Hi group,
I am at school in Rock hill and have been working in an ABA/VB program with
a child with autism for 2 years. I am looking for some families in the Rock
Hill/Charlotte area (or anywhere within 30 miles of Rock Hill) to work
with. If you have need of a therapist or know of a family who needs a
therapist, please email or call me, and I will send you references.
Thank you,
Mary K
MKkolberg@...
843-337-8286
Full time special education assistant job opening in the Bridgewater-
Raritan School District in NJ. Bridgewater-Raritan is a large district
with 8 ABA classes this year and more developing over the next few
years. This position is for the Intermediate aged ABA class. Position
is 31 hours per week, 10 months per year, with an option to work in
the summer. It includes great benefits! The hours (for days other
than "half days" of school) are 8:50-3:35.
Contact me for more information.
Thank you,
Sandra Finney :)
SRFSandy@...
Shauna,
What is the child's VR? Are you mixing in different operants during
ITT....imitation, receptive directions, etc.? It sounds like this child likes
to
tact and likes the language builder cards specifically.
I would put the language builder cards on the table in a larger field and
start with receptive ID...touch dog, where's the cat...clap hands, do this....If
ITT does not look like this, I would start to make it look like this because
you can't let the child control what materials you can and cannot use. Once
you get him tolerating a very mixed VB session with 80% easies (maybe he is
already there)...I would add two letter and/or two numbers to the field and
use a mixture of receptive to tact and echoic to tact transfers until these
targets are mastered. Make sure you select 2-3 letters to target and 2-3
numbers to target....pick letters/numbers that sound and look differently and
choose out of order numbers....1, 4, and 6 and A, C, O for example....letters
in
the child's name and numbers in the child's phone number/address also are
good to consider. Make sure these targets are mastered with 3 cold probes
before proceeding to new number/letter targets.
My recent publication with Rick Kubina: Using transfer procedures to teach
tacts to a child with autism..... published in the Analysis of Verbal
Behavior (volume 21...2005) outlines these transfer procedures.
Hope this helps.
Mary Barbera, RN, MSN, BCBA
We have a student at our ABA school who has acquired a lot of verbal
behavior in the past year and a half. Tacting using the language
builder cards is a reinforcing activity and he has made huge gains
in his intraverbal language.
However, we have tried several times to teach him his letters and
numbers...which his mom REALLY wants him to learn. So far, he has
not gained a single letter and he knows a few numbers. The issue we
are seeing is that he does not attend to any letter or number
stimuli. He loves the language builder cards...we have even used
these cards in manding sessions with him he likes them so much!
What we want to do is systematically pair the academic flash cards
with reinforcement to see if the cards gain some sort of reinforcing
value, thus increasing his attention to the cards for instructional
purposes. Does anyone know off the top of their head, any research
on this topic that I can get? I am going to the library tomorrow,
but I thought I'd ask first before I go searching JABA.
Thanks,
Shauna
Hello Everyone,
My name is Pepper Carrier and I'm new to the group I have been doing
ABA with my nephew for the past 3 years under the supervision of a
psychologist and another 2 year old girl for roughly 3 months. My
husband and I recently moved to Salem Oregon and am looking forward to
working again preferably part time so if anyone needs someone to work
with their child evenings or Sundays I am available. Please feel free
to contact me at peppervelvet1@...
Sincerely Pepper Carrier
I work with a child who is nonverbal. We (the other therapist and I)
are having a difficult time with her stimming. She is hand flapping,
yelling, and kicking. Does anyone have any tips as to how we can
decrease these behaviors.
Darce'
**crosspost**
For folks who are interested in clicker training, behavioral shaping, or in
learning hands-on some of the things you read about in Karen Pryor's book,
"Don't Shoot the Dog".
TAGteach International is proud to announce -
TAGteach Certification seminar February 4 & 5, 2006
Portland, Oregon
Linfield College
TAGteach is a powerful tool for teaching, that has its basis in the science
of learning, positive reinforcement and instant feedback. TAG stands for
Teaching with Acoustical Guidance and uses a distinct sound to highlight the
exact moment a student achieves a called for skill or behavior. The tag
becomes a binary message that is quickly processed by student. A tag means
yes, absence of a tag means try again. Regardless of age or application, the
TAG-trained student learns to react to this data with lightning fast speed and
confidence. It is a targeted organized approach that creates a safe learning
environment, facilitates accelerated learning and minimizes frustration on the
part of teacher and student.
Attendees come from a wide range of sport, educational, and wellness fields
including: mainstream and special education, physical education, dance,
gymnastics, autism, Pilates, movement and speech therapy, and corporate
training.
For more information visit:www.tagteach.com
or contact Keri Gorman
Certified TAGteach Instructor
keri@...
360.624.7266
I was wondering if anyone has any thoughts on getting a child to use "she" (and
"her") appropriately and more regularly. The child is a 6 1/2 year old
moderately on the spectrum and has decent language. He knows the difference
between genders, is able to point to boy vs. girl, he vs. she, and his vs. her
in pictures. Unfortunately, he habitually uses "he" even when talking about a
girl. For example, "Mary was absent today. He didn't come to school. He wasn't
feeling well." He is able to correct himself when you point out to him (e.g.,
prompt - "is Mary a he?" or "are you saying He didn't come to school or
___"...he will fill in the she). So he clearly knows the difference...just
seems his brain automatically pushes him to use "He". He learned gender early
on in a discrete trial mode, with decent generalization. Just seems in day to
day conversation, he's not able to use it correctly on his own.
Has anyone else run into this? Any suggestions on improving this? Is this
common for this age? Thanks.
Hello All,
Dr. Carbone will be presenting his 3 day workshop "Introduction to Verbal
Behavior" in Raleigh NC on April 28-30, 2006.
You can get details by visiting our website www.MariposaSchool.org and
clicking on the event calendar on the left side of our home page, or click
on the following link:
http://www.mariposaschool.org/events.php?PHPSESSID=eb1e9cf86291cb47640ff66a2
30d2f12
Cindy Peters
persistentC@...
President and Executive Director
The Mariposa School
for Children with Autism
203 Gregson Drive
Cary, NC 27511
919-461-0600
www.MariposaSchool.org <http://www.mariposaschool.org/
"Most of the important things in all the world have been accomplished by
people who kept on trying when there seemed to be no hope at all." Dale
Carnegie
The Lazarus Project is a small center-based, early intervention,
verbal behavior therapy center for children with autism located in the
Twin Cities. We serve 10 children approximate ages 2-8 in a one-to-
one environment 20 hours/week. We have a BCBA on-site 4-6 times a
year, as well as a consulting Licensed Psychologist on-site twice a
month and a SLP available for consult as needed. We have immediate
openings. If interested in submitting an application for admission,
please contact Stacey at 763-519-1197, stacey@....
I am a mom of a 5 yr. old autistic son and am in the
process of starting an ABA school in Brooklyn Heights.
I am looking for parents who might be interested in
getting involved in this project and would benefit
from a local quality ABA school. Please email me at
jorgls@.... if interested. Thanks!
From: Chester Green
Sent: Wednesday, November 16, 2005 3:49 PM
Subject: NCD testimonial
My son Camron has been diagnosed as autistic since he was two year
old and had stopped talking at that time. Camron is now 6 years old
and he is an affectionate, smart, playful boy. However, he
continued to have problems communicating, and overall interacting
with others. The school has been working with him and we had made
some progress. Camron had difficulty sitting for long periods of
time as well. He had also had stomach problems where he would not
eat or become constipated often. It is common in some autistic
children to get a condition called leaky gut and although we never
had him diagnosed for this, Camron was displaying some symptoms by
having various stomach issues. We were introduced to NCD through a
friend and business associate, Don Groth. I immediately thought of
Camron because we knew that autism could be caused by metals or
toxins in the body and since we believed this to be the case with
Camron we decided to try it not just for ourselves but for Camron.
Since taking the NCD,( we started Camron on 6 drops 3 times a day),
we have been told that Camron can sit for 45 minutes to do class
work, is talking more and interacting more with others. He will
repeat words back which is building up his vocabulary. I can hardly
keep up with the things he says now because he is observing and
imitating the things he sees others do. As soon as he started taking
the NCD, his eating habits automatically improved. Camron has been
known to be a pretty good eater so when he would not eat much or not
at all on a particular day, we knew that something was wrong Before
he would not really eat as much and even skip lunch at school
sometimes. With the NCD he has a healthy appetite again and no more
stomach pains or problems. We are so grateful to have been
introduced to NCD. Not only did Camron not have any bad reaction to
it, it is odorless and tasteless so we would put it in any drink or
food without Camron knowing. This worked out perfectly because
Camron is very sensitive to certain food texture and will not eat or
drink anything that tastes "funny" to him. We really enjoy the
product and will continue to use it for the overall health of Camron
and our family.
