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 !!
Friday, 21 September 2012
Tuesday, 18 September 2012
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 :)
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 :)
Monday, 17 September 2012
One step at a time...
Before starting any ABA intervention with your child, it's good to have a mind set. It's good to have a mantra to tell yourself in order to be grounded and in order to never give up. It's always good to hold on to a set of rules for yourself.
The first rule:
1) Learning always has to be magnified
Autism affects each child differently. Each child learns differently. Therefore, based on your child's skills, learning should always be magnified. All those little steps you teach should be reinforced leading up to the final step of learning. For example: If your child can only say a few sounds, don't teach your child a sentence. First teach him sounds that you think would be important for him to know in order for him to communicate. Then, build on those sounds to eventually make words. Once he has words in his repertoire, build up to a two word sentence, a three word sentence and so on. With any skill you teach your child, you want your child to be motivated to learn. If you are teaching too much too soon, the teaching interaction might become punishing, and your child would not be motivated to learn.
2) We have to build on behavior that is already in the child's repertoire
Just like the previous example, don't teach your child to talk in sentences, when your child is finding it challenging to produce a sound or even imitate what you model. First build on imitation of sounds he knows, then build those sounds into words, sentences and so on. Shaping procedures are great for this and I will write more on shaping soon !
3) Only teach observable behavior
During my time in Malaysia, I have heard many say "it boosted his confidence" or "it makes him happy, that's why he flaps his hands". These opinions are merely assumptions. We do not know if it really makes him happy or if it does boost his confidence. It may, but we can't measure happiness and certainly can't measure confidence. What you can measure is the duration your child is engaged independently in his schedule, the number of times your child engaged in head banging, the variety of awesome food your child is consuming and because you have taught him appropriate social interaction, the number of times your child initiates for hugs. This is the hardest task for a parent. I can't imagine because I do not have kids of my own. But if I did, I imagine this part will be the hardest and the most difficult emotionally. However, seeing behavior in observable terms, helps you become a better teacher for your child. It helps you make good decisions and teach appropriate behavior so your child can become more independent and look more like his/her peers.
Now finally, the mantra that a parent should follow is this "Magnify and teach observable behavior so learning is fun".
Key words: Magnify, Teach, Observable = FUN.
Teaching your child should be a really fun process. It should be a time where you and your child spend together and learn things from each other. Your child should be motivated to learn, and you should be motivated to teach. Teaching should never be a struggle. It should always be a shaping process. It should always be little steps at a time...
The first rule:
1) Learning always has to be magnified
Autism affects each child differently. Each child learns differently. Therefore, based on your child's skills, learning should always be magnified. All those little steps you teach should be reinforced leading up to the final step of learning. For example: If your child can only say a few sounds, don't teach your child a sentence. First teach him sounds that you think would be important for him to know in order for him to communicate. Then, build on those sounds to eventually make words. Once he has words in his repertoire, build up to a two word sentence, a three word sentence and so on. With any skill you teach your child, you want your child to be motivated to learn. If you are teaching too much too soon, the teaching interaction might become punishing, and your child would not be motivated to learn.
2) We have to build on behavior that is already in the child's repertoire
Just like the previous example, don't teach your child to talk in sentences, when your child is finding it challenging to produce a sound or even imitate what you model. First build on imitation of sounds he knows, then build those sounds into words, sentences and so on. Shaping procedures are great for this and I will write more on shaping soon !
3) Only teach observable behavior
During my time in Malaysia, I have heard many say "it boosted his confidence" or "it makes him happy, that's why he flaps his hands". These opinions are merely assumptions. We do not know if it really makes him happy or if it does boost his confidence. It may, but we can't measure happiness and certainly can't measure confidence. What you can measure is the duration your child is engaged independently in his schedule, the number of times your child engaged in head banging, the variety of awesome food your child is consuming and because you have taught him appropriate social interaction, the number of times your child initiates for hugs. This is the hardest task for a parent. I can't imagine because I do not have kids of my own. But if I did, I imagine this part will be the hardest and the most difficult emotionally. However, seeing behavior in observable terms, helps you become a better teacher for your child. It helps you make good decisions and teach appropriate behavior so your child can become more independent and look more like his/her peers.
Now finally, the mantra that a parent should follow is this "Magnify and teach observable behavior so learning is fun".
Key words: Magnify, Teach, Observable = FUN.
Teaching your child should be a really fun process. It should be a time where you and your child spend together and learn things from each other. Your child should be motivated to learn, and you should be motivated to teach. Teaching should never be a struggle. It should always be a shaping process. It should always be little steps at a time...
Wednesday, 12 September 2012
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
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
Tuesday, 11 September 2012
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 !
I have been asked to do a small informational autism workshop for parents here in Subang Jaya.
Below are the details !
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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: 13th October 2012
Time: 9 am to 12 pm
Venue: 1st Floor, D'Tandoor Restaurant Subang Jaya, No. 7, Jalan SS 15/5A, Subang Jaya 47500 Selangor.
Time: 9 am to 12 pm
Venue: 1st 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
Regular price MYR 130
Prices
includes: Coffee/tea with snacks & a workshop packet.
Registration
and payment may be made in the following ways:
- Scan/Email registration form along with payment receipt to littlestepsmalaysia@gmail.com
- 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 5th 2012
You can do anything you set your heart to.
Autism affects 1:600 children in Malaysia.
Autism is a lifelong disability.
By way of
comparison, more children are diagnosed with autism each year than with
juvenile diabetes, AIDS or cancer, combined. ASD affects over tens of
millions worldwide. This is such an alarming statistic. We have to do more for our children here in Malaysia.What can you do if you are a parent?
