Premature Ventricular Contractions and more

My oldest grandson (9) is Aspergers. We cannot figure out how to help him. He
can read although probably not at grade level. The problem is spelling. We had
his list cut down to 4 words. He will do the same words for weeks as he cannot
get them right on paper. His words right now are "on, chop, rap, hop". I tried
cutting out letters for him to arrange but that does not seem to work. He gets
frustrated and just grabs letters and sticks them together with no thought as to
what they are or what the word is. BUT, he has to write sentences for the words
and when mom suggested a sentence that included his beloved trains, he wrote her
entire sentence with all words spelled right. Many years ago my son, now 30,
had an LD that never had a name. He could spell out loud but when he went to
write it on paper it spelled almost all words wrong. He was very phonetic. ex:
awful=aughel. Now Thomas does not spell phonetically that way but speeling out
loud, writing the words, and now rearranging letters isn't working either. We
can't figure out how he learns to spell. We don't even know what to ask for in
the way of testing. He does not test well either so don't know if that would
help. I am at a loss, any thoughts????
Lorelie

Hello all,
My son is 3 1/2 and has autism spectrum disorder. I started him in our county
school system 6 months ago and he had regressed considerably and made no
progress towards meeting goals as of yet. I hired a CABA to start a home program
in Verbal Behavior/ABA and his progress is beginning to climb. I have gone
through 5 IEP meetings and 1 mediation hearing trying to get them to be
consistant. I have offered to pay for the training myself and to do the bulk of
the work at home. They have refused and all that they have offered up is that
they need him for more hours than the six that they are presently getting and
they want to have an independant program evaluation. The person that they
offered up is a gun for hire that has presented at LRP conferences on how the
school system can build a defendable autism program and win against parents
doing a home ABA program. They don't know that I know this yet, but the people
that I suggested to do the program evaluation are too busy (i.e. Carbone and
McGreevie).
Cutting to the chase: I need a Board Certified Behavior Analyst to contract
with my school system to do the program evaluation. If anyone knows of someone
that could do this and does not have a 6 to 12 month waiting list please email
your responses to me privately.
thank you,
Cyndy D.
Cynd1270@...

1.I was wondering if I could have some help. I read not too long ago
(maybe last month) re: an activity to help teach what someone is
thinking/feeling by making a face w/o eyes and useing velcro to
secure on eyes looking in different directions etc. Could someone
help me with this activity and explain it in detail? Also, would
welcome more ideas to teach theory of mind.
2. While I am at it..could use some help brainstorming on an idea I
have for a summer 'play group' for about 5-6 children to teach
various skills a. theory of mind b.pretend c.proper dialog d.social
stories etc. I was thinking about calling it something like...Kids
Drama Club. And with the aide of costumes, have a play a week using a
short social story. Probably the children (would meet 3X a week at
about 2-3 hours) I doubt that this idea is original and was wondering
if there are already small skits out there for this purpose? I
thought the final product could be taped and used for video modeling
in some aspect.
Any thoughts.......ideas?
Reply here or privately to billandbeverly@...
Thanks!
Beverly Nelson ABAT, Uxbridge Schools, Uxbridge, MA

Hi List,
I have some hours available to work with kids on the spectrum. I'm a NY
state certifiied social worker with 5 1/2 years early intervention
experience doing a modified Lovass-type of ABA. I recently started doing
verbal behavior ABA.with a 4 year old boy. Please e-mail me directly for
more information. I especially enjoy working with very young children.
Hope Corenzwit, CSW

TCLC Texas Behavior Clinic
2211 Dorrington, Houston Texas 77030
TCLC Texas Behavior Clinic - Clinic Support Specialist
Positions are immediately available for Clinic staff in our Houston
Texas clinic. This is an intensive language development program using
Skinner's 1957 analysis as the basis of the training. Clinic staff will
learn many techniques to assist children with developmental disabilities
to become active participants of the verbal community. Clinic staff
will receive training and daily supervision from Ph.D., Master's and
Bachelor level Board Certified Behavior Analysts and Board Certified
Associate Behavior Analysts. If you are interested in establishing a
career in applied behavior analysis, or if you have experience in
applied behavior analysis and want to learn more this may be the choice
for you. Full and part time positions are available with benefits.
Please contact Katie Endicott, Clinic Director or Julie Forster, Center
Director at 713.668.4244, Monday through Friday from 8:00 AM to 4:30 PM
CST. You can also access additional information about the clinic at
http://www.tclc.com/clinics/index.html
TCLC Texas Behavior Clinic - Parent Education Liaison
A position is immediately available for a Parent Education Liaison
serving parents of individuals in our Houston Texas clinic. The Parent
Education Liaison (PEL) works to train parents as partners in the
treatment process. The PEL coordinates weekly visits with families to
ensure that behavioral changes in the clinic are generalized to the home
setting as well as developing behavior management plans and educating
families on issues affecting their child at home. Certified or licensed
providers of services in Texas are the preferred prerequisites a
Bachelors in a related field and experience are necessary prerequisites
for this position. PEL staff will receive training and clinical
supervision from Ph.D., Master's and Bachelor level Board Certified
Behavior Analysts and Board Certified Associate Behavior Analysts. If
you have experience in applied behavior analysis and want to learn more
about the science this may be the choice for you. A full time position
is available with benefits. Please contact Katie Endicott or Julie
Forster at 713.668.4244, Monday through Friday from 8:00 AM to 4:30 PM
CST.
TCLC Texas Behavior Clinic - Community Support Specialist
Positions are immediately available for CSS staff to work in intensive
home programs, transition to school programs, and integration programs
through our Houston Texas clinic. This is an intensive language
development program using Skinner's 1957 analysis as the basis of the
training. CSS staff will learn many techniques to assist children with
developmental disabilities to become active participants of the verbal
community, facilitate generalization, integrate new skills in school and
community settings and perform in these settings without the need of
on-going professional intervention. CSS staff will receive training and
weekly supervision from Ph.D., Master's and Bachelor level Board
Certified Behavior Analysts and Board Certified Associate Behavior
Analysts. Preference is given to individuals with experience working in
programs emphasizing the analysis of verbal behavior and intensive home
programming. Full and part time positions are available with benefits.
Please contact Katie Endicott or Julie Forster at 713.668.4244, Monday
through Friday from 8:00 AM to 4:30 PM CST. You can also access
additional information about the clinic at
http://www.tclc.com/clinics/index.html
TCLC Texas Behavior Clinic - Socialization Program Coordinator
A position is immediately available for a Socialization Program
Coordinator (SPC) serving children in our Houston Texas clinic. The SPC
coordinates the Socialization Training Program at TCLC Texas Behavior
Clinic, including intake, assessment, goal planning and coordination
with other services available at the clinic and through outside provider
organizations. The SPC coordinates weekly training sessions for children
that may include typically developing peers, field trips, and play
training sessions in the clinic. Certified or licensed providers of
services in Texas are the preferred prerequisites; Bachelors in a
related field and experience are necessary prerequisites for this
position. The SPC will receive training and clinical supervision from
Ph.D., Master's and Bachelor level Board Certified Behavior Analysts and
Board Certified Associate Behavior Analysts. A full time position is
available with benefits. Please contact Katie Endicott, Clinic Director
or Julie Forster, Center Director at 713.668.4244, Monday through Friday
from 8:00 AM to 4:30 PM CST.

Please post
Brookfield
Academy & Learning Centre
Charitable No. 89947 2112RR0001
Presents
Language for Learning - a Direct Instruction Workshop
By Johanna Preston,
Principle of Angus Lloyd Associates, Toronto
People who use verbal behaviour consider "Language for Learning" to be an
important program to extend language skills. The teaching method used - Direct
Instruction - takes a behaviour approach to the development of language as well
as to key academic skills (i.e. reading, math, and science). Direct Instruction
programs are "scripted" and can be purchased from SRA publishers (see SRA
4kids.com).
The workshop will be held in Toronto and is limited to 15 people. Teaching
material will be provided. Venue - to be determined. May contact Brookfield at
416-7673176
We have 2 dates set aside and we need to hear from definite attendees on your
preferred date - ASAP.
Dates available are: Friday April 12, 2002 from 9 until 4 p.m. or

Our family is moving to the Westchester County (NY) or Fairfield County
(Connecticut)
areas this summer. Our 8 year old son has minimal language.We are starting a
verbal
behavior program. I would appreciate any information regarding school
districts that
have VB trained teachers and have implemented VB programs.
Also, I am interested in the names of agencies that provide VB services in
either of the above 2
areas.
Victoria

Excuse my ignorance yet again....
My daughter is 5, dx AS, and doing pretty well with language. I'd like to teach
her what "how" means--she's got "why" down reasonably well, though some of her
"why" answers
tend to be loopy.
Emily

Hi!
Looking for a speech therapist to fill 3 hrs a week (will take less)
They are 1 hr sessions (can do 1/2 hrs)
We are in East Meadow NY. Nassau County ..
He is 3.10 and we are in CPSE!
Thanks!
We run a AVB program.
Willing to train.
Give me call!
Nicole
516 542 0567
ndibra@...

