Autism parent help Archives - Page 4 of 15

Got autism? Want your child to exercise and have fun outside? Use TAGteach to increase gross motor skills.

July 16, 2015August 26, 2015 Martha Gabler

This article focuses on gross motor skills, and how to use the always helpful and easy TAGteach method (Teaching with Acoustical Guidance) to encourage your child to get out, move his body, and have fun outside.

Physical activity and exercise offer many benefits to children with autism, including improved muscle tone, improved social skills, and stronger attention skills. Exercise and outdoor activities are important for the health of adult individuals with autism. We can increase our children’s physical skills and their comfort in exploring new physical environments with the right tools and facts.

FACT 1: “Behavior” is “movement”

Here’s the rule about behavior:

Behavior is movement, physical movement of the body. (1)

TAGteach: What is a “tag point”?

June 23, 2015April 20, 2024 Martha Gabler

Have you ever asked, “What’s the point?”

In TAGteach, we ask, “What’s the tag point?”

In TAGteach, the “tag point” is the absolute part of a behavior that, when performed, will receive the audible mark (tag). It is a specific physical movement that we want a learner to do.

For example, if a child is learning to climb up the stairs, we might set a tag point, “Foot On Step.” When teaching a child to write the letter V, the first tag point might be “Pencil on Top Line.” The tag point is the specific physical movement that will be tagged by an audible marker and that will result in reinforcement for the learner.

The child will hear the tag sound, know that he did the behavior correctly and will try to do it again correctly the next time.

The tag point is what we look for and reinforce

The tag point is the crucial component of 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).

Martha Gabler BAM Radio Podcast

June 23, 2015February 15, 2016 Joan Orr

Martha was a recent guest on BAM Radio, talking to host Sharon Plante about TAGteach and helping kids with autism learn at their own pace.

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Got autism? Want to increase a child’s self-care skills? Use TAGteach to increase fine motor skills.

June 8, 2015February 15, 2016 Martha Gabler

This article focuses on fine motor skills, and how to use the effective, scientific TAGteach method (Teaching with Acoustical Guidance) to help your child build these skills.

If you are not familiar with the basics of the TAGteach method, please visit the Resources pages on this site:

What is TAGteach?
How to Get Started with TAGteach
If you need additional information with lots of videos and examples, you can take my free online course.

Why work on fine motor skills?

Recent research has shown that an important factor for success for individuals with autism in adulthood is the level of self-care skills: individuals with higher levels of self-care have higher levels of employment and needed fewer supports. This fact alone is an important reason for focusing on these crucial skills. Self-care skills also make for a less stressful, more smoothly running and ultimately happier household. We can increase these vital skills with the right tools and through understanding certain facts.

FACT 1: “Behavior” is “movement”

Here’s the rule about behavior:

Behavior is movement, physical movement of the body. (1)

TAGteach: Task Analysis and Tag Points

May 25, 2015May 7, 2016 Martha Gabler

TAGteach is an excellent method for teaching children, especially those with autism, because of the precise positive reinforcement of desired behaviors.

In addition to timely and effective reinforcement, it is also important to think about the details of a task, and how to set tag points. This post will address both of these issues.

Task Analysis

A task analysis describes the many small steps that go into performing a single activity. For example, we often tell children to “wash your hands” when they come home from school. It seems simple to us. For a child with autism, it can be a complex task. The child has to:

take off a coat
hang it up
walk to the bathroom
open the door
go to the sink
stand still
turn on the faucet
grasp a bar of soap (or hold one hand under the nozzle of a soap dispenser while pushing down on the pump with the other hand)
place hands under the water flow
rub the slippery soap over his hands
continue holding his hands under the water flow until the soap is rinsed off
turn off the faucet (with wet hands)
reach for and grasp a towel
rub the towel over his hands
replace the towel on the towel rod
walk out of the bathroom

This everyday task has at least sixteen steps involving the legs, torso, arms and hands! There could be many more steps if you were to break it down even further.

Okay, TAGteach. How do I get started?

May 11, 2015February 15, 2016 Martha Gabler

Congratulations on your decision to use TAGteach to increase functional behaviors in your child with autism. Here are some suggestions for how to get started. Once you have tagged your child a few times, you will find it easy and natural to do.

