Therapy Without Borders

As an RBT, you'll work in diverse settings such as clinics, schools, and clients' homes, each offering unique opportunities to tailor interventions and adapt your skills. This variety not only keeps your work engaging but also maximizes the effectiveness of ABA therapy by ensuring that the skills clients learn are practical and applicable across different aspects of their lives. By witnessing the results of your efforts in multiple environments, you'll experience firsthand how this comprehensive approach creates lasting, meaningful change.

Client-Focused Approach

The key to continual client progress lies in leveraging each client's unique preferences and strengths to maximize their progress. This client-centered approach involves continuously updating knowledge of clients' preferences and strengths, allowing for the creation of personalized interventions that evolve with them. By incorporating favorite activities or topics into therapy sessions, learning becomes more engaging and effective. This adaptive strategy helps boost clients' confidence and encourages them to tackle new challenges. RBTs take ownership of their clients' progress by staying updated on changing preferences and strengths, demonstrating an important component of client-centered ABA therapy and delivering impactful, meaningful interventions that promote overall well-being.

Collaborative Partner in Care

As an RBT, you'll work closely with clients while collaborating with a clinical supervisor, typically a BCBA. While your supervisor guides treatment plans, your hands-on role is crucial. You'll implement interventions, collect data, and provide insights from daily client interactions. This teamwork approach allows you to contribute significantly to refining strategies and achieving positive outcomes. Your observations and implementation of therapy techniques are invaluable, directly informing treatment decisions and ensuring high-quality care. In this dynamic role, you're an essential player in actively shaping the success of each client's journey.

Data Driven Decisions

Collecting data and creating practice opportunities are central to an RBT's role, as the information gathered directly shapes the direction of therapy. Timely and accurate data collection equips BCBAs with the insights needed to make informed treatment decisions. Each session is a chance to implement these plans and offer clients numerous opportunities to practice skills. By observing how clients respond in real-time, RBTs can adjust strategies to respond to the individual needs, ensuring that therapy is both effective and engaging. This process allows RBTs to witness the direct impact of their work, making the role not only challenging but also incredibly rewarding as they see clients achieve milestones and gain new skills.

Building Relationships and Fostering Growth

Trust and connections form the bedrock of effective ABA therapy. Building strong relationships with clients and families goes beyond implementing behavior plans - it's about becoming a reliable, supportive presence. As you work with clients, you'll develop an eye for subtle changes others might miss, providing valuable insights to the treatment team. Your compassion and commitment create a safe environment where clients feel empowered to push boundaries and try new things. There will be challenges, but your patience can turn these into breakthroughs. The bonds you form and the progress you witness make this job incredibly rewarding. When a child master’s a new skill or a parent shares a success story, you'll know you're making a real difference. This compassionate approach to fostering growth is the heart of being an RBT.Your journey as an RBT is more than just a job - it's a chance to make a real difference in people's lives. Sure, you'll start with certification, but that's just the beginning. You'll keep growing through yearly recertifications, extra training, and maybe even moving up to become a BCBA someday. But the real magic happens in your day-to-day work. Whether you're in a clinic, school, or someone's home, you'll face new challenges and victories that'll keep you on your toes. You'll learn to think on your feet, connect with all kinds of people, and solve problems creatively. And let's be honest, some days will be difficult. But when you see a child make progress or a family's relief at a breakthrough, you'll know why you chose this path. If you're passionate about helping others and want a career that's always evolving, becoming an RBT could be your calling. It's not just about the skills you'll gain - it's about the lives you'll touch along the way.

How Do We Stand out? 

At Encore, we're dedicated to creating a supportive and enriching environment for ABA therapists. Our expert team provides comprehensive guidance and resources, ensuring you have everything you need to deliver effective and engaging therapy sessions. We combine evidence-based practices with a compassionate approach, empowering you to achieve measurable, positive outcomes for your clients.By working closely with you, we create a collaborative partnership that enhances your professional growth and effectiveness. At Encore, you'll have the opportunity to apply your skills in a dynamic setting, tailoring your approach to meet the unique needs of each client. Our supportive structure allows you to focus on what matters most - making a meaningful difference in your clients' lives.Interested in joining our team or want to learn more about how Encore can support your professional development? Apply now to explore the opportunities we offer and discover how you can thrive in your career with us.

Applied Behavior Analysis (ABA) therapy is an evidence-based approach that uses behavioral learning principles to teach new skills, increase desired behaviors, and reduce challenging behaviors in individuals with autism and other developmental disorders. In a nutshell, ABA therapy aims to improve the quality of life for people who receive it. ABA therapists take an individualized approach to carefully assess the patient’s needs, identify meaningful goals, and create an effective treatment plan. While the most common diagnosis ABA therapy treats is Autism Spectrum Disorder (ASD), ABA has shown to be effective for a wide array of symptoms within other diagnoses. This includes ADHD, anxiety, and OCD to name a few. 

