Autism parent help Archives - Page 13 of 15

Autism: Turning liabilities into assets with TAGteach

November 22, 2013May 8, 2018 Martha Gabler 3 Comments

Hello. My name is Martha Gabler and I am the parent of a nonverbal teenage boy with autism. I would like to invite you to learn about a teaching approach known as “Teaching with Acoustical Guidance” (TAGteach), and how it turned the “liabilities” of autism into “assets” in our house. I will also give an example of how I used TAGteach to teach my son two useful behaviors that greatly improved our quality of life. I hope you will want to learn more, and if you do, I invite you to contact me with any questions.

The liabilities

If you ask, “Why is it so hard to teach a child with autism?” you will get a long list of “liabilities.” These include sensory issues, speech and language difficulties, and challenging behaviors, many of which are severe. Recent findings show how just a few of these problems can create confusion for a learner with autism. Research at the University of Rochester has demonstrated that children with autism perceive movement as occurring faster than it actually is. So, if you demonstrate something with objects or your hands, the child will perceive the movements as happening faster than they actually are. Combine this perception problem with research from SFARI which demonstrated that children with autism take longer to listen to and process speech. Now, imagine the confusion for the child: objects, people’s movements and activities are moving too fast, but language comprehension is going too slowly: everything is out of snyc. No wonder the child has a hard time with learning and becomes frustrated. These negative emotions can lead to anger, acting out and all those challenging, sometimes aggressive behaviors we hear about.

The Lunchbox

November 11, 2013November 11, 2013 Cassandra Webb 1 Comment

By Cassandra Webb

This is the lunch box to end all lunch boxes.

I can’t take full credit, I did spot the original by Easy Peasy Organics.

The plastic storage bead or tackle boxes can be picked up from stores and online for anything from $2.50 to the $10 I paid.

They aren’t much bigger than a normal lunch box, a little wider and a little skinnier. I went one step further and added the little fish stickers. So when my son eats the food he can find the fish underneath.

A lost opportunity for America

November 5, 2013December 4, 2018 Martha Gabler 1 Comment

The purpose of this post is to recommend an excellent book for parents of children with autism, and to share some personal comments on my reactions after reading this book. The book is Educating Children with Learning and Behavior Problems, by Dr. Martin Kozloff.

Written for parents

This book, written for parents, explains the basic principles of Applied Behavior Analysis, especially the role of positive reinforcement in teaching skills to special needs learners. It explains how to assess a child’s skill levels, set up a home education program, and teach functional, communication and self-help skills. In the back of the book is a detailed Behavior Evaluation Scale, which covers many aspects of a child’s development, including such things as eye contact, imitation, fine and gross motor skills, play skills and communication skills.

Comprehensive

Why is this book so good? First, it lays things out clearly for parents. As autism parents, we all have to learn about Applied Behavior Analysis (ABA) and the arcane language of positive reinforcement, reinforcement schedules and concepts such as “satiation.” This book describes these concepts in an easy-to-understand way. Plus, you do not become overwhelmed while reading this book. After a discussion of a new topic, Dr. Kozloff asks you to stop, take a break and make yourself a sandwich or get a fresh cup of coffee!

Scientific methods for educating a child with autism

November 2, 2013January 20, 2018 Martha Gabler

asat logo

I have been working with my son, who has severe autism and is profoundly non-verbal, since he was 4 years old (he is now a young adult). I started off knowing virtually nothing, but having heard vaguely of something called “ABA” (Applied Behavior Analysis). Had I known then what I know now about the behaviorally-based methods, therapies and curricula available, our journey would have been much smoother and faster.

This article describes the topics that I had to educate myself about: teaching methods, curriculum, how to make adaptations to help a child with autism learn, and increasing desired behaviors with positive reinforcement. At the end of this post is a list of methods that have worked well for us, plus my personal recommendations for books to read if you are fairly new to the task of teaching a child with autism.

Check out what reputable research organizations have to say

I recommend that autism parents begin by reviewing the websites of two reputable autism research organizations: the Organization for Autism Research (OAR), and the Association for Science in Autism Treatment (ASAT). Both provide information about successful methods for working with children with autism. ASAT has extensive information about methods that have scientific validity and methods that are much-promoted, but do not have scientific validity in the treatment of autism.