SRA/Distar materials can be found at SRA4kids.com I think they are
published by McGraw-Hill now. As a professional, I have used the SRA
in the past with kids with a variety of needs-although I found it a
little boring-they all really love it and show great progress in it.
These are the kids that would come in having made no progress in
reading/language goals for 2 and 3 years! Another program worth
checking out is the Distar Language program-it is very
concrete-following directions, sentence structure, basic language
skills-many of these may already be covered in your programming though.
I have never used the Distar Math-and it may be just as good as the
SRA reading-but I would highly recommend looking into the SAXON Math
program. It is hands on-very concrete and uses a lot of repetition.
It is worksheet based though-but never an entire page devoted to one
type of problem-very very cool. Typical math problems teach a skill
for a chapter and there is no maintenance/review-Saxon has a totally
different approach than this. It is very similar to the SRA
programming-and was very effective with my students. You can find info
on Saxon at www2.saxonpublishers.com OR homeschoolproducts.com Good
Luck and I hope this helps! Melissa

Therapist needed for adorable, fun, 4 1/2 y/o in SW Chicago suburbs. If
interested, please contact me at jen.leigh@.... Flexible
hours.
Thank you.

Hello everyone,
My name is Ken. I have a question hopefully someone can answer. My
sister has a 2 1/2 year old daughter who I think may have Autism but
I am not sure. I have been reading a book on Children with Autism
and my niece shows many signs. 1) She does not like to be touched or
hugged or does not like to hug or touch anyone, except for babies and
dogs. 2) She rarely makes eye contact with anyone. 3) She becomes
very attached to random objects and carries them around with her for
hours. For example a golfball, or a plastic egg. 4) Twice in the
last two weeks she has, after a nap, taken her feces out of her
diaper and rubbed it all over herself and the walls. I don't know
what the answer is. Please give me feedback. Thank you.
kdelisi@...

Hello- my name is Darlene. I am a BCABA and will be moving to NYC in
2 weeks. I have over 5 years experience providing
therapy/consultation. I will be available to work immediately.
Please e-mail me privately for more info. Thank you!

Hi, I'm looking to purchase a copy of the DISTAR Reading Mastery Program.
Please email me if you have one for sale.
Thanks
Mary

Has any one here used the Touch math program, any commentsabout it.
Nancy

Hi everyone. I don't post very often but I do have a question today.
My son is 2.4 years old. We are so thankful that he is talking and
is able to communicate his needs with us. But with the increase in
talking has come a lot of verbal stimming. It seems to be
increasing as his language increases. How do you all handle verbal
stimming? I've been using "Quiet mouth" since he is quite verbal
but I'm afraid that this will confuse him and I definitely don't
want him thinking that talking is a bad thing. Our therapist said
she wouldn't use "Quiet mouth" on him if he wasn't so verbal but
since he is, she thinks it's okay. It also seems to work, although
only for a short time. I'd appreciate any advice I can get to
handle vocal stimming.
Also, my son's stims seem to come and go. I guess this is common
with our kids? He had a lot of verbal stims for a while, then they
just disappeared and now they're back again. It seems that every
time he has a burst of progress some behaviors come back. We'll see
tantrums increase, verbal stim increase, etc. Then, they seem to go
away again on their own, only to resurface later. Are we doing
something wrong or is this just the way it is?
Thanks,
Theresa

Thank you for many helpful advise you sent us. I just want to clarify that I
have no intention of firing her. Just wanted to know how others have dealt
with a situation like this. I must admit that I was shocked by this news
and I am not good at " surprises"!! But as always, things will work out.
Won't it??? ; )
Thanks,
Mariko

Hi my name is Meredith Slaten
I have been doing DTI and Verbal Behavior for a little over a year,
and recently moved to Chester County. I have an open schedule, so if
you are in need of a therapist, I may be able to help! You can E-
mail me at Thankfulm@... for more information.

I just found out that one of our therapists is pregnent. I am so happy for
her but also I am little nervous. She will be so big during the summer and
summer is a busy time for us. I want to be fair to her, but I have to be
fair to our son and for our program as well.
Any feed back will be appreciated.
Mariko

Hi everyone,
I recently posted that my son Dylan(23 months) had ear tubes put in
and asked for help regarding dealing with water. I received lots of
suggestions and emails (thank you!). This is kind of a follow up
email to find out if anyone has had their child's tonsils and
adenoids removed as Dylan is slated to get his out in a couple of
months too. Anyone who had them out at age two (or around that age
frame) and if so, how did he/she do after the surgery?
My girlfriend who has an autistic child recently had this done with
her 5 year old daughter last month and it was the most horrific thing
she has been through (her daughter screamed bloody murder for 2 weeks
in pain and freaked upon coming out of surgery) and was in complete
misery.
The reason I am so concerned is because Dylan cannot speak or tell me
anything, so I am worry that having this surgery done so young is
going to be really frightening to him (the doctor assures me it is
better to do it younger). The doctor wants to get them out as soon
as possible as they are enlarged and Dylan is constantly sick. Any
thoughts or suggestions?
Thanks!
Christy Crider (Dylan's Mom)

Several families in London are looking for therapy assistance for
children aged 6+ principally during after school hours and weekends.
If anyone can help, please email me privately.
Karen Menkis
kmenkis@...

THE I.E.P. ISSUE
http://www.bbbautism.com/vol_2_issue1_iep.htm

Hi,
This email is to advertise that there are still several spots open in
Workshop #4 to be held in Herndon, VA (a suburb of Washington, D.C.) on
February 21st and 22nd, 2002.
Workshop #4 is titled, "Teaching Verbal Behavior: Hands on Training for
Tutors and Therapists" and is taught by Cherish Richards and Holly Smith,
two of Dr. Vincent Carbone's associates. A prerequisite for the class is
attendance at an Introductory Verbal Behavior Workshop (equivalent to
Workshop #1 given by Dr. Carbone).
For a registration form, please contact Suzanne at SuzKuh@... or Lisa
Nicklas at lnicklas@....
Thanks very much,
Lisa Nicklas

Does anyone use a specific method for targeting skills in
interspersals (e.g., 10 minutes of mastered skills with 1 new target
from 3 different skill areas)? This is something that I would like to
apply as a general rule for many instructors working in a school-
based setting. Thanks.

Durn, I just bought a book by her--"Does your IEP measure up" Does this
mean the book is worthless?
Naomi
Naomi, Just because somebody tells me that someone testifies against ABA
does not mean I'm not going to take the GOOD she has to say and incorporate
it into my son's program. I shouldn't have reacted so strongly to hearsay.
And I encourage you not to as well.
I am not going to let someone's politics keep me from knowledge. I just
wish people wouldn't get so "mine's great, yours is crap." Including Dr.
Carbone. Just because he does that in a manner of speaking (love to see his
response to that!) doesn't keep me from using the good that he has in his
technique. Though I by no means use ALL of it. Because people are people
and my children are unique, I can not subscribe to only one method and throw
out all the rest. So I try to ignore the egos and infighting, though it is
difficult when it means that I ignore REALLY BAD behavior, like testifying
against parents... Well, just wanted you to know that I'm looking past
politics as much as I can.
Juliet Burk, Professional Mom
pentaburks@...