What is ABA treatment for autism? 

ABA therapy targets social, communication, and adaptive learning skills typically challenging for individuals with autism. However, its evidence-based strategies have also shown to support many other areas of a person’s life including executive functioning, academic, vocational, and beyond. ABA therapy doesn’t “cure” any diagnosis. It also doesn’t aim to remove any personality characteristic of what makes a person unique. Instead, we strive to shape desired behaviors to help them navigate their own lives independently and, more importantly, improve their quality of life. While doing this, we may alter the presence of symptoms associated with a person’s diagnosis.

Are patients satisfied with ABA services? 

Although this answer will vary by patient, patient satisfaction often goes together with positive treatment outcomes and a good therapeutic experience. This starts with establishing a healthy relationship between the therapists and patients’ family.Satisfied patients are typically serviced by ABA therapists who leverage client’s preferences, strengths, and existing skill sets to meet them where they are. Additionally, the therapy team adapts treatment based on what's socially significant to the patient and their family.

Is ABA therapy safe? 

ABA therapy focuses on using the simplest, most effective methods to achieve meaningful results. Practitioners will always prioritize a patient’s existing skill set and select familiar or least restrictive strategies before introducing a more complex intervention. Furthermore, practitioners keep families informed about proposed strategies and their potential risks, seeking input and approval before implementation.

Is ABA therapy effective? 

Although the research points to ABA being effective, it is not the strategies alone that creates the change. It’s the environment, especially one that supports positive change consistently. It is a team effort, with the client and parent being the leaders in this dynamic. If there are any two you should walk away with today, take these 2:

Teaching Functional Alternatives

When reducing problem behaviors, practitioners also teach appropriate replacement behaviors. For example, a child engages in excessive screaming to get parents attention. We’ll aim to reduce the screaming. However, the need to access the parent’s attention will still be there. So, we simultaneously teach them appropriate skill sets to gain parent’s attention, for example “asking for mom” therefore still giving them access to their desires but in a socially acceptable way. As humans, we all have desires and needs. ABA therapy doesn’t aim to change those desires or needs but instead shape appropriate behaviors to attain those desires and needs.

Practical Application into Real Life

Another key element is “generalization”. This is simply defined by how the learned skills are demonstrated in different environments with different individuals. We don’t want to see our patients flawlessly demonstrating an essential skill only in the presence of a therapist but not with the parent, at home, or in school. Generalization is a phase that is embedded in ABA therapy. This is achieved through collaboration and training with parents and/or other members that are involved in the patient’s life to ensure the patient will demonstrate learned skills in various naturally occurring contexts.

How do I know if ABA is the right option for my child?

If your child has been recommended for ABA services by a diagnosing physician, then they are likely a qualified candidate. Although there are other therapy options out there on the market for IDD supports, ABA has an abundance of evidence to support its effectiveness in shaping new behaviors and reducing undesired ones.If a referral was not prescribed and you’re wondering whether ABA therapy might help your child, consult with their doctor to discuss if it's a suitable option.

What should I look for in an ABA provider or agency?

In an agency, you should look for compassionate and knowledgeable providers who will partner with you through the therapeutic journey. From behavior technicians to administrators to board-certified behavior analysts, , each team member should be committed to guiding you and your family through a supportive and collaborative journey. Your chosen provider should have the technical skills to implement ABA strategies and the soft skills to nurture a healthy therapeutic relationship, creating a safe space to encourage engaging therapy sessions and positive learning experiences. 

How Do We Stand Out? 

At Encore, we're committed to providing a compassionate and meaningful ABA therapy experience. Our expert team creates a personalized therapeutic environment focused on achieving real, positive outcomes for your child. We blend our deep expertise with a caring approach, ensuring each session is both effective and engaging. By working closely with you, we create a supportive partnership that extends beyond the therapy room, driving meaningful progress in your child's development. With Encore, you can feel confident that your child is receiving high-quality care tailored to their unique needs. Have more questions or want to learn more about how Encore can unleash your child’s potential through ABA therapy? Schedule a complimentary consultation today! 