The National Autism Center has produced a guide for parents entitled: A Parent’s Guide to Evidence-Based Practice and Autism.

Learning to swim with TAGteach

October 31, 2013February 15, 2016 Joan Orr

Here is an example of TAGteach at work. This child is diagnosed with Asperger Syndrome. His verbal skills are good so we can tell him what the tag point is (that is what exactly he needs to do to get a tag (click sound) and a candy. A non-verbal child would learn just as fast once he understood the game.

This child is easily distracted and does not like to be asked or told do something. But he loves games!

Note that there is no talking other than to tell him the tag point. He chooses to do it or not to do it. There is no begging, cajoling, coaxing or other coercive action on the part of the coach.

This was the one and only time that we needed to tag him to go into the pool. By the end of the session he was going in and paddling around on his own. This short session of TAGteach had created a positive association with swimming and built confidence so that the activity became self-reinforcing. It took about 10 minutes and 1 small package of Skittles.

TAGteach is great for teaching kids with autism, but it started with elite level gymnastics coaching, and sport coaches for people of all ages and abilities can benefit.

How can you tell when your child with autism is running out of gas?

October 27, 2013February 15, 2016 Martha Gabler 2 Comments

Your car has a warning system

We’ve all done this: pulled away in the car and suddenly noticed that the needle in the gas gauge is hovering on empty. Naturally, at that particular moment, it is always extremely inconvenient to stop for gas, but we have to. No one wants to be stuck on the side of the road with an empty gas tank.

Running out of gas is such an inconvenient and potentially dangerous occurrence, that car companies give us all kinds of warnings before disaster hits. The gas gauge tells us how much is in the car and we can estimate how much further we can drive before we have to fill up. If we ignore the gas gauge, the blinking FILL TANK light comes on. If we ignore that, we will pretty soon feel the car slow to a halt, and we are stuck.

So does a child with autism

Kids with autism also get stuck and have problems, but they too have warning systems. Their warning systems just aren’t always apparent to us. My son, who is nonverbal and has severe autism, was always sending signals when he had problems, but for a long time I was too dense to comprehend them. Finally, I began paying attention and learned how to read his emotional gauge and emergency blinking lights.

Q & A re: Quiet Mouth

October 26, 2013February 15, 2016 Martha Gabler

QUESTION:

Several readers emailed questions about using positive reinforcement and an event marker to teach “Quiet Mouth” behavior to my son. The questions had a similar theme: How did I know the “function” of the behavior? Did I have any idea why my son was screaming? Was he trying to communicate?

ANSWER:

These are all interesting and appropriate questions. I never knew the function of most of the behaviors my son displayed, including the constant screaming. I would have liked to have had this information. However, like most autism parents, I never had, and still do not have, access to sustained behavioral services and professionals who could help piece this out. Eventually I just stopped thinking about that part of the problem because there was nothing I could do about it. The continuous screaming or shrieking appeared to be a self-stimulatory behavior. I wanted him to do more productive things with his time than scream and stomp, so I taught him to walk nicely and quietly with me in the neighborhood. Once he learned this set of behaviors, we were able to go out to other places and we started to have a much better quality of life.

Fatigue and wellbeing in mothers of children with autism spectrum disorder (ASD)

October 19, 2013November 2, 2013 Lee Wilkinson

By Lee Wilkinson PhD, CCBT, NCSP
Reprinted with permission from BestPracticeAutism.com

Parents are often overwhelmed by the challenges presented by a child with an autism spectrum disorder (ASD). Studies indicate that the demands placed on parents caring for a child with autism contribute to a higher overall incidence of parental stress, depression, and anxiety and adversely affects family functioning and marital relationships compared with parents of children with other intellectual, developmental, or physical disabilities. Mothers of children with ASD, in particular, appear to face unique challenges that potentially have an impact on their health and wellbeing.