Thank you Don and the Waiora Team,
Chester & Christine Green
NCD is available at www.FeelingYouthful.com
Hi Everyone,
I am curious about what kind of autism workshops/lectures you would like to
see offered (if
any). What topics are you most concerned about? What would you like to know
more about?
I'm just looking for some general input. Thanks for your help! Kelle
Someone mentioned the recent Wisconsin early Autism project article. Has
anyone seen the full text? Here is the reference and abstract:
Intensive behavioral treatment for children with autism: four-year outcome
and predictors.
Am J Ment Retard. 2005 Nov;110(6):417-38.
PMID: 16212446 [PubMed - in process]
Wisconsin Early Autism Project (Madison).
Twenty-four children with autism were randomly assigned to a clinic-directed
group, replicating the parameters of the early intensive behavioral
treatment developed at UCLA, or to a parent-directed group that received
intensive hours but less supervision by equally well-trained supervisors.
Outcome after 4 years of treatment, including cognitive, language, adaptive,
social, and academic measures, was similar for both groups. After combining
groups, we found that 48% of all children showed rapid learning, achieved
average posttreatment scores, and at age 7, were succeeding in regular
education classrooms. Treatment outcome was best predicted by pretreatment
imitation, language, and social responsiveness. These results are consistent
with those reported by Lovaas and colleagues (Lovaas, 1987; McEachin, Smith,
& Lovaas, 1999
I lost my list of VB schools. Would anyone be able to forward me a
current list of schools that do verbal behavior and indicate whether
they also do RDI. Thanks!
Juliet Burk
www.autismteachingtools.com
Home of "The Early Learner at Home"
hello parents
any parents doing STAR program for there
thanks
manisha
Manisha Lad
Hello! Has anyone had any experience with a tracking/alarm device
which a child would wear on their bodies or clothing? I am trying to
find the information for a parent of a child who ran away from his
school last week and got a few blocks before he could be caught.
Thank you,
Sandra Finney :)
I REALLY want to keep him in underwear all the time and encourage
him using and increasing the newly acquired skill in the natural
environment. I believe most of his schools he has learned at home,
and it takes awhile to utlize them elsewhere.
most of his "skills" not "schools"
Hello,
A few weeks ago, I wrote a reply to a posting regarding Potty
training. I mentioned, at that time, that Little Joe had never had
a BM in the potty.
Since that time, he has started going to school on Tues/Thurs
afternoons, in addition to his Mon-Thurs mornings. We had an IEP on
Tues, October 11th, and Little Joe hadn't had a BM in the toilet yet
then.
He was supposed to begin his afternoon classes on Tues, Oct 25th. I
had talked to his afternoon teacher, and she said since he'd never
had a BM in the toilet that it would be a good idea for him to wear
a pull-up under his underwear. At that time, I agreed to do this
because he hadn't used the toilet for BM's.
Friday night, October 21st, he had his first BM in the toilet, and
he has been wearing underwear 24/7. We've been sending him to
school in the mornings in underwear, and for his first afternoon we
sent him in underwear.
He had gotten to the point over the last couple of months that he
would wear underwear all day long and ask for a pull-up when he
needed to have a BM over the last month.
He's worn underwear, no pull-ups, for a little over 2 weeks now, and
he's only had 5 BM accidents. 2 accidents days were at school in
the afternoon, 1 in the child care at the YMCA, and 2 at home.
The afternoon teacher has said that he cannot come in underwear
because "he has never had a BM in the toilet." I explained to her
that he had started doing that since the IEP. She said that it
creates "unsanitary conditions" and that he cannot come to school in
underwear in the afternoons because he does not go in the toilet.
I explained to her that he was going in the toilet at home, and I
told her my concern with him wearing pull-ups is that he will have
his BM in the pull-up and refuse to go in the potty, using the pull-
up as a crutch.
My question is:
Do I continue saying I want him to wear underwear and not pull-ups
because I want him to continue using the skill of using the potty
for BM's?
or
Do I give in and allow him to wear pull-ups on Tues/Thurs afternoons
because the school has told me he must?
I REALLY want to keep him in underwear all the time and encourage
him using and increasing the newly acquired skill in the natural
environment. I believe most of his schools he has learned at home,
and it takes awhile to utlize them elsewhere.
What are your thoughts and/or suggestions?
Thank you in advance!!
Candie
P.S. Oh! BTW, I had to share this...
I forgot to mention that my hubby had bought a bubble gun/blower as
a reward for when Little Joe did have a BM in the potty. We had
that for 2 months before he was able to play with it. When he did
go in the potty on October 21st, he ran down the hall yelling "I
went poopy in the potty...Play with bubble gun NOW???"
Then, last Monday night, I told him that we would go trick-R-
treating as soon as he went poopy in the potty. He went immediately!
The next night, he went to the bathroom on his own, went poopy, came
out, and said "Go Trick-R-Treating after poopy in the potty??"
I think he knows what he needs to do, and he can do it. He is very
capable.
This three-day workshop presented by Jenn Godwin, BCaBA and Tammi Kasper,
CCC-SLP/BCaBA is designed to provide tutors, therapists, and parents that serve
as their child's primary therapist with guided practice in implementation of
the teaching methods described by Dr. Vince Carbone in Workshop #1: Introduction
to Verbal Behavior. Substantial workshop time will be dedicated to guided
practice in methods of effective instruction as demonstrated via video tape
during the Introductory Workshop. Each participant will receive individualized
feedback regarding teaching methods.
Instruction and supervised practice is provided for the following areas:
Establishing instructional control with an unwilling learner
Manipulating motivative operations (MO) during teaching opportunities to
maintain attention and maximize learning
Use of the Assessment of Basic Language and Learning Skills (ABLLS) in
developing instructional objectives
Teaching the echoic repertoire
Transitioning from sign language to vocal verbal behavior
Manipulating MOs to teach early to advanced manding skills
Teaching early to advanced skills within the following areas: receptive,
visual performance, motor imitation, tacting, and intraverbal
Organizing program materials
Recording data that guides teaching Prerequisites: Attendance or Dr.
Carbone's Workshop #1: Introduction to Verbal Behavior and experience in
teaching
children with autism.
Where: Carbone Clinic, 614 Corporate Way, Valley Cottage, NY
When: November 14-16, 2005
Time: 8:30 to 5pm
Accommodations: Comfort Inn, Nanuet, NY mention Carbone Group
Block--845-623-6000
To Register: Email Suzanne at <A HREF="mailto:suzkuh@..."
FEAT North Texas presents:
The ABC's of SCHOOL
kat
www.firstyearsinterventions.com
www.autismtreatment.info
I am not thinking of using this as a procedure for any children I am currently
working with. However, I was in a discussion the other day with a couple of
social workers and we were talking about the use of time out when disciplining
children (in this case, foster children). It is widely encouraged in the state
foster care system where I live.
Now, I had always heard that time out longer than 1 minute was not any more
effective than 1 minute time outs. I'd heard that this was a researched subject
matter. Can anyone point me in the direction of articles that directly relate
to this? Are there any articles that specifically relate to
duration/effectiveness of time out?
AND, while I'm asking (), I have also heard (from various consultants...) that
when a child responds with a specific target behavior (when given an Sd),
reinforcement must be given within 1.8 seconds of the response. Where did that
number come from? I have looked and have not been successful at finding
articles that relate to this.
Thanks in advance,
Amy
E. Amy Sanner, M.A., BCBA
enedeliasanner@...
http://behavioralconsultant.5u.com
Dear Listmates,
I am trying to teach my son sorting. However I am not sue whether sorting must
be taught before teaching categories...
Also wondering if I am supposed to teaching sorting how amy items should be in
the field during my first trial and whether they should be 2D or 3D items.
Any inputs/advice will be greatly appreciated.
Thank you,
bindu
Hello all,
Volume 6 issue 3 of the Behavior Analyst Today is now
available at www.behavior-analyst-online.org As always it
comes at no cost to you the reader so check it out and enjoy.
Thanks,
Joe
Hi
Now I have been on this list for 4 years and I know how passionate
everyone is about ABA/VB, Dr. Carbone and others. While I
personally have seen first hand great results for children in
programs that are ABA and seen parents go to workshops and see
remarkable changes in their kids from teaching strategies, I have
not. In some respects there are hints of progress but if I had to
say whether or not my son had really made progress overall the
answer would be no.
I am posting my questions/story here not for advice on adherence to
some strict protocols or ideas such as thousands of mands a day and
so forth. I am educated enough to know that typical programming and
even some other tricks have not worked.