It is important to carry over the skills your child is learning during sessions which, in essence, is practicing them throughout his/her daily routines. For example, if the BCBA or behavior technician tells you they are working on increasing your child’s expressive language skills, at home you can work on your child using his/her words to request his/her wants and needs or to ask and answer questions.Another example - if you observe the behavior technician working on play skills, you can take time to play those same games with your child after school or over the weekend. Although your child may be receiving ABA therapy multiple times per week, s/he is with the behavior technician for only a small portion of the week. So, the more you practice the skills they are learning, the sooner you will begin to see progress. Conversely, if you do not practice what your child is learning, it could take him/her longer to meet his/her goals since there could be a disconnect between what is going on in and out of therapy. Accordingly, it is critical to follow the suggestions and strategies that are used during sessions to maintain consistency of practice. This way, your child will not get confused, there will be uniformity and everyone on your child’s therapy team, including you as the parent, will be utilizing the same, effective protocol. Your BCBA and behavior technician are there as a resource for you in terms of how to carry over skills outside of sessions. Ask them exactly what goals they are working on and how to implement them. Request that they demonstrate and practice with you, and provide you with feedback.While you can work on skills in a formal way with your child when it is appropriate, is also important to find natural teachable moments whereby you incorporate the ABA goals into your child’s interests, what is reinforcing or motivating for him/her and family activities. All researchers agree that parents have the ability to make a positive difference in their children’s lives and each autism treatment program relies on parental involvement. It is advantageous for you to be trained in ABA techniques and to be fully involved in order to maximize your child’s learning rate and skill development. There is no right amount of parental involvement because every family has different needs but understand the powerful impact you have on your child’s success. You play an integral role in your child’s developmental progress. Keep the lines of communication open with your therapy team and collaborate regularly with them. Always feel comfortable reaching out to your BCBA, behavior technician or other Encore ABA staff for advice and guidance.

Making homework slightly more exciting can go a long way in achieving a productive and happy session-and child! Our kids need movement especially as they do not get a chance to let out their energy on a typical school day.  Kinesthetic learning is a type of learning that involves actual activity, as opposed to listening to a lecture or watching demonstrations. This method is ideal and works for almost all children. However, most of our schools teach in the typical fashion of teaching information and the students (hopefully) absorbing them. Drilling information is hard at the cost of patience on both your and your child’s end.

Instead of just sitting and drilling multiplication or sight words for example, lay them out on the floor and have them jump over a card and pick it up while giving the correct answer.

You can do this with the game Twister too-it’s provides great coordination and loads of giggles! If there are no cards but only information, have them move using a beat such as “concentration” and sing such as: Short e, makes “eh”, long e makes “ee”... Songs and chants goes a very long way in helping remember facts and information-don’t underestimate it! Ask many adults and they’ll remember the song with the capitals of the world. You don’t need to be very creative-just use a tune that’s easy and put the words to it. Acronyms and mnemonics is another way to get kids to remember and dancing with the beat will enable then to remember it while having fun too. Ex:  MVEMJSUNP My Very Educated Mother Just Served Us Nine Pizzas (mnemonic for the order of the nine planets)If you have a kriah worksheet, drop a penny game is a cute and fun way to get them to read the word. It would be great if you have those small beanbags, or small bouncy balls. Use a pencil to check off the ones that you did already. Obviously, food is always a motivator and you can put M&Ms on the word and they can remove it if they know the answer. That way you can remember which ones were completed already. But food should really be a last resort. If you can, use a long stick to point to the words and have them tap it along with the beat.Have them alternate motions for different categories or letters. For example, if they come across a word that has an “S”, or if they come across the sight word “and”, clap. Or, if they’re reviewing multiplication, all information in the 4 times table can be practiced using the jumping motion, 5 times table snapping, and so on.Using a simple ball can be done in a variety of ways. Beginning sounds, spelling, history information can all be reviewed by throwing the ball to each other if answered correctly. Also, any game can be used while practicing something, even a silly chutes and ladders. Your turn: how do u spell “racket”?If your child is younger, play doh or paint goes a long way in shaping letters and nekudos. Using silly putty or incorporating it when baking is also fantastic. Remember to make “mistakes” so that you’re kid can correct you. Let them be the teacher and you’ll be surprised how motivated they’ll become.Hopefully, using songs, movement, acronyms, ball, games and sensory materials will get your kid running and doing homework in no time!Need help with Applied Behavior Analysis (ABA) in New York, Michigan, or New Jersey? Contact us today!

