.
1) An RBT demonstrates the behavior they want their client to perform while giving instructions such as “Do this”
2) The client is assisted or prompted to do the same behavior
3) The RBT delivers reinforcment such as a food, toys or activity the child enjoys immediately
Gradually the prompts are faded and the client learns to independently imitate their therapist. It’s important make sure this skill is then worked on with family and peers, so it is may be used in their daily life.
Imitation Training doesn’t have to remain such a dry activity though, there are many fun ways to work on imitation that you’ll remember from childhood. Here’s a few to try out!
Children’s Song: Children with autism often love music, use this to your advantage and teach them to imitate the actions you are doing while singing a song such as ‘Twinkle, Twinkle Little Star’ and ‘Head, Shoulders, Knees and Toes.”
Simon Says: This can become a great imitation game if Simon performs each action while giving the verbal direction or if a peer joins in on the fun your client can be prompted to mimic his/her friend.
Follow the Leader: Make a human train, push the child in a wagon or simply hold hands on a tour of their environment. Make frequent stops to perform an action, then have them imitate it. Here are some examples: knock at the door, push in a chair, jump in place, pick a flower, give a parent a high five. The options are endless.
Learn about more ways to educate children with autism. Better yet, become an expert in the field of Applied Behavior Analysis. Join the growing career field for RBT Autism Therapists. It’s easier than you think, just let Autism Therapy Career College, a quick and inexpensive vocational school, lead the way!
Time to discuss the details of yet another Evidence-Based Practice (EBP) frequently used in Applied Behavior Analysis (ABA) by Registered Behavior Technicians (RBTs). It’s called Task Analysis. The name might sound complex, but it is actually a rather simple strategy to understand. What Task Analysis entails, is breaking a skill down into sequentially ordered steps, so they can be taught one step at a time. Think of Task Analysis as creating an instruction manual to complete a task.
In our everyday lives, we complete long strings of behaviors in order to accomplish tasks without giving much thought to it. The act of brushing your teeth alone is comprised of a whopping 22 steps or more! Check it out…
Get your toothbrush.
Turn on the faucet.
Get your toothbrush wet.
Turn off the faucet.
Get the toothpaste.
Take the cap off the toothpaste.
Squeeze the toothpaste on the toothbrush.
Put the cap back on toothpaste.
Brush the inside surfaces of your teeth on top and bottom.
Brush the bitting surfaces of your teeth on top and bottom.
Brush the outside surfaces of your teeth on top and bottom.
Spit in the sink.
Brush your tongue.
Turn on the faucet.
Rinse your toothbrush.
Put the toothbrush away.
Grab a cup.
Fill the cup with water.
Rinse your teeth with water.
Spit the water out.
Put the cup away.
Turn off the faucet.
That’s a lot for an individual with autism to take in all at once. Students with autism learn best when they are given small teachable units of information to process one at a time.
Here are some things to remember when creating a Task Anaysis:
Consistency: Not everyone brushes their teeth in the same way, there is naturally going to be variations to the way a task is completed. The team, consisting of the Behavior Technicians, along with the parents of the child you’re working with, need to agree upon a set procedure for how a task will be performed and write the individual steps down clearly for all to follow.
Tailor-Made: We all have our strengths and weaknesses. When building a task analysis, it is important to consider the skill sets of the child you are working with, this way you know if you need to break steps down into very small sections or if you can group steps together. It will also give you an idea if the skill should be taught starting at the beginning or at the end, and what form of prompting should be used.
Do The Task Yourself: Completing the task yourself while you write your task analysis is very important. You’ll be surprised just how many steps you may leave out unknowingly if you don’t walk through the completion of the steps yourself.
For children with autism, learning does not always come easily, nor
naturally from observing the people and environment around them. DTT works
well for children with autism, and all children really, because it takes
a complex skill and breaks it down into small simplified steps. Each step
is taught until it is mastered in a structured way.
The Discrete Trial Cycle: It has a distinct beginning, middle and ending. The three main components are as follows:
Inter-Trial Interval (ITI) – this is the transition or pause of roughly 1-3 seconds before the start of the next Discrete Trial Cycle.
The first component of DTT, the Sd, is the instruction that
a RBT therapist gives to their student. This can be in the form of words or
actions given that stimulate a behavior to happen. This must be said or
shown clearly, concisely and slightly louder than a normal tone of voice.
It should not involve the student’s name and be too lengthy, especially
with a new student just starting ABA therapy.
The second component, the Response (R), is the behavior of the child that
happens in response to the Sd or instruction given.
The last component is the Feedback/ SR+ given to the child. This is the
consequence that immediately follows the student’s response. If a correct
response is given, the child is given SR+ right away in the form of a food,
praise, a preferred toy or activity, etc. If an incorrect response or no
response is given, the child receives corrective feedback by being
presented with the Sd again and being prompted (P) with the correct answer
immediately prior to the child’s next response.
It is important to deliver a consequence (Feedback/ SR+) after every response so your student becomes aware of which behaviors or responses are correct and incorrect. Giving reinforcement to correct responses will make it likely
the response will occur again. It’s important to vary your reinforcement.
Highest SR+ for correct responses that include eye contact, focus on the
task and good effort will show the student that this is a behavior to
repeat and therefore learn, because great things happen when I display it.
While, correct responses with poor eye contact, focus and
effort still receives SR+, but at moderate to lower levels.
Here are examples of a Discrete Trial Cycle when a student gives a correct
response and incorrect response.
DTT with CORRECT Response Materials: 2D images of a ball and bicycle Sd: “Touch the one you ride on.” R: Child touches the bicycle picture card. SR+: “Right on, way to go!” RBT therapist gives lots of tickles.
DTT with INCORRECT or NO Response Materials: 2D images of a ball and bicycle Sd: “Touch the one you ride on.” R: Child looks away, no picture card is touched. (RBT therapist immediately repeats the Sd and prompts the correct answer) Sd: “Touch the one you ride on.” P: Therapist physically prompts the child’s hand to touch the bicycle card, making sure he is looking at the card. SR+: “That’s right, you ride a bicycle!” (Follow up with an independent trial) Sd: “Touch the one you ride on.” R: Child touches the bicycle picture card SR+: Fabulous! You got it. RBT therapist gives some tickles.
Did you enjoy your introduction to DTT teaching? Learn more about this method of teaching children with autism and much more at Autism Therapy Career College. It the inexpensive vocational school that prepares you for a career you’ll love in just 90 days!