Parents of children with ASD are increasingly involved in the provision of early intervention and learning activities to promote positive outcomes for their children. However, several studies have documented that parental stress as well as a lack of time and energy are barriers to providing early intervention activities. Because autism impairs social relatedness and adaptive functioning, parent stress can decrease helpful psychological processes and directly influence the parent or caregiver’s ability to support the child with disabilities. Consequently, understanding factors, such as lack of energy or fatigue that may limit the capacity of the parent to assist in promoting their child’s development is critical for this group.

Research

A study published in the journal Autism examined the extent to which parents experience fatigue and its relationship to other aspects of wellbeing and parenting. Fifty mothers of children ages 2-5 years with ASD participated in the study and completed questionnaires assessing level of fatigue, parenting self-efficacy (belief about the ability to parent successfully), children’s behavioral and emotional problems, sleep quality, parent support needs, and overall physical activity. The study found that compared with mothers of typically developing children, mothers of children with ASD reported significantly higher fatigue, with overall scores in the moderate range. Factors associated with high levels of fatigue were poor maternal sleep quality, a high need for social support and poor quality of physical activity. Fatigue was also significantly related to other aspects of wellbeing, including stress, anxiety and depression, and lower parenting efficacy and satisfaction.

Book Review: So Inspiring to Finally Start Learning My Child

October 3, 2013February 15, 2016 Joan Orr

“My now 12 son was diagnosed with Autism / Mental Retardation / Apraxia at the age of 3. Its has taken me all these years to know my child, to learn what his likes and dislikes are. I have googled a lot, spoken to his related service providers, Specialist, and how to deal with his outbursts, how to calm him down, when to not get too emotionally broken down when nothing seem to work for him. Finally, CHAOS TO CALM came across my desk and I must say it has been so inspiring for me to FINALLY START LEARNING MY CHILD. I can relate to this book because Doug has a lot of the same characteristics my son has, as do a lot of children with Autism. I have began to implement a lot of Martha’s how to in an emergency situation. This book in my opinion is a “HOW TO 101 deal with your Autistic child”. This book has begun to make a difference in my household. Thank you Martha job well done.”
Dionn – Autism Parent

What is TAGteach?

TAGteach stands for Teaching with Acoustical Guidance. TAGteach is a teaching and communication method based on the scientific principles of Applied Behavior Analysis (ABA).

TAGteach enables extremely precise positive reinforcement of behavior by using an acoustical signal to “mark” the behavior – at the precise moment the child performs the behavior! The acoustical signal is a short, sharp sound made by a handheld device (the “tagger”). When the child performs the correct action, the parent/instructor immediately presses the button on the tagger and hands over a treat (candy, treat, token, praise, social recognition, or money) as a reinforcer.

With TAGteach, it is easy to reinforce behaviors precisely, quickly, and intensively. The immediate, accurate feedback and positive reinforcement result in the child performing the correct action more often, and for longer periods of time. With immediate feedback and learning tasks broken down into small steps, children (and adults) can learn many new skills with TAGteach — at their own pace.

For more information visit the TAGteach website.

Join the free TAGteach Yahoo Group.

TAGteach taggers are available here.

See Martha’s book about TAGteach for Autism or feel free to ask me a question (with no obligation).

If you liked this post, please share it. Thank you!

Peer-reviewed study published on TAGteach and autism

September 30, 2013February 15, 2016 Joan Orr

Angela Persicke, Marianne Jackson, Amanda N. Adams. 2013. Brief Report: An Evaluation of TAGteach Components to Decrease Toe-Walking in a 4-Year-Old Child with Autism. Journal of Autism and Developmental Disorders. Sept 2013.

Abstract

The current study evaluated the effectiveness of using a modified TAGteach™ procedure and correction to decrease toe-walking in a 4-year-old boy with autism. Two conditions were analyzed: correction alone and correction with an audible conditioned reinforcing stimulus. Correction alone produced minimal and inconsistent decreases in toe-walking but correction with an audible conditioned stimulus proved most effective in reducing this behavior. This has implications for decreasing toe-walking in other children with autism and may be easily used by teachers and parents.

Click here for more info (choose – “look inside” to see the 1st two pages)