Premature Ventricular Contractions and more

Hi everyone,
I'm looking for a used set of the Language Builder picture cards. If
anyone has a set in good condition they'd like to sell, please e-mail
me privately.
Thanks!
Connie

Does anyone know of some easy-to-read information about how to use very
BASIC behavioral principals (ie. don't give a demand unless you are prepared
to follow through with it) and interact with an autistic child that can be
given to babysitters and/or visitiing family members? I have lots of great
info on teaching procedures but nothing that's appropriate for just being
around a kid on a more casual level.
Thanks,
Christy

Hi,
I have just completed a Psychology degree in London during which I
had the opportunity to work with two home ABA tutor groups. I am now
living in Bath and available to start tutoring in the area with ABA
or VB therapists. Please feel free to contact my for more
information and my CV.
Katie Parker (e-mail: parker_kt@...)

Hi everyone. We have a 10 yr old daughter that has a home based VB program
about 30-35 hours per week. Sarah has had an ABA program since she was 3 yrs
old. Around the age of 5yrs we started using VB and she has made some nice
progress. All of her program is completed at home with 1 on 1 instruction. Dr
Carbone is our consultant and we have two therapists--one in the am and one in
the pm. I teach on weekends and when the other two need time off.
We have made videos of her sessions in the past and mailed to those who
thought they might help them. We've started making them again. We just video
our
current sessions and mail out as requested. They are intended to show pace of
instruction; mixing and varying of tasks; reinforcement schedules; NET; and
just to give an overall view of what a good program looks like.
If you would like a video please email me with your mailing address and we
will send you one. There is no cost--just hope it helps. Each video is made as
requested--sometimes it takes a little while to fill all the requests. I
keep a notebook with each request in it so we will get to all of you.
Hope to hear from you.
Lisa Lewis--Sarah's mom (and Mary--normal 7 yr old)
Booboosel13@...

Hi,
I'm just posting this for a friend's therapist.
VB/ABA therapist moving to Bloomington In to attend IU. Looking for
a position as a VB/ABA therapist in the area. Have lots of
experience and references. E-mail me at SUNN81285@....
Thanks,
Andrea

DEADLINE: September 1, 2003 [no cost for submission]
http://www.autismarts.com The McMurray A.R.T.S. Center & Autism Arts
are aware of the many individuals throughout the world dedicated to
improving the lives of individuals who are affected by an Autism
Spectrum Disorder. These advocacy challenges include increasing
awareness and understanding of this disorder to the broader
community, creating more opportunities in research and medical
treatments, and increasing the availability of educational and
community based supports. In assuring that individuals affected by
this disorder can have the best possible opportunities to achieve a
fulfilling life, conferences offer an opportunity where the
communications among parents, educational, and medical advocates can
secure improved treatment options and hopefully, one day find a cure.
To show our appreciation of the passionate endeavors of advocates
throughout the world, we are initiating a special contest -- the
Autism Arts Conference Connection (AACC), where winners may select
the conference they wish to attend.

I am not a frequent poster, but I really enjoy reading this list
daily. I am a mother of 3 (one son who has autism) and I am trying
to start a local support group for parents of children with autism.
I am looking for any advice on how others run their support groups.
Thanks

A therapist is needed for a family in Edison, NJ. Looking for approx. 10
hours a week for afternoons. More flexibility when summer school is over.
Adorable child just starting a program with wonderful potential!! Some VB
experience necessary. Additional training will be provided.
Please contact me off the list at Kristine@...
Kristine Quinby
Behavior Consultant
www.autismbehaviorconsult.com

My son, 3.3, has been VB 9 months and making great progress. Went
from nonverbal to manding with "I want" all day long :) We are
having a problem with his ability to actually determine/and or pick
the correct response to a certain type of questions. For example -
"Do you want juice?" His answer usually - "I want juice -
yes" "no" "I want juice yes", "no, no juice" - this goes on and
escalates in volume and behavior. I end up putting the item (food,
video, etc) in front of him and wait to see if you does indeed
actually want the item or not. The answer appears to actually be yes.
It looks like, for a lack of better phrase, his needle gets stuck
retrieving the answer and either he truly doesn't know which one he
wants or he knows but can't put together the correct response and his
frustrating himself.
Any suggestions?
-Michelle

Dear list mates:
I am giving a short (one hour) presentation at my state autism society
meeting this fall. My plan is to limit the subject to the practical aspects of
running an ABA home-based program. Sub-topics include; recruiting,
interviewing,
hiring, training and scheduling therapists (and even occasionally "firing" a
therapist), setting up and maintaining a therapy room, time management, home
security, supervision issues, team meetings, strategies when both parents work
outside of the home, getting (and staying) organized, paper work, creative
funding/budgeting ideas, etc., etc.
What are your favorite "tricks of the trade"? What are your best tips? What
works, what doesn't? Any suggestions? You may E-mail me privately but we all
might benefit from sharing your best wisdom on any of these or related
subjects. I want to help others avoid some of the mistakes I made and I also
hope
to share some of the humor and joy of this wacky lifestyle.
DISCLAIMER: I am not an ABA consultant, I am not a lawyer, tax expert or
human resource professional. I am just a Mom who has been doing this a long
time
and someone who wishes to help others save time and energy and benefit from
the experience of other veterans like myself.
Thanks in advance,
Denise O.

Hi list!
I have a question about when your child with Autism started to talk. First
of all, did your child say words and then lose his words when he was younger?
How old was your child when he spoke his first word. How long did it take him
to acquire more words? Did your child babble alot before he started to talk?
My son Thomas who is 3.3 months didn't have any words before he was diagnosed
with autism. He rarely babbles spontaneously. He will only make a few
vowel sounds. Sometimes he seems to lose the ones he has periodically and then
he will get them back. He knows sign language and he use to make some sound
with his signs if we pushed him. However, he doesn't want to do that much right
now. Only his mands will he try to make some noise. I just really don't
think he understands the concept of speech. Does anyone have anyone ideas to
promote his "vowel sounds" more? We have been doing a VB program for almost a
year and don't seem to moving on vocalization that much. Last week he was real
close to "Mmm...aaah" but now he has totally lost it. I would appreciate any
comments or advice, plus how your child started to say words and understand
them.
Thanks in advance!
With warm regards,
Dawn (Thomas who is learning the potty, Nicole & Shannon)

Therpaists are needed in several VB programs in the Charlotte
area. Please contact Tana for more info 704-467-4771

A family I currently work with through EI in Burlington County, NJ is
looking for a therapist to do a few hours a week with their adorably
bright 2 year old son in Marlton, NJ. Would love to have someone with
experience, but ready for those willing to be trained. If interested,
you can reply to me in private or email the mother directly. Her name
is Linda (email- lindapalmer8@...)
Thanks!!
Melissa
mfisher79@...

Hi All,
The long awaited 4.2 issue of the Behavior Analyst Today is
now available on line. Please feel free to go to www.behavior-
analyst-online.org and download your free copy.
Thanks much,
Joe

Experienced therapist/ consultant has opening in Northern NJ.
Specializing in social skills, play skills, inclusion and verbal
behavior for preschool/ kindergarten. Nine years experience in
field, master's degree in teaching as well as special education. For
more information please contact taraeduconsult@....

Hi there,
I just wanted to let you know that my website was updated recently
www.abaresources.com
Some highlights of this website include:
- many free downloadable token boards, schedule boards
- some data sheets
- PEC symbols of retaurants, common books, stores etc..
- a message board that can provide a medium to exchange used materials, post
a job ad, or find a therapist
- common extremely useful ABA and academic links.
I encourage all of you to take a gander. If there is anything you would like
to see on this website, or would like to make some suggestions, please do
not be shy. I encourage you all to share with me what you would like to see.
Take care,
Sharon

Hi! We are a family located in Frederick County MD (close to
Montgomery and Howard counties) looking for an individual to work
with our 5 year old son doing Verbal behaviour. Weekday hours needed
beginning in August. Great team and training available. Please
contact Janet or Steve at 301-865-6229.Thanks for your time!

I am a Verbal Behavior Therapist moving to the Athens, GA area and
looking to work in a home program about 6-8 hours a week. My
undergraduate studies in psychology was completed at Indiana
Univeristy and I will be attending UGA full-time to receive my masters
in Child Development.
I have experience working in Lovvas style home programs for over
two years. For the past year I have worked in home and private school
setting as a VB therapist, working under a PhD Behavior Annalyst. I am
well versed in using the ABBLS, writing individual IEP's and
collecting organized program data.

