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What is a BCBA

Posted by dr.salvigodorov@yahoo.com on March 30, 2023 at 12:45 AM


BCBA stands for Board Certified Behavior Analyst. BCBA is a graduate-level certification that allows independent practitioners to provide applied behavior analysis (ABA) therapy services. The main role of a behavior analyst is to study the behavior of children with developmental disorders, including autism, and create personalized plans to improve or change problematic behaviors.



BCBAs work with children of all ages in a variety of settings such as schools, therapeutic preschool programs, hospitals, and private practices. A behavior analyst may also monitor the child’s behavior at home and in other environments.




BCBAs have a wide variety of responsibilities, ranging from communication, assessment, and developing treatment plans to training and supervision.



A large part of the BCBA’s role is communication with the child’s parents, teachers, members of the behavior analysis team, and other professionals, such as pediatricians, psychologists, speech pathologists, and occupational therapists. Effective communication will ensure that the BCBA is aware of the progress the child is making in different areas and the difficulties the child may be encountering during therapy.



BCBAs conduct initial consultations where they observe the child within individual and group settings and perform diagnostic assessments. This assessment will allow them to create an appropriate treatment plan suitable for the emotional, cognitive, and sensory needs of each child. BCBAs may also suggest additional treatment by other professionals, for example, speech or occupational therapists.



Each child with autism is different and a treatment that might work well for one child may not be successful for another. That’s why BCBAs have to customize treatment plans to the child’s individual needs. Behavior analysts are also expected to do research and apply relevant findings in their treatment plans.



BCBAs conduct training of children with autism using different ABA techniques, such as positive reinforcement, prompt fading, shaping, and task analysis to reduce negative behaviors and teach substitute ones.



In addition to working with children, BCBAs offer autism parent training programs. These programs are intended to help families better understand the principles of ABA therapy and show them how they can best support their child at home and in other environments outside of the clinical setting.



One of BCBAs’ responsibilities is to supervise the work of Board Certified Assistant Behavior Analysts (BCaBAs), Registered Behavior Technicians (RBTs), and other professionals who implement ABA interventions to ensure that the child is receiving the appropriate treatment.



In addition to the tasks listed above, BCBAs have a variety of other responsibilities, such as:


Review training effectiveness and progress

Offer support and feedback to families when it comes to managing challenging behaviors

Provide training to Assistant Behavior Analysts and Behavioral Technicians

Advocate for the inclusion of individuals with autism within society.

bacb.com for more information


Posted by dr.salvigodorov@yahoo.com on March 30, 2023 at 12:35 AM

What are some examples of cyberstalking? There are several ways a cyberstalker goes after a victim. Here are a few examples:

False Accusations. The perpetrator sets up a website or blog for the purpose of posting false information about the victim. They may also enter newsgroups, chat rooms, or other public sites that allow users to make posts.

Gathering Information. The victims family, friends, and co-workers are approached by the perpetrator to obtain personal information. This information is then used against the victim later.

Monitoring. The perpetrator monitors the victims online activities to gather data about the victim. They might have access to the IP address, passwords, or electronic devices that can be used to harass the victim or impersonate.

Flying monkeys. Just like the witch in the Wizard of Oz who uses flying monkeys to do her dirty work, so the perpetrator solicits others into participating in the harassment of the victim. This is a form of group harassment.

Playing the Victim. The perpetrator makes false claims that they are being harassed by the victim. This is usually done with family, friends, co-workers, and occasionally on public sites to drum up support for the perpetrator and isolation for the victim.

Sending viruses. This is unfortunately easy to do as all it takes is for the victim to click on a photo, video, email, or link that was sent with a virus attached. Within seconds a virus is downloaded that can erase information and destroy reputations.

Ordering products. The perpetrator orders embarrassing items or subscribes to magazines using the victims name. They usually have it delivered to the victims place of work to cause more distress and unrest.

Arranging a meeting. Perpetrators who use false identities such as done on dating websites to make arrangements to meet their victims in person. Often the perpetrator does not identify themselves preferring to stand back and watch the victims reaction to a no-show.

Posting insults. Tweets, social media posts, comments on blog posts or websites are a few examples of places that a perpetrator might post defamatory, insulting, or derogatory statements about the victim.

Physical stalking. Sometimes the cyberstalking turns physical as the perpetrator using the gathered information to appear in the victims locations. This also includes abusive phone calls, obscene mail, trespassing, vandalism, theft, and assault.

Obsessive texts. Some perpetrators send hundreds of text messages to the victim to disrupt their day and torment them with baseless accusations. They might also use other social media to obsessively post or view messages to constantly remind the victim of their presence.

Repetitive harassment. The perpetrator posts harmful rumors, threats, sexual comments, personal information, and hateful language about the victim. This is done in a bullying manner designed to scare the victim and cause harm. The victim fears that there is no escape.

GPS Tracking. Devices are planted in cars or on personal items that track a victims location. Some cellphones, tablets or computers might also have tracking devices or location settings that allow a victim to be tracked without their knowledge.

Geotagging and Metadata. Electronic devices have embedded and unknowingly enabled metadata that is used by manufacturers. Some of these settings include location information. A resourceful abuser can access this information without the victim knowing.

Social Media. While most social media applications allow a person to be blocked, sometimes having access to a friend of the victim is enough to gain access. Innocent posts like where a person is eating dinner can provide an abuser with location and time information.

Flaming. This is posting insults usually laced with aggression or profanity to incite the victim. The purpose is to draw the victim into a