Autism: ABA Therapy, Applied Behavior Analysis, Getting the Facts

March 25, 2013March 25, 20133 Comments

Autism effects a wide spread demographic. One therapy that is often sought out to help those effected with Autism. ABA refers to Applied Behavior Analysis. It used to be referred to as behavior modification. ABA is based on the theories of behaviorism. It focuses on using consequences to teach now and effectively teach skills for the future. Although ABA is predominately used for those individual’s with Autism Spectrum Disorders, the techniques could be used to teach the general population.

There are different processes to become a certified Applied Behavior Analysis provider. If you as the parent are not certified or would like to learn more, often school directed toward those on the Autism Spectrum Disorder have trained individual’s and can get you more information.

Although ABA is often thought of as an Autism focused therapy, it can be helpful for a wide spectrum of disorders. These include but aren’t limited to: Autism, Asperger Syndrome, PDD, Traumatic Brain Injury, Problem Behaviors, Developmental Disabilities, Tantrums, Non-compliance, Physical Aggression, Dementia, Self-Injurious Behaviors, and Alzheimer’s. Since the whole Applied Behavior Anaylsis approach is based off of creating an individualized plan to reach the individual’s goals, it really can be used on anyone. The amount of time and effort put into the approach can often effect the outcome of improvement seen in the individual. Meaning the more time you spend with quality ABA therapy the better likelihood of good results.

There is a wide range of approaches or types of ABA therapies used to meet a variety of goals. These are some of those included. It is important to use what works best for the child. Many children may need more than one, but with each individual case there are many variables to consider.

Special Education Infographic for the United States

March 20, 2013March 20, 20131 Comment

Here is a great info-graphic on Special Education in the United States. According to it’s information, Special Education is defined as “specifically designed instruction to meet unique needs of a child with a disability.” It also shows the variety of special needs including: specific learning disability, language/speech impairment, intellectual disability, emotional disturbance, hearing impairment, orthopedic impairment, other health impairment, visual impairment, multiple disabilities, deaf-blindness, autism, traumatic brain injury, and developmental delay. It illustrates how these are represented among those 13% in special education. It also examines the Individual Education Program, IEP, and the Committee for Special Education, CSE. This wording may change slightly across the US, but the same basic principle holds true. The IEP and CSE are there to individually support the child and make sure they truly reach their goals.

This info-graphic on Special Education, shows how the number of students enrolled in special education is growing, while those with specific learning disabilities is declining. These students needs are met in a variety of settings from main-stream (full-inclusion) to pull-out (inclusion) to self-contained. The important part of the IEP and CSE teams are to make sure that the child is in the right environment for them with minimal interference to mainstream as the goal. This is all defined as Least Restrictive Environment. According to this info-graphic, more than 50% of students with disabilities spend 80% of their time in a general education classroom. This is a number that has grown over the years as the idea and technics for mainstreaming have grown more popular. This not only keeps children with their peers but also helps cut costs. According to the U.S. k-12, the general education student ratio is 1:15.5 (something much higher in way too many regions of the US) while the average special education classroom is 1:7 (a ratio lower to meet the kids needs). The U.S. spends 16.5% or $11.5 billion on Special Education. At the bottom, the info-graphic talks about becoming a special education teacher. A job that is constantly needing more people to reach this special population.

USC Rossier Online

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Intellectual Disability: Definition and Controversy of Students

March 14, 2013Leave a comment

An intellectual disability not only effects an individual’s abilities, but the label of ‘intellectual disability’ can also hurt a child, especially when using the terms ‘mental retardation’ to diagnose the student. Although intellectual disability is starting to readily replace mental retardation, there is still controversy. Here are some things to consider when labeling a child.

An intellectual disability is defined as

A broad concept encompassing various cognitive deficits, including mental retardation (MR), deficits too mild to properly qualify as MR, various specific conditions (such as specific learning disabilities), and problems acquired later in life through acquired brain injuries or neurodegenerative diseases like dementia. Intellectual disabilities may appear at any age.

Issues surrounding the definition and classification of students with Intellectual Disabilities:

Look first at the individual
Although labels are a predominantly a strong social factor, it seems that it not only hurts the children to label them, but also the words ‘mental retardation’ even intellectual disability can be harsh to parents and children
The word ‘retarded’ is link with so many other negative things in our society making it hard for families to except this label
Labels are needed to access not only where the child is at but also what is actually the reason for the child’s special services
A label can help to find ways to better serve the child and better understand their development.

It is really hard to know how to appropriately address a child when you do not know the history of the child including their diagnosis, but at the same time the specific label ‘mental retardation’ seems to be the worst label in our social context because of how else those words are used.

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School Ready: 5 Key Steps to Help Your Child Succeed

March 6, 2013Leave a comment

As a parent, it can seem a daunting task to get your child school ready. Here are five key elements that will help your child find success in school. It’s not only academics. It’s social and emotional and so much more as well, and if your child is prone to shyness, you wonder how to make sure they are ready. Here is a great illustration I found on helping your child find success as a school ready child.

So if you are truly bonding with your child and engaging them in conversation, you are truly helping them be school ready. And as the information shows, they are not only preparing for preschool and kinder but early childhood success can be a predictor of success later in life.

Emotions and play are more keys to school ready success for your child. This means setting boundaries, while letting your child be a child. Your child needs to know your there for them, while also knowing your in control. They also need opportunities to play and explore. It helps them to make since of this great big world that they are fairly new to. When you help to build a child that is school ready by listening, loving, and giving them opportunities to grow, it provides them with a great base to grow from. A school ready child is: confident, collaborative, empathetic, curious, cooperative, creative, self-controlled, persistent, and a problem solver. It is important to remember that each child is different so some of these might come more naturally to them. Every individual’s personality contains its own strengths and weaknesses, but it is important to try and help your child overcome their shortcomings, while truly appreciating their natural abilities.