If anybody from the Raleigh, NC area is planning on attending the Carbone
Workshop #3 in Greensboro next week, could you please email me?
Thanks.
Cindy (Cary, NC)
persistentC@...
President, The Mariposa School for Children with Autism
http://www.rtphome.org/mariposa/

One of our goals for Nicolas has always been printing. He's five now and I
need to put a push on it. We've done all sorts of fine motor exercises and
things to encourage the right grasp but really to no avail. He LOVES
letters, spells out loud and using magnets, computer etc. I know he "gets"
letters and words, just has no interest in printing, drawing, or painting.
He'll do it just to get it done if it's a work sheet or something. Any
suggestions?
Juli
--

Thank you for all the responses both personal and on the
list, I realy get goods suggestions.
Thanx alot.
Cindy

folks - I've been getting messages with viruses from this board... so,
I strongly suggest everyone scan their computer for viruses.
I get a warning to "quaranteen" and then to "delete" without opening
the message...so to the ptwo persons who sent me an email in very
recently...I was not able to read it...your messages contained viruses
and so, I had to "delete" them without opening. Sorry!
Jeanne A. Brohart

Why must people who offer something of value seek to destroy instead of just
create? On two lists I have found these professionals listed as testifying
against parents seeking ABA services. What crap! Why does this type of
thing happen! I swear, I haven't found a single profession that doesn't
have its "camps" seeking to destroy other points of view and perch
themselves atop the pinnacle of authority, with condescension and disregard
for the ultimate consumer--the patient or client or end user. I think I'll
become a hermit. Is it healthy to be this jaded at 32?
Juliet Burk, Professional Mom
pentaburks@...

Hi! My name is Cyndi and I have been doing ABA for a
little over a year. I currently have 3 morning shifts
available. If you are interested, please email me at cyndiaba@...

Teaching Communication
Skills to Children
with Autism or Other
Developmental Disabilities
A Three-day Workshop
conducted by
Dr. Vincent J. Carbone Board Certified Behavior Analyst
NEW YORK STATE NURSES ASSOCIATION
CONFERENCE CENTER
LATHAM, NY
April 1, 2, & 3, 2002
Registration must be received by: March 1, 2002.
Registration fee including Sundberg & Partington manual.$225.00
Registration fee without the Sundberg & Partington manual.. $195.00
Dr. Vincent J. Carbone, BCBA
P.O. Box 350490
Jacksonville, Fl 32235-0490
If you would like additional information on this workshop see the website
www.drcarbone.net

Upcoming Workshops by Dr. Vince Carbone
www.drcarbone.net
Contact Suzanne @ Suzkuh@... to register unless otherwise noted

Please contact Behavior Analysts, Inc. for information regarding the
following workshops. Their web address is: Http://www.behavioranalysts.com/
April 16 -17, 2002 Solutions for Language Training
April 18, 2002 Teaching Play and Social Skills
April 22, 2002 Assessment of Basic Language and Learning Skills (ABLLS)
April 23 - 26, 2002 Teaching Children with Language Delays

For those of you who may have received the following:
Subject: new photos from my party!
Message:
Hello!
My party... It was absolutely amazing!
I have attached my web page with new photos!
If you can please make color prints of my photos. Thanks!

Hi everyone,
A great therapist just moved to the Houston area from Beaumont. He
has experience as a therapist in home programs and is looking to work
with families in the Houston area. If you would like his information
please email me back at stephhulshof@... and I will pass along
his information.
Thanks,
Steph

In a message dated 1/27/2002 6:41:59 AM Eastern Standard Time,

Please contact the training department at STARS for more information on these
classes. Their web site is: http://www.behavioranalysts.com/
Open enrollment the first week of every month:
Understanding and Changing Problem Behavior on-line course
Learning to Learn with STARS lesson-by-lesson on-line course
Learning to Learn with STARS: intensive on-line course begins February 10.

My son who is 8, supposedly learned how to answer correctly to questions
that required a straight yes or no in the DTT program he was in 4 years
ago. Now all of a sudden he is not answering correctly but tends to just
say "NOOO" to everything!
For example, "Sam what is a truck?" he answers "a vehicle"
"Sam is a truck a vehicle? he answers "no"
Yes/No questions are an integrate part of his curriculum "Language for
Learning" and it is becoming a real show stopper. Does anyone have any
suggestions on how to target this so that he understands that he has to
answer correctly or the show can't go on?
Thanks
Rose

Therapist needed for 2 Atlanta families...2 boys 4 & 5.

January 31, 2002
AND NEW DATE! February 21, 2002
BEHAVIOR: AUTISM SPECTRUM DISORDERS AND OTHER DEVELOPMENTAL DELAYS
Workshops sponsered by Four States Rehab. Presented by Autism Behavior
Consultants of OK.
Workshops presented by Michelle Murphy, M.S., CCC-SLP, Behavior Consultant
Michelle has eight years experience in working with autism. She utilizes the
science of Applied Behavior Analysis (ABA) to develop and guide treatment.
Emphasis is placed on the development of verbal communication skills.
Workshop #1
January 31, 2002
AND NEW DATE! February 21, 2002
INTRODUCTION TO VERBAL BEHAVIOR THERAPY
This one day workshop is for parents and professionals who are interested in the
treatment of autism. Addresses gaining expressive language, compliance and
describes practical and validated solutions to the issues that confound
traditional teaching and therapy methods.
Workshop #2
Date just announced!
March 21, 2002
HANDS-ON TRAINING OF TUTORS AND THERAPIST
****YOU MUST HAVE ATTENDED WORKSHOP #1****
This one day workshop is intended to provide therapists, teachers, parents, and
others with guided practice in the techniques outlined in Workshop #1.
Addresses encouraging spontaneous communication, expansion of communication
skills, limiting aggressive and self-injurious behavior. Hands-on directed
experience with feedback on your teaching techniques.
Workshop #1
Courtyard by Marriot
31st & Memorial
Tulsa Oklahoma
January 31st, 2002 OR Feb 21, 2002
8:30am to 4:00pm
Cost: Parents $100
Professionals: $125
CEU's available
Workshop #2
Courtyard by Marriot
31st & Memorial
Tulsa Oklahoma
March 21, 2002
8:30am to 4:00pm
Cost: Parents $100
Professionals: $125
CEU's available
Please Contact:
Four States Rehab.
12807 E. 90th Street N.
Owasso, OK 74055
918-808-8595
or email ABCofOK@...
Future dates will be announced, please contact us for info on this or future
workshops or therapy openings.
Forwarded by Angela Lowry for Michelle Murphy

LANGUAGE INTERVENTION FOR CHILDREN WITH AUTISM
SPEAKER: Mark L. Sundberg, Ph.D.
DATES: April 4 & 5, 2002
CITY: Portland, Maine
LOCATION: Keeley the Katerer
CONTACT: Mark R. Hammond Associates
Tel: (207) 797-8255
Fax: (207)797-5560
Email: MRHconf@...

Hello. I am a NJ certified Teacher of the Handicapped w/ MA in
Special Education. I have experience with discrete trial and ABA. I
have done some work with verbal behavior. I have a slot open in my
schedule. If anyone is interested please email alcreeden@....

Hi all. My name is Deborah, and I am a lead therapist for a family
that has recently moved from Chicago, and are now currently living in
Norman. They have twin son's both on the spectrum and are in need of
services. She has morning hours available, Mon-Fri.
Please contact Jane Casey @ caseyjaner@..., or myself for
more info.
Thanks,
Deborah

Dr. Mark Sundberg
Contact: marksundberg@... (unless otherwise noted)
San Francisco
CAL-ABA 20th Annual Conference
Feb 1st -3rd
(Presentations, no workshops)
www.calaba.org
Portland, Maine
2 day workshop
April 4th & 5th
Autism 2002 Conference
Wilkes-Barre, PA
April 24th and 25th
(Workshop on the 24th, workshop with Dr. Carbone on the 25th Vince)
email contact: autism2002@...
Association for Behavior Analysis Conference (ABA:International)
28th Annual Conference
May 23rd- 27th
Toronto, Canada
(Presentations, no workshops)
www.wmich.edu/aba
Progress Through Partnership: Pennsylvania's Fifth Annual National Conference
on Autism
July 31st and Aug 1
The Penn Stater Conference Center Hotel in State College, Pennsylvania & the
Nittany Lion Inn.
(Two separate 1 day workshops, one on language training, one specifically on
skinner's analysis of verbal behavior)
www.outreach.psu.edu/C/Autism

If anyone gets an e-mail from me with an attachment:
DON'T OPEN IT!!!!!
I have a virus!!!!
How it works is: Any e-mails I receive, it replies to
with an attachment. The attachment is the virus.
Several of you have virus screens so the e-mails came
back to me.
I am sorry if I infected anyone....
I just discovered it.
Again...Sorry. Mary

Hi,
I am fairly new to this group. I have just recently starting
learning VB (read Sundberg books). I think it is great. My son is
very verbal, but he does a lot of repeating. This is his "stim". I
was wondering if anyone out there has dealt with this and what advice
they may have. It absolutely drives me crazy. I have tried
saying "quiet voice" and it got to the point where I would look at
him while he was repeating and he would say "quiet voice". I thought
I was calling to much attention to it, so I am now freezing him when
he starts to repeat. I don't think this is going to work. Any help
would be great.
Also, has anyone out there noticed a pattern to stimming. Tommy can
do so well for a while (using words,playing,etc.,) and just when I
think we have overcome some of his behaviors, they come right back.
This is very frustrating!!!
Please help!!!!