We are frequently asked how much background and explanation is needed before getting started with tagging. The answer is: as little as possible. Just jump right in and start tagging! Your child will figure out very quickly that the tag is followed by a treat and that his actions are causing you to tag. This gives your child an unprecedented degree of control and he will be excited to play the game. If your child needs some explanation, just use as few words as possible to explain that the tag sounds means he did something right and he will get a treat after each tag.

1. Gather your materials: A tagger and reinforcers

A TAGteach tagger is a small plastic box clicker; available here. You can use any object that makes a quick, sharp click sound: a ballpoint pen, a flashlight, or if need be, a spoon to tap.

Reinforcers are any items that your child values. Get some treats that your child likes: very small pieces of candy, pretzel pieces, cereal pieces, tic-tacs, or anything similar. Put them into a small container that you can hold in your hand. A desired item can by anything: candies, treats, a chance to play with a toy, tokens for special treats or privileges, or money; social praise or recognition can sometimes serve as a reinforcer.

For more ideas about reinforcers, do a Google search on “reinforcers for autism”. The key point with a reinforcer is that it must be something the child likes and will work for. The easiest way to start is with food or drink – so unless this is impossible, we suggest that you use an edible treat for your first attempts at TAGteach.

2. Think about what you want

Each child with autism has a unique profile of skills, sensory issues and behaviors. Each family has a unique combination of people, responsibilities and resources. Take a few minutes to think about your priorities:

What issues are at the top of your mind right now?

What functional skills or behaviors would help your child with autism, and/or help your family situation?

Take a few moments to jot these down. Be sure to write these in positive terms so that they are statements of what you want your child to DO (as opposed to what you want to stop or prevent).

Positive Reinforcement Opens the Doors to Learning

April 27, 2015February 15, 2016 Martha Gabler

When we hear about positive reinforcement most of us like it because we believe in being nice, positive and supportive.

In the field of Behavior Analysis, “positive reinforcement” is a technical and scientific term; it has a precise meaning that goes beyond general notions of being polite and encouraging.

What is Positive Reinforcement?

Here is the technical definition of positive reinforcement: “The offering of desirable effects or consequences for a behavior with the intention of increasing the chance of that behavior being repeated in the future.” (Dictionary.com)

Basically it means that an action followed by a positive consequence (reward, money, praise, social recognition), will increase, or, be performed more often. So, positive reinforcement is a way to increase desired behaviors. Positive reinforcement is not only a definition, it is a scientific law. Years of research in experimental and applied Behavior Analysis have proven that positive reinforcement increases behavior. See “What is ABA and Why is it so Important to Autism?”

5 Helpful Tips to Make Life Easier for Autism Families

April 25, 2015February 15, 2016 Martha Gabler

This article features helpful comments for parents of young children from Ms. Ricky Teichman, Director at The Puzzle Place, a daycare and preschool in Freehold, NJ for children with autism and other special needs.

Being a parent or guardian of kids with autism means having a different set of guidelines from that of non-autism homes. Careful decisions have to be made, but that doesn’t mean that you can’t be a confident caregiver to your special-needs child. Thankfully, there are practical and proven ways to make living with autism more manageable both for you and your child.

1. Keep in mind that consistency is key

If there is one thing that a child with autism needs, it is an established routine. For instance, if you use positive reinforcement for good behavior, make sure to use it consistently while explaining why you’re rewarding your child. A regular system will help reinforce the learning techniques from school or daycare, including communication tools. Keeping to a structured schedule for mealtimes, playtime, and bedtime can also help keep unruly behavior at bay.

2. Talk to other autism families

You will need a support group, and where better to get it than from other people who are going through similar circumstances? You can bond with other parents or guardians at therapy, or go on social networking sites and forums online to discuss tips on how they deal with autism. While others have different methods and advice to give, you can still learn from their experience what will and won’t work for your own child. The bottom line is, there is no need to feel alone when you aren’t.

3. Become an expert on your child’s own special needs

You will have to prepare yourself for the fact that you can (and most probably will) make mistakes in your mission as part of an autism family – and that’s okay! Kids with autism aren’t created the same, after all. The important thing is to become an expert when it comes to your own child. Learning the words, tools, medication, situations, and other factors that he or she responds well to (or which triggers disorderly behavior) will put you on the road to a more manageable, healthier home environment.