Educate yourself. Educate yourself about all the services available for your child. Unfortunately in Malaysia there are no government funding and no school systems that support the needs for a child diagnosed with autism. The best way to reach out is through research and empirical evidence.
After spending four beautiful years at Somerset Hills Learning Institute, my director told me to be proud of myself. And I looked at him with tears in my eyes and a breaking heart to leave all my kiddies that I love, and smiled. He added, "It's true, for the past for years, you have made a measurable difference in children's life. And that is something you should be very proud of". My director is a wonderful man. He started his school in the basement of a church with 4 children, 4 teachers and him. From a school of 4 children, he built a school with 30 children, with amazing, wonderful teachers. I realize this, a great program makes measurable differences in a child's life. This means that change is evident through data, observation and in a child's smile. He built a great school with a great mission, to "change the face of autism" and it continues. He is truly an inspiration.
Before I left my life in America, I had the opportunity to see one of our students graduate. He is 21, he is working and he is a tax paying citizen. How wonderful. Below is the link, so please check it out and let us all be inspired to increase autism awareness in Malaysia.
http://www.somerset-hills.org/home.html
After spending four beautiful years at Somerset Hills Learning Institute, my director told me to be proud of myself. And I looked at him with tears in my eyes and a breaking heart to leave all my kiddies that I love, and smiled. He added, "It's true, for the past for years, you have made a measurable difference in children's life. And that is something you should be very proud of". My director is a wonderful man. He started his school in the basement of a church with 4 children, 4 teachers and him. From a school of 4 children, he built a school with 30 children, with amazing, wonderful teachers. I realize this, a great program makes measurable differences in a child's life. This means that change is evident through data, observation and in a child's smile. He built a great school with a great mission, to "change the face of autism" and it continues. He is truly an inspiration.
Before I left my life in America, I had the opportunity to see one of our students graduate. He is 21, he is working and he is a tax paying citizen. How wonderful. Below is the link, so please check it out and let us all be inspired to increase autism awareness in Malaysia.
http://www.somerset-hills.org/home.html
Thursday, 6 September 2012
Having fun is Important.
When a child is new to intervention, the first thing we do is play with them.
We follow them around the school for 2 weeks and observe what they like, chase them around, hug them, kiss them, tickle them and do things they like with them. This is called relationship building.
Relationship building is a very important aspect to treatment. I can't stress this enough.
Here are some ways to help relationship building.
1. Write down the 5 top favorite activity that your child prefers.
2. Choose a time of day where you can play with your child 1:1 without any distractions.
3. Bring out all the fun activities that you want to do with your child and play with him/her.
4. If your child seems more engrossed in the activity, you can take away the activity, expect eye contact and when he/she give you eye contact give him/her the tangible reward paired with lots of tickles and social praise What you are doing here is, teaching social consequences by pairing tangible rewards. He/she is learning to appropriately interact with you and not just the item that they like.
5. It is important to pair social interactions. Even if your child's favorite activity is the TV, you can feel free to pause the tv or turn it off , wait for your child to look at you and then give him/her access to the TV once eye contact is given.
6. What if he/she does not look? What can you do? You can use your hands, gently guide his/her head to you and leave your hands there until he/she gives you eye contact. Immediately deliver the tangible reward (e.g., tv, candy, etc.) and pair that with tickles and lots of hugs.
The social component is so important. Many parents say that their children diagnosed with autism don't prefer hugs or tickles. And this may be true. Autism is diagnosed based on social deficits. Therefore, pairing social consequences with those preferred activities, will teach your child to love social consequences. In return, you will be signal for reinforcement (availability for fun stuff) and successfully built a meaningful relationship with your child.
The last component of relationship building is this: HAVE LOADS OF FUN ! BE A CHILD AGAIN! ENJOY YOUR CHILD'S COMPANY ! :)
We follow them around the school for 2 weeks and observe what they like, chase them around, hug them, kiss them, tickle them and do things they like with them. This is called relationship building.
Relationship building is a very important aspect to treatment. I can't stress this enough.
Here are some ways to help relationship building.
1. Write down the 5 top favorite activity that your child prefers.
2. Choose a time of day where you can play with your child 1:1 without any distractions.
3. Bring out all the fun activities that you want to do with your child and play with him/her.
4. If your child seems more engrossed in the activity, you can take away the activity, expect eye contact and when he/she give you eye contact give him/her the tangible reward paired with lots of tickles and social praise What you are doing here is, teaching social consequences by pairing tangible rewards. He/she is learning to appropriately interact with you and not just the item that they like.
5. It is important to pair social interactions. Even if your child's favorite activity is the TV, you can feel free to pause the tv or turn it off , wait for your child to look at you and then give him/her access to the TV once eye contact is given.
6. What if he/she does not look? What can you do? You can use your hands, gently guide his/her head to you and leave your hands there until he/she gives you eye contact. Immediately deliver the tangible reward (e.g., tv, candy, etc.) and pair that with tickles and lots of hugs.
The social component is so important. Many parents say that their children diagnosed with autism don't prefer hugs or tickles. And this may be true. Autism is diagnosed based on social deficits. Therefore, pairing social consequences with those preferred activities, will teach your child to love social consequences. In return, you will be signal for reinforcement (availability for fun stuff) and successfully built a meaningful relationship with your child.
The last component of relationship building is this: HAVE LOADS OF FUN ! BE A CHILD AGAIN! ENJOY YOUR CHILD'S COMPANY ! :)
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