Hi everyone,
A family on the west side of Houston is looking for additional people
to work with their 5 yo son. Times available are weekday
afternoons. Training will be provided. Please respond to me at this
email or Shauna at shaunas525@...
Thanks,
Steph

HI Listers,
I am usually a lurker, but decided to chime in on this one. Sorry this is a
long one. I have "been there, done that" in regards to making tough
decisions to get what my children need in terms of appropriate educations
and services. Also, in response to Cindy from NC who just lost her husband,
plan for the future! make out your wills, tell anyone and everyone not to
leave a penny to your kids as it could jeopardize their qualifying for much
needed financial assistance down the road (medicaid,SSI, etc). I hope my
input can help, as I am grateful to many who have helped my family
throughout our "autism journey". I have 3 boys, 2 dx. with autism. I
have filed for due process 3 times!! in 2 different states (2 in GA, 1 in
RI).
DUE PROCESS #1: The first due process for our middle son (age 4 at the
time - he's now 8) to secure ABA services in the public school (we requested
a CBA be hired, ALL staff who came in contact with my son were to be trained
and receive ONGOING training and oversight, ongoing parent training and a
minimum of 20 hours a week for my son of 1:1 DTT at school and 10 hours at
home), we used the GA advocacy agency attorney, who is FREE. It was a rough
road, as she had some preconceived ideas about ABA and was initially weary
of taking our case. But she was FREE, and I was willing to put in the time
to educate her, as we had no money, and an awesome case - data, objective
evals, video documentation, scientific researc, etc. But, now this is
KEY!!! Our son's data,data, data,independent evals, the documented
scientific reseach and video documentation of our sons progress in ABA won
her over. She is now a strong proponent of ABA. We had tried the districts
"eclectic,mulimodality,TEACCH class" and our son regressed, per their own
evals. but after 3 months during the summer of nothing but ABA, our son
made 1 years of gains in only 3 months of receiving ABA! We never made it to
court as the district settled out of court with us, ending up hiring a
Certified Behav. Analyst, providing oversight and training ALL staff who
worked with my son, even training backup staff - as I always say, "what if
his 1:1, God forbid, is hit by a bus today, who would teach my child???",
and provided ongoing oversight, and we had all of this WRITTEN into the IEP.
and we ended up having a fairly nice working relationship (It was a long
road of the professionals taking our battle for our sons life as a personal
attack on them, which it wasn't. I could care less about their feelings,
about them "Liking" me, etc. My sons life is at stake. But as another
lister stated, I think they secretly admired my determination to educate
myself and fight for what was effective for my son. And also, they couldn't
argue with their own eval results - he regressed with their approach, and
made tremendous progress with a scientifically supported intervention) So,
please, check with your state advocacy agency and get in touch with their
attorney. your school district would have their number. Contact your sped
dept. and ask if they can provide you with the #. I am not sure if each
state has one, but it's worth looking into, just my opinion.
DUE PROCESS #2: Our youngest son, at 15 months began showing signs of
autism (Just FYI -he is now 4 yrs old, in a regular preschool class with no
supports - graduated this past Christmas from a private ABA school - is
testing in most areas as age approrpiate - ABA/VB works!!). This time we
knew what to look for and jumped on him like flies to cow dung! we began ABA
with him, (we were still in GA), after a few months of great progress,
enrolled him in EI and requested ABA from them. Of course they had NO CLUE
as to what applied behav analysis was and they refused our request. We
filed for Due Process using the same GA advocacy attorney (FREE), and they
settled with us before going to hearing - hired MY staff as early
interventionists to do his ABA (so that helped tremendously with our debt)
as no one in this EI knew what ABA was, let alone had trained staff to work
with my son. Again, data and objective evals from autism professionals - we
used Nemours childrens clinic in Jax, Fla. and the Marcus Center in Atlanta,
GA to do the evals which all demonstrated phenomenal progress and the only
intervention being provided was ABA). When he turned 3, the district was
using the Behav analyst hired for my older son, so that worked out nice, she
worked with my younger son also, and we had a great IEP written up).
DUE PROCESS #3: We have since moved to RI due to my husbands Naval
military commitment. We came here with AWESOME IEP's, every section for both
children basically identified ABA/DTT as their learning style and written
into EVERY goal,also documented the need for ONGOING TRAINING AND OVERSIGHT
BY A CBA of both my children's education, etc. I had no battle for my 3
year old. the new state agreed to place him in a private ABA school in the
district, as they do not provide ABA/DTT, refused to provide it, and so we
requested placement into a private ABA school since they refused to provide
in in the public school. For my 7 year old (now 8) it was clear from his GA
IEP that he required ABA/DTT to address his learning style. They were aware
of our sons year spent in an "eclectic/teacch"class and his severe
regression with that intervention, yet they proposed the exact
"eclectic/teacch" classroom for him. they refused to consider ABA/DTT,
would not even discuss it. Had decided his placement even before we met at
the IEP. Needless to say, we filed for DP. the advocacy agency here would
not assist us, as their mission is for augmented communication
assistence/inclusion issues, and I understood that since I was fighting for
a more "restrictive" environment, so we had to hire an attorney. Long story
short (ha), we won our case based on Procedural violations, it wasn't even
an aba/teacch case - they just outright violated my sons right to FAPE by
not including us/parents as equal team members, not considering our input,
etc. The distrtict has appealed our case so the saga continues. Our
attorney wasn't cheap as we had to pay a few retainers, but it was worth it!
The district is responsible for his bill now. but that's under appeal as
well. We went to this attorney for an intial review, to see if we had a
case that could win. That really helped.
I guess to sum it up. No it's not an easy battle, especially like us
and many parents, we don't have the funds to fight. but we had a great
case - the data made the case. Keep good DATA, get good independent evals,
and document with video your child's progress. Check with your state for
advocacy agency attorney. Find a good attorney through other parents. Some
attoneys, from my conversations with other parents, will "work something
out" with you in regards to payment of fees. From our experience, it was
helpful just to have that intial meeting to see if we could win our fight
for services in the new state, which I knew we would. Pay that initial fee
just to have an attorney review your records, data, etc. Believe me, they
won't want to waste theirs, or your time if you don't have a case.
Keep up the good fight. It's long, brutal and cruel, but because of our
fight, one of our sons is in a regular class, learining incidentally, can
have a conversation with you, and our older son- he isn't institutionalized
and probably would be right now if we hadn't learned about ABA 5 years ago,
he's reading, doing simple arithmatic, can dress himself, brush his teeth,
tie his shoes!! and that's worth every minute passed, every penny spent,
every dollar borrowed and tear every shed. God Bless You. Thanks for
letting me share.
Eve in RI, also an RN, BSN, but hasn't worked since Autism entered our
lives.