So, can anyone help me, on list or off with advice on where to go
from here. My son is in a private ABA/VB school and has been for
over 2 years and before that had a home program. I do not feel
staffing or inconsistencies in teaching are to blame even though I
can say it is not perfect by any means. I am trying to figure out
what I can do at home to teach my child, such as how to teach
expressive lanugage to a child who has used sign then PECS and more
sign for nearly 5 years with almost no progress. He does possess a
lot of receptive language but using flashcards gets tedious and
frankly boring at home. My husband and I have both had major
illness this year so we need a way to teach that involves less
energy. My son is still so hyper and literally bounces off the
walls even though proper procedures have been used for both NET and
intensive teaching. The flash cards for everyday items also does
not work since my son will not look at them anymore. My son still
has trouble with scrolling even signs he has had for years. Yes, he
has seizures but not so many now.
I think receptive teaching is the way to go and to use items he
could mand for and already has a tact in his mind for first. So i
thought of teaching him the sign for everything he knows as a tact,
such as show him his toy guitar and say what is it, and teach guitar
sign. I want to use sign as a response form since PECS has not
helped much. My son loves also to look at family pictures on the
wall so I though instead of flash cards I could make a book of
pictures and make some of the pages rec ID pages with say two
pictures on it, a trampoline and the play guitar and say touch____
Any ideas on easy (sorry bad choice of words) ways to do my part at
home in the natural environment without feeling so frustrated. My
so by the way is doing well with tasks like "go touch TV, microwave,
etc. he has massive trouble matching object to picture and pic to
object. I had also thought of attaching large labels to common
household objects like the Television and take him to it and have
his fingers touch each letter, spelling it out. I figure since the
woman profiled in "autism is a world" was storing that info that
maybe my son is too and one day he will be able to let it all fall
out as she did.
thanks for the help in advance
leighanne
ATTENTION!
SCHOOL DISTRICTS, PRE-SCHOOLS, AGENCIES, TEACHERS, THERAPISTS AND
PARENTS
The Capital Region BOCES and Achievements PLLC is proud to present
two separate training opportunities for our special education
community.
Dr. James Partington, Ph.D., owner of Behavior Analysts Inc. and the
STARS School in Pleasant Hill, California will be speaking in
November at the College of St. Rose on two specific topics related to
teaching children with language delays. Dr. Partington is a
psychologist and Board Certified Behavioral Analyst with more than 30
years in the field of teaching children with disabilities.
Dr. Partington. is the co-author of Teaching Language to Children
with Autism or Other Developmental Disabilities and The Assessment of
Basic Language and Learning Skills (ABLLS), as well as provides
extensive training opportunities, consultation services, workshops,
STARS model classrooms and clinic services for children and
families. The workshops he presents are based on his research and
findings, within the field of Applied Behavioral Analysis, utilizing
the conceptual framework of verbal behavior as developed by BF
Skinner in 1957. Parents, families, early intervention programs,
preschool programs and school districts can benefit from his
trainings around the country and abroad. This unique approach
ensures successful outcomes for many individuals diagnosed with
cognitive, social and language delays.
Seminar #1 Teaching Verbal Behavior in the Natural Environment
Presenter: Dr. James Partington, Ph.D., BCBA
Behavior Analysts, Inc.
Level: Beginner
Date: Tuesday, November 1st, 2005
Location: College of St. Rose
Thelma P. Lalli School of Education
Carondelet Symposium 3rd Floor
1009 Madison Avenue
Albany, NY
Time: 9:00am til 4:00pm (Lunch is on your own)
Cost: $100.00 per person
Teaching children with Autism, through the Analysis of Verbal
Behavior has great benefits to help learners improve their ability to
communicate at home, school and community. This workshop will
present a conceptual analysis of Verbal Behavior to assist teachers,
parents and professionals in how to use the motivational variable to
effectively teach children. This specialized approach to instruction
can assist in teaching social, play and language skills, useful in
everyday environments and can be very beneficial to school districts,
therapists and parents.
A major emphasis will be placed on identifying methods to develop and
maintain motivational variables (motivative operations) to teach
language in naturally occurring activities. Through his research of
the motivational variable, at his clinic and school in California,
and his work with families and children, Dr. Partington will present
information on the value and application of this to teaching.
Participants will learn to use pairing, development of learner
cooperation, instructional control, manding and using mixed verbal
behavior teaching sessions to prevent escape and avoidance behavior.
In addition, participants will identify the critical teaching skills
in order to provide appropriate educational services which may be
effective for children with autism.
Registration of a minimum of 50 participants is expected. A maximum
of 70 will be allowed so register early to insure your seat. Seminar
#2 Designing, Implementing and Trouble-Shooting Verbal
Behavior Programs for Children with Autism
Presenter: Dr. James Partington, Ph.D., BCBA
Behavior Analysts, Inc.
Level: Advanced
Date: Monday, November 7th, 2005
Location: College of St. Rose
Thelma P. Lalli School of Education
Carondelet Symposium 3rd Floor
1009 Madison Avenue
Albany, NY
Time: 9:00am til 4:00pm (Lunch is on your own)
Cost: $100.00 per person
Dr. James Partington, Ph.D. based on his clinical research and
findings as co- author of the The Assessment of Basic Language and
Learning Skills (ABLLS), and Teaching Language to Children with
Autism or Other Developmental Disabilities, will present a conceptual
analysis of designing and trouble-shooting Verbal Behavior programs
for intermediate and advanced level learners. This workshop is
designed to provide information to educators, administrators,
parents, and therapists who are familiar with the ABLLS and how to
analyze problems that develop in implementing verbal behavior
programs for children on the Autism Spectrum. Participants will
learn trouble spots related to the development and teaching of
advanced mands, tacts and intraverbals and how to develop strategies
for addressing those problems. Discussions regarding the analysis of
problems in the acquisition of skills, evaluation of educational
priorities and determination of IEP objectives will be conducted.
Participants should be familiar with the ABLLS and have attended at
least one introductory workshop on the topic of Verbal Behavior.
Registration of a minimum of 50 participants is expected. A maximum
of 70 participants will be allowed so register early to insure your
seat.
ACHIEVEMENTS REGISTRATION FORM
For Pre-Schools, Agencies, Therapists and Parents ONLY
Please Check One or Both:
Seminar #1 Teaching Verbal Behavior in the Natural Environment
Seminar #2 Designing, Implementing and Trouble-Shooting Verbal
Behavior Programs for Children with Autism
Mail this form to: Achievements PLLC
ATTN: Lisa Squadere-Watson
623 New Loudon Rd.
Latham, NY 12110
Total number of participants:
Hi,
I am looking for worksheets that I can use to teach coloring ,mathching
cutting ,glueing, sorting ,tracing etc.does anyone know where I can get
some?
thanks.
I looked all over for velcro closure belts. I finally found them at
www.beltkro.com They have all different kinds and a fair price I
think. My son can't work a regular belt so these will help I'm sure
Save the Dates! First time in North Texas!
Tue-Wed-Thu, January 24-26, 2006**
Teaching Verbal Behavior: Hands-on Training for Professionals (3-
day Workshop #4)
Presented by Jenn Godwin, BCABA and Tamara Kasper, MS/CCC-SLP, BCABA
(Associates of Dr. Vincent J. Carbone, BCBA).
Workshop co-sponsored by the North Texas Autism Education Center and
Wayman Learning Center.
Workshop Location: Wayman Learning Center, Plano, TX.
** Registration information coming soon!
This hands-on workshop is designed to provide professionals with
guided practice in implementation of the teaching methods described
by Dr. Vince Carbone in Workshop #1: Introduction to Verbal
Behavior. Workshop is limited to 25 attendees to ensure that each
participant receives individualized feedback regarding teaching
methods. This will be the first time that this workshop has been
presented in North Texas. For a description of all of Dr. Carbone's
workshops, visit www.drcarbone.net.
We look forward to once again kicking off the New Year learning to
teach children with autism to communicate!
Kim Stewart
North Texas Autism Education Center
www.ntaec.org
Original Message: 2
Date: Sat, 10 Sep 2005 11:03:40 -0500
From: Juliet Burk juliet@...
Hi Juliet,
Drs. Partington &/or Sundberg I believe did the follow up study on the
Lovaas study until the students were in their high teens or low 20's, I'm not
sure
which. It was published in one of the journals; I'd have to dig back in my
Archives to locate it. I do recall that one of the students who had been in the
retarded range had advanced to normal level of IQ and one of the students that
had been in the normal range had fallen back. I also recall them stating that
one had a girlfriend. At a PCDI conference , that I went to 10 years ago, they
had a graduate who became a D.J.
Good Luck,
Larry
Hi!
