|Posted by email@example.com on October 13, 2021 at 4:25 PM|
Differences Between Natural Environment Training (NET) and Discrete Trial Training (DTT)
There are many different ways to apply ABA therapy for children. Discrete Trial Training (DTT) and Natural Environment Training (NET) are just two of those teaching techniques.
Discrete Trial Training (DTT)
This is widely used today and probably best known within the field of ABA therapy. It’s a form of ‘unnatural’ highly structured teaching. The ‘unnatural’ environment of this method comes from the repetitive trials that occur during each session. This structure allows for multiple learning opportunities per therapy session. If you want to learn more about DTT, click here to read a previous blog post discussing the teaching in detail.
DTT is a great method to use because it gives therapists the ability to focus on exactly what the child needs to be successful. It also allows therapists to set up clear expectations for your child. It is fairly common that children who are lower functioning or younger in age start with a more structured DTT, then transition to a more naturalistic teaching method, such as Natural the Environment Training (NET).
Natural Environment Training (NET)
This method is all about learning in a naturalistic environment. Unlike DTT, NET is solely focused on learning through play or learning through your child’s daily activities. These teaching opportunities can be established in all different kinds of settings, not just a table in the therapy room. Opportunities for teaching can take place in the grocery store, the bank, or even while eating lunch. This method implements teaching opportunities while the child continues to play, without realizing any teaching is going on. Parents love NET too, because it is so easy for them to implement with their own children. This type of teaching is much less structured than DTT, therefore parents are able to find natural moments within their day to strengthen skills with their child. NET sessions are usually full of movement, language and can occur in and out of the home.
|Posted by firstname.lastname@example.org on June 13, 2021 at 11:45 PM|
What is Applied Behavior Analysis?
Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior.
Behavior analysis helps us to understand:
How behavior works
How behavior is affected by the environment
How learning takes place
ABA therapy applies our understanding of how behavior works to real situations. The goal is to increase behaviors that are helpful and decrease behaviors that are harmful or affect learning.
ABA therapy programs can help:
Increase language and communication skills
Improve attention, focus, social skills, memory, and academics
Decrease problem behaviors
The methods of behavior analysis have been used and studied for decades. They have helped many kinds of learners gain different skills – from healthier lifestyles to learning a new language. Therapists have used ABA to help children with autism and related developmental disorders since the 1960s.
How does ABA therapy work?
aba, aba therapist, aba therapy, applied behavioral analysis, applied behavior analysis
Applied Behavior Analysis involves many techniques for understanding and changing behavior. ABA is a flexible treatment:
Can be adapted to meet the needs of each unique person
Provided in many different locations – at home, at school, and in the community
Teaches skills that are useful in everyday life
Can involve one-to-one teaching or group instruction
Positive reinforcement is one of the main strategies used in ABA.
When a behavior is followed by something that is valued (a reward), a person is more likely to repeat that behavior. Over time, this encourages positive behavior change.
First, the therapist identifies a goal behavior. Each time the person uses the behavior or skill successfully, they get a reward. The reward is meaningful to the individual – examples include praise, a toy or book, watching a video, access to playground or other location, and more.
Positive rewards encourage the person to continue using the skill. Over time this leads to meaningful behavior change.
Antecedent, Behavior, Consequence
Understanding antecedents (what happens before a behavior occurs) and consequences (what happens after the behavior) is another important part of any ABA program.
The following three steps – the “A-B-Cs” – help us teach and understand behavior:
An antecedent: this is what occurs right before the target behavior. It can be verbal, such as a command or request. It can also be physical, such a toy or object, or a light, sound, or something else in the environment. An antecedent may come from the environment, from another person, or be internal (such as a thought or feeling).
A resulting behavior: this is the person’s response or lack of response to the antecedent. It can be an action, a verbal response, or something else.
A consequence: this is what comes directly after the behavior. It can include positive reinforcement of the desired behavior, or no reaction for incorrect/inappropriate responses.
Looking at A-B-Cs helps us understand:
Why a behavior may be happening
How different consequences could affect whether the behavior is likely to happen again
Antecedent: The teacher says “It’s time to clean up your toys” at the end of the day.
Behavior: The student yells “no!”
Consequence: The teacher removes the toys and says “Okay, toys are all done.”
How could ABA help the student learn a more appropriate behavior in this situation?
Antecedent: The teacher says “time to clean up” at the end of the day.
Behavior: The student is reminded to ask, “Can I have 5 more minutes?”
Consequence: The teacher says, “Of course you can have 5 more minutes!”
With continued practice, the student will be able to replace the inappropriate behavior with one that is more helpful. This is an easier way for the student to get what she needs!
What Does an ABA Program Involve?
Good ABA programs for autism are not "one size fits all." ABA should not be viewed as a canned set of drills. Rather, each program is written to meet the needs of the individual learner.