4. Make your home accident-proof

All children thrive in safe, happy homes. Your child will need help with boundaries, so it’s your responsibility to provide verbal and visual cues to where they cannot go, or what they can’t play with. Create a zone that is accident-proof with tools like childproof locks, electrical outlet covers, safety latches, electric tape to cover exposed cords and outlets, locked drawers, light, padded furniture, and secured doors and windows. A room or area where you can keep constant supervision is a must.

5. Shop for a daycare facility that really cares

Your child needs needs a high quality, developmentally-appropriate programming for infants, toddlers, and preschoolers with autism and related disorders. There are many daycare centers that promise a safe, supportive learning environment, yet fall short on many aspects including safety standards, child-to-caregiver ratio, and proper learning equipment. Do your research. Talk to parents of other kids with autism about the daycare facility they go to, and seek an honest assessment. Make a checklist of your must-haves, and don’t hesitate to ask the right questions to staff of potential facilities. It is your right as a parent or guardian to know who you will be entrusting your child to.

Along with patience and a lot of love, you can help build a thriving, supportive, and healthy environment for your child. Don’t be afraid to make mistakes and learn some more. You have a whole lifetime of discovering together what can help them (and you!) become happier, healthier, and more responsive people.

Ricky Teichman is the Director at The Puzzle Place, a daycare and preschool in Freehold, NJ for children with Autism and related disorders. You can reach her at 732-994-PUZZ (7899) or at info@ThePuzzlePlace.org. Learn more at http://thepuzzleplace.org/.

TAGteach for autism — it’s not Harry Potter, it’s behavioral science!

April 13, 2015February 15, 2016 Martha Gabler

When Hermione wants to pass through the locked door to the Chamber of Secrets, she waves her wand and cries out, “Alohamora!” In a flash the door opens. This is magic.

As autism parents, we don’t have magic wands. We do have taggers, small plastic boxes with a “magic button” that makes a click sound when pressed. TAGteach taggers, plus two facts, can help parents transform the behavior of their children with autism. With TAGteach it is easy to teach your child helpful skills like Safe Walking, Safe Car Trip Behavior, Going to the Grocery Store, and Sleeping. It’s also great for tantrum de-escalation.

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

The two facts are:

“Behavior” is “movement”
Positive Reinforcement Increases Behaviors (physical movements of the body)

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 and quickly. The immediate, accurate feedback and positive reinforcement result in the child performing the correct action more often, and for longer periods of time.

Let’s look at the difference between Harry Potter and TAGteach. With magic, here’s what Harry and his pals do:

They wave their wands (action)
Then something happens (event)

With TAGteach, here’s what autism parents can do:

Wait for something good to happen (event)
Then press the tagger (action)

The order is reversed. The wand makes something happen once. The tagger makes something good happen again. TAGteach is an excellent tool to help your child perform more great behaviors more often.

In order to help autism parents understand and apply these concepts, I have created a free online course that explains the basics of behavior science, how to observe your child and how to use reinforcement effectively.
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How I taught my nonverbal child with autism to read

March 30, 2015January 20, 2019 Martha Gabler 18 Comments

Reading — From dream to reality

I am the mother of a nonverbal boy with severe autism.

It was very important to me that my son be able to read:

I can accept that he has severe autism
I can accept that he is nonverbal
I could not accept that he would go through life not knowing how to read

It took me a long time and many hours of work. I made many mistakes. Eventually I succeeded. Here are the steps I used to teach my son to read:

Make sure foundation skills are in place
Use Direct Instruction reading programs
Provide lots of supports and lots of opportunities to practice
Use TAGteach to deliver precise, in-the-moment positive reinforcement for correct responses.

Step One: make sure foundation skills are in place

The skills a child with autism will need to begin reading instruction include the ability to sit at a table for at least 15-20 minutes and the ability to respond to questions or complete tasks (this is generally achieved through an ABA (Applied Behavior Analysis) or VB (Verbal Behavior) program).

During the pre-reading instruction, I focused on increasing the range of sounds my son could produce, and mastering as many labels of objects and actions as possible: such as cat, dog, house, running, sitting, sleeping and so forth.