Hi everyone, I am new to the list and to this method of treatment.
Where do we start? Our son, Brendan, is 4 yrs old, diagnosed PDD-
NOS, ASD, High functioning Autism, you know the drill. He has some
speech (can verbalize requests very well, and that is about the
limit) and attends a PPI program 4 days a week, plus OT 1 x/week, is
part of a Play therapy program. At PPI he gets some DTT but maybe
for only 20 minutes. What is the first step in starting DTT-NET?
Verbal behavior is the direction I'd like to head, that seems to be
where he is truly lacking. I live in Southeast Michigan (a suburb of
Detroit) and would appreciate any hints on starting this up. Thanks
in advance to everyone, I look forward to participating on this list.
Shari (and Jim) Murray

My name is Katie Bearden. I have worked as an ABA therapist with two
autistic boys, one in California with the Lovaas program, and most
recently with a boy in Texas through the Verbal Behavior program
through Dr. Vincent Carbone. After taking a semester off from
working to get adjusted to my first semester in college at Texas A&M
University, I am now ready to begin working again. If there is a
family in the Bryan/College Station, Texas area that is in need of a
therapist I would love to help. Please email me at
kebe_01@..., and I would be glad to give you any additional
information you would like.
God Bless,
Katie

If anyone knows about either of these areas, and what public schools or
private schools have available for a high functioning, 7 year old w/
behavior, on the autism spectrum.
Thank you so much. Please e mail me privately.
Sandy D

January 31, 2002
BEHAVIOR: AUTISM SPECTRUM DISORDERS AND OTHER DEVELOPMENTAL DELAYS
Workshops sponsered by Four States Rehab. Presented by Autism Behavior
Consultants of OK.
Workshops presented by Michelle Murphy, M.S., CCC-SLP, Behavior Consultant
Michelle has eight years experience in working with autism. She utilizes the
science of Applied Behavior Analysis (ABA) to develop and guide treatment.
Emphasis is placed on the development of verbal communication skills.
Workshop #1
INTRODUCTION TO VERBAL BEHAVIOR THERAPY
This one day workshop is for parents and professionals who are interested in the
treatment of autism. Addresses gaining expressive language, compliance and
describes practical and validated solutions to the issues that confound
traditional teaching and therapy methods.
Workshop #2
HANDS-ON TRAINING OF TUTORS AND THERAPIST
This one day workshop is intended to provide therapists, teachers, parents, and
others with guided practice in the techniques outlined in Workshop #1.
Addresses encouraging spontaneous communication, expansion of communication
skills, limiting aggressive and self-injurious behavior. Hands-on directed
experience with feedback on your teaching techniques.
Workshop #1
Courtyard by Marriot
31st & Memorial
Tulsa Oklahoma
January 31st, 2002
8:30am to 4:00pm
Cost: Parents $100
Professionals: $125
CEU's available
Please Contact:
Four States Rehab.
12807 E. 90th Street N.
Owasso, OK 74055
918-808-8595
or email ABCofOK@...
Future dates will be announced, please contact us for info on this or future
workshops or therapy openings.
Forwarded by Angela Lowry for Michelle Murphy

We were successful with our 5 year old son when we did it first and showed him
"all gone", He also allowed us to put the pill in his mouth for him way in the
back for a couple of times. I guess we were lucky. We also practiced with mini
M & M's.
Good luck. Donna

I just want to say "thanks" to everyone who gave me input on fine motor
issues and worksheets for my Kenzie. Great suggestions as always. You
people "rock". Wow, for a minute I sounded like I was in my
twenties...cool.
Penny

Hi Everyone,
I am looking for therapists for my son. We have been doing a home
ABA program for awhile, but are now beginning AVB, and this program
will be Home and School. I prefer someone experienced in AVB, or in
ABA at least, but training will be provided.
When responding, please tell me a little about yourself.
I live in Atlantic County, New Jersey--not far from casinos.
Thanks.
Jean

Hi,
My McAfee virus scan identified a virus I received from someone on the list.
It was from "Madhu Nambiar". There was no message, just a file attached. The
topic was the same as one I had sent to the list. Because our virus scan picked
it up, there was no damage done to my computer. Thought people would want to
know about the virus, though.
Beth

Hi All,
The long awaited, behavior analyst today volume 2(3) has just been put
up on the Cambridge Center website www.behavior.or. This issue contains
may fascinating articles. The Behavior Analyst Today continues to publish
timely articles on clinical treatment, philosophy and experimental
research. Check us out on the Cambridge Center Site!!!!!
Joe

Wanted: Therapist for Boston northwest suburb (Acton) for 9 year old slow
learner with autism. Jon gives great hugs. Looking for one or two energetic
and dedicated persons to provide total of 20 hours per week (after 4:00 and
alternate weekends.) Excellent pay based on experience. Raise after 6
months. Training provided. We are willing to be flexible with your
schedule.
Please e-mail privately at brew@... or call Marilee at 978-263-8048.
Thanks!!!

Hi everyone,
A family I am working with is looking for therapists, preferably with
experience but will train. The child is 3 1/2 and has been doing a VB
program for 5 months now, after previously doing a Lovaas style program
for 18 months. They live close to York in North Yorkshire.
Thanks,
Lyndsey

Hi listers!
Happy New Year!!!!
Need a speech therapist with AVB expierence (preferably..we WILL train) .
I need 3 hrs. Weekend hours also available.3.8 month old boy.
Please contact me.
We are in East Meadow (nassau county long island NY)
Thanks! Nicole
516 542 0567 or email me
nicole@...

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HREF="http://pressconnects.com/today/living/stories/li010302s77570.shtml"
here: pressconnects.com | 01/03/02 Living Story</A

Hi everyone,
I am looking for therapists for my son. We have been doing a home
ABA program for awhile, but are now beginning AVB, and this program
will be Home and School. I prefer someone experienced in AVB, or in
ABA at least, but training will be provided.
When responding, please tell me a little about yourself.
I live in Atlantic County, New Jersey--not far from casinos.
Thanks.
Jean

Teaching Communication
Skills to Children
with Autism or Other
Developmental Disabilities
A Three-day Workshop
conducted by
Dr. Vincent J. Carbone Board Certified Behavior Analyst
NEW YORK STATE NURSES ASSOCIATION
CONFERENCE CENTER
LATHAM, NY
April 1, 2, & 3, 2002
Registration must be received by: March 1, 2002.
Registration fee including Sundberg & Partington manual.$225.00
Registration fee without the Sundberg & Partington manual.. $195.00
Dr. Vincent J. Carbone, BCBA
P.O. Box 350490
Jacksonville, Fl 32235-0490
If you would like additional information this workshop see the website
www.drcarbone.net

I need to teach an 8 yr.old boy to swollow pills. Does
any one have advise? He is willing to put the pill in
his mouth and take a drink, but does not swollow the
pill. He is reinforced highly for doing this, but then
takes the pill out of his mouth. We are trying to make
this as pleasant a lesson as we can for him.
Any ideas would be appreciated!
Theresa
ttcdixon@...

Hello all,
I have a couple questions for the list. I am an in-home therapist for two
sisters. One 5 1/2 moderate to severe the other 6 1/2 mild to moderate
(PDD). We have tried on many occassions to use time-out with the older less
severe girl and it only seems to escalate her to having a total and complete
melt down. She melts down to the point where we just cann't get her out of
it. Can anyone give me any suggestions on how to make time-outs work more
effectivly or any other behavioral interventions we may use, such as cause &
effect or anything else.
Another issue we face is in some of her communication, that relates to
behaviors is the way she talks to people when she wants something and is
upset about it. She will often times yell at us or use a rude tone of
voice. If we try to redirect this with, "it hurts my fellings when you talk
like that, or you aren't using nice words", it seems all she hears is blaa
blaa blaa. Any suggestions on how we can work on this. simply witholding
the demand may work but, it leads once again to a complete and total
meltdown that she cann't be pulled out of.
Last question does anyone know of a website that has behavior pictures
instead of just nouns. Maybe something that is more action oriented.
Thanks in advance for any suggestion. You can email me privately
cassondracrouch@...
Cassy Crouch

How about prompting the preferred form of request? Maybe you could start by
accompanying fullfillment of the request with a simple model of the proper
request ("GIVE ME WATER!" As you give the water, "Please, could I have some
water?). Then you could gradually introduce a pause between the model
request and the fullfillment. Later on, when you have a measurable pause,
you could prompt her to repeat your model, either before or after
fullfillment. This doesn't sound like something you'll change in weeks, but
maybe rather in months.
MoSam No ASD kids, but doing Spec Ed and occassionally working
with Asperger's and maybe PDD-NOS - lurking on the list to get the great
ideas everyone has.