I am questioning an assertion that there has been an avoidance in
studying children that have undergone ABA as children when they reach
adulthood. The implication is that these children, having had ABA and
money poured at them do not function any better as adults as children
who had no ABA. Thus the money saved with EIBI/ABA is merely
theoretical and not actual. So here are my questions:
1. Has anyone followed ABA children long term?
2. What are their rates of independence, job functioning, marriage,
etc?
3. Has ABA been used long enough to develop statistics?
4. Who is following these kids as adults?
Please include citations, etc.
Juliet Burk
www.autismteachingtools.com
Home of the "Early Learner at Home"<
A therapist that I work with is moving to Long Island to attend the ABA
program at the CW post campus. She would like to continue working with families
who
are doing a VB program. I cannot say enough good things about her. She will
be there in mid November.
Her name is Angie Hurst and her email is charliesangel51882@....
Jenn
Hello all,
The latest issue of the International Journal of Behavioral
Consultation and Therapy Volume 1 issue 3, is now available
on line at www.behavior-analyst-online.org Please stop by and
check it out. Let us know what you think.
This issue has an excellent article on the treatemnt of sleep
disorders in children with developmental disabilities.
Joe
I am helping a family to start on Verbal Behavior for their non-verbal
5-year old son. Does anyone know where we can order something like "a
starter's kit for VB?" I saw someone mention something like that
about a year ago. I don't remember all the details, but I think it is
supposed to have all the cards for the beginning skills, questions on
the back of the cards, and perhaps things that go on the wall and
data-taking stuff. Thanks for your help!
Julia
Forgive the crosspost please but I urgently need some supportive comments from
moms and professionals to show to our OT tomorrow or this week. I already know
the answer to the question, but any backup in just a few words, that you can
offer would be of trememdous help. I'm on digest so if possible, please also
contact me at gldcst@....
Our sweet and effective OT who has had few or no behavior problems with my
daughter to begin with (Jamie is 16 and has been doing a VB program for 5 years
with great success administered by myself and an experienced behavioral
assistant, written and overseen by a thoroughly well trained and experienced
CBA).
Said OT went to a 2 day conference in Texas where she heard someone named
Anthony Hollander PhD OT/L speak and she is practically in a manic state of
enthusiam, badgering me to allow her to write a program to administer some of
his techniques while working with my dtr. In addition she wants all our other
therapists to follow this plan. I've already run it by our Behavioral team and
the general concensus is "Oh boy here we go again...how would she appreciate
someone from another discipline going to a 2 day seminar on OT and then
insisting on trying whatever she gathered from her notes, with no supervision
from the professional". So yes, I know it's absurd and I have a hard time
dampening her enthusiasm but she's getting almost fanatical about It.
I have researched this guy and not found anything written by him- I'm sure he's
a capable and interesting speaker but it is going to take more than a "NO" from
me to end her badgering. The thing is- she has been a great OT and accomplished
so much with our daughter - and we've kissed alot of OT frogs believe me. I hate
to have to end our OT relationship over this.
I seem to remember list conversation at one point referrring to the great
importance of a CBA writing the program, even taking one's chances with a CABA
doing so (or at least someone with years of experience!!)
Can anyone send me simply a brief supportive few words like maybe "over my dead
body" LOL that I can use as backup. Thank you so much for reading and any help
you can offer.
(and of course there's always the "hellooooo- how about implementing OUR program
that has already been proven to work" point of view. I'm getting so I dread
seeing her at the door.
Sherry in Florida
mom to Jamie 16 with DS and Autism
2005 PACEC Convention
SUCCESSFUL CHILDREN, SUCCESSFUL WORLD
November 3 & 4, 2005 -- Hershey-Harrisburg Holiday Inn, Grantville, PA
(November 2nd Pre-Conference)
Some of the following features for this year's convention:
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Pre-registration for Sessions (Register early)
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. <http://www.pacec-sped.org/11-2-05%20Conference%20Flyer.doc
Pre-conference <http://www.pacec-sped.org/11-2-05%20Conference%20Flyer.doc
day with CASE, DEC and CCBD
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Pre-conference day with PaTTAN EXPO 2005
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Keynote Presentation: Tim Knoster (Thursday)
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Featured Speaker: Carol Dinsdale (Thursday)
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Featured Session: Legal Strand (Friday)
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Featured Student Session: First Year Teachers (Friday)
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Concurrent Sessions
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Video Theater
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Two Full Rooms of Exhibits
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Exhibitor Door Prize Raffle
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Student Store
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Teacher Raffles
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Division Luncheon Meetings (Thursday)
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. PACEC Membership Meeting (Thursday)
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. PASCEC (Students) Delegate Assembly (Thursday)
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Awards Ceremony
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Past President's Reception
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. Buffet Dinner
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. <http://www.pacec-sped.org/PACEC%20KARAOKE%20Revised.doc
and Dancing.and Prizes (Thursday Evening)
bullet <http://www.pacec-sped.org/_themes/sumipntg/sumbul1a.gif
. .and lots more!
Go to www.pacec-sped.org for more information and registration forms.
<http://www.autismbehaviorconsult.com/
<http://www.autismbehaviorconsut.com/
Kristine Quinby, M.Ed., BCBA
Behavior Analyst
PACEC Webmaster
6165 Mountain Laurel Court
I am looking for a verbal behavior therapist to work with my four-year-
old autistic son. We are just starting a home-based program in
Indianapolis, Indiana, and are looking for someone to come into our
home 3-4 days a week. Please let me know of any information in this
area. Thank you, Jennifer Eastwick.
We are a family in the Tampa, Florida area and are in the process of reviving
our 12-year-old son's Applied Verbal Behavior home program. Our goal is to
eventually turn his program into Home Schooling permanently, meaning your
services will be required during "daily"school hours. We are looking to hire
1-2
highly motivated, dedicated, reliable and creative individuals to work with
our son. We prefer someone with AVB tutoring experience/training, but it is not
a requirement. We will however, request references. The program will
consist of approximately 20 hours a week of one-to-one AVB instruction with our
son,
to include teaching language skills, as well as vocational/life skills. If
hired, excellent compensation will be provided. If interested, please send an
e-mail to: <A HREF="mailto:Mo@..."
4-yr.-old pre-verbal boy. Experience with sign and VB a plus. Please
send reply by e-mail describing experience and hourly rate. References
may also be requested later.
Power of Parents Rally
Washington, DC
October 7 and 8
Stop the Mercury. Stop the Lies.
OK, folks, here's a quiz for all you autism eggheads out there:
According to the American Academy of Pediatrics website, what is the incidence
rate for autism in the United States? (Nevermind that the American Psychiatric
Association, the outfit defines "autism," says the number is 1 in 2000)
A) 1 in 500
B) 1 in 333
C) 1 in 166
D) All the above
And the answer is....
If you said "A", you're correct, the AAP says on their website that the autism
incidence rate (including other ASDs) is 1 in 500.
See: http://www.aap.org/policy/autism.html
If you said "B" good for you! This is a correct answer too! One in a thousand
for full-blown autism and 2 in a thousand for the lower-octane derivatives.
See:
http://aappolicy.aappublications.org/cgi/content/full/pediatrics;107/5/1221
If you said "C" well. that's right too! There is a dead link, however, to a
document that came out a few months ago called Autism A.L.A.R.M., remember that
one? It said the autism rate was 1 in 166. But you can't find this one on the
AAP website anymore. It has also disappeared as far as I can tell from the
websites of the other entities that sponsored the document: our good buddies at
CDC, USDHHS, Medical Home Initiatives and First Signs.Hmmm. I wonder why.
Copies of Autism A.L.A.R.M. are still floating around the net. The text is
below. I particularly like the "L" for listen to parents, there's a novel
thought. No wonder they pulled it.
http://www.helpautismnow.com/PDFS/AutismAlarm.pdf
SO the real correct answer is "D"!
Just another example of the crackerjack job those dedicated and hardworking MDs
at the AAP are doing to assure you that you should trust them with blind,
unquestioning confidence. After twenty years of skyrocketuing gains they still
can't figure out what's going on. But they know better than us, so who are you
to question them?
This has got to stop. And only we can stop it.
Power of Parents
Washington, DC
October 7 and 8
Stop the Mercury. Stop the Lies.