The goal of any ABA program is to help each person work on skills that will help them become more independent and successful in the short term as well as in the future.
Planning and Ongoing Assessment
A qualified and trained behavior analyst (BCBA) designs and directly oversees the program. They customize the ABA program to each learner's skills, needs, interests, preferences and family situation.
The BCBA will start by doing a detailed assessment of each person’s skills and preferences. They will use this to write specific treatment goals. Family goals and preferences may be included, too.
Treatment goals are written based on the age and ability level of the person with ASD. Goals can include many different skill areas, such as:
Communication and language
Self-care (such as showering and toileting)
Play and leisure
Learning and academic skills
The instruction plan breaks down each of these skills into small, concrete steps. The therapist teaches each step one by one, from simple (e.g. imitating single sounds) to more complex (e.g. carrying on a conversation).
The BCBA and therapists measure progress by collecting data in each therapy session. Data helps them to monitor the person’s progress toward goals on an ongoing basis.
The behavior analyst regularly meets with family members and program staff to review information about progress. They can then plan ahead and adjust teaching plans and goals as needed.
ABA Techniques and Philosophy
The instructor uses a variety of ABA procedures. Some are directed by the instructor and others are directed by the person with autism.
Parents, family members and caregivers receive training so they can support learning and skill practice throughout the day.
The person with autism will have many opportunities to learn and practice skills each day. This can happen in both planned and naturally occurring situations. For instance, someone learning to greet others by saying "hello" may get the chance to practice this skill in the classroom with their teacher (planned) and on the playground at recess (naturally occurring).
The learner receives an abundance of positive reinforcement for demonstrating useful skills and socially appropriate behaviors. The emphasis is on positive social interactions and enjoyable learning.
The learner receives no reinforcement for behaviors that pose harm or prevent learning.
ABA is effective for people of all ages. It can be used from early childhood through adulthood!
Who provides ABA services?
A board-certified behavior analyst (BCBA) provides ABA therapy services. To become a BCBA, the following is needed:
Earn a master’s degree or PhD in psychology or behavior analysis
Pass a national certification exam
Seek a state license to practice (in some states)
ABA therapy programs also involve therapists, or registered behavior technicians (RBTs). These therapists are trained and supervised by the BCBA. They work directly with children and adults with autism to practice skills and work toward the individual goals written by the BCBA. You may hear them referred to by a few different names: behavioral therapists, line therapists, behavior tech, etc.
To learn more, see the Behavior Analyst Certification Board website.
What is the evidence that ABA works?
ABA is considered an evidence-based best practice treatment by the US Surgeon General and by the American Psychological Association.
“Evidence based” means that ABA has passed scientific tests of its usefulness, quality, and effectiveness. ABA therapy includes many different techniques. All of these techniques focus on antecedents (what happens before a behavior occurs) and on consequences (what happens after the behavior).
More than 20 studies have established that intensive and long-term therapy using ABA principles improves outcomes for many but not all children with autism. “Intensive” and “long term” refer to programs that provide 25 to 40 hours a week of therapy for 1 to 3 years. These studies show gains in intellectual functioning, language development, daily living skills and social functioning. Studies with adults using ABA principles, though fewer in number, show similar benefits.
Is ABA covered by insurance?
Sometimes. Many types of private health insurance are required to cover ABA services. This depends on what kind of insurance you have, and what state you live in.
All Medicaid plans must cover treatments that are medically necessary for children under the age of 21. If a doctor prescribes ABA and says it is medically necessary for your child, Medicaid must cover the cost.
Please see our insurance resources for more information about insurance and coverage for autism services.
You can also contact the Autism Response Team if you have difficulty obtaining coverage, or need additional help.
Where do I find ABA services?
To get started, follow these steps:
Speak with your pediatrician or other medical provider about ABA. They can discuss whether ABA is right for your child. They can write a prescription for ABA if it is necessary for your insurance.
Check whether your insurance company covers the cost of ABA therapy, and what your benefit is.
Search our resource directory for ABA providers near you. Or, ask your child’s doctor and teachers for recommendations.
Call the ABA provider and request an intake evaluation. Have some questions ready (see below!)
What questions should I ask?
It’s important to find an ABA provider and therapists who are a good fit for your family. The first step is for therapists to establish a good relationship with your child. If your child trusts his therapists and enjoys spending time with them, therapy will be more successful – and fun!
The following questions can help you evaluate whether a provider will be a good fit for your family. Remember to trust your instincts, as well!
How many BCBAs do you have on staff?
Are they licensed with the BACB and through the state?
How many behavioral therapists do you have?
How many therapists will be working with my child?
What sort of training do your therapists receive? How often?
How much direct supervision do therapists receive from BCBAs weekly?
How do you manage safety concerns?
What does a typical ABA session look like?
Do you offer home-based or clinic-based therapy?