Hi,
Workshop #4: Teaching Verbal Behavior will be held in Herndon, VA (a suburb
of Washington, D.C.) on Februrary 21st and 22nd. The workshop will be
taught by two of Dr. Carbone's associates. If you would like a registration
form in MS/Word format or have any questions, please contact Lisa Nicklas
at lnicklas@....
Thanks very much,
Lisa Nicklas
Workshop # 4
TEACHING VERBAL BEHAVIOR:
HANDS ON TRAINING FOR TUTORS AND THERAPISTS
Conducted by: Cherish Richards, BCABA
Holly Smith, BCABA
This 2-day workshop is designed to provide tutors, therapists and parents
who serve as their child's primary therapist with guided practice in
implementing the methods described in Dr. Carbone's Introductory Verbal
Behavior Workshop # 1. The participants will spend most of their time
practicing the methods of effective instruction demonstrated in videotape
illustrations during the Introductory Workshop. Participants will receive
precise feedback on their teaching methods. The participants will be
provided supervised practice in the areas of:
1. establishing instructional control with an unwilling learner
2. manipulating establishing operations (E0) during teaching opportunities
to maintain learner attention
3. scoring the ABLLS and developing instructional objectives
4. choosing an appropriate response form (sign, vocal, pictures)
5. teaching the echoic repertoire and transitioning from sign language to
vocal verbal behavior
6. manipulating EO's to teach early to advanced manding skills
7. teaching early to advanced receptive, visual performance, motor
imitation, tacting, and intraverbal skills
8. teaching reciprocal conversation skills in advanced learners
9. teaching verbal behavior across all settings
10. teaching social skills in early and advanced learners
11. organizing your program materials and data recording methods
Prerequisites: It is required that all participants have attended Dr.
Carbone's Verbal Behavior Introductory Workshop # 1 and have at least some
experience teaching children with autism within an intensive teaching
program. Participants should bring a completed ABLLS manual with them to
the course.
Location: Hawthorne Suites
467 Herndon Pkwy, Herndon, VA
703-464-5808
Date: February 21 & 22, 2002
Cost: $395 / person
Time: Registration is at 8:30 presentation runs 9:00-5:00 (Lunch is included)
(Audio taping is allowed---please refrain from videotaping)
Mail Registration to: Dr. Vincent J. Carbone, PO Box 350490, Jacksonville,
FL 32235 by 2/1/02
Name:

Theresa,
I switched my son from ABA to AVB style in July and ran into a similar
problem. My son just needed more structure to work. He used his new
requesting skills to go through a phase of bossing us around. It was
rewarding and frustrating at the same time. That's when I decided that I
had thrown some of the baby out with the bath water. We reinstituted the
token economy that had saved his previous program from being ABA hell, and
pulled him through his rebelliousness. Now, a few months later, he can do a
AVB table trial with cooperation and intermittent general
reinforcement--tickles, puzzles, games, playful banter, tv. I would
recommend not letting him experiment too far in bossing you around. Don't
lose your teeth, if you know what I mean. Remain disciplinary to the extent
that the guidelines your other child has to follow are also expected of him.
But don't go off the control freak deep end either. A token economy should
be enough to reintroduce work. It should help reestablish a more appropriate
escape route that gives you back control, without taking away that wonderful
stubbornness. I am so grateful my child is strong willed. After 6 months
of AVB, when I try to help him, he asks me, "Can I do it myself?" Internal
motivation from his independent strong will taught him that, not me. Good
luck. ( You ought to be able to fade the token economy when he becomes more
cooperative.)
Juliet Burk
pentaburks@...
"No success can compensate for failure in the home."

Dear Listers,
Amy recently posted a question about making a CD to contain resources for
ABA programs. I am proud to announce that a wonderful resource already
exists. It is called TalkingWords and it will be ready for shipment on Jan
2, 2002. Please see http://www.talkingwords.com
TalkingWords is a Windows software product that provides a database
management system to manage an intensive language program. TalkingWords
helps you complete the ABLLS by providing over 4,000 language targets to
meet the C, F, G, and H ABLLS goals.
1. it lets you record 5 milestones for each target
2. it produce reports
3. prints flash cards
4. designs worksheets
5. prints mini-books
Be sure to take a look at the worksheets, there are a few that you can
print off and use today.
http://www.talkingwords.com/TalkingWords/Worksheets/worksheets.html
I'm happy to answer any questions you may have about TalkingWords.
Thanks
Diana Luckevich
diana@...

Hi everyone.
I am in the process of putting together a CD of printable lotto games,
which I would like to eventually make available to the public. (Games where
children match cards to the pictures on their boards.) I know that these
games are often used in ABA programs to teach labels & play skills. So far,
I have made games teaching: weather, emotions, prepositions,
gender/pronouns, and categories. I would love any ideas for additional
games, or other types of materials. I am also thinking about putting
together a CD with photos/descriptions of fine & gross motor activities --
let me know if this is something that sounds worthwhile.
Thanks!
Amy
ABA therapist, OT student

Hi,
Just a reminder that Behavior Analysts Dr Patrick McGreevy and Duncan
Fennemore are conducting a two day Workshop on February 23-24th 2002, at the
Towngate Theatre, Basildon, Essex, United Kingdom, titled "Teaching Language
and Appropriate Behaviour to Children and Adults With Developmental
Disabilities, including Autism.
This workshop has limited places, it provides an introduction to the Verbal
Behavior Approach to teaching language to vocal and non-vocal children and
adults.
For more information and registration details please e-mail
BRYAN@...
Barbara Graves
VB Tutor

I have been trained in the Lovaas style of Applied Behavior Analysis
to work with autistic children in home-based programs. I have worked
with children from ages 3-17 years old providing therapy, as well as
one-to-one assistance or shadowing in preschool settings and summer
camps. I have worked in a Lovaas replication site, as well as with
multiple independent consultants with various degrees of autism. I
have a bachelors degree in Psychology, and have attended multiple
seminars focusing on autism. Recently I have attended Vince
Carbone's seminar on teaching Verbal Behavior for therapists and
teachers. I have begun transitioning to Verbal Behavior within the
past 5 months. Cherish Richards, one of Mr. Carbone's assistants, is
a consultant for one of my clients and has been assisting me in
making this transition.
I live in Delaware County and have 10-15 hours a week available
during the morning and afternoon. If interested, please email me at
debreynolds26@... and I can send a resume and references upon
request.

For all those interested in Behavior Analysis, an important bill is
currently in the Senate. It is the Rural Mental Health Bill S-859,
proposed by Sen. Thomas of Wyoming. The act is designed to increase
accessibility in rural areas by providing the following:
(1) Creating community education programs to lessen mental health stigma
(2) creating interdisciplinary training programs in University's between
mental health providers and primary care providers
(3) Study the effectiveness of mental health services delivered by
telehalth systems
(4) Develop 20 demionstration projects to provide services to children and
the elderly.
The bill currently lists clinical social workers, psychiatrists,
psychologists, mental health counselors, family therapists, and clinical
nurse specialists. It would seem to me that a simple addition to this
list would be board certified Behavior Analysts. Especially given the
success of behavioral interventions with mental health conditions such as
ADHD, Oppositioanl defiant Disorder, and even depression. In addition in
some states such as Pa, autism and PDD are partially funded under the
mental health system. The time to act is now, before we are locked out.
E-mail your senator and suggest th change. To reach your senator, e-mail
combinations usually read as below:
the state @last name.senate.gov
for example Sen Thomas would be:
wyoming@...
Joe
P.S. Please pass to those that you think might be interested.

Hi Everyone,
Can anyone site some references discussing the importance of natural
language, tone and grammar while teaching. We have a SLP that
insists on using "teacher's voice" to cue his "auditory processing
impairment". I'm tired of her "Waaaaaaant Juuuuuuuice?" prompts and
need something to educate her as I'm not a "certified SLP". Thanks in
advance!
sam

Hello Listers~
Just wanted to update those interested in attending
Dr. Carbone's consultant workshop in Greensboro, NC.
The registration forms are now avaliable and I have
emailed one to everyone that contacted me requesting
additional information. If you are interested in
attending this workshop and did not receive a copy of
the form, please contact me and I will be glad to
forward you one. Registration forms should be
completed by Feb. 1, so don't delay!
Have a fantastic Holiday,
Spencer
Sailorspe@...