AUtism A.L.A.R.M text below:
Autism is prevalent
1 out of 6 children are diagnosed with a developmental disorder and/or
behavioral problem
1 in 166 children are diagnosed with an autism spectrum disorder
Developmental disorders have subtle signs and may be easily missed
Listen to parents
Early signs of autism are often present before 18 months
Parents usually DO have concerns that something is wrong
Parents generally DO give accurate and quality information
When parents do not spontaneously raise concerns, ask if they have any
Act early
Make screening and surveillance an important part of your practice (as
endorsed by the AAP)
Know the subtle differences between typical and atypical development
Learn to recognize red flags
Use validated screening tools and identify problems early
Improve the quality of life for children and their families through early and
appropriate intervention
Refer
To Early Intervention or a local school program (do not wait for a diagnosis)
To an autism specialist, or team of specialists, immediately for a definitive
diagnosis
To audiology and rule out a hearing impairment
To local community resources for help and family support
Monitor
Schedule a follow-up appointment to discuss concerns more thoroughly
Look for other features known to be associated with autism
Educate parents and provide them with up-to-date information
Advocate for families with local early intervention programs, schools, respite
care agencies, and insurance companies
Continue surveillance and watch for additional or late signs of autism and/or
other developmental disorders
For More Information: www.medicalhomeinfo.org
Power of Parents Rally
Washington, DC
October 7 and 8
Stop the Mercury. Stop the Lies.
OK, folks, here's a quiz for all you autism eggheads out there:
According to the AAP website, what is the incidence rate for autism in the
United States:
A) 1 in 500
B) 1 in 333
C) 1 in 166
D) All the above
And the answer is....
If you said "A", you're correct, the AAP says on their website that the autism
incidence rate (including other ASDs) is 1 in 500.
See: http://www.aap.org/policy/autism.html
If you said "B" good for you! This is a correct answer too! One in a thousand
for full-blown autism and 2 in a thousand for the lower-octane derivatives.
See:
http://aappolicy.aappublications.org/cgi/content/full/pediatrics;107/5/1221
If you said "C" well. that's right too! There is a dead link to a document that
came out a few months ago called autism A.L.A.R.M,. rember that one? It said the
autism rate was 1 in 166. But you can't find this one on the AAP website
anymore. It has also disappeared as far as I can tell from the websites of the
other entities that sponsored the document: our good buddies at CDC, USDHHS,
Medical Home Initiatives and First Signs.
Copies of Autism A.L.A.R.M. are still floating around the net. The text is
below. I particularly like the "L" for listen to parents, there's a novel
thought. No wonder they pulled it.
http://www.helpautismnow.com/PDFS/AutismAlarm.pdf
SO the real correct answer is "D"!
Just another example of the crackerjack job those dedicated and hardworking MDs
at the AAP are doing to assure you that you should trust them with blind,
unquestioning confidence. They no better than us so who are you to question
them?
This has got to stop. And only we can stop it.
Power of Parents Rally
Washington, DC
October 7 and 8
Stop the Mercury. Stop the Lies.
Autism is prevalent
1 out of 6 children are diagnosed with a developmental disorder and/or
behavioral problem
1 in 166 children are diagnosed with an autism spectrum disorder
Developmental disorders have subtle signs and may be easily missed
Listen to parents
Early signs of autism are often present before 18 months
Parents usually DO have concerns that something is wrong
Parents generally DO give accurate and quality information
When parents do not spontaneously raise concerns, ask if they have any
Act early
Make screening and surveillance an important part of your practice (as
endorsed by the AAP)
Know the subtle differences between typical and atypical development
Learn to recognize red flags
Use validated screening tools and identify problems early
Improve the quality of life for children and their families through early and
appropriate intervention
Refer
To Early Intervention or a local school program (do not wait for a diagnosis)
To an autism specialist, or team of specialists, immediately for a definitive
diagnosis
To audiology and rule out a hearing impairment
To local community resources for help and family support
Monitor
Schedule a follow-up appointment to discuss concerns more thoroughly
Look for other features known to be associated with autism
Educate parents and provide them with up-to-date information
Advocate for families with local early intervention programs, schools, respite
care agencies, and insurance companies
Continue surveillance and watch for additional or late signs of autism and/or
other developmental disorders
For More Information: www.medicalhomeinfo.org
Due to high response, we have changed the scematics of the room set up for
this conference and we will be able to accomodate walk ups to Mark Sundberg
conference this week in the Dallas area. Go to www.featnt.org for full
conference information.
If you are planning to walk up, you can do so without any prior notice.
However, you can e-mail featntls@... to let conference administrators
know you are coming and ensure that we have a name tag and handout for you. If
for some reason, however, you come at the last minute, we have arranged for the
space.
kat
www.firstyearsinterventions.com
www.autismtreatment.info
Hello, I am the director of an agency in Northern NJ.
Our methodology is Applied Behavior Analysis with
emphasis on Skinner's analysis of Verbal Behavior. We
are in the process of becoming an early intervention
agency. We have a wonderfull behaviorist who does VB
training for our therapist. If you are interested in
working with our team please contact...Christie
Burnett 973-296-1894 or email.
Sincerely
Christie Burnett
Aspiring Angels Therapy,LLC
In response to Robert W. Montgomery, Ph.D.,
A plumber, hairdresser, electrician or whatever trade you might be in
doesn't cost the parent $3000 a month after month, year after year. I find
your
remark to this parent cold and uncaring. I am a parent myself of an autistic
child. We have spent over a $100,000 these past three years to educate our
beloved child with a severe disability in ABA. (The only thing that has proved
effective in teaching my son.) We both work opposite shifts and still we are
in debt over our ears. Life is not always a bowl of cherries. We don't
have the luxury of having endless resources like some people. My heart goes
out to every parent who is trying to educate their autistic child. Next time
show a little compassion in your remarks.
Dawn
A hairdresser
REGISTRATION STILL OPEN
DEADLINE IS WED. SEPTEMBER 21ST
18 CEU'S AVAILABLE TO BEHAVIOR
ANALYSTS
"Teaching Children with Language Delays"
A 3- Day workshop for Professionals and Parents of Children with Autism and
Other Developmental Disabilities
Workshop Presenters:
Stacy Carroll, BCaBA, Manager of Training Division of Behavior Analysts
Jill L. Basso,MA, BCBA, Consultant
Presented by: Behavior Analysts, Inc.
Behavior Analysts is owned and operated by Dr. James Partington, Ph.D., BCBA
Dates: Wed. October 12 - Fri. October 14th
Times: 8:30-3:30
Location: Public Library of Agawam, MA (just south of Springfield, MA)
760 Cooper Street
Agawam, MA 01001
Worskhop Fee: $495. includes course workbook
REGISTRATION DEADLINE: WED. SEPT. 21ST
Worskhop topics include:
1. Behavior Analysis principles such as prompting, fading, errorless teaching,
positive reinforcement, differential reinforcement.
2. Establishing cooperation and pairing with reinforcement.
3. Using the analysis of verbal behavior and effective teaching procedures to
teach echoics, mands, tacts and intraverbals as well as other early learner
skills such as matching and receptive skills.
4. Natural environment teaching and discrete trial instruction.
Video analysis, role play, lecture and feedback will allow participants to
develop introductory teaching skills related to these topics.
For more information and registration form contact: Jill Basso
jillbasso@...
Registration Form
âTeaching Children with Language Delaysâ
October 12-14, 2005
Agawam, MA
Name:
Parents and teachers:Â Â
Donât miss out on this unique opportunity to not only attend Dr.MarkÂ
Sundberg
âs 2-day workshop in North Texas, but also to attend a Social Q&A session
discussing Applied Behavior Analysis (ABA) and the Assessment of Basic Language
and Learning Skills (The ABLLS). FEAT-NT has extended their registration
deadline to Tuesday, September 20, to ensure that all parents and professionals
have
the opportunity to attend. Teaching Language to Children with Autism and
other Developmental DisabilitiesThursday-Friday, September 22-23, 2005Presented
by
Dr. Mark Sundberg, BCBAWorkshop location:Â The Colleyville Center in
Colleyville (10 minutes from DFW Airport).To register, please see the
registration
form available at www.featnt.org. For questions regarding this event and all
other FEAT-NT events, please email Laurie Snyder, FEAT-NT President at
featntls@... or call 972-245-8722
kat
www.firstyearsinterventions.com
www.autismtreatment.info
Anne-Marie,
You can get many used SRA items on e-bay; many are complete but some not so
be careful. You can put in a search for as long as 6 months for specific SRA
titles...hope this helps...Mary
Hello all! Just to clarify--The VBCA is looking for local therapists
and we are located in Fishers, Indiana. I appreciate all feedback and
interest in working with our center.
Angel
Does anyone have a gently used instructor's manual for the Reading
Mastery and/or Distar Math that they might be willing to sell? These
were the programs recommended to me by our VB consultant, but I'm
finding they are difficult to get a hold of and are typically sold to
schools, not individuals--is this true?
Thanks,
Anne-Marie
Just looking for any other parents out there who might be
homeschooling their autistic children in addition to VB---what
curriculum are you using, how is it going, is there anyone in MN doing
this too that maybe I could bounce ideas off of?
