Functions of Behavior Workshop in February

< Understanding how and why behavior works is essential to the treatment of autism. When you understand behavior, you get to be a more effective teacher to your child. Come to the workshop and learn more. Please register online and we will contact you with more details.Fee for this workshop is MYR 80. All proceeds will go to reaching out to more families that have children with diagnosed with autism, and teaching parents the skills necessary to be able to sustain a good behavior plan for their child. Proceeds will also go to ongoing teacher training at schools that desire our help in training. Workshop will be held from 10A.M to 1 P.M. Light refreshments will be provided.

Looking forward to see you all there!

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Why do we do what we do?

"The function of a behavior refers to the source of environmental reinforcement for it."

Tarbox et al (2009, p. 494)

Everyday and in the very beginning of life, as an infant, we have learned to do things because of the consequences that were put in place. These consequences were put in place based on the environment that we were in. For example: A baby has learned to cry when hungry so he/she will be fed, cleaned or picked up.

Therefore, in applied behavior analysis, behavior is maintained by several functions. In other words, behavior happens for certain reasons and understanding the reason why certain behaviors occur, will help us understand why a person does what he/she does. Behavior could be maintained by the following functions: attention, escape/avoidance,  tangible/activities or automatically maintained. Sometimes, behavior can serve multiple functions. For example, a child might learn to hurt themselves during class to get out of having to complete academic tasks and then also hurt themselves in the playground to get attention from the teachers.


Attention

You tell a joke and your friends laugh. You love your friends laughing at your joke because you absolutely love the attention, so you tell another joke. This joke telling behavior, is maintained by attention. You are more likely to tell a joke in their presence again because you love the attention.

Another example, your child kicks his sibling and his mother gives him attention for this. The child continues to kick his sibling because every time he kicks his sibling, his mother takes away attention from the sibling and giver her attention to the child kicking. His kicking behavior then is maintained by his mother's attention.

It may seem weird that a person would engage in a behavior to deliberately have someone scold them. However, it can occur because for some people it’s better to obtain “bad” attention than no attention at all (Cooper, Heron & Heward, 2007). 

Escape/Avoidance

Not all behaviors occur so the person can “get access” to something. Some behaviors occur because the person wants to get away from something or avoid something (Miltenberger, 2008).

For example, You see a cop on the road while you are speeding, you slow down. The reason why you slow down is because you want to avoid a speeding ticket.

Another great example is that you keep putting off your dentist appointment even though your teeth needs attention because going to the dentist is aversive and you want to avoid going as much as possible. 

Tangible/Activities

Your child cries or screams whenever they want a specific toy (tangible) in the store until you buy it for your child or your child kicks and cries every time he wants to go to the pool (activities) because every time he does this, you take him to the pool.

Automatic

Some behaviors, have no particular environment function. Some behaviors we only do because it feels good when we do it.  It is pleasing to us internally or in other words, they are “self-stimulating” (O’Neill, Horner, Albin, Sprague, Storey, & Newton, 1997) For example, rocking back and forth and twirling our hair while we read a book.


Behaviors always occur for a reason and it is very important to understand the reasons as to why these behaviors occur. Understanding the reasons, will help us determine how to improve a behavior or decrease an undesired behavior.

If you wish to learn more, please sign up for the following workshop on functions of behavior.

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Shaping workshop in December in full gear !

We got the place confirmed and the workshop is in full swing !!! We are so excited about this workshop because shaping is a procedure that is very important in teaching any skills that you would like to teach your child in order to make them more independent or introduce them to something that may be aversive to them. Shaping is a great tool and we at Littlesteps are so excited to share all our knowledge with you.  Hands on training will be provided on the day of the workshop, articles on current research will be shared and most importantly we will be able to exchange some ideas on how to teach your child or student skills that are important to their development.

Please fill out the form below to register and payment will be made the day of



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Update on workshop

Hi Everyone !

Wanted to remind everybody that is interested in attending the workshop to sign up quick !

Good news ---> We have discounted the price of the workshop to MYR 75 per person and payment can be made the day of.

The most important thing is to email littlestepsmalaysia@gmail.com to register, or call 010-221 4028.

Registration must be made by October 10th.

Thanks and Hope to see you all there !!

Below are the topics that will be covered, hands on training will be provided to attendees.

Topics that will be covered: 1.  Brief Introduction to Applied Behavior Analysis (A.B.A) 2.   Relationship Building 3.  Managing Contingencies using Applied Behavior Analysis 4.  Increasing your child's independence at home Details Venue: D'tandoor Restaurant Subang Jaya, No.7, Jalan Ss 15/5A, 47500, Subang Jaya, Selangor  47500 Price: MYR 75, payment can be made day of. Price includes coffee/tea and light meal Stationery and workshop packet will be provided to parents/educators. See you all there ! Please send your name and contact details to littlestepsmalaysia@gmail.com or call/text 010-221 4028

Little Steps Malaysia & Workshop

Hey everyone !! it's getting very close to the early bird price which is MYR 100. So if you are  attending please email me at littlestepsmalaysia@gmail.com in order to sign up for the special price, that will be great.