First of all, I commend you for reaching out and looking for help for your son who is struggling with kriah. Now is the right time to seek help and provide him with remediation, as he will be going to Kitah Bais next year, where he will start learning Chumash. Kriah deficits can interfere with his academic achievement especially with Chumash and later on with other subjects.Before we begin, we must first determine in which areas your son is struggling with kriah. How is your son's foundation in the early literacy readiness areas? Is he able to recognize and name all אותיות and נקודות? Is he able to identify the sounds of all אותיות and נקודות? Does he have the skills to blend the sounds to create syllables and words? Is he able to read words but omits or reverses parts of the words?Some common issues with children who have deficits in reading/kriah may include:Slow reading speedOmission of words while readingReversal of words or letters while readingDifficulty decoding syllables or single words and associating them with specific soundsLimited sight words (automaticity)There are many bright and intelligent children who struggle to read.  The exact root of the problem of why your son is struggling to read may be difficult to isolate, and may be different in various children. There are many possible causes as to why a child might struggle with reading/kriah. Learning to read is a complex task. It requires concentration, coordination of the eye muscles to follow a line of print, spatial orientation to interpret letters and words, visual memory, sequencing ability, and the ability to categorize and analyze. In addition, the brain must integrate visual cues with memory and associate them with specific sounds. The sounds must then be blended to make words.Children who struggle to read might have language, vision or memory deficits. There are also children who have Attention Deficit/Hyperactivity Disorder (ADHD), or conduct disorders such as Oppositional Defiant Disorder, which affect their focus and reading.In addition, there is also the issue of how your son was taught to read in school. Many schools teach Kitah Alef students in the traditional (מסורה) method by teaching students to read by rote/memorization. The students are taught to memorize syllables and then connect syllables together to create words. (For example, the students are taught that the symbol of the alef and kumatz together (אָ) represent the sound of /oo/. It is not explained to the children why this symbol stands for /oo/.) This is the most preferred method as this helps with automaticity and fluency and helps children automatically recognize words (sight words). Children who learn to read using this method are able to look at a word and then automatically recognize the syllable and can quickly recognize the words. They don’t have to laboriously put together each sound of אות and נקודה. However, there are some children who do not successfully learn to read using this method. There may be many reasons why. One of the reasons is that in order to master reading using this method, a child must memorize approximately 300 different syllable types (i.e. that kumatz alef : אָ is /oo/ and pasach gimmel: גַ is /gah/ etc.). Another reason, especially common with bright and intelligent children, is that there are some children who feel very lost with rote/memorization because they have the need to understand what they are learning.Such children might benefit from one of the many other kriah methods. Some methods, for example a method developed by my esteemed uncle and mentor Rabbi Yaakov Kiwak, teach a more broken-down strategy. Instead of having the child memorize a multitude of syllables, the syllables are broken down and and the child is taught to put together the sound of an אות and the sound of a נקודה and then blend them together to create a syllable. (For example, the students are taught to blend the sound of ז /z/ and the sound of pasach /ah/ to create the syllable of /zah/.) There are various methods and strategies on how to teach children to put together the sounds. Other methods, such as methods based on the Lindamood-Bell program, teach the child how to blend sounds using mouth pictures. Yet other methods, instead of having the child laboriously blend each and every sound, teach syllables and words using word families.  In addition, there are many methods and strategies how to reinforce the basic skills such as using multi-modalities and visual aids that help with cognition, memory and focus. Not all methods are right for all children. It is therefore important to consult with an expert that has a full “tool box” and is knowledgeable and trained in various methods and strategies. A trained professional will also be able to direct you to proper medical professionals to help diagnose if there are any possible medical conditions.Need help with Applied Behavior Analysis (ABA) in New York, Michigan, or New Jersey? Contact us today!

DO’S:

• Support your child’s efforts at socialization. Have your child join a social support group, if available. Ask the teacher or school administrator if someone can organize a small group of kids who eat lunch and play together during recess a few days a week.
• Visit the school and meet the teacher before your child begins school. Allowing your child to become familiar with his new school environment will make it less threatening and anxiety-provoking.
• Communicate your child’s strengths to the teacher. If your child learns better through visual learning, the teacher may be able to modify the lessons to accommodate him.
• Ask for extra feedback on your child’s behavior, especially positive. This will allow you to reinforce your child’s accomplishments at home, as well as practice areas of weakness, which will enable him to be more successful.
• Get a second set of textbooks to be kept at home. Despite efforts to remember, many students forget to bring home the materials they need for homework and studying. Having a second set of textbooks at home will eliminate this problem, and give your child one less thing to worry about.
• Ask the teacher to set up a buddy system for homework and sharing notes. Ask the teacher to assign your child a buddy she knows is patient, understanding, and responsible about schoolwork. Having an assigned homework and note-taking partner will reduce the stress of forgetting any missed work. This buddy system will also create a natural opportunity for your child to develop a friendship.

 DON’TS:

• Expect teachers to rearrange their class and schedule. Teachers will have to be accommodating, but they can’t be expected to change everything about their classroom to meet the needs of one student. Even if you feel your child learns best when seated front and center, the teacher may not be able to arrange this.
• Assume a teacher who “goes with the flow” is better. Some children with special needs do better with structure and consistency. While at first you may think a more relaxed teacher will be more accommodating of your child’s needs and difficulties, the ideal teacher is likely one who is understanding but clear with her expectations, provides and follows a predictable schedule, and consistently applies classroom rules.
• Assume the teacher will provide all of the supports your child needs. A teacher in a mainstream classroom is responsible for the education of a large number of children, and may not be able to develop, create and implement all of the supports your child needs as quickly as you want. The more you can participate in this process, the more accommodating the teacher will be. For example, if you know your child does better with written directions, send in post-its for the teacher to write instructions on.