Thanks,
Anne-Marie
Hello All! My name is Angel Ludlow and I work as an assistant
consultant at the Verbal Behavior Center for Autism. We are currently
interviewing to find therapists to work both in-center and out of
center providing ABA therapy. A Bachelor's degree is required and ABA
experience is preferred but not required. Our behavior therapist
trainers, Dr. Carl Sundberg, Ph.D. and I, provide intensive supervised
training. Please e-mail me or contact me at the center if you are
interested. Have a great weekend!
Angel Ludlow
Aludlow76@...
(317) 849-4653
Teaching Language in the Natural Environment
ABA - Verbal Behavior Analysis
A Two-Day Conference for Parents and Professionals
October 27th & 28th, Woodstock, GA
Presenters: Robert W. Montgomery, Ph.D., BCBA & Meaghan Timko, MS, BCABA
This two-day conference is designed to provide consultants, therapists, and
parents who serve as their child's primary therapist with an introduction to
teaching language to children with autism of all skill levels. Participants
will view a wide range of video-taped illustrations of methods of effective
language instruction. This introductory-level, twelve-hour workshop is geared
for parents, teachers, speech pathologists, behavior analysts, and others who
wish to implement language or verbal behavior programs.
Fee: $295 - prior to 10/15/05
$325 - after 10/15/05
Group of 3+ Fee is $265 per person
Continuing Education: BACB Type II CEs are available - ($10 fee)
Location: Reinforcement Unlimited's NEW offices at
335 Parkway 575 - Suite 220
Woodstock, GA 30188
(770) 591-9552
(770) 516-4191 - FAX
Additional information is available at:
http://www.behavior-consultant.com/vba-net.pdf
Robert W. Montgomery, Ph.D.
Director, Autism Spectrum Assessment Program
Licensed Psychologist & Board Certified Behavior Analyst
P. O. Box 1572 - 335 Parkway 575 Suite 220
Woodstock, GA 30188
http://www.behavior-consultant.com
(770) 591-9552 - (770) 516-4191 Fax
Confidentiality Notice: This electronic mail transmission, including any
attachments may contain confidential and legally privileged information. This
message and /or any files transmitted with it are intended solely for the use of
the addressee(s). If you have reason to believe that you are not the intended
recipient of this communication or have received this email in error, please
contact the sender immediately, delete it, any attachments, and all copies of it
from your system, and destroy any hard copies of it. Any unauthorized review,
use, disclosure or distribution is prohibited.
"Teaching Children with Language Delays"
A 3- Day workshop for Professionals and Parents of Children with Autism and
Other Developmental Disabilities
Workshop Presenters:
Stacy Carroll, BCaBA, Manager of Training Division of Behavior Analysts
Jill L. Basso,MA, BCBA, Consultant
Presented by: Behavior Analysts, Inc.
Behavior Analysts is owned and operated by Dr. James Partington, Ph.D., BCBA
Dates: Wed. October 12 - Fri. October 14th
Times: 8:30-3:30
Location: Public Library of Agawam, MA (just south of Springfield, MA)
760 Cooper Street
Agawam, MA 01001
Worskhop Fee: $495. includes course workbook
REGISTRATION DEADLINE: FRIDAY, SEPT. 10TH (limited seating)
Worskhop topics include:
1. Behavior Analysis principles such as prompting, fading, errorless teaching,
positive reinforcement, differential reinforcement.
2. Establishing cooperation and pairing with reinforcement.
3. Using the analysis of verbal behavior and effective teaching procedures to
teach echoics, mands, tacts and intraverbals as well as other early learner
skills such as matching and receptive skills.
4. Natural environment teaching and discrete trial instruction.
Video analysis, role play, lecture and feedback will allow participants to
develop introductory teaching skills related to these topics.
For more information and registration form contact: Jill Basso
jillbasso@...
Registration Form
âTeaching Children with Language Delaysâ
October 12-14, 2005
Agawam, MA
Name:
Hi - my niece has moved here from Iran with her 4 yr old son who has
autism. He was in an ABA in home program in Iran that was helping him
tremendously, but this program was not available once he turned 5. He
lives in Montgomery County, Md. and is seeking a private specialist to
work with her son.
Please contact me - Mitra Hamedi 301-840-0679, cell 301-332-1138 or
email MHKH87@.... Thanks for your help or guidance.
Hi, everyone---
I'm posting these for a friend. She has some SRA materials for sale
(reading and science) through eBay. I know the links won't come through, but I
hope
cutting and pasting the URL's will work. Thanks!
---Laura
Horizons
_http://cgi.ebay.com/ws/eBayISAPI.dll?ViewItem&item=6976409456&rd=1&sspagename
=STRK%3AMESE%3AIT&rd=1_
(http://cgi.ebay.com/ws/eBayISAPI.dll?ViewItem&item=6976409456&rd=1&sspagename=S\
TRK:MESE:IT&rd=1)
Science 1
_http://cgi.ebay.com/ws/eBayISAPI.dll?ViewItem&item=6976410345&rd=1&sspagename
=STRK%3AMESE%3AIT&rd=1_
(http://cgi.ebay.com/ws/eBayISAPI.dll?ViewItem&item=6976410345&rd=1&sspagename=S\
TRK:MESE:IT&rd=1)
Science 2
_http://cgi.ebay.com/ws/eBayISAPI.dll?ViewItem&item=6976410447&rd=1&sspagename
=STRK%3AMESE%3AIT&rd=1_
(http://cgi.ebay.com/ws/eBayISAPI.dll?ViewItem&item=6976410447&rd=1&sspagename=S\
TRK:MESE:IT&rd=1)
Science 3
_http://cgi.ebay.com/ws/eBayISAPI.dll?ViewItem&item=6976410566&rd=1&sspagename
=STRK%3AMESE%3AIT&rd=1_
(http://cgi.ebay.com/ws/eBayISAPI.dll?ViewItem&item=6976410566&rd=1&sspagename=S\
TRK:MESE:IT&rd=1)
Hello, I just started working with an 8 yr old boy and we are trying to
teach him possessives and pronouns. He is somewhat vocal though he needs to
be verbally promted a LOT to get him to speak. The consultant originally
tried working with names to teach him possessives:
ex: what's you name_____
what's my name_____
but then she thought we should say "what's my name?" and have him answer w/
his name and "what's your name" and have him answer w/ our name because that
would be what he would say, but he doesnt seem to be understanding.
I was wondering if anyone has any ideas or tools that they could share.
thank you
Allison
Hello, I just started working with an 8 yr old boy and we are trying
to teach him possessives and pronouns. He is somewhat vocal though he
needs to be verbally promted a LOT to get him to speak. The consultant
originally tried working with names to teach him possessives:
ex: what's your name_____
what's my name_____
but then she thought we should say "what's my name?" and have him
answer w/ his name and "what's your name" and have him answer w/ our
name because that would be what he would say, but he doesnt seem to be
understanding.
I was wondering if anyone has any ideas or tools that they could
share.
thank you
Allison
Looking for ABA/VB therapist to join an existing program for our 3-
year-old son with PDD-NOS. Therapy will take place in our home near
INOVA Fairfax Hospital (Gallows Rd exit off 495). Looking to fill
Tuesday and Wednesday from 4:30 to 6 pm time slots. Experience with
ABA/VB is appreciated but not necessary as training will be provided.
Competitive salary. Contact Bea Wolman at bkwolman@... if
interested.
Does anyone know of a good textbook and/or program to homeschool a high
functioning autistic child to read and to acquire language skills (grammar,
sentence structure, etc.)? My child has about a 1st grade reading level now
but we feel she needs a structured program to continue to make good
progress. Hopefuly I can find a book/program with workbooks and lesson
plans, etc.
Thank you,
Phil Rabalais
prab@...
Verbal Behavior therapists needed in Western Howard County, Maryland
Thursday & Friday afternoons 12:30- 5 w/ adorable and happy 4 yr old -
Saturday & Sundays 9AM 1PM and 1PM 5PM
I am also looking for therapists to work evenings during the week.
If you are available and interested in any of the above shifts please
contact me.
Established in-home program with child currently receiving 40 plus
hours per week.
Program is professionally managed by BCBA
Competitive hourly pay Prefer person w/ experience, but will train
if needed.
Please send me an email directly because I do not check this list
often - Thank you!
Mom2mc2004@...
Therapist needed for smart, adorable preschool boy in Buckingham, PA Bucks
County. Experience preferred. Flexible hours. Program is coordinated by
Kristine Quinby.
<http://www.autismbehaviorconsult.com/
<http://www.autismbehaviorconsut.com/
Kristine Quinby, M.Ed., BCBA
Behavior Analyst 6165 Mountain Laurel Court
Hi
We have had an ABA/Verbal Behavior Program in our home for 2 years.
Our entire team of therapists (except one) is leaving at the end of
August! I am in dire need of more therapists to fill late afternoon,
evening, weekend, and Friday hours. Our son is 4.