Wanted to give everyone an idea of the services Little Steps Malaysia provides to children with autism:

1) Individualized programming and consultation based on your child's needs
2) Provide training to parents using the science of ABA
3) Setting up the individualized programs at home for your child
4) Help parents troubleshoot behaviors of concern
5) Improving behaviors
6) Creating a positive and fun learning environment for children
7) Increasing independence at home

The services we provide are all individualized and tailored to your child's needs. Our objective at Little Steps is to give parents the relevant tools to help parents help their child achieve their full potential. We follow the seven dimensions of Applied Behavior Analysis in order to make programming at home effective.

Little Steps Malaysia is dedicated to all the children diagnosed with autism. We believe that every child diagnosed with autism deserves the chance to grow into their full potential. We believe children with autism can do anything they set their heart to do and most importantly we always operate by having the child's best interest in mind.

If you are interested to learn more, please call me at 010-221 4028, email me at: littlestepsmalaysia@gmail.com or come to the workshop ! :) Hope to hear from you soon !!

The way we operate

During my time in Malaysia, I have been asked this question " What ABA model do you operate from?- is it Lovaas? is it the UCLA model?  is it the early autism partnership model?"

I am very confused by this. I guess my confusion lies here: Applied Behavior Analysis is a science, shouldn't a form of science be the same thing? Shouldn't we all operate from the same model just like any other form of science?

Of course I understand having worked at a PCDI dissemination site, we utilized the technology of activity schedules widely ( the founders of the school created the technology of activity schedules.)  However, we still operate from the science of Applied Behavior Analysis. We still operate from a technology that has shown reliable, valid and evidence based results that are effective.

Lovaas, Sunberg, Jack Michael, Brian Iwata, and Thomas Freeman are all scientist that have studied the literature extensively, conducted research, published research and reported their findings. All of them have contributed to the field of ABA widely. Just like any other scientist that studies specific things in molecular biology , these scientist have also concentrated in the research of specific things as well. For example, Dr. Ivar Lovaas he was an amazing and knowledgeable man, the Lovaas approach states clearly that it is based on the science of Applied Behavior Analysis.  Dr Lovaas, focused more on incidental teaching in the child's natural environment and discrete trial teaching. But if you go on the website and read more, he envelopes the science of applied behavior analysis in his implementation of ABA. The Lovaas approach does use prompting strategies, functional communications, etc.Another example, Jack Michael, he concentrates his research on verbal behavior and Iwata researches on the functions of behavior. This does not mean we primary should follow their model of reported findings and just do what they do specifically. This means, we learn from what they have learned and try to replicate their findings if need be, using all the technology that we have in place based on ABA. Lovaas has contributed so much to the the field and his work is being replicated everywhere in great ABA programs. So what does this all mean? What should an ABA program look like? A great ABA program does not follow any specific model, it does not use just some strategies, and it must be individualized to the child's current needs. A good ABA program follows the science of Applied Behavior Analysis.

Therefore, when asked these days what model I follow, I try to be respectful enough and say I don't. However, we do follow the science of Applied Behavior Analysis and any program implementing teaching procedures using ABA should follow and be committed to the 'Seven dimensions of Applied Behavior Analysis' ( Baer, Wolf, and Risley, 1968).

The dimensions are:

1) Applied: this means that when choosing a behavior, the behavior chosen should be socially significant and have socially valid importance to the individual

2) Behavioral: behavior that is chosen should be measurable and documents that is was the individual behavior that was changed.

3) Analytic: a functional relation should be demonstrated. In other words, the intervention chosen should show experimental control over the occurrence and non-occurrence of the behavior.

4) Technological: the written procedures in the individualized program for the child or the written description of the procedures in a study should be written clearly so that others can understand it and replicate it.

5) Conceptually systematic: all the interventions that are being used should be derived from the basic principles of behavior.

6) Effective: The intervention chosen  or the program chosen for your child should improve behavior to produce pratical results for your child.

7) Generality: the intervention produces behavior that we can see across different environments and spread to other behaviors. Your child behavior should generalize to different settings, people and materials.


The seven dimensions should serve as the primary "model" when evaluating a good ABA program.
There should not be any other "model". There should always be great science in ABA and only then will your child benefit fully.

I hope this helps you pick a good ABA program for your child.

As usual, email me with questions if any :)

What is Autism?