I have been running a summer camp in Tallahassee, FL for children
with autism. One of our instructors told me he will be going to
Boston for 1 year for a mission trip.
He is new to working with children with autism and is looking for
additional training and work in a home-based program. He is highly
motivated and enjoys working with these kids. Please email me if
you are interested. He is moving in August.
Shauna Hazlitt, M.Ed.
Program Director, Center for Enabling Special Children
Tallahassee, FL

Hi Tammy!!!
What you are describing is called mitigated echolalia and is the final step
before spontaneous language is achieved. Kids who use echolalia to acquire
language typically do so in a particular pattern, and right before spontaneous
language is mitigated echolalia. This is a VERY GOOD thing!!! Let him do it as
much as he can, he will need to use language in this manner for quite awhile
before it will connect in his head that he can put any words together in a
unique pattern.
My oldest daughter learned language this way. She is now almost
indistinguishable from her peers and going into regular ed 2nd grade with no
aide this fall.
She never learned her language from people, only videos. Once we accepted that
fact, we started buying videos that had phrases we wanted her to learn and ones
that applied to her life. So that when she repeated them in an appropriate
setting, no one else knew it was mitigated echolalia but us. Eventually some
small bits of spontanaity crept in and increased from there. I'd say she used
the mitigated echolalia for a good solid year before she became spontaneous.
Now she no longer has any echolalia at all, and other than having some trouble
with a few nuances of language, she is just like any other kid. She was about
5 years old when she started using spontaneous language. Then of course we have
worked on building her complexity since then, she will be 9 in Sept.
Run with this... expose him to as many videos with appropriate phrases as he
finds reinforcing. Watch them with him so you know all the phrases yourself,
then when you notice a situation where a line from a video might be useful, you
say the line from the video exactly i.e. "Please move, Pooh", then say the line
again only changing it so it applies to the situation at hand "Please move,
Daddy." This will help your child tune in to the situation and recognize how
the situation is similar to the video example he recognizes. Then he will
hopefully do the mitigated echolalia more and more and with more and more
practice, spontaneous language will eventually follow.
We had a lot of luck with the Disney Spot series of videos, they have a lot of
appropriate play language and my daughter loved them. They move pretty slow
though, so I'd rent one and see if he likes it first. Some of the Pooh ones are
great too. I remember one called 'Caring and Sharing' that Cady liked.
I hope this helps!!!
-Kim
Mom to Cady 8 w/ASD, Hayley 6 w/ASD, and Corey 4 w/Asperger's

Ray,
thank you for this technical information. It reminds me we may face something
similar with our son Nicolas, 5yo, verbal, when doing pronouns and before/after
programs. Those programs brings Sd with only two possible responses (touch your
nose Vs touch my nose ; before vs after), hence we may easily fall in WSLS and I
think we did.
The result is that we are, for example for the my/your pronouns program, stuck
at the same place for months.
I understand we must change our approach but have not been able to find a
suitable one up to now. Please do you have any idea, you or anybody here on this
list ?
Thank you
Benoit
Message du 15/07/03 00:32
De : cepdti2@...

Hi everyone.
I am posting this for a therapist who has just left one of my clients. She
was wonderful and we are sad to see her go. Please send all replies to her.
Thanks, Alisa
********************************************************************************\
*
Therapist with one and a half years experience in verbal behavior and
discrete trials teaching seeks position in the Chicagoland area. Resume and
recommendations available upon request. Please send employment
opportunities to:
Eilene Nyquist
1846 Allen Lane
St. Charles, IL 60174
(630) 587-4090
Starkiss97@...

Jenn and group,
This was a long time ago for me. Colin is 12YO and he entered the school
district's programming when he was 2YO. The first thing I did--I think!--was to
go to the library and check out all the books I could find on the ages and
stages of child development. I made lists of what the books generally agreed
that two years olds know and can do.
Then I took time to assess my own child and made lists of what he knew and
could do and compared them. I took the differences between my child and "the
typical 2 year old" and listed them as deficits. I asked the people from the
school district how they would address my child's needs including the
"deficits."
Remind yourself that even though they do not know and love your child as
much as you do, they chose the field of education out of a impulse to be helpful
to kids and families. That's a good start. You can work with that.
Good luck!
Nancy, Colin's mom

Was wondering if there were any guidebook or program any of you
recommend for teaching basic. I've heard of Distar math program but
was wondering if there were others people had success with - student
is 5 y/o on spectrum, verbal moderate-functioning level (not low, not
high, somewhere in middle). Thank you in advance.

I wanted to take a moment to thank all of you for making me feel
welcome, and to those who emailed me with information, an extra big
thanks...especially the DTT-NET FAQ and Carbone presentation
files...there will be many late nights looking at those I'm sure. To
those of you who received assistance from your school system: HOW
did you do it? What were the beginning steps? I have contacted my
school system, and they referred me to 2 local (church-affiliated)
pre-schools, and gave me no information on what the schools
offered. Also, is there anyone who is using vitamin therapy? I
just read a bit about it, especailly Vitamin B-6 and Magnesium.
Thanks again for everyone's support and kindness.
In gratitude,
Jenn Parr
chixathome@...

I am a consultant in North Carolina and unfortunately one of the
tutors on one of my teams is moving to Auburn, Alabama. She is
caring, smart, energetic, and amazing tutor! She will be truly
missed. If anyone in the Auburn area is looking for a tutor please
email me privately at: lizabean14@... She is trained in
ABA/VB and is fantastic at play.
Thanks to all of you!
Liza Lindenfeld

Dear all,
Thankyou very much for your kind and very detailed reponses. These replies made
me realize that we are not alone in this battle. I am happy that i am a list
member of this group.
Once again thankyou to everyone who had gave us the required knowledge and tips
in making the decision. We are now very close to a decision
sincere thanks,
best regards
sunil

Hey all. Wanted to pass on some training info I received. I'm passing it onto
my district and sons preschool.
Jenn.
LEARN HOW TO WORK MORE EFFECTIVELY WITH CHILDREN WITH PERVASIVE DEVELOPMENTAL
DISORDERS, AUTISM AND ASPERGER'S SYNDROME
SUMMER TRAINING PROGRAM AUG. 18-22 2003
held at the Genesis School in Plainview NY
Eden 2's Outreach Department, in conjunction with the Genesis School, is pleased
to announce the following seminars during the week of Aug. 18-22. These
seminars are designed to help educators, psychologists, specialty area teachers
and parents develop more effective educational programs. Registration is from
8:30-9:00 am and seminars run from 9-3p.m
Any questions? E-mail Ruth Donlin at autismhlp@..., www.eden2.org or call
516-937-1397 Ext. 106
Mon. Aug. 18th--Overview of Autism and Overview of Applied Behavior Analysis
*misconceptions of Autism
*diagnosis of autism and related disorders
*addressing cognitive, language, and social deficits
*misconceptions of ABA
*reinforcement strategies
*key principles of ABA
Tues. Aug. 19th--Reinforcement and Prompting Strategies to Promote Skill
Acquisition and Independence
*overview of principles of reinforcement
*using reinforcement effectively
*other motivation systems
*using reinforcement and prompting in dyads, small groups and classroom
*overview of principles of prompting
*choosing effective prompts
*systematically fading prompts
Wed. Aug. 20th--Programming for Students with High Functioning Autism and
Asperger's Syndrome
*overview of Asperger's Syndrome
*Strategies for enhancing abstract conceptual language
*addressing "melt downs" and other problem behavior
*strategies for classroom teachers
*social skills
Thurs. Aug. 21st-- Providing Effective Strategies for Children with Autism in
Inclusive School Settings or General Education Classrooms (9-11:30)
*****Break out session for Afternoon (12:30-3:pm)******
(choose 1)
Shadowing skills
*implementing motivation systems
*troubleshooting techniques
*from prompting to independence
Curricular and Behavioral Modifications
*curriculum modifications/accomodations
*behavioral classroom strategies
*successful teaching strategies
Fri. Aug. 22-- Designing Beginning and Advanced Programs to Enhance Speech,
Language, and Communication in Children with Autism
*choosing strategies for promoting speech
*promoting initiations
*enhancing comprehension
*improving social use of language