We are located out in the middle of nowhere; about 20 minutes west of
Sidney. We are about 30-35 minutes from Troy, and about 30 minutes
from Greenville.
Please contact me at greenthumb223@....
Thanks,
Holly
I'm posting this for a friend. You can contact her at _sandys@..._
(mailto:sandys@...)
For sale offer for Home Schoolers before we post on eBay:
SRA "Real Science" Science Connections Centers (an SRA Lab) for 1st, 2nd or
3rd Grade Levels. Science Connection Centers are modeled after SRA Reading
Labs and encourage self-directed exploration of topics that students find
especially interesting and build enthusiasm about learning. Check out www.sra4
kids.com. Under Science/Real Science, click on view or 2005 general
catalogue under Science/Social Studies you will see 'Real Science' and scroll
down to
Science Connections Center kits. These are brand new kits; never used and
retail for $357.18. We are looking for at least $150 each (not including
shipping). The kits weigh about 23 lbs. and we can meet if you are local or
shipping cost depends on what method you would like to use. Please email me at
_sandys@..._ (mailto:sandys@...) if you are interested.
SENIOR ABA AND ABA TUTORS NEEDED!
William Beaumont Hospital is a not-for-profit hospital located in
Berkley, Michigan serving children diagnosed with autism 2-6 years of
age. William Beaumont Hospital's HOPE Center is currently seeking ABA
trained individuals to work as Senior ABA or ABA Tutors in the CARE
(Children with Autism Reaching Excellence program. Interested
candidates must be willing to provide or direct the delivery of
treatment in concert with established standards and practice
guidelines. You will be supervised by a Licensed Psychologist who is
also BCBA certified. Experience and training in the area of Applied
Behavior Analysis required. Senior ABA Tutor responsibilities
include ongoing evaluations (of ABA tutors/ Practicum trainees),
program recommendations to the program director, monitoring/analyzing
data collection, and providing training on programming for staff.
ABA Tutor responsibilities include providing direct instruction to
children enrolled at CARE, attending consultation meetings, and book
review. The program also includes parent education and training to
help families play an active role. Interested individuals should
contact Dr. Ivy Chong directly: 248-691-8143 or email:
ichong@...
Hi,
My name is Mark Rogers. I have experience with ABA and VB, and am
also the parent of a child with autism. I am located in the
Princeton/New Brunswick area. I will have openings in my schedule in
September. Please contact me for more information at 609-933-4824 or
mrogers12@.... Thanks!
Dear FEAT Friends,
The school year is about to begin and there is no better time than now to
start getting the word out about valuable learning opportunities for parents and
professionals of children with autism and developmental delays.
Join us September 22nd & 23rd in welcoming back Dr. Mark Sundberg,Ph.D., BCBA
to the Dallas/Fort Worth area. This two day conference will greatly assist
Parents, Educators, Administrators, Psychologists, Diagnosticians, Speech
Pathologists, Occupational Therapists, Physical Therapists, and other
professionals
working with children with autism.
Participants of this conference will be able to ...
Describe a behavioral approach to language assessment
Describe how to establish an early language intervention program for children
with autism
Describe how to teach a more advanced language skills such as intraverbal
skills and mands for information and much, much more.
This conference will cover the basic elements of B.F. Skinner's analysis of
verbal behavior as a conceptual basis for language assessment and intervention
for children with autism and developmental disabilities.
For registration information and a printable version of the registration form
go to www.featnt.org .
Don't miss the EARLY BIRD RATE'S if your registration is post marked on or
before August 15th!
Continuing education credit information is currently being added to the web
site.
We hope to see you there!
Sincerely,
FEAT North Texas
kat
www.firstyearsinterventions.com
www.autismtreatment.info
Has anybody come across a good video or website with video clips to show
children what "community Helpers" do? This would be a good idea if anybody
wants to make one. Julie Azuma of Different Roads - could you suggest this to
the video makers?
Mahija
HELLO,
I'm writing to u again. This time to correct the address that I
have given to u earlier. There was a slight mistake. However the
postal address is:Rainbow academy,c/oAhmad Salahuddin,Taposhi(Ground
floor),House no 39,Road no 3, Hillview Residential Area,Chittagong,
Bangladesh.
Sincerely,
Durdana Matin
Hello,
I am a mother of a nine year old autistic boy and I live in
Bangladesh,which you might know is one of the poorest
countries in the world. A few years back we founded school for our
children; at the moment we have twelve children in our school. The
reason I'm writing to you is whether you could help us by sending
used toys,manuals,C.Ds, books or any ABA/VB materials for our school.
By our limited and personal fund we have collected the ME
book,Catherine Maurice's 'Teaching young children with autism',
Partington and Sundberg's 'Teaching Language to children with
autism', a CD named 'Autism Academy',A flash CD'.Our postal address
is: RAINBOW ACADEMY,C/O Ahmad Salahuddin,PhD, 'Taposhi'(Ground
floor), Road no-3,House no 13, Hillview R/A, Chittagong,
Bangladesh.
Sincerely,Durdana Matin
.
Hi all,
Just sending out a reminder, there will be a Verbal Behavior ABA
workshop presented by Dr. Vince Carbone, BCBA, November 3-5 at the
Holiday Inn in Dearborn MI. I have seen him several times and he is an
excellent presenter, and the information is extremely useful. He shows
a lot of video to illustrate his techniques. And the cost is very
reasonable for a three day workshop, $305 for professionals ($275 if 5
or more from one group) , and only $150 for parents!
Barb
Ann Arbor MI
Reinforcement Unlimited is seeking candidates for In-Home and
Clinic-Based VBA service provision to children on the autism spectrum.
A background in ABA/VBA is a plus but training is provided to
otherwise qualified candidates.
If interested please contact Meaghan Timko, MS, BCABA at 770-591-9552
http://www.behavior-consultant.com
The Carbone Clinic in Valley Cottage, NY is expanding their staff of
instructors and are currently looking for qualified candidates. Preferred
candidates
will have a background in applied behavior analysis, psychology or human
services majors. Please contact Suzanne at Suzkuh@... for an application.
DATES: Sept. 1 -2, 2005
LOCATION: Central Schwenkfelder Church, Lansdale, PA
COST: $425.00 per person
Don't miss this NEW two day workshop conducted by Holly Kibbe, M.S., BCABA
and Cherish Twigg, M. S., BCABA. It provides consultants, therapists, and
parents
with instruction regarding how to teach verbal behavior in the natural
environment. Participants learn how to develop natural environment teaching
programs for each learner level. Videotaped illustrations are shown, &
participants spend most of their
time viewing videos and learning to set up NET verbal behavior programs
across all three learner levels.
Participants are required to have attended an intro to Verbal Behavior
workshop and to have some experience teaching children with autism.
Introduction to Verbal Behavior (or equivalent), or to have previously
attended the
therapist workshop provided by Mrs. Kibbe and Mrs. Twigg. Participants are
asked to bring a completed ABLLS manual with them to the workshop,
instruction
will be provided in the following areas:
· Using the ABLLS to develop a natural environment teaching program for early
to advanced learners;
· Guided instruction and video examples of NET objectives indicated in the
ABLLS;
· Lesson Plan Development for early to advanced learners with hands on
practice and guided feedback at each learner level;
· Teaching the early learner to request items and activities;
· Manipulating motivating operations (MO's) to compete with the value of self
stimulatory behavior when teaching the mand;
· Teaching non vocal early learners to communicate using sign language;
· Teaching vocal sounds to non-vocal learners;
· Transitioning from sign language to vocal verbal behavior;
· Data Collection in the natural environment across all learner levels;
· Teaching the receptive, tacting, intraverbal and motor imitation
repertoires in the NET for early to advanced learners;
· Teaching intermediate learners to mand using sentences, actions, missing
items, requesting help, "yes" and "no" & others;
· Generalizing skills taught in the intensive teaching setting into the
natural environment;
· Teaching advanced learners to request information using WH questions;
· Teaching the advanced learner to answer novel WH questions and recall past
events;
· Teaching the mand (request) for attention;
· Teaching the intermediate to advanced learner to follow multiple step
receptive instructions;
· Teaching the advanced learner to request items with prepositions,
adjectives and pronouns;
· Teaching reciprocal conversation for the advanced learner;
· Teaching children of all learner levels to engage in independent play with
socially appropriate toys;
· Teaching social skills for the early to advanced learner.
To register, please email Amy McGinnis at Amy4382@.... Seats are limited
to only 30 participants!!
Seeking a therapist for our 5 year old, daughter, verbal, intermediate
learner. She is now in the 4th year of a "Verbal Behavior" based program.
Her program consultant is an associate of Dr. Vince Carbone. Experience
preferred, but, will train if needed.