Best of luck on your decision!Need help with Applied Behavior Analysis (ABA) in New York, Michigan, or New Jersey? Contact us today!References:Johnson, S., Meyer, L.S., & Taylor, B.A. (1996). Supported inclusion. In C. Maurice, G. Green, & S. Luce (Eds.), Behavioral intervention for young children with autism: A manual for parents and professionals. Austin, TX: PRO-ED.Newman, B., Reinecke, D. R., & Hammond, T. (2005). BehaviorAsk: Straight answers to your ABA programming questions. Dove and Orca Publishers.

At first thought, parents might prefer to send their child with special needs to a mainstream school where the child can maintain his social network (including friends and relatives), and enjoy all the advantages of a large school. For many parents, the thought of sending their child to a school where everyone has something “wrong” with them is hard to accept. “My son’s problems are not that bad, why should he be in a school with children whose disabilities are more severe?” a parent may think.  On the other hand, in a special education setting your child is more likely to get highly specialized instruction that is tailored to his/her needs. The smaller class sizes and teaching strategies designed to accommodate your child would help him succeed academically and even socially.To begin, you must stand back and take a long, hard look at your child’s current skills and deficits, as calmly and objectively as possible. As your child’s best advocate, you need to be fully informed of his needs and strengths, in order to determine what setting and supports will best meet his needs.In general, the process of mainstreaming should begin when the following 2 conditions are met: (1) Your child has developed the skills necessary to be able to learn and function successfully in a mainstream classroom, and (2) Behavior that is disruptive to the environment, competes with learning, or is socially stigmatizing is under control. Mainstreaming is not likely to be a positive, successful experience unless these conditions are met. Any child can be placed in a mainstream classroom; you want to be sure the experience will be productive, meaningful, and successful. It is not enough for your child to be able to sit appropriately in a classroom; you must ensure he can learn and make progress in all areas, to be successful now and in the future.Here are some questions to consider before choosing a mainstream placement:

• What is your child’s current level of self-esteem and self-confidence? Would your child be comfortable if he were towards the bottom of the class in a mainstream setting, or would he benefit from being on equal footing with his peers in a special education setting? In mainstream schools, children feel stigmatized when pulled out of class for extra help. They may feel discouraged and lose self-confidence when they trail behind their classmates. Spending time in a special education setting where they are more likely to experience success may outweigh the social benefits of being in a mainstream setting.
• Is the level of support and supervision available in the mainstream environment adequate for your child’s needs? If not, are there outside resources you can tap into to help support your child?
• Does your child engage in inappropriate behaviors that will be socially stigmatizing to him/her? Children with special needs are already at higher risk of being teased and bullied, and if your child does not behave and interact appropriately with other children this can be extremely detrimental to his social emotional development.
• Can your child understand and respond well to group contingencies (e.g., when students earn privileges based on group behavior)? If he needs a more individualized motivational system, can it be easily and consistently implemented in the mainstream classroom?
• What are the school’s academic, social and behavioral expectations of students your child’s age? Is your child at or near the expected level in each of those areas? If not, are the supports needed to help your child in his specific area of need in place?

 Prerequisite skills:The following are basic prerequisite skills a child needs in order to succeed in a mainstream class. They don’t all need to be mastered skills that your child displays with 100% accuracy; but they do need to be present at some appropriate level, with supports that can be implemented consistently.

• Follows classroom routines
• Learns new targets during group instruction
• Takes turns during activities
• Waits quietly
• Completes assignments independently
• Maintains near-zero levels of inappropriate behavior across environments
• Keeps his possessions organized
• Is at or near grade level in academic skills

Next week, we’ll explore some tips should you decide that mainstream is the appropriate route for your child.Need help with Applied Behavior Analysis (ABA) in New York, Michigan, or New Jersey? Contact us today!References:Johnson, S., Meyer, L.S., & Taylor, B.A. (1996). Supported inclusion. In C. Maurice, G. Green, & S. Luce (Eds.), Behavioral intervention for young children with autism: A manual for parents and professionals. Austin, TX: PRO-ED.Newman, B., Reinecke, D. R., & Hammond, T. (2005). BehaviorAsk: Straight answers to your ABA programming questions. Dove and Orca Publishers.

Most children have a hard time accepting "no" for answer. This is especially true for children with ASD or ADHD, who may be more impulsive and needy. These children struggle even more with this and often react with even greater intensity.Every parent needs to say "no" to their child at times, be it for things like snacks, toys, trips, or even for an outfit he/she disagrees their child should wear. A child might use many tactics to get his or her way. Crying, arguments and discussions are the most common, but many children present with aggression against parents. Some children even resort to property destruction.Sometimes it is easier for parents to just give in to their child's tantrums rather than deal with the fallout. Parents are overwhelmed with the many tasks daily life requires, such as working outside the home, preparing meals, doing laundry, or taking care of other children. It is tempting to simply give the child the snack or object he is demanding instead of risking the unpleasantness involved with saying 'no'. However, each time a child gets his way by means of aggressive behavior, arguing, or even just crying, the child is ingraining negative habits and tactics to be used next time and for the future. As unpleasant as as the process may be, it is crucial for parents to teach their children the necessary skills for tolerating "no". It is far more worthwhile for parents to endure a few hours or even days of tantrums rather than suffer needlessly for years with a child who cannot accept a "no".