Hi everyone,
I am looking for therapists for my son. We have been doing a home
ABA program for awhile, but are now beginning AVB, and this program
will be Home and School. I prefer someone experienced in AVB, but
training will be provided if you are experienced in ABA, at least.
(Workshop begins in January). When responding, please tell me a
little about yourself.
I live in Atlantic County, New Jersey--not far from casinos.
Thanks.
Jean

The new ABA center in Israel
is urgently searching for professional ABA supervisors.
If you or a person you know has a master in the field
plus a minimum of five (5) years experience (as a super.),
we would like to speak with you at the earliest.
Please submit the information (including resume) for
a board's review. Salary comparable to the US and Europe.
Dozens of families on our waiting list.
Please send all documents in "Word" some documents sent
in the past we were un able to open.
Thank you,
regevdoron@...
Regev Doron, Israel
regevdoron@...
Regev Doron, Israel

Hi!
Teachers needed to fill SIET /SPECIAL Ed hours for a VB/NET/DTT model program
for 3.5 year old boy. Training provided. Need energetic, FUN, creative teachers
. Call or email me for info! We are in East Meadow Nassau County Long Island.
Convienent location. Child is non aggressive and adorable! :)
516 542 0567
Nicole
ndibra@...

Hi List,
Where can I find a video tape that shows video
modelling of brushing teeth for autistic children?
I appreciate any help.
Diana

I ordered a set of picture cards from Pro-Ed that took two months to
arrive and they are terrible. They are dark and look like they were
taken in the 70's. Does anyone have any picture cards they love? If
so, please email the name of the company and any information you
have. Thanks! Trish
trishweiss@...

My five year old has always gotten tired in the afternoon...don't we
all. I had been working with him myself in the mornings and then he
would go to an AI (TEACCH) program from 11:30-3pm and then do more
DTT/VB with his tutor from 4-5:30. His teacher wanted to experiment
with him coming in the mornings because there is more available staff,
more structured work and better opportunities to work on PECS. So we've
just begun this new schedule. He is so tired in the afternoons. All he
wants to do rub himself on something hard and go to sleep. I hate
letting him take a nap because then, of course, he's partying in his
room til after 11pm. Now that the time changed has happened here in
Michigan and it's getting dark around 5:30, it seems we all run down
early afternoon. It's cloudy here about 70% of the time so we all feel
sleepy but enough about our climate. I would love some suggestions on
how to keep him awake. He gets really ticked off even when I just want
to rough house or tickle him, if he's on one of these really tired days.
Thanks for any suggestions and a big thank you to all of the sensory
suggestions everyone gave me. I'm putting together a sensory program
and meeting with an OT next week.
Penny

Sorry for the cross posting but I was wondering if anyone could direct
me to some sites that might discuss the theories on the causes of
autism. One of my previous tutors wants to do a paper on that for a
course in college. Is there anything in FEAT archives I could use? Is
there a site that discusses Dr. Wakefield's studies?
Thanks so much.
Penny

Hi,
My name is Lee Ann Jones. I am a student at USF St. Pete working on a degree
in Special Education. I have worked with children with autism for the past
four years. I am versed in ABA and VB and have some hours open Tuesday
through Friday weekly.
Please contact me privately for more details and for recommendations from
past and present clients and coworkers.
Thanks so much!

Several ideas on teaching joint attention:
Throughout daily activity, draw attention to objects in the environment with
an animated verbal Look. When the child looks at the object, draw his
attention back to you to provide the objects name.
Set out a number of familiar objects. Have the child give them to you upon
request. Mix them up to force the child to scan the objects.
Hide an object in a hat or box. Ask the child to find the object. Once the
child is proficient at the game, ask him to find an object that is not in
the container so the child will have to look back to you to seek more
information or tell you the object is not in the container.
Place a number of objects in the tub or a sink full of water. Show the child
a picture of the object you want him to catch in the water. As the child
tries to retrieve the slippery object, have him reference the picture you
are holding to remind him of what he is trying to catch.
Give the child a familiar object with a piece missing. Hold on to the
missing piece where the child can see it. After the child examines the
object and begins searching for the missing piece, draw his attention to
you. Repeat with a variety of objects until the child begins referencing you
independently when he notices something out of place.
Once the child is engaged in play, watch his actions and pick one that is
repeated often in his manipulation of the toy he is using. Every time the
child does that action, make a relevant but distracting noise or say a
contextually appropriate phrase in an animated manner. Be sure the child
finds the verbal amusing, engaging, or otherwise motivating so he draws his
attention to you each time you say it. Eventually the child should orient to
you in anticipation of the action.
Taken from DO WATCH LISTEN SAY Social and Communicative Intervention for
Children with Autism by Kathleen Quill
Hope these help.
Sabrina

Dear Listmates:
We live in West Hartford, CT and are looking for an ABA therapist to
work with our son, Jeremiah, at his preschool, 8:30 - 11:30 or 8:30 - 2:45
(depending on availability) Monday through Friday. This would include DTT as
well as inclusion time. The person does not have to be trained (although it
would be nice!) but does have to be enthusiastic, caring, energetic, willing
to learn, and reliable.
We are very fortunate because our team is made up of very dedicated
and talented professionals. We would like to begin training right away --
before Jer's current therapist leaves in January. Pay would be 15-25 dollars
an hour depending upon experience.
Rosie Shea
GBAShea@...
(860) 523-0636

I heard there is a Sundberg conference in NJ this month... I think sponsored
by POAC... does anyone have contact information?
Thanks,
Sue

Hi,
These are super reinforcers for my son as well. Theodore Tugboat has a
T.V. show, I am sorry I dont remember the time or channel, BUT Theodore has
a web site, and you can play games, videos and songs. We use the Theodore
song on computer as a reinforcer. They also sell the little tugboats in
Zany Brainy. They are much like Thomas Train with detail and faces. I
think that is why he likes them.
Cate

Several people have emailed in regard to upcoming workshops by Dr. Mark
Sundberg. I am listed several below. Please visit the web sites listed for
more info. Jenn
November 8-10, Dallas, TX
Sponsored by FEAT-NT
www.featnt.org
November 29-30, Brick, NJ
Sponsored by Parents of Autistic Children
www.poac.org
Feb 1-3, San Francisco, CA
CAL-ABA 20th Annual Conference
3 presentations, but no workshop
lot of other presentations on autism
www.calaba.org

STARS SCHOOL
BEHAVIOR ANALYSTS, INC.
POSITIONS AVAILABLE
Work with the best in the field and make a difference
In the lives of young children with language delays
We are currently seeking experienced and enthusiastic behavior analysts in
our small but growing non-public school and agency for children with severe
language delays.
Instructional Assistants: Working within our classrooms at STARS School, the
instructional assistant is responsible for implementing intensive
individualized teaching programs using discrete trials in both structured and
naturalistic settings. Considerable training is provided to instructors and
this is an opportunity for an entry-level position within our agency. BCABA
or eligible preferred; supervised experience available to meet BCABA and BCAB
eligibility criteria.
Interns: Working within both our Integrated Sites Division, as well as STARS
School, interns have the opportunity to participate in a variety of services,
including direct teaching and assessment. Interns have the opportunity to
attend a wide variety of workshops and inservices, and to learn our system
from the ground up. Working towards BCBA preferred; supervised experience
available to meet BCBA eligibility criteria.
Educational Consultants: Working within our Integrated Sites Division, the
educational consultant assesses students language and learning skills,
develops IEPs and educational programming and provides an ongoing analysis of
students educational programs by working with the student, parents, school
and other program staff. Some travel may be involved. BCBA or eligible
preferred; supervised experience available to meet BCBA eligibility criteria.
We are located in Pleasant Hill and Walnut Creek, California. Please see our
web site: www.behavioranalysts.com for full position details, or contact Mary
Ann Powers, Ph.D., at powers@... or Sarah Santopadre at
925-210-9370 x 100 for further information.