The program includes controlled teaching (table work), natural environment
teaching (outdoor play including recreational activities), behavior
reduction procedures when needed.
Contact me at : jmchristian@...
Mary Elizabeth Christian
_____
This is an interesting article and a concise outline of the need for empiric
data. I hope that this will encourage researchers to delineate what parents
like myself have observed from watching our children's progress. The
teaching procedures commonly referred to as "VB" are effective!
I also hope that outcome measures will not focus solely on %of children who
become "indistinguishable". While this is an important measure, there are
many children whose progress is significant and highly functional but will
likely never approach indistinguishable.
Some outcome measures which should be considered:
Reduction in percentage of day engaging in problem behavior
Independence in self help skills (dressing, feeding, toileting etc)
Ability to communicate basic needs and want (food, sleep, recreation and
leisure)
Ability to participate in family and community activities with/without
support
Our daughter will likely never be indistinguishable, but, she can go to
Sicily's buffet with our family, sit in a chair, ask for more pizza and
money to ride the "Arthur" ride and the purple dinosaur. She can ask to play
outside, go to the pool and "where is her mommy?" when I am at work. She can
dress herself and is almost independent with toileting. This is an amazing
"outcome"
Mary Elizabeth
_____
Hey did you get the read the article by Carr and Firth in the
last issue of JEIBI? I think that they raise some very
interesting issues about VB research.... If interested in
starting a VB program you should check it out at
www.behavior-analyst-online.org
Joe
P.S. I am some others currently have replies to this article
in review....
DATES: Sept. 1 -2, 2005
LOCATION: Central Schwenkfelder Church, Lansdale, PA
COST: $425.00 per person
Don't miss this NEW two day workshop conducted by Holly Kibbe, M.S., BCABA and
Cherish Twigg, M. S., BCABA. It provides tutors, therapists, and parents with
instruction regarding how to teach verbal behavior in the natural environment.
Videotaped illustrations are shown, & participants spend most of their time
viewing videos, writing lesson plans and learning to set up NET verbal behavior
programs.
Participants are required to have attended Dr. Carbone's Workshop #1:
Introduction to Verbal Behavior (or equivalent), or to have previously attended
the therapist workshop provided by Mrs. Kibbe and Mrs. Twigg. Participants are
asked to bring a completed ABLLS manual with them to the workshop, instruction
will be provided in the following areas:
· Using the ABLLS to develop a natural environment teaching program for early to
advanced learners;
· Guided instruction and video examples of NET objectives indicated in the
ABLLS;
· Lesson Plan Development for early to advanced learners with hands on practice
and guided feedback at each learner level;
· Teaching the early learner to request items and activities;
· Manipulating motivating operations (MO's) to compete with the value of self
stimulatory behavior when teaching the mand;
· Teaching non vocal early learners to communicate using sign language;
· Teaching vocal sounds to non-vocal learners;
· Transitioning from sign language to vocal verbal behavior;
· Data Collection in the natural environment across all learner levels;
· Teaching the receptive, tacting, intraverbal and motor imitation repertoires
in the NET for early to advanced learners;
· Teaching intermediate learners to mand using sentences, actions, missing
items, requesting help, "yes" and "no" & others;
· Generalizing skills taught in the intensive teaching setting into the natural
environment;
· Teaching advanced learners to request information using WH questions;
· Teaching the advanced learner to answer novel WH questions and recall past
events;
· Teaching the mand (request) for attention;
· Teaching the intermediate to advanced learner to follow multiple step
receptive instructions;
· Teaching the advanced learner to request items with prepositions, adjectives
and pronouns;
· Teaching reciprocal conversation for the advanced learner;
· Teaching children of all learner levels to engage in independent play with
socially appropriate toys;
· Teaching social skills for the early to advanced learner.
To register, please email Amy McGinnis at Amy4382@...
I work with a girl who is going to be in grad school at Radford University in
the fall. She has been a VB therapist for about a year now. She is very
reliable and learns quickly. If anyone is in need of therapist in that area,
please
email me and I will forward her info to you.
Jenn
I am a behavior therapist who recently moved back down south and am
looking to work with families in the SC/Ga area. I have been trained
in DT therapy under the instruction of the Lovass Institute for Early
Intervention and have been trained in VB therapy. If interested please
post a reply to this message leaving a email or number for me to
contact you and I'll be happy to further discuss my skills.
-Constance
Our VB therapist is moving to Burleson, Texas the last
weekend of July. She has been trained by Stephanie
Hulshof since March 05. She is very dependable,
enjoys working with our 2 boys, and is willing to
learn new things.
If you are looking for a therapist, contact me at
spirit75670@... or 903-938-9743.
Thanks,
Pattie LeJune
Hi,
My wife and I are starting to put together a home-based Verbal
Behavior program for my 2 3/4 year old son in Jersey City, NJ. We're
looking for someone who can work help us create the program and help
oversee the various components. We're also looking for a college
student that might be interested in doing some one on one within the
program.
Finally, we are looking to connect with any other parents of autistic
kids in Jersey City. If anyone knows of any other sites or resources
for that please let me know.
thanks
Jim Christy
917-604-2175
My name is Jenn, 31 years old, new ABA Therapist.
I am hoping to connect with other therapists and hope to find
insight from parents with Autistic children. I truly feel I am
finally doing what I am meant to do and love every minute of it
(including being bitten, spit on and otherwise...). The little girl
I work with has truly stolen my heart and I am searching for ways in
which to enrich her and make a true difference in her life.
I would love an "email" friend to correspond with often.
Thanks for offering this group as an avenue for us to connect!
In Friendship,
Jenn
ABA Therapist, Autism Society of NC
rhprh and group?
Where is Bergen County?
Nancy,Colin P's mom
Hi,
We are looking for a therapist who is energetic, motivated and
compassionate and VB trained for evenong home program in Bergen county.
Some further training opportunities available but must have VB
background.
Please contact rhprh@...
Thanks
Reinforcement Unlimited is currently the only BACB ACE provider in
Georgia. We offer an array of workshops in Woodstock, GA (just off
the interstate). Additional information is available at our website:
http://www.behavior-consultant.com
Asperger's: Assessment and Treatment Issues
Saturday - July 9, 2005
9:00 - 4:00
Language as the Key:
Teaching Verbal Behavior to Children with Autism
Thursday & Friday - July 14-15, 2005
9:00 - 4:00
Advocacy: ASDs, IEPs, and IDEA 2004
with Jean Estes, Esq., Craig Goodmark, Esq.,
& Robert Montgomery, PhD, BCBA
Friday - August 5, 2005
9:00 - 4:00
Pediatric Bipolar Disorder:
Research & Challenges
Saturday - August 6, 2005
9:00 - 4:00
Introduction to Functional Behavioral Assessment
Saturday - August 13, 2005
9:00 - 4:00
Using The Assessment of Basic Language and Learner Skills (The ABLLS)
to Develop Language-Based IEP Goals for Individuals with Autism or
Other Developmental Disabilities
Saturday - August 27, 2005
9:00 - 4:00
I know a therapist who is moving to Rochester, NY in the next few weeks and
she would like to continue working with children with autism who are In VB
programs. She is a fluent singer and is a great teacher. If you are interested
in
talking to her, please email me and I will pass your name along to her.
Jenn
WE ARE PLANNING TO RELOCATE FROM SAVANNAH GA TO A BIGGER CITY WITH A
GOOD SCHOOL SYSTEM(KID FRIENDLY) FOR AUTISTIC KIDS-ONE WHICH HAS
ABA/VB KIND OF TRAINING IN THEIR SPECIAL ED CLASSES
OR
IF ANYONE HAS ANY SUGGESTIONS ABOUT A GREAT PRIVATE SCHOOL FOR AUTISM
CAN YOU ALL PLEASE GUIDE US TO AS WHICH STATES ARE MORE WILLING TO
FUND SPECIAL EDUCATION
THANK YOU SO MUCH FOR YOUR TIME AND ADVICE
parents of a newly diagnosed kid.
Hi all
Sorry for any crossposts!
Can anyone tell me about the military's upcoming ECHO program
(TRICARE)? Not sure if this is the case or not, but it looks like
some folks getting benefits under the Program For Persons with
Disabilities Program (PFPWD) -- the $1,000/month currently allowed
for certified ABA consultants for ASD children of active duty
members -- will LOSE benefits.
I could be wrong about this and need clarification, but it looks
like with ECHO, a monthly cap of $2,500 will be available, but only
to children who are low functioning with MR. Those with Aspergers
or PDD-NOS or HFA are NOT LIKELY to get these same benefits.
Is this indeed the scenario? Can anyone please set me straight?
Or, provide me with POCs? Thank you in advance for your assistance.
Mindy Poist
(937) 219-9589
poistmin@...