I am looking for part time work with children with Autism in North
Carolina. I have included my resume. Any family looking for a
program that has shown lots of success please get in touch with me
at helpinghand79@...
Amy Elizabeth Kay
2800-105 Calliope Way, Raleigh, NC 27616
(919) 219-0545
Objective: Full-time position educating persons affected by autism
Education: Meredith College, Raleigh, NC, May 2001, BA in Psychology
Course highlights: Behavior Modification Cognition
Children's Literature Perception
Exceptional Individuals Child and Adolescent
Foundations of Education Autism Lab assistant
Experience:
2002 to present- Certified Family Trainer in Picture Exchange
Communication Systems (PECS), Applied Behavioral Analysis (ABA)
Lovass Therapy, and Verbal Behavior (VB) Therapy
2002 to present- Private consultant in VBA, ABA, and PECS in North
Carolina setting up programs for children with Autism and other
developmental delayed children
2001 to present- Worked as a Behavioral Analyst senior programmer
and data collector for Behavioral Consultations of North Carolina
2001 to 2003- A Small Miracle, Inc., Waters Edge Lane, Raleigh, NC
27606; habilitation technician working one-on-one with clients
having Autism Spectrum Disorders and Developmental Delays
1999-present- Working individually with clients and families coping
with Autism and other Developmental Disabilities at various levels.
1999-2001- Student intern at the Meredith College Autism Lab
performing ABA therapy at a UCLA Lovass replication site, one of ten
in the world.
Achievements:
May 2003- Completion of 500 hours training under behavioral
psychologist Lori Stuart, MA in functional assessment and verbal
behavior therapy
October 2002- Received 10.5 CE credits at the Florida Applied
Behavior Analysis Convention including Using the Assessment of Basic
Language and Learning Skills to Develop a Language Based Curriculum
(Dr. Partington), Multiple Control of Verbal Behavior (Jack
Michael), and Developing Active Learner Participation (Drs.
Partington, and Carbone)
April 2002- Gained certification in PECS from JoAnne Matteo, M.S.
and Anne Hoffman M. Ed.
January 2002- Employee of the Month at A Small Miracle, Inc.
References: Available upon request

The R.A.C.E. School is expanding!
We are seeking to hire instructors to work 1:1 with students with autism/PDD.
Successful candidates will have the opportunity to work at the only Verbal
Behavior school in Illinois and under the direction of a Board Certified
Behavior Analyst.
We are seeking candidates who areâ¦
-Enthusiastic
-Warm
-Dependable and Punctual
-Team-oriented
Experience in ABA and a bachelor's degree (or near completion of) is a plus!
Pay is based on experience, with increases based on performance.
Position is open beginning July 15, 2003.
We are looking for at least a one-year commitment and approximately
25hrs/week.
Interested candidates are encouraged to mail a resume to:
The R.A.C.E. School
PO Box 147
Lake Zurich IL 60047

Seeking therapist for home-based verbal behavior program for 3 year old vocal
intermediate learner. Program is supervised weekly by a local BCaBA with
extensive VB experience. Consulting services/additional staff training is
provided by an associate of Dr. Carbone. Compensation commensurate with
experience
(especially with VB.)
We are looking to fill hours in the late afternoon (M-F 4-6), on weekends (AM
or PM) as well as other slots.
Please e-mail replies to NJDad@...

My husband has a potential opportunity to relocate to Sunrise Florida - Broward
County, with his current employer.
We have an autistic son - age 9. Been doing ABA/Verbal behaviour program 5
years. Currently home schooling.
I would appreciate any/all feedback regarding:
1 - Verbal behavior schools in the area
2 - Funding - for ABA programs - either home/school based
3 - Availability of qualified consultants/therapist in the area
4- Other - personal experiences - good, bad & ugly!!
Thanks,
Janet Shaughnessy

I have seen a lot of post lately about needing instrutors or instructors
needing work. I think this is a great place for that but I recall seeing a
web-site on one of these lists wher parents and instructors could post their
needs along with their contact information. If anyone recalls this web-site
would you please post that agian for other to take advantage of?
Thanks so much,
Cassy Gayman

Thanks to everyone who replied to me about the VB cards, here on the
board and to those who e-mailed me.
My order from www.nlconcepts.com arrived yesterday and you guys were
right. These cards are GREAT, GREAT, GREAT.
Thanks
Sarah

Looking for VB therapists for our twin boys (3 1/2) for our home
program in Mt. Laurel, NJ. Training provided.
Please email us privately for more information.

Quick question -
We are about to transition into the school district in August and I
would like to further educate myself on ABA/VB. We've been running
two programs for 7 mos. with our wonderful early intervention ABA
consultant - and I know we won't be able to have the same kind of
attention at school. Should I start with Carbonne workshops? I'm
thinking about flying to workshop #1 in New Jersey in July.
I'm trying to make sure I'm as knowledge as humanly possible about
correct methodology, programing - etc. etc. Any suggestions would
be appreciated.
-Michelle

Someone here had posted a link on where to buy VB cards. I've been
searching for the post but now I can't find it.
If someone could please post again where I can find these cards.
The one's I'm looking for have the RFFC's on the back.
Thanks
Sarah

Effective Shadowing Techniques in the School, Home,
and Work Settings (One Day Workshop)
Sponsored by:
TAP-VA (www.autismva.org)
ASA-NV (www. asanv.org)
Loudoun County Public Schools (www.loudoun.k12.va.us)
Featuring:
Noel Woolard, M. Ed., TAP-VA Program Director
Jill Aldrich, B.S. TAP-VA Educator-Consultant
What is a shadow? A shadow is an individual who assists a person with autism
to become as independent as possible while in a least intrusive environment
(classroom, work, or community). This person is expected to be a teacher,
master prompter, creative motivator, and data analyzer. Most often, these
individuals are given the greatest amount of responsibility with the least
amount of
training and support.
During this one-day workshop, members of the TAP-VA team will present
effective shadowing techniques. Specific targets relating to social initiations
and
interactions, modifying academic curriculum, and teaching and maintaining
independent work behavior will be presented. Behavioral techniques such as
shaping, reinforcement, and prompting will be presented and practical
implications
will be discussed. Finally, emphasis will be placed on collaboration between
paraprofessionals, teachers, community workers, and family members who work and
live with those with autism.
Monday August 11, 2003
9:00am-3:30pm (Registration begins at 8:30)
Harper Park Middle School (Leesburg, VA)
Registration fee: $40 (A lunch box is included)
Space is limited.
Send your registration form and check payable to ASA-NV to
Chie Kelly, 202 West Beech Rd, Sterling VA 20164
Your registration will be confirmed by e-mail.
For any questions, please send your e-mail to: jamesgkelly@...
Directions to Harper Park Middle School ( 701 Potomac Station Drive,
Leesburg, Ph:703-779-8860 ) :
From East of Leesburg - Take Route 7 West towards Leesburg. About a mile
before Leesburg, take a right onto River Creek Parkway (at the traffic light).
Take a left at the next light onto Potomac Station Drive. About a ½ mile on
Potomac Station Drive you will see Harper Park Middle School on the left.
From West/South of Leesburg - Take Route 7 East/15 North towards Leesburg.
Stay on 7 East towards Ashburn/Sterling. About a mile east of Leesburg, take a
left onto River Creek Parkway (at the traffic light). Take a left at the
next light onto Potomac Station Drive. About a ½ mile on Potomac Station
Drive you will see Harper Park Middle School on the left.