So what are the skills and how can we teach them?

---Introduce to your child the concept of flexibility. Explain to your child how being flexible is an essential skill that he/she will need in the future. In real life not everything goes a person’s way, and we need to learn to accept it. Make the words 'flexibility' and 'acceptance' household words. Model acceptance and flexibility. When anything unexpected happens, especially something disappointing, demonstrate your acceptance to your child. "Oh, I'm little disappointed. I was supposed to meet my friend today, but she can't make it. But that's ok. I can be flexible. We'll meet tomorrow." Scaffold flexibility and acceptance. "We were supposed to go to the zoo, but now it's raining! But we can be flexible. Let's go to the ice cream store instead." Notice and praise members of the family practicing flexibility and acceptance. "Wow, everyone, did you see how flexible Moishy was when there were no more red lollipops left? He just took a green one even though he really wanted a red one." The more you talk about it, the more natural the concept will be. You want your child to attain fluency in the all-important concepts of flexibility and acceptance.---In order to jump start the child’s behavior of accepting parent’s decisions, a reward system should be implemented to motivate the child. Creating a system in the form of a chart with rewards will help teach the skills so they can eventually become part of the child's repertoire. The child should be rewarded each time he/she accepts a 'no'. Once the child will practice accepting “No” from parents with an accompanying reward, it will be easier for the child to generalize the skill in the absence of a reward. It is best if the program is focused on a specific target, such as, for example, frequent requests for snacks. If the target is clearly defined it is easier to reward and implement the program. A good way to introduce the skill is by doing role play with the child. Have the child practice making requests from the parent, practice denying the request, and reward child for accepting 'no.'---It is essential to use praise along with the reward program. Give sincere verbal praise each time child accepts “no.” For instance, say “I’m really proud when you are flexible."---Once child completed the chart or similar program, continue providing verbal without providing a tangible reinforcer. If praise was consistently used during the reward process, the positive associations the child will have will help bridge the gap when eliminating tangible reinforcers. Thus praise will have the desired effect similar to actual physical objects.---Place behavior on extinction. Placing behavior on extinction is accomplished by withholding reinforcers that encourage negative behaviors, thus eliminating these negative behaviors. When children misbehave, it is always to achieve a desired outcome. In this case, the negative behaviors would be tantruming, crying, aggression, or destruction of property when hearing a 'no,' and the reinforcer would be giving in to these behaviors.  The child's desired outcome in this case is whatever demand he/she made, such as a snack, toy, privilege, etc.  By placing  whatever behavior the child exhibiting on extinction, the focus will be on consciously refusing to give in to this child's negative behaviors, thereby shaping his/her behaviors in the future. A child will eventually stop exhibiting behaviors that do not work.Important pointers to have in mind when placing behaviors on extinction:---It may take some time. The longer a child has been demonstrating negative behaviors, the longer it will take to eliminate these behaviors. If a child has a history of getting his way by either aggression, property destruction, or manipulation, then understandably, he/she will not simply stop exhibiting these behaviors overnight. Patience and commitment are vital.---The most important component is to not give in to child’s inappropriate behaviors. Either ignore the behavior, or use a short phrase like “Sorry, you can’t have it.” Repeat it like a broken record if you need to. Do not engage in reasoning and arguments. Doing so will make the child feel there is an opening and will only prolong the process. No negotiations.---It is extremely important to be absolutely consistent. Giving in even once to a tantrum or similar negative behavior will undo all progress and set you back to the beginning. By capitulating even 'just this once' you show your child that sometimes his/her behaviors work, and will result in him/her trying it again in the future.---Be prepared for an Extinction Burst. This is a temporary increase in negative behaviors or their intensity when behaviors are not achieving their desired results.  When denying access, you should expect your child’s behaviors to escalate before decreasing. When a child  has a history of getting his way by, for instance, crying, this child will use more extreme tactics to get what he wants if his parents are denying him. He may start with throwing objects or even demonstrate aggression against his parents. If parents are prepared and know what to expect, it will be easier for them to ignore the child and not give in to his manipulation.However, it is absolutely crucial to understand that if the target behavior you are trying to eliminate is dangerous or has the potential for becoming so, you should not attempt extinction without the guidance of a licensed behavior analyst. Since negative behaviors typically escalate during an extinction burst, there is significant danger involved.The ultimate goal is helping shape happy and content children who can cope with challenge and adversity. By teaching our children the vital concepts of flexibility and acceptance, we are giving them tools for life.Need help with Applied Behavior Analysis (ABA) in New York, Michigan, or New Jersey? Contact us today!