Autism is defined behaviorally by symptoms that appear prior to age 3. According to the Diagnostic Statistical Manual ( IV) the criteria for diagnosing Autism are abnormal or delayed development in 3 areas:

1) Impairment and delays in Social Interaction (Social Skills)
2) Qualitative impairment and delays in communication ( Language)
3) Restrictive, repetitive and stereotyped patterns in behavior ( Behavior Repertoire)

Under these three categories there are sub categories as described below. In order to meet the criteria for autism, there has to be a total of of six (or more) items from (1), (2), and
(3), with at least two from (1), and one each from (2) and (3):

A total of 6 or more items is required to meet the criteria for Autism in

 1) Impairment and delays in Social Interaction (Social Skills) ( at least 2 from this category)

(a) marked impairment in the use of multiple nonverbal behaviors, such as eye-to-eye gaze,
facial expression, body postures, and gestures to regulate social interaction (e.g., not reponding to name everytime her/his name is called, does not make eye contact)

(b) failure to develop peer relationships appropriate to developmental level. (e.g., your child tends to play by himself/herself in a situation where there are other children present or engage in tantrum behavior when peers initiate play)

(c) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other
people (e.g., by a lack of showing, bringing,lack in joint attention, or pointing out objects of interest)

(d) lack of social or emotional reciprocity (e.g., does not like hug, tickles, or show empathy when another child is crying)


 2) Qualitative impairment and delays in communication ( Language) (at least 1 from this category)

(a) delay in, or total lack of, the development of spoken language (not accompanied by an attempt
to compensate through alternative modes of communication such as gesture or mime)

(b) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a
conversation with others

(c) stereotyped and repetitive use of language or idiosyncratic language (e.g., saying the same word, scripting from movies, making unusual sounds)

(d) lack of varied, spontaneous make-believe play or social imitative play appropriate to
developmental level


3) Restrictive, repetitive and stereotyped patterns in behavior ( Behavior Repertoire) (at least 1 from this category)

(a) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that
is abnormal either in intensity or focus (e.g., lining up objects, spinning object in the same way, not playing with toys appropriately)

(b) apparently inflexible adherence to specific, nonfunctional routines or rituals (e.g., engages in tantrum behavior when going from one place to the next)

(c) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting or complex
whole-body movements)

(d) persistent preoccupation with parts of objects (e.g., constantly playing with the same toy in the same way)

If you read this and think your child has autism, please contact your local pediatrician immediately. Your pediatrician can refer you to someone who can conduct a formal assessment and refer you to a provider that can provide effective treatment. The earlier intervention is sought, the more likely your child will improve. There is no cure for autism but with effective treatment and intervention, your child's autism can improve and in some cases the diagnosis can be taken away.

In choosing a treatment, feel empowered as a parent to take your time and do some research to see what is out there. Like I always say, the best treatments are the ones that report all their outcomes and evidence. Some treatments do report outcomes and evidence but they may not be socially valid, reliable or make any behavior improvements over time.

Please make yourself aware and be aware of fad treatments. Fad treatments claim to "Cure" autism and make your child better. Till date, there is no known cause for autism. There is no cure for autism. Choosing an effective program that is based on improving behavior is they way to go. I hope you feel empowered as a parent to make valid and reliable decisions on a treatment.

Here are two great links to help you think about some treatments out there and also links to help you with your questions on vaccinations, gluten free diets, etc

A Parent's Guide to Autism Spectrum Disorders

Suggested Links to Research Studies 

Vaccinations and Autism

Gluten and Casein Free Diets & Autism

Malaysian Parent Support Group

Autism Workshop Folks !

Hi Everyone!

I have been asked to do a small informational autism workshop for parents here in Subang Jaya.

Below are the details !

	Autism Workshop Helping my child with Autism.
	Topics that will be covered:  l  Brief Introduction to Applied Behavior Analysis (A.B.A) l  Relationship Building l  Managing Contingencies using Applied Behavior Analysis l  Increasing your child's independence at home

Autism affects 1:600 children in Malaysia. Autism Spectrum Disorder (ASD) affects over tens of millions worldwide. Applied Behaviour Analysis (ABA) has been much supported and is widely used in many parts of the world. In general, ABA involves breaking down teaching objectives into the smallest unit and teaching these units one by one.

This workshop will cover topics in the science of Applied Behaviour Analysis and help parents learn more about how they can become effective teachers for their children. Tina Dass is obtaining her M.A in Applied Behaviour Analysis from the United States and has worked with children diagnosed with autism in the United States for 6 years under the guidance of Dr. Kevin Brothers and PhD Candidate Sandra Gomes.

This workshop will be useful for therapists, teachers, caretakers and parents with children with autism.

Workshop Details:

Date:     13^th October 2012
Time:    9 am to 12 pm
Venue:                  1^st Floor, D'Tandoor Restaurant Subang Jaya, No. 7, Jalan SS 15/5A, Subang Jaya 47500 Selangor.

Price:

Early bird price is MYR 100 per person ( by September 25th)
Regular price MYR 130

Prices includes: Coffee/tea with snacks & a workshop packet.

Registration and payment may be made in the following ways: 

1. Scan/Email registration form along with payment receipt to littlestepsmalaysia@gmail.com
2. Payment can be made via transfer/cash/cheque deposit made payable to “Sheila Dass A/P Ranjit Dass” Maybank Account : 112308038289

Please do not hesitate to contact Tina/Sheila by phone 010-221 4028/016 283 7529 or by email littlestepsmalaysia@gmail.com for enquiries.

Registration forms and payment must be received by October 5^th 2012