Dear Mary Elizabeth and list,
I have been teaching for over 20 years but doing VB therapy full time for
just three so I am NOT a consultant yet! My gut level response when I read your
email about the potty training was - I'd rather have three nice walks in
positive practice than the standard goal of 5 walks if all hell breaks loose on
those last two walks. In my mind's eye, those last two practices just 'taint
worth it! I have had experiences where I was so conscientious about the stated
goals or protocol and following these with expert precision that I have missed
the obvious! I recently watched a tape where the instructor from Penn State's
ABA distance learning program stated that the set goals in many of the drills
are open for interpretation and that is why a therapist must use his/her
better judgment in terms of mastery, etc. I think her words apply here. With
each passing day, I get better and better following my gut, watching the child
with whom I work, and finding a way where EVERYBODY wins! My advise, for what
it's worth: follow your gut and observe the child and tweak the drill where it
needs tweaking to ensure HAPPY success. You can both run the drill with
precision while stopping short of a meltdown. Dr. Carbone talks about this a lot
--
if the child melts down, we run behavior extinction procedures AND THEN
critique what we need to do to change our instruction so the situation does not
happen again! Although Suzi Kaufman is not into ABA (and I very much am as long
as the ABA therapy has the Verbal Behavior component), I listen to Suzi
Kaufman's tapes from the Option Program/Son-Rise. These tapes have helped me
remember to make sure I am always working with the child, not against him/her,
while
still getting my agenda across! Take care, Mary

Experienced VB therapist avalible in SW London to start mid-August.
Hours very flexible. Please email Tana on tseitzaba@....
I look forward to hearing from you,
Tana

Hi,
We have been running a VB program for my three year old son for 3 months now and
prior to this ABA and growing minds, for one year. We were teaching signs and
motor imitation only and it has been like this for the full length of the VB
program so far. The wonderful news is that my son has started to verbalize quite
a lot now. He can say about 70 words, although they are very un-clear (mostly)
sometimes crystal clear. But, he is not progressing at all with his motor
imitation skills. Before we started VB he was doing really well with object
imitation and motor imitation. Our consultant (we are in UK) says that if we are
teaching my son motor Imt. we should just say the word with the actions. Fro
example to get him to touch his toes we just touch our toes and say toes.
Previously we had taught him to "do this" and then moved that onto a one step
instruction. I can now just stomp my feet (as with other motor imt trials) and
he copies, so he never got stuck on "do this". He has been on full han over
hand prompt for a number of motor trials for months and is getting nowhere.
However, when we taught him sign language he picked this up really quickly. I am
really puzzled as to what is going wrong.
When we are doing intensive sessions of say 5-10 minutes (many times in two hour
sessions) with reinforces, my son just gets in really quick and says the word
of the thing he wants. He is not paying any attention to what we are asking him
to do, he has just learn't that if he says something he gets it immediately and
he just wants his reinforcer. I think he also looks a little bored and I am a
little tiered of being told it's up to us to motivate him. Do we try to
motivate him and follow his lead ? - Yes we really do!! I have an excellent
team of tutors and I know that we are running a good program.It is full time 30
plus hrs per wk). I have worked extremely hard to get this right. We have
weekly team meetings, but we just can't seem to get it right. We only get to
see the consultant every 8-9 weeks and my son started to talk 1 week after he
was last here. So I've been sitting on this problems for ages and I feel there
is no time to waste. I am starting to worry about what we are doing wrong.
I would be really grateful if anyone could help.
Thanks
Bev

Does anyone have any great ideas for teaching "maybe"?
Thanks,
Linda

Hi all,
My name is Frank McGovern and I live in Redding CT. I sponsored the
Carbone workshop in Trumbull CT earlier this year. I have decided to
set up a home based program for my 6 year old son. I already have a
great consultant in place who will provide all training and I am
looking for therapists.
If you are a highly motivated individual who believes in the VB
approach and would like an opportunity to learn from the best please
email me or call me at 203-938-4176.

For those attending the Carbone conference in SC next week....
Several of us are planning to meet for dinner Monday night to discuss Chapter
200 and the need for uniform/statewide availability of ABA funding. If you
have suggestions for a good location, please respond to me and we will
announce or post the plans at the conference. All intrusted individuals are
welcome
to join us.
Denise Oxford

Thanks a gazillion for the recommendation that many of you gave to the
Englemann's Teach your child to read in 100 easy lessons.
Just PROBED the first lesson and looks like this is a keeper! ot through it
without any problems.. though I can tell you the only porblem I forsee is some
of the EXTRANEOUS language seems to be beyond him.
He is following my direction in the parts that I say SAY "its YOUR turn to say
the sound.."
and then the "AGAIN get ready"..and the "SAY THE SOUND"
Where I loose him is TASK 2 when I am saying a word SLOW And telling HIM To
say it FAST
(those of you doing this know what I am talking about)
You know the LETS play say it FAST
ice(pause) cream..pause..SAY IT FAST and his response is supposed to be
retaining my SLOW word and making it FAST ..icecream..
THough it is only the first day and I was just checking it out.. I am assuming
that I have to get the REsponse to the SD to SAY IT SLOW , say it FAST under
stimulus control (regardless if I just said it slow or fast prior)
I am sure this a prerequisite..
But he certainly aquires and retains the sounds very nicely .. and even see him
utilizing his "phonemic awarness" to some words he comes in contact with..
also the price was nice , But I am wondering since his language is limited
(converstational language)
is this not apporpriate for him, or maybe I can utlize the benefits of it to the
best extent for him. and NOT expect him to learn to read in 100 lessons :)
which is FINE by me :) Ive waited much longer for other skills (like calling me
mommy ..that took ATLEAST 5000 lessons :)
anyhow your input is appreciated
Nicole

Hello,
We are looking for therapists for our VB home program for our 5 year old. We
have been doing ABA for 2 years and just switched to VB. Please email me if
you are interested. thanks Janine

Hi,
I am struggling to teach my son to poo in the toilet. He refused and would
hide when he poo.
When he finished , he would appear. However, he does go to the toilet and
wee by himself even in the middle of the night , without lights on.
Does anybody have experience handling this behaviour ?
Regards,
Ping

I am an SLP in MD who has a cousin in PA with a 2 y.o. son just
diagnosed with PDD-NOS and is interested in starting an ABA-VB home
program. The school system approved an ABA program however does not
have anyone to give her as far as VB consultants/therapists so it is
up to her to find them. She lives in Montgomery County, PA the
Lansdale/Oreland area. If you have experience as a VB therapist or
consultant or know of anyone who is interested in getting trained
located in this area of PA, please write to her (tammy) at:
buntinggaults@....
Thank you!

VB Therapist Available DE/Phil/NJ Area
I'm writing on behalf of my sister-in-law, who just completed
Carbone's workshop #1 and is available to provide therapy in VB
programs. A mother of an adult child with severe ADHD, she lived
with us and our 4 year old ASD son for 6 months (in a nanny capacity)
to support our ABA program. In addition to education and work
experience in graphic arts, she has coached many types of athletic
teams. What makes her an ideal candidate for VB, however, are her
amazing play skills, her energy and enthusiasm, ability to engage any
child (she is the favorite aunt of every child in our extended
family), and her high expectations for "typical" behavior for my
son. (For example, she taught him things that typical kids learn to
do, like saying "please" and "thank you," using utensils to eat, and
sitting nicely at the dinner table.) She also taught him so many
games he loves, like tip-toeing to sneak up on us to say "boo," and
many more. She will require working with a VB consultant for
training, because although she has much experience with children and
my ASD child, her "hands on" experience delivering a VB program is
currently limited.
A native of northern Delaware, she is available in Delaware and also
within driving distance of Philadelphia and south, and very southern
New Jersey.
For more information or to contact her, please respond to my email,
and I will forward the info to her.
Marcy Kelly

Dear Group,
The South Carolina Carbone conference is sold out....(June 23, 24, 25 in
Columbia, SC) I need at least one spot for my daughter's classroom teacher (a
second one for me would be great) If you have a reservation you can't use,
PLEASE contact me ASAP. I will be glad to reimburse you for one day, all three,
whatever...
Thanks,
Denise Oxford
denise116@...

Listers,
I haven't moved to the DC area yet, but my former lead therapist has. Her
name is Claudette Tan. She is a pre med graduate of Washington University in
St. Louis and will be in DC for at least a year. She worked as both a
therapist/lead therapist in both our home program and as a shadow in a typical
classroom. Our program is conducted under the guidance of Dr. Carbone's
associate,
Cherish Richards and Claudette has attended a workshop #4, (the one done by
Holly and Cherish). Claudette is cheerful, energetic and probably one of the
top
one or two therapists I've had for being reliable and responsible. If you're
interested, you can contact me off list at
markc612@...
Mark
Children with autism are NOT learning disabled, they ARE teaching
challenges.