How do you determine goals for my child? Do you consider input from parents?
How often do you re-evaluate goals?
How is progress evaluated?
How many hours per week can you provide?
Do you have a wait list?
What type of insurance do you accept?
For more information
ATN/AIR-P Parent's Guide to Applied Behavior Analysis
ATN/AIR-P An Introduction to Behavioral Health Treatments
Behavior Analyst Certification Board (BACB)
Association for Behavior Analysis International (ABAI)
|Posted by email@example.com on March 26, 2020 at 10:00 PM|
March 26, 2020
Today, the CDC released its biennial update of autism prevalence among the nation’s children, based on an analysis of medical and/or school records of 8-year-olds from 11 monitoring sites across the United States.
The CDC estimate on autism prevalence increased by nearly 10 percent, to 1 in 54 children in the U.S.
|Posted by firstname.lastname@example.org on February 29, 2020 at 5:15 PM|
Our Little World
Sponsored Content for Our Little World
February 1, 2020 - 12:02 pm
Our Little World Treatment Center was started in 2014. Salvi Godorov, the Owner & Director, was unable to find quality services for her then recently diagnosed Autistic son.
Our Little World was created out of tremendous need for Autism services in the community. We offer a multitude of services to help children and adults on the Autism Spectrum – ABA Treatment, Behavioral Therapy, Occupational Therapy, Physical Therapy, Psychological Testing & Services, and Early Intervention Services.
Our facility is located at 1744 W. Horizon Ridge Pkwy, in Henderson. Please call (702) 742-3093 for more information.
Las Vegas Review-Journal
|Posted by email@example.com on June 13, 2019 at 7:00 PM|
1 in 59 children are now diagnosed with autism.
An estimated 33% cannot speak.
As many as 1 in 3 have seizures.
65% of parents report their child had been bullied or victimized by peers.
25% of 8-year old’s cause injury to themselves.
Nearly 50% wander or run o from school, home and safety.
Kids with autism are 8x more likely to have gastrointestinal disorders.
Accidental drowning accounts for 91% of deaths in children with Autism.
- FEAT, Families for Effective Autism Treatment is a Las Vegas
|Posted by firstname.lastname@example.org on April 26, 2016 at 11:55 PM|
"What do I do next?" This is a question that has undoubtedly been asked by every parent of a child with an autism spectrum disorder (ASD). In many cases, it comes after the "What is autism?" and "How did it happen?" Unfortunately, just as with the first two questions, the answer isn't very satisfying. Although many treatments and therapies are proposed to help, few have been studied enough to know whether they really do (or don't) work, and for which children. This reality is frustrating and confusing for families and professionals caring for children with ASD.
In this section, we explore current autism treatments, the evidence that supports their use, and what we are learning from the experience of individuals and families who have tried them.
When a child is diagnosed with an autism spectrum disorder, families face the next challenge: choosing treatments and therapies for their child. What are these treatments and therapies? How much do we know about them? How can a family best evaluate whether a treatment is working for their child?
Treatment for ASD: What Do We Really Know?
Educational and Behavioral Therapies
Behavioral Therapies: Key Interventions in ASD
Evaluating Treatments: How Do You Know When a Treatment Really Works?
Finding a Mental Health Provider with Autism Experience
TYPES OF EDUCATIONAL AND BEHAVIORAL THERAPIES FOR AUTISM
Early Start Denver Model Therapy
Cognitive Behavioral Therapy
Floortime and Pivotal Response Training
Social Skills Interventions
Sensory Based Therapies
MEDICATIONS, DIETS AND SUPPLEMENTS
Vitamins and Supplements
Treatment of Feeding Disorders in ASD
UNDERSTANDING AUTISM RESEARCH
Why Research Matters (and Why Does it Take So Long?)
This Just In: Autism is Caused by [Fill in the Blank]
Lather, Rinse, Repeat: The Importance of Long-Term Studies in Autism
How IAN Research Can Make a Difference
One thing is clear: we do not know enough about how to help children and adults with autism spectrum disorder. It is our hope that the IAN Research project will change this.
We hope that you will use this site to make yourself an informed consumer of research, to advocate for autism research, and, if you qualify, to participate in IAN Research and other autism research studies.
IAN TREATMENT REPORTS
By collecting data on treatment experiences, IAN hopes to contribute to the effort to identify effective treatments, as well as to guide decision-makers prioritizing which not-yet-proven treatments to study. As participants in IAN Research share their stories, what are we learning about autism treatments currently in use in the United States?
IAN Research Findings: Treatment Series
IAN Research Reports address everything from speech and occupational therapies, to medications, social skills groups, special diets and animal-assisted therapies.
Parents taking part in the IAN Research Project haved reported what treatments their child was receiving, as well as how difficult they were to obtain, how much they cost, and how effective they were finding them to be.
Tags: Autism therapies and treatments