First, being a working mother and raising a family is not easy. Being a working mother of a child with ASD is even harder. Trying to balance it all and provide for the needs of everyone at the same time is almost impossible!It is not unusual for a working mother to come home and lose patience at the end of the day. It is also not unusual for your children to want some (or all) of your attention once you are home. To keep things flowing during your evening routine, try to avoid all of the hullabaloo by using some antecedent strategies to help you avoid or even prevent some of the stress.First tip: Take a break before even walking into the house. Allow yourself at least 2 minutes to take a few deep breaths to calm yourself and collect your thoughts before walking inside, especially since you know it’s going to be hectic. Once you are calm, you can then try to implement a few key tactics to keep your evening moving smoothly, and your home calm and happy.Second tip: Try to identify what the major stressors are. When you mention the tension builds up and things get stressful, what do you mean? Try to pinpoint what exactly makes the evening so stressful. Perhaps if you can figure out the main cause of the stress (e.g., getting homework done, stopping fights between siblings, or even just getting dinner on the table), you can do something in advance to alleviate this problem.Third tip: Try to identify what each of your children need. It is more than a little likely, they each just need some time and attention from you. Plan a “Mommy-time” schedule the night before. This schedule should allow each child a few minutes during which they, and only they, get some time alone with you to tell you about their day. You can write out the schedule on a piece of paper, hang it up, and indicate during which time slot each child gets their special “Mommy time” so that they can follow it themselves too. Doing this can help create a calmer home environment, in which each child feels wanted and loved.Fourth Tip: Positive Reinforcement. Try to catch each child doing something right over the course of the evening at least once, or even many times if you are so lucky ;-)! When you see them doing something right (this could be just sitting calmly and eating dinner, or sharing with their sibling), let them know by praising them that they are doing the right thing. Reinforce the good behavior instead of only focusing on the challenging behaviors that you normally end up focusing on when the tension builds. Doing this focuses on the “happy” aspect of the home. The more you reinforce your children for appropriate behavior, the happier the environment will be and the less likely you will encounter challenging behavior.Fifth Tip: If you would like to try something more structured, you can implement a Mitzvah chart. In applied behavior analysis (ABA), Mitzvah charts are also called “token economies” which are behavior modification systems designed to increase desirable behavior while decreasing undesirable behavior. Token economies work by delivering “tokens” or checks on a paper/stickers for desirable behavior that can later be exchanged for some other prize or privilege (e.g., a trip to the ice cream store once a child gets 5 checks on their chart). This type of a system focuses on getting praise and positive reinforcement for doing the right thing and generally results in happier children, and happier parents, and therefore a happier home environment.To sum up, the key is to take some deep breaths, walk into your house calmly, and instead of getting stressed by all of the hullabaloo in your household, try to pace yourself, and focus on the good things. When you focus on the good behavior instead of the stress in your household, you create a calm, safe place where everyone can be themselves and be happy.Need help with Applied Behavior Analysis (ABA) in New York, Michigan, or New Jersey? Contact us today!

Summer is a great time to observe our children’s spontaneous social interactions, and to detect their struggles. In your letter, you are outlining your son’s difficulties in interpreting social situations accurately and exhibiting appropriate behavior.  You feel that teaching him social skills will enable him to behave appropriately.Let’s start by analyzing the term “Social Skills”. Used loosely, social skills refer to a host of behaviors applied by a child (or adult) that make others feel comfortable to share their space. When you mention “social skills” in your letter, you are most likely referring to the specific behaviors you would like your son to display when he is in a social setting, including his mannerism, his tone of voice, the things he says, etc. In order to help children achieve these desired behaviors, we typically resort to telling them how we would like them to act, and when they fail to do so, we let them know that they are acting “inappropriately”.However, it is important to recognize that in reality, good social skills start with social thinking- having thoughts about the social environment and the people in close proximity to oneself, and considering the expectations of the situation. It is only then that it is possible to produce appropriate behavior. When your son is acting “inappropriately”, he is demonstrating a lack of social thinking.When attempting to help children produce appropriate social behavior, we tend to teach them the specific desired behavior. For instance, we may teach a child to say “Hi!” when meeting others; to walk quietly down the street; not to stand too close to others, etc. The drawback with this approach is that each situation is unique, and what worked for one situation may not work for another. For example, we may teach children not to stand too close to others, yet when traveling on the subway this is the expected mode of behavior.  In addition, we do not want our child to sound robotic, greeting everyone, including strangers, with the same warm greeting that should be reserved for his grandmother. If we want children to behave appropriately, we would need to go through every possible scenario with all variations- an impossible task.Hence, in order to help your child succeed socially, you will want to help your son develop the social thinking that will enable him to develop an awareness of a situation and figure out the expectations of the situation. This will eventually lead him to adapting his behavior to match those expectations.Developing appropriate social thinking is multi-faceted and layered; this response will attempt to give you some tools to help him on a simple level.Step 1: Start the Social ThinkingA good place to start is to foster a discussion about the thinking involved in social interactions. Help your son realize that he is constantly having thoughts about others. You can help him become conscious of his thoughts by questioning him about the people he has thought about in the past several hours. He will likely share that he had been thinking about his friends playing with him, the bus driver making a short-stop, the man in the wheelchair down the street, etc. You can then guide him to review those thoughts. Did all of his thoughts feel the same to him, or were some thoughts more comfortable than others? Help him appreciate that while most thoughts were ordinary and small in size and allowed him to feel calm, others were large-sized, weird thoughts that brought on uncomfortable feelings.The following activity will help your son further explore the concept that we experience different types of thoughts in response to behaviors observed in others. Stand with him on a street corner, observing the people passing by, and share the thoughts you are having about them. Articulate that a boy walking to school induces an ordinary kind of thought, while seeing an old man running down the street definitely makes you have a big, uncomfortable thought. Ask your son to share the thoughts he is having about the people on the street, and help him realize how his thoughts change based on their actions. When others are behaving in a way that we expect them to act, we have ordinary, comfortable thoughts about them, and vice versa.Step 2: Others Have Thoughts about Me Now you can bring the focus of the conversation back to him. Guide him to consider whether others think about him as well. Many children fail to realize that just like they have thoughts about others, others have thoughts about them. Help him understand that similar to the way he views others, people change their thoughts about him based on his behavior. You can help him list behaviors that induce comfortable thoughts in others, like sharing his snack, and think of what causes others to have uncomfortable thoughts about him. You may present him with a challenge: Does he prefer for others to have ordinary, comfortable thoughts about him, or does he want them to have big, weird thoughts about him? Obviously, we all want others to think about us in a comfortable, positive manner.Step 3: Understanding the Social ExpectationsWe mentioned earlier that the expectations of behaviors change with each situation. Help your son understand that different situations call for different behaviors, and what is considered appropriate (expected) in one situation, may be inappropriate and unexpected in another. For example, the expectations in the playground are not the same as the expectations in the classroom. While in the classroom it is admirable to sit still and listen to the teacher, that kind of behavior would look very weird on the playground. The appropriate behavior at a wedding meal is not the same as what is expected in the school lunchroom, despite the fact that both settings involve eating.  You can help your son understand this further by looking through family photos of different situations, and noting the different behaviors exhibited in each setting. You can play games in which he needs to match situations with different expected behaviors.Help your son realize that when his behavior matches the situation, others have comfortable thoughts about him.Step 4: Adapting my BehaviorNow that you have helped your son establish the concept that others have thoughts about him, and he acknowledges that he wants them to have comfortable thoughts, he is left with a big question: How can he figure out which behaviors to utilize so that it will match the situation and will enable others to have comfortable thoughts about him?In order to understand the expected behavior, your son will need to become a Social Observer. He will need to learn to look around and ask himself the question: What is everyone else doing?  How are they acting in the playground? What is everyone doing at the wedding? How are they benching at the Shabbos Seuda? By looking at what others are doing, he can figure out that when at the playground, it is weird to sit on the side while all other children are running around. At the pool, it’s expected to laugh and race with your friends. When he learns to observe and think about the behaviors of others, your son will be able to figure out the social expectations of a given situation. Once he does that, he can change his behavior so that it matches the others in his environment.Step 5: Gauging Others’ ReactionsBy adapting his behavior to match those of the others in his vicinity, your son will learn to blend into the group and behave in a manner that belongs to that setting. This will bring those around him to have small, comfortable thoughts about him and enjoy sharing their space with him. The opposite is true as well: when he acts in a way that does not match the situation, others have uncomfortable thoughts about him, and do not look to spend time with him. Help your son realize that when he uses his social thinking to figure out the expectations in a given situation, when he adapts his behavior to match to what all others in group are doing, others feel comfortable to be around him.Try these pointers over the summer. Make sure to take note of all the instances when your son is adapting his behavior to his situation. Let him know you noticed by saying things like “I like your calm behavior. It is expected to be calm when sitting at the Shabbos Seuda, and it makes everyone in the family feel happy to be with you!”If you find that your child is still struggling, it may be advisable to consider professional help. Need help with Applied Behavior Analysis (ABA) in New York, Michigan, or New Jersey? Contact us today!This response is based on the work of Michelle Garcia Winner and Reuven Feuerstein.