Hi,
I am behavior and play therapist looking for families to work for this summer.
If interested please email me privately. (Sunnyvale, Mountain View, Palo Alto,
Los Altos California)
Thanks,
R. Romero

Hi. I would like to know if anyone here has gotten an exemption for
vaccines for their child. I do not want to vaccinate my 5 year old
with the MMR before he goes into kindergarten and I have a 4 month
old that I do not want to vaccinate as well. If anyone has any
advice please let me know. Thanks so much. Sharon

I am trying to compile a packet of the best information for parents who have
just had a child diagnosed. I want to include options, support groups,
great books, and where to get supplies or ideas on how to make your own
supplies. There is so much information out there I want to only include the
best. I have a pretty good list started, but would love the input of
others. If you have any ideas, would you please send them out to the list
or directly to me. Thanks a million!
Natalie
bubblesgirl33@...

Just learned about this: You can call your senators today June 11th
and tomorrow June 12th asking them to vote NO on the new IDEA
legislation. This is being sponsored by the ASHA (American Speech &
Hearing Association. The number is 1-800-760-3014. Their fear is that
our children will no longer be served by professionals once this
legislation is passed. Spread the word!
Tell your senator:
NO to the elimination of short term goals and objecitves
NO to limits on how much parents can spend on legal fees without
limits on how much school districts can spend
NO to restrictions on access to due process for parents
NO to IEP reviews every THREE years
NO to the eliminaiton of "code of conduct" exemptions for kids with
disabilites (IMAGINE the imapct of this on asperger/autism kids)
NO to the use of FAPE funds for non-disabled kids
The them HR1350 is a BAD IDEA!

Please contact the following person for information on the workshop -
Amanda Melville: amanda.melville@...

We run an in-home Verbal Behavior Program and are looking for an additional
therapist to work with our very verbal 5-year-old son. He is an intermediate
learner and has some advanced conversational skills. Training in Verbal
Behavior is preferred. We live in Stafford, VA which is only about 30 miles
driving
distance from George Mason University.
If you are interested, please reply to this e mail address or you may pass
this along to other interested individuals.
Thanks,
Angie McClevey
AngMcClevey@...

Therapists wanted for our home ABA program. We live in Naperville 35 miles
west of Chicago. I am looking for enthusiastic people that would like to help a
very sweet, affectionate and mild mannered 8 yr. old boy reach his full
potential. The program is supervised by a consultant. We will provide training.
This
is a great opportunity for anyone in the fields of speech pathology,
psychology, special education or someone interested in helping a child.
If you are interested or if you know someone who is looking to pick up extra
hours, please contact me at emcommunic@... or (630) 904-7339.
Mary

Teachers/tutors/therapists and consultants needed to work in schools and
homes (Long Island, NY). Please e-mail resume or call Nicole Weidenbaum at
516-713-8932
Thanks,
Jannine Sarrocco, MA, BCBA

Cure Autism Now Foundation is pleased to announce: WALK NOW is a 5K walk
for the entire family, beginning on the floor of the First Union Spectrum and
continuing around Philadelphia's sports complex. Over 3,000 walkers are
expected to attend and we want you to be one of them!
WALKNOW Philadelphia!
September 20th, 2003
Be one of the first
to see Lincoln Financial Field, Enjoy a Great Day Out with Family and
Friends
&
Have a Personal Impact on Funding Autism Research!
Each walker will be asked to raise money for autism research and will be
awarded great prizes!
Cure Autism Now and the local Philadelphia Chapter are in need of the
following:
Resource Fair Exhibitors
Sponsors
Volunteers for Event Planning
Volunteers Day of Event
In-Kind Donations of Food, Water & Prizes
And, of course, thousands of walkers
To volunteer, donate or help in a specific way, please contact the Walk
Director at Cure Autism Now (888)8 AUTISM x21
To register for the event, go to www.cureautismnow.org/walknow/index.cfm
register at www.cureautismnow.org
Meet dozens of autism service providers before and after the walk at our
Community Resource Fair.

We are looking for a therapist to join our ABA team and work with our
5 year old son.
We have an organized and well supervised ABA / Verbal Behaviour program
and offer a friendly team
environment.
We live in central Toronto, a few minute walk from the St Clair West
subway station.
If anyone knows of anyone looking for more hours, please have them
contact Helena via email at
dd2034@....

Dear Penny,
You asked for information regarding TalkingWords. For detailed information
see the extensive product descriptions at http://www.talkingwords.com
TalkingWords sells a CD-ROM which has 2,200 pictures for creating PECs,
FlashCards, Mini-Books and Worksheets. TalkingWords is driven by a database
of 4,500 Targets, which are things like words, phrases and questions to
teach. These targets satisfy many of the objectives on the
ABLLS. TalkingWords allows you to record progress data for each of these
targets in 5 milestone areas. For example you could define a milestone as
receptive, expressive, tact, imitation, echo, mand etc...
I think TalkingWords has unique pictures to offer when it comes to
multi-word language. For example there is a category called "color+noun"
with 116 different pictures for practicing putting two words together "blue
dog", "pink fish", "red sock" etc... The TalkingWords database has
categories of language that one might overlook like a category called "of
phrase" which lists 28 common phrases like "glass of milk", "pair of
shoes", "pack of gum", "bar of soap". It has 590 different questions to
have the student ask or answer which are aligned with the ABLLS.
TalkingWords also sells a book called TalkingTargets which contains all of
the targets in TalkingWords listed in over 150 categories. The book is a
handy quick reference or it is a record book to record student progress
with each of the targets.
I created both of these products to help teach my now nearly 8 year old son
with autism.
If there is anything specific you are interested in please let me know. I
would be happy to provide you with more information regarding these
products.
Thank You
Diana Luckevich
TalkingWords, Inc.
http://www.talkingwords.com

Hi,
Wanted to share contact information on a service in Dallas/Fort
Worth area that provides therapists for home programs. Very
affordable.
Can be reached at Home_Therapist@...

A group of people are interested in forming an organization to bring VB
to Massachusetts. If you are interested in doing this and can attend a
meeting during a weekday evening in the Boston area, please email Irene at
itanzman@...

Hi Everyone!
I am an 18 year old student attending the University of Maryland
College Park campus. I am looking to do VB therapy with some
families this summer (and possibly weekends during the school year).
I have been doing ABA for almost two years with a four year old boy.
I also attended Dr. Carbone's training workshop in March. I would
like to work with families in Frederick or upper Montgomery County,
Maryland if possible. If you know anyone in need of a therapist
please e-mail me at Chelseabowen@... or call me (301)-865-
9049, and I will get back to you as soon as possible.
Thanks for your time,
Chelsea Bowen

Hello Everyone!
my name is christine and i'm 22 years old. i have been working with
children with autism for almost two years now and enjoy it to no
extent! i am currently working at an after school program, a respite
program, as well as an early intervention program. the early
intervention program i'm doing right now is one-on-one verbal
behavior sessions with an adorable 3 year old boy. I am looking for
more hours this summer, so if you are anyone you know are in need of
a therapist please email me as soon as possible and hopefully we will
be able to work something out! i live in the middletown/ red bank
area of NJ and attend Rutgers University. I am willing to travel 45
min to an hour away to help out any families. Id like to start as
soon as possible so if anyone is looking for a fun-loving, dedicated
therapist for their child, an lives in a nearby area, please email
me at Xpucta420@... and i will get back to you shortly!
thank you very much
Christine

I am trained in Verbal behavior and DTT and I have hours available
for the Montgomery, bucks, phila. counties in PA.

hi
I have a 2 yr old autistic son who has lot of motivation for
musical ,cause and effect and different toys.
He needs lot of toys for motivation and his therapies.
Are there any families who are willing to donate any toys, we live in
Edison, NJ.
Regards

HI....
i'm new to the group--
do you know any Verbal Beha. Consultants/Therapist in Memphis TN.
I'd be interested in moving there for the summer to get my daughter in a
program.
Thanks...
dani-ga

Dr. James Partington will present two workshops on June 30th and July
1st, 2003 in Schnecksville, PA, sponsored by CLIU #21. The first day
is entitled Teaching Language Skills to Children with Autism or Other
Developmental Disabilities; the second day is entitled The ABLLS
(The Assessment of Basic Language and Learning Skills). For more
information and to register, visit www.behavioranalysts.com

