When a learner has multiple diagnoses, it has a significant influence on treatment approaches, behavioral changes, and intervention planning. Therefore, it’s essential to determine whether a skill is a “can’t do” or a “won’t do” when we’re developing our treatment strategies.
Comorbidities or multiple diagnoses like anxiety and ADHD are common in our learners. These overlapping challenges on top of ASD can make day-to-day life overwhelming for both the children and the adults supporting them. Kids with ADHD may be inattentive and hyperactive. Anxiety may manifest as intense worrying, avoidance behaviors, and even physical symptoms. Here, we share some actionable strategies we can use to support learners with anxiety and ADHD.
Negative reinforcement and punishment can be confusing terms in ABA. Do you know the difference? These are some of those terms that people mix up all the time. But today, we’re going to talk a little bit more about what those terms really mean and how they should be used.
In order for children to plan, focus attention, remember instructions, and juggle multiple tasks, they need good executive functioning skills.
We expect the kids we work with to regulate their emotions. But how do we get them to really understand what emotions are? Today’s topic is all about teaching kids to identify their emotions. Because, by definition, emotions are internal.
Many of our learners experience difficulties with rigid behavior and flexibility, a common trait in the diagnostic criteria for autism. This can negatively affect their lives, but fortunately, there are strategies to help them overcome these challenges. Here, we discuss the best ways to incorporate teaching flexibility into ABA programs.
Did you know that every time we want to decrease a challenging behavior, we should replace it with something? Today’s topic is all about replacement behaviors.
Toilet training is one of the most important skills we can teach our learners. When it comes to toilet training children with autism or with other special needs, it means we can promote their dignity.
Chris Collins is the Executive Director of Ability to Include. Here, Chris shares insights into inclusion, which he believes extends beyond kids with autism. Our conversation with Chris also includes how he obtains funding, his thoughts on the future of ABA, and why we need better training and development for RBTs.
Getting back into the routine of a new school year isn’t always easy. Here, we discuss the best ways to help our learners with autism transition back to school. We discuss how to help kids get used to routines throughout the school day, adjusted schedules, the importance of a good communication system, and when to introduce behavior plans.