Harshita writes:
I would show a ball and he would not be able
to answer "what is it" but if I said "you play with
the." then he would say ball. Just seeing the ball was
not enough to drag the tact from his brain to his
mouth.
I don't mean to be a pain over particulars, but if your son is looking at
the ball and you say "You play with a ____", you are doing a tact with a
variable SD (rather than What is this?). It is not an intraverbal because
the object is present. There is no need for a transfer procedure. Your
child has already demonstrated the ability to label the object. The
question is, why doesn't the SD "What is this?" get the correct response?
Do they hate the question? Do they use the information in your SD to help
them answer the question? Do they need to be able to answer "What is that?"
Truly, how functional a question is it to a person who can identify it with
a more advanced cue? How many times in real life do people walk up to you
and say, "what is that?" Are you wasting time transfering it? I don't have
the answers to these questions, but I think they are important in the big
schema of things. Maybe your child is ready to move on to something more
advanced. Also, keep in mind that a true intraverbal does not have an
image or object that you are discussing present. The Tact is the category
in which person maintains contact (visual or physical) with the item.
As a side note, where have the professionals gone? I only see parents
mostly posting lately. Have they all jumped ship to the other list for
"just professionals?" If so, I am really disappointed. How can you keep in
touch with the problems the parents are running into with your methods if
you aren't taking time to read their difficulties. Just to check to see if
we are talking to ourselves, will all the professional consultants who read
this please reply to the list about this message? I want to know who is
paying attention to the parents, and who is off in ABA Lala Land,
masturbating on their own ideas (sorry for the graphic imagery). I went to
the NYSABA conference and was BLOWN AWAY with how out of touch the
professionals are with reality. Prove me wrong.
Juliet Burk
pentaburks@...
If the world didn't suck, we'd all fall off.

Cate,
Your frustration is quite understandable! Some consultants and therapists
seem to think that their way is the only way (and each of them has a
different way!), but I thought the cardinal rule of ABA (and VB is part of
that science) is, "Do what works."
Hang in there!
Maryam Michael
Dhahran, Saudi Arabia
<<If these consultants don't assist in the implementation of these much
needed supports for a child like mine then I am on the wrong list because
without these supports he cannot make it. If their feeling is that PCDI 's
systems are not based on "scientific research", then I most certainly cannot
support the VB philosophy and it's time for me to move on.
Thanks for listening to me.
Cate

My son also had a lot of difficulties with tacts and
we struggled until we discovered his flair for
intraverbals/fill in the blanks. He very quickly
learned to recite the alphabet and rote counting till
20 by learning that 2 came after 1 and b came after a
etc.
He seemed to be able say things after getting auditory
cues i.e. I would show a ball and he would not be able
to answer "what is it" but if I said "you play with
the" then he would say ball. Just seeing the ball was
not enough to drag the tact from his brain to his
mouth.
My theory is that some kids responds faster to
auditory rather than visual cues when it comes to
tacts. However we have been able to transfer these
intraverbals to tacts using the transfer procedure.
Also his first stable consistent tacts were mands
i.e.Milk,Popcorn, key, pen (last two were for
stimming) and we find that if his interest in the
object is low- it is much more difficult to teach the
tact.
We also find that if he cant say something clearly or
has difficulty making a satisfactory approximation-
then he wont learn the tact easily.
Finally, its becoming a little easier after he has
acquired some tacts.
In summary for the initial tacts:
1)The Child should be somewhat interested in the
object to be labeled
2)He should be able to produce the tact reasonably
clearly
3)Simple phrases can be used to introduce the tact
intraverbally before transferring
The bonuses that have come with this is that RFFC
comes easily and also we are teaching tacts easily in
the natural environment - e.g. "you eat with a....
SPOON", "you sit on a ....CHAIR" etc
Harshita

We too have trouble teaching tacts. We go for LONG periods before mastering.
But then we will suddenly get one in a week, because we find something that
is reinforcing to him. So in other words, if he isn't interested in it or
reinforced by it we might as well not even try. We have to use signs because
Max is non-verbal. Things we have tried with success:
1. We enlarge all of our tact photos to 8 x 10's.
2. Put smaller tact pictures on a cube/box with with velcro, throw in the
air etc. and the side it lands, on ask that photo. Make it a game.
3. Use intraverbals first and fill in the blank.
4. Use the "rehearsal method" first. Max is non-verbal. SIgn dog, sign
dog, sign dog. Prompt each time is usually needed. Hold up photo. What is
this? Dog Then come back later and try same tact without the rehearsal
first. Can only do this procedure one or two times in a row so it doesn't
become aversive, but has been successful.
5. Give a choice. Hold up two or three and ask which one do you want to do?
Oh, OK. What is it?
6. Change the SD so it's not always "What is it?" Max hears "What is it"
and immediately tunes out. But if we ask a different way he will be more
likely to listen. We must have made it aversive at some point along the way.
I think we bored him because they were so hard to teach we were having a
hard time making it fun. Poor guy!
7. Don't forget tacting actions. Max is more likely to look at a picture
with a person he likes doing something. Or even just a person he doen't know.
I can't wait to try it with music! Great idea!
Carla

In the Partington book "Teaching Language to ...", he
introduced many quick transfer procedures. The
transfer procedures are used to transfer verbal
operants from one type of antecedent control to
another type of control (from one verbal operants to
another). For example, transfer from a mand which is
controlled by motivation to a tact which is controlled
by nonverbal stimulus. These transfer procedures
quickly transfer one verbal operant that your child
has already learned to a new verbal operant that you
are trying to teach. If your child is not getting
tact, but has learned the same word as a mand or an
intraverbal, it would make sense to use quick transfer
procedures to transfer it from a mand to a tact or
from an intraverbal to a tact.
Jing Zhou, M.S., BCBA
Behavior Analyst/Consultant

My son also really struggled with tacts for quite some time. We decided to
incorporate some music into the tacts and it really helped his fluency and
word retrieval. The way we did this was to use the concept of piggy back
songs. Have you ever made up words to a familiar tune to help you remember
something? For instance, the alphabet song is a piggy back song to the tune
of Twinkle Twinkle Little Star. Even with fluency factored in, think how
much harder it is to recite the alphabet without music than when you use the
song. Our particular learning skill was the "anatomy" of a bed--sheets,
pillow, bed, blanket, etc. We made up a really basic lyrics to our own tune
that went something like this:
This is a bed, this is a bed;
Pillow for your head, pillow for your head;
These are the sheets, these are the sheets;
Get between the sheets, get between the sheets...
OK, now that I've embarrassed myself, I will tell you that in just a few
days, my son learned the parts of the bed. We had been trying to teach them
for weeks in NET and DTT settings, but he just wasn't interested until we
turned it into a song. Piggyback songs are a teaching tool used by regular
students. And you can make up your own. Music teachers have told me that
music comes from a separate part of the brain than language, and this may be
the explanation of why songs increase word retrieval and fluency.
Also, explore English as a Second Language videos. They repeat labels
slowly and clearly, often with music as well. Good luck.
Juliet Burk
pentaburks@...
"Happiness is to act, and not be acted upon"

A child I see has been having some BIG difficulties acquiring tacts. He is
manding quite well and verbally. Receptively he is identifying items by
feature and function and all the skills before that are mastered.
Intraverbally he has mastered MANY fill-ins as well as all the skills before
fill-ins (singing songs, etc). Tacts are a BIG goose-egg! He has not
mastered a single goal under Tacts.
Here is what we are trying and I wanted to know if anyone else has done this
before to get tacts. I have typically seen the use of tacts to link them to
intraverbals. However with this child we have begun using his intraverbal
fill-ins to get tacts. Does that make sense? For example he will fill in
airplane if you say, "You fly in an ....." So we are holding up a picture of
an airplane when he fills in the word, "airplane." Then we are quickly
asking, "What is it?" while holding up the picture of the airplane.
Currently we are using reinforcing items for him to label such as Pooh. We
are using his intraverbal fill-in "Winnie the..... pooh" to get him to label
pooh, Bob and....larry, etc.. So far it's working and he has mastered about
5 tacts, but it's still slow-moving.
We are desperate at this point. We have been working on tacts for 4 months
now and only 5 have been mastered...and that within the past few weeks, after
we started using fill-ins. Just 6 months ago he began talking and his
intraverbals have really taken off! Now it's getting to a point where we
NEED tacts to further progress in other areas such as receptive and
intraverbals!!!
Any advice is much appreciated!
Shauna

Final Reminder
Reminder that Stacy Carroll and Carmen Martin from Behavior Analysts Inc.
(California - home of Dr. Partington and Dr. Sundberg), will be giving a one day
workshop on Sunday November 4, 2001 in Toronto, Canada. The topic is on Teaching
Play and Social skills. The registration form and more information about the
workshop is on our website at www.brookfieldacademy.ca contact us at
brookfield@.... Deadline for registration is Wednesday October 24 - 4
p.m. You may pay by VISA or Master Card or by cheque. If paying by credit card
call 416-767-3176 and leave your phone number- someone will get back to you
ASAP.