PROFESSIONAL OPPORTUNITY
SENIOR ABA THERAPIST
(For Two Colorado Families)
A Senior Therapist is wanted for two energetic teams that work with a five
year-old autistic boy and a 14-year old girl with developmental delays
within the ASD spectrum in Boulder, Colorado. You would be responsible for
running our ABA programs on a day-to-day basis, training and supervising our
other therapists, reviewing and analyzing data, developing community
generalization of skills, conducting team meetings, interfacing with and
supporting our out-of-town VB program consultant, assisting with programming
to implement IEP objectives at school, selecting new targets and new
programs and working with each of our children, one-on-one, four or five
days per week, either in our homes or on community outings.
We use the Verbal Behavior method and our programs are overseen by an SLP
and Certified Behavior Analyst who is the director of a school for autistic
children in Texas. Our consultant comes to Boulder to conduct a clinic for
our teams every six weeks.
Applicants should have at least one year or more of experience working
one-on-one with autistic children, have a good working knowledge of the
principles of applied behavior analysis, possess leadership qualities, and
enjoy having fun with children. Experience in Verbal Behavior is preferred
but not required. We are willing to arrange intensive VB training for an
otherwise qualified applicant.
This is a fulltime position of 40 hours per week at $20 to $25 per hour
depending upon experience. Lower salary option with health insurance and
paid sick leave/vacation time is available.
We are located in Boulder, Colorado in close proximity to
skiing/snowboarding, hiking, rock climbing and other outdoor activities. We
are five minutes from Boulder and 20 miles northwest of Denver. Extremely
cute and hard working kids.
Those having an interest in this position should contact Stephanie at (303)
2998320 or sgriffin@....

I am a parent of two children on ASD spectrum and I'd like to let
introduce everyone in North Texas to a wonderful therapist who worked
with our children for two years and has just moved back to Arlington
from College Station.
Ms. Kim Stockton has a B.A. in Speech and Communication from Texas A&M
university and is starting a Master's program in Speech and Language
Pathology at University of North Texas and is also working towards BCaBA
certification.
She has worked as an ABA therapist and and Inclusion shadow for the last
two years with emphasis on Verbal Behavior and most of her extensive
training has been provided by the training division of Behavior Analysts
Inc. and the STARS school of No. Ca. She's also attended small group
training by Texas BCBA's Kelle Wood and Christie Enzinna. She has
worked with a variety of skill levels and has been a great asset to our
family and has attributed greatly to our children's success.
You can reach Ms. Stockton vial e-mail at kds557@....
Sincerely,
Arzu Forough

Hello,
My name is Christine and I'm 22 years old. I have been working with
children with autism for two years now. I am currently working at an
after school program, a RESPITE program, and an Early Intervention
Program. I live in th Red Bank/ Middletown area and go to school at
Rutgers. I am looking for families in need of a Verbal Behavior
therapist. Please email me at Xpucta420@... for more
information...
thank you
christine

Below is an interesting article. When choosing teachers for children with
disabilities, this may be a good survey to give perspective teachers. Just
wanted to pass it on to you all. Rhonda Miga
Adaptations: What's Really Fair?
by Carolyn Ito
How many times have you heard the old lament, "It's not fair," from students,
colleagues, parents, perhaps your own children? When my children used the
phrase, it was often because they felt cheated or slighted. A sibling appeared
advantaged in some way. Or perhaps a friend was allowed a privilege my child
wasn't. In reply, I often said, "It is not the same, but it is fair. Fair does
not mean equal. Fair means that you get what you need. What you want may not be
what you need. A want and a need are not identical."
The philosophy a teacher, student, parent, or administrator has about fairness
has significant impact on the adaptations chosen to meet the learning needs of
students. Most of us act upon our own philosophies of fairness as we work with
students of various abilities. Many educators make decisions that help students
get what they need to succeed; however, teachers' philosophies vary. Some
professionals feel it is unfair to treat any student differently. Others believe
that students' unique needs must be considered and that everyone doesn't have to
be treated the same.
Some adaptations are commonplace and universally accepted as fair in our society
for people with disabilities. Glasses, contact lenses, and seeing-eye dogs are
accepted adaptations for people with visual disabilities. Hearing aids,
telephone volume control, captioned television programs, and signers at national
political conventions are taken for granted. Elevators, motorized wheelchairs,
walkers, and canes are accepted assistive equipment for people with limited
mobility. In general, these adaptations are accepted as needed to help people
succeed in schools, work environments, and community settings.
Classroom adaptations are sometimes more difficult for professionals to accept
as fair and appropriate. These adaptations address problems related to
modifications in the curriculum (e.g., a skills sequence change), the delivery
system (e.g., text on tape), or evaluation procedures (e.g., oral testing), to
help students benefit from instruction and perform more successfully in the
classroom. It is important to think of classroom adaptations along a continuum.
At one end, few adaptations are needed or those that are used require little
effort to implement (e.g., preferential seating). Along the continuum, students
could be in large groups, partnered with peers, at computers, in small groups,
or with a volunteer. They could be listening to the text on tape or reading
silently. They could draw an answer, take a test orally, or do fewer problems.
At the other end of the continuum, more extensive accommodations may be required
(e.g., alternative curriculum, full-time paraprofessional support). Adaptations
should be provided based on what the students need to succeed.
Because your philosophy of fairness impacts your willingness to orchestrate
adaptations, it is important to evaluate your philosophy on adaptations and
where you would fall on the continuum. Perhaps the following questions will
assist you in clarifying your own philosophy on adaptations. You may find it
helpful to share and discuss this informal assessment with your colleagues.
Adaptation Philosophy Questions
Respond to these questions with yes, no or unsure:
1.. Should all students be treated equally?
2.. Should adaptations be made so that all students can succeed?
3.. Is it fair to change the rules for some students?
4.. Are teachers asked to do too much already and don't have time to adapt
lessons?
5.. Should I adapt my teaching to a child's way of learning?
6.. Should I do whatever it takes to help a student succeed?
7.. Do adaptations compromise academic integrity?
8.. Can all my students learn if I can find a way to help them?
9.. Do adaptations send the wrong message to the students (i.e., some students
are held to different standards)?
10.. Will parents be upset if their child has different assignments?
11.. Is it all right to have outcomes vary within a class?
12.. Adaptations are fair, but do I need help in designing them?
13.. Do all students want to and try to learn?
14.. Is the problem made worse by adapting a part of the curriculum?
15.. If I let one student do something differently, will I have to let all
students do it?
If you answered yes to numbers 1,3,4,7,9,10,14, and 15, your current adaptation
philosophy may allow for few adaptations. If you answered yes to numbers
2,5,6,8,11,12, and 13, then you are more inclined to make adaptations. Uncertain
responses may suggest that your philosophy is not yet solidified and you may
wish to further explore the issues and methods for adaptive instruction.

Therapist needed for ABA program in Naperville. ABA experience preferred,
however is not necessary, will train. Therapist must be highly motivated,
enthusiastic and committed to make a difference in a child's life with
autism.
My son is 8 yrs. old. He is very sweet, affectionate and do not have any
behavior problems. He is mild-mannered and moderately autistic.
If you are interested email me at emcommunic@... or I can be reached at
(630) 904-7339.
Mary

Hi, I was contacted by a colleague seeking families in the above
counties. She is a quality therapist and kind person, a certified
teacher working on her master's, and has been trained under 3 Board
Certified Behavior Analysts. Please feel free to email me for more
info, and I will pass it along!
Thanks,
Robyn

Hi there - I've just joined this list. My son was
d'xed / PDD at 2yrs, and is now 7 1/2. He has been in
EI,and has been through many years of therapy as well
as attending various special ed schools. While he is
not "cured", he has reached the point where we no
longer use, nor need the Language Master.
For those of you who don't know what it is, it's an
ingeniously simple machine that is like a tape
recorder that teaches children how to pronounce and
mimic sounds and words by using magnetic cards which
slide through the machine. It also helps w/ intonation
and affect. Each card may contain a picture, a word
group or more complex words which can be slid through
the language master. The child will hear a voice
saying the word, then repeat the word while recording
his own voice. He can then listen to himself saying
the word and make corrections or practice as
necessary. Of course it's better to have an adult
supervise, but is simple enough for a child to use.
Anyway, if anyone wants to learn more about the
Language Master, I believe they do have a website.
Here's the URL:
http://eshop.actworld.net/moffittco/Card.html
I also have at last 3 different sets of cards of
varied levels included. Some of the cards have been
recorded over by my son playing around, but because
they are reusable, you can simple "erase" the voice,
and insert your own once again.
I am asking $150 for everything - and I can cetainly
e-mail a picture and more details to whoever is
interested.
Thanks for your time - BM

FEAT North Texas Presents.....
Supporting ABA Mom's
Whether you are a Mom or a dad, you will be inspired and guided by the
parents and professionals sharing on the important role of mom's in a child's
program. For you dad's, who are in charge of your home programs, this is for
you, too! Come let us honor you and share practical advice for parents.
Survival Tips for ABA Mom's and Dad's: Maddox and Jodie Muse -- Sweethearts
since high school, this lovely couple endured the pain of diagnosis for their
precious child, making many sacrifices to run an ABA program. They will
share their survival tips for mom's who run the day to day programs, and to
couples who are trying to weather the stresses that ABA puts on a marriage.
Consultant's View of Mom's: Billy and Carla Edwards speak on the important
role mother's play in home programs.
A Husband's salute to his wife: J. Reirdon will speak of his wife and her
work in their home program. Video presentation included of life inside a
home ABA program.
Date: Saturday, May 17, 2003
Time: 9:00 am - 12:00 pm
Location: Healthy Approach Market
5100 Hwy 121
Colleyville, TX 76034
(817)399-9100
(CHILD CARE NOT PROVIDED)
THANK YOU!

Hi,
I wonder if anyone could shed some light onto how Verbal Behaviour training
works. Our son has done some standard ABA and has been on a growing minds
programme for 9 months. He has mastered quite a lot of trials over the past
year, but it was not really helping to get his language going. I called a
verbal behaviour consultant and we started the programme about 2 months ago.
The concern I have is that at the moment we are only working on Mand training
(signing) and a few motor imitation trials. Our consultant assures us that this
is more than enough to working on. I don't doubt his professional integrity,
but it does seem a little thin for a programme.
I would be interested to hear from anyone who is doing a VB programme and how
the programme started and how things progressed. How successful was it at
helping your child learn to talk and even what have been the outcomes? I would
particularly welcome responses from people who have had Dr Partington as their
consultant.
Thank-you
Bev

Hi all,
We are looking for a VB therapist to work in Bermuda.
Candidate will be a part of a team of 4 working with 3
boys with Autism in carrying out a VB and school
inclusion program. Experience and knowledge of VB and
procedures an asset. Full-time position with ongoing
training offered. Please contact Trish for more
information (trishcrow@...).

Hello friends on the DTT-NET list!
I'm sure you're sick of my
messages to Wisconsin parents, but we're on the home stretch and we have a
good chance for victory! Thanks again to all of you who have continued to
send words of encouragement!
Here's the message for Wisconsin parents (I copied a lot from the ASW
e-group post):
The next 2 to 4 days will be the MOST CRITICAL PHASE of our effort to
reinstate funding for in-home therapy. The JFC is expected to consider the
line-item for the in-home autism budget early this week.
TIME TO TURN UP THE VOLUME !!!!
Those of you interested in this issue should "check-in" (Call/Email/visit)
with JFC members ASAP & let them know you are still VERY interested and are
closely watching this issue:
1. Please reinstate the intensive autism in-home program with $26.5 M GPR
funding.
2. Why this program is important to you - 2 sentences (keep it VERY short).
3. The waiver system being proposed by the Governor & Dept of Health &
Family Services to replace the current entitlement system was developed with
significant
input by the Autism Coalition. However, the
$26.5M GPR represents significant COMPROMISE by the Coalition - but the goal
of the Coalition is to preserve the program.
4. ANYTHING less than $26.5 M GPR will be a disaster for kids!
5. Other information:
- You are aware that the Dept has identified sources of revenue to cover the
$26.5 M GPR (You think that when the JFC member sees the Legislative Fiscal
Bureau figures, that JFC members will see where the money is coming from.)
- You know there will be a Parent Cost Share in the waiver - to help keep
costs down
- You know there will be a FIXED AMOUNT of money for the
waiver and a limited number of "slots" - which will address the "migration"
concerns some legislators have had (parents who move to WI for services)
6. Be sure to ask them - "What is your (or your boss's) position? - support?
leaning toward supporting? against?
7. Please email me regarding your contact results -
especially if you encounter JFC members who are "against" the funding or who
seem to favor lowering the amount from that requested by the Governor last
week:
Liz Jones ejones5@... or (920) 720-9733.
Here is how to contact JFC:
1. Co-Chair Sen. Alberta Darling (Tom O'Day is her staffer working on autism
issue) 608-266-5830
2. Co-Chair Rep. Dean Kaufert 608-266-5719
3. Rep. Kitty Rhoades (Considered JFC "Lead" on Medicaid issues. Her
staffer on this issue is Kevin Moore) - 608-266-1526
4. Your Legislator (if on JFC) & then rest of JFC members:
Sen. Scott Fitzgerald (staffer Judi Rhodes-Engels) 608-266-5660
Sen.Sheila Harsdorf (staffer Christian Schneider) 608-266-7745
Sen. Robert Welch (staffer Christopher Newhouse) 608-266-0751
Rep. Spencer Coggs (staffer David de Felice) 608-266-5580 Rep. Michael
Huebsch (staffers Robert Delaporte/Paul Petitte) 608-266-0631
Rep. Dan Meyer (staffer Eric Christianson) 608-266-7141 Rep. Dan Schooff
(staffer Katie Plona) 608-266-9967
Rep. Jeff Stone (staffers Marsha Dake/Corey Dolezalek) 608-266-8590
Rep. David Ward (staffers Kim Crippes/Charlene Rodriguez) 608-266-3790
Sen. Russell Decker (staffer Barbara Worcester) 608-266-2502
Sen. Ted Kanavas (staffer Marianne Foster) 608-266-9174 Sen. Mary Lazich
(staffer Cathleen Connolly) 608-266-5400 Sen. Gwendolynne Moore (staffers
Shirley Ellis/Kelly Bablitch) 608-266-5810
There are 16 JFC members. The In-Home Therapy budget line-item needs 9 votes
to pass JFC. If it passes JFC narrowly, when the full legislature considers
the budget (after 5/23), it will be vulnerable to hits in the full
legislature. If it passes JFC strongly (12 votes or more), then it is pretty
certain that the amount approved by JFC will stick and be supported by the
full legislature.
I will let you know, as soon as I find out, when the In-Home Therapy issue
is scheduled on the JFC agenda. It should be early this week. The deadline
for final budget figures from DHFS to Legislative Fiscal Bureau was noon
Friday, 5/9. LFB will develop a briefing sheet by Mon or Tues - which will
include the Governor's $26.5 GPR figure; but may also include other options
(probably lower figures !!) JFC needs this briefing sheet in hand before
they will schedule the issue on the agenda. We are watching the website to
see when this is available.
Ideally, if parents & kids are in the JFC Chambers the day the item is on
the agenda, watching the vote, with their kids, with our Royal Blue "Fund
In-Home Therapy" T-shirts, we should hope for a STRONG VOTE to support the
$26.5 M
GPR. It will make a big difference - BE THERE !!!
The Autism Coalition has been in the meetings with DHFS working on the
waiver details. They are writing a summary paper about the waiver details to
share with everyone. I will send it as soon as it is done. While the Waiver
is certainly not ideal (since nothing can possibly come close to the current
entitlement system), it actually is pretty good.
MAKE YOUR CONTACTS ASAP - GO TO MADISON if you can for the "vote" -
otherwise PRAY during the "vote" - $26.5 M GPR
is a drastic cut .... we need at least that amount!
If you have ANY questions about the provisions of the waiver and/or how the
proposed program will affect your child, please feel free to email me
directly at ejones5@... or call me at (920) 720-9733.
Happy Mother's Day!
My best to you,
Liz

Thank you all for responding to my e-mail about
teaching compliance. I forwarded all of you e-mails
to our school's psycologist. We are meeting with him
and clinical supervisor on Tuesday to develop a new
plan of action.

Two families in Switzerland are looking for an experienced, dedicated and
enthusiastic ABA/AVB therapist to come and join our teams ! Our boys are 4.5
years old, and have been doing very well in their programs. One is verbal
(has been doing ABA for just over a year), and the other has emerging
language(has been doing ABA for 6 months). We are looking for someone who has
good incidental teaching skills, and who is strong with reinforcement. We are
located in Geneva, which is very well situated for someone interested in
travelling in Europe. We offer an independent, furnished apartment and a
monthly salary, and also pay for travel expenses. Please contact Stephanie at
steffie@... We look forward to hearing from you!

Kenzie's school is considering buying Talking Words. Can anyone share their
experiences with it? I told them I would post the inquiry to the lists.
Thanks
Penny

Hi! I am posting this for a friend who is a very skilled therapist- trained
at Douglass. She is available in monmouth county area in NJ. E-mail me for
more info. Thanks!
Laura

Hi all I though I would post this early . Ihave`a
therapist who is moving to watertown N.Y. in Sept she
is getting married`and her husband to be is stationed
at Fort Drum . She would like to continue to work with
Kids on the spectrum while she is there ( her husband
to be is stationed there for two years ) . She is
wonderful and caring with Kids and will need some more
training but is very eager and enthusastic and a quick
learner . Her name is Molly her email is
flynnmolly@... you can contact her directly or
contact our consultant or me with further info or
questions consultants email is crewaephi@...
Margaret

Sorry for the cross post, but I need to reach anyone and everyone here in OH.
ASAP that I can.
Possible funds may secured to pay for a bus trip Washington D.C. to show support
of IDEA. Date has not yet been set. Pending interest.
Anyone interested in going??
If so, send an e-mail to
franwatkins1@...
or call 937-454-5008 and ask for Fran.
There is a high need for support to secure the law of IDEA and it's intent.
Share this will anyone/everyone who you think might be interested.
Thanks
Donelle

I can't find that wonderful post with the adapted story about going
to Italy and ending up in Schmolland. I loved it! Can anyone send
it to me?
Thanks
Terry

Thank you all very much for your responces. Maybe I
should clarify the situation a little bit. My child
is an intermidiate learner who was about 80% compliant
in intensive teaching. We started a new VBA school
with new teachers (therapists) and first thing we
(parents) did was send them all to Carbone I
conference. Some of them had 3-4 years of VBA
experience and went to all of dr.Carbone conferences.
When my child started the school - she was not very
happy (new teachers, new environment...). Therapists
started with pairing themselves with reinforers and
never moved from that stage. It has been going on
since January. They are doing only and only natural
environment - no intensive teaching at all. So far
they have 'killed' (used up) all of our known
reinforcers by just giving it to her whenever she asks
for them (she can mand for anything and everything she
wants). They never been able to move from that stage
and now when they try to put a demand - she just walks
away from them or has a tantrum. I feel that they are
afraid to put a demand on her and just tip toe around
her for 4 hours. I understand the importance of
pairing with reinforcers ... but for how long. Maybe
they should of started with intensive teaching and
then moved to natural environment? I am lost and feel
that the time was and is wasted (4 month no kidding).
We are going nowhere fast. Any suggestions?

Hi!
Here is my thought on compliance...
Compliance is not a lesson to be taught.
Compliance is a by product of good teaching!
Plain and simple it sounds as though the teachers "pairing" techniques just
aren't working.
The point of pairing is to make the therapist as reinforcing for the student as
any tangible reinforcer. So that eventually other reinforcers are no longer
necessary. The child gets enough reinforcement just being with the therapist
because he/she is so fun.
I wonder how her teachers think letting her lay on the floor with a sucker in
her mouth for 30 minutes will teach her to want to be with them? I feel silly
explaining this because I am sure you know this and they should too but...
you have to pick a very strong reinforcer that the kid is extremely interested
in at the moment. In the beginning it needs to be a reinforcer that can be used
up fairly quickly, so the kid has to approach the therapist to get more. A
sucker takes too long to eat and and early learner won't make that pairing
connection if they don't have to repeatedly return to request more reinforcement
every 30 seconds or so. No demands should be placed on the child until she has
made that connection in her mind that says "hey when I go to that person good
things happen!" You'll be able to tell if it is working by the fact that the
child may wander all over the room, but will always independantly return to the
therapist to try to get more reinforcers. Pairing can take a few minutes to a
few weeks to establish. But until pairing has been established, I wouldn't work
on NET or Intensive Teaching. Without the pairing componant, neither will be
successful.
Once pairing is going great, then you need to work on manding in the natural
environment. Create 400 to 600 opportunities for the child to mand per day.
Once the child can independantly mand for 25 different reinforcers then start
with intensive teaching.
Demands need to be introduced very slowly, and reinforcers need to be really
strong. If you place too many demands too quickly, it kills the value of the
reinforcer because the child decides that the reinforcer just isn't worth
working that hard. Also it would help to have different reinforcers during
"work" time so that she learns that those great reinforcers are not always
available.
Also when beginning placing demands, remember that they need to be extremely
easy tasks for the child. Like if the child is good at puzzles, have them put a
puzzle piece in inbetween reinforcement.
Again this is all basic ABA/VB but maybe one part or another will be helpful. I
must add a disclaimer, while the compliance line at the top of this message is
my own creation, all the other info here is not. It is all info I learned from
Dr. Carbone's conferences.
I hope something here helps.
-Kim
Mom to Cady 8(ASD), Hayley 6(ASD), and Corey 4 (AS)

It might be a stupid question but I just have to ask
it. Where to you start teaching compliance: at the
table or in the natural environment? We did ABA for 3
years at home, then VBA for 1 year at home and now we
have a VBA school. The teachers started by pairing
themselves with reinforcements but apparently it did
not work real well. Right now they are doing natural
environment only which consists of giving my child
whatever she wants without any demands: that includes
just laying on the floor with sucker in her mouth for
at least 30 min. The minute any demand is placed my
child walks away and refuses any reinforcer (why
should she do anything if 10 min later she can ask for
it and just get it). It seems that she regressed a lot
from where she used to be. Even at home she is
non-compliant with simple requests like 'Come here'
where she used to be at least 80% compliant before.
Should we go back to the table or keep going with
natural environment? I would appreciate any comments
or advise.

The Behavior Analyst Today voluime 4 issue one will be posted in the a.m of
Sat to www.behavior-analyst-online.org. This issue contains many great
articles. I hope that you take the time to download. And as always downloading
the issue is completely free.
Joe

I've finally decided to break down and buy Gutstein's book. I forgot which one
everyone recommended to get started. It seemed like there were mixed reviews.
Could you guys enlightened me again as to which one would be the better purchase
for working with Kenzie?
Thanks
Penny

Note: cross-posted on VB, Me-List, GFCFKids, etc.
Hello, friends!
As many of you know, I have been actively advocating to preserve the funding
for ABA therapy here in Wisconsin. My thanks to so many of you who have
sent messages of support and who have shared information about various
funding arrangements. Thankfully, it seems hopeful that we will be able to
preserve some of the funding.
I am writing today to ask any/all Wisconsin parents on this list to either
join the ASW message group or contact me directly. I want to ensure that
parents have accurate, up-to-the-minute information about the negotiations
in Madison. I'm not an official anybody, I'm just a parent who has been
very involved in this effort and who recognizes that many Wisconsin parents
are not members of the ASW.
To join the ASW message group (you do not need to be a member of ASW to join
the message group), send a blank email to:

Dear Group Members:
My name is Audra Lampkins. This is my last few weeks as an undergraduate at
Indiana University in Bloomington, Indiana. I will be graduating May 10, 2003
with a major in Speech Language Pathology and a minor in Psychology.
I have about 9 months experience with a 5 yr old boy using the traditional
Lovaas approach first and then learning Verbal Behavior. I have had experience
at his school as well as in a home-based program. I am part of a team and
regularly attend our weekly team meetings. I have just recently begun working
with a 6 yr old boy using verbal behavior.
I am looking to gain more experience and learn new programs as well as
incorporate my training as a Speech Language Pathology student into the
programs. After graduation I will take a year off of school and then continue my
education to obtain a doctoral degree in Clinical Audiology.
Lastly, I really do love what I do and the families I work for. They can tell
you how I adapt and adjust my sessions in order to facilitate a maximum learning
environment.
Additional Information: I am a mother of a 5 yr old and I have been married for
almost 6 yrs. I am very responsible, goal oriented, and dependable. I am also
very interested in Autism and different approaches to maximize learning with
children as well as adolescents and adults.
If there are any opportunities out there for me to gain more experience I can be
reached privately at urluving_this@... or auajones@....
Resume and references available upon request.
I am only one but still I am one...
I am only one, but still I am one. I cannot do everything, but I can do
something; and, because I cant do everything, I will not refuse to do the
something I can do.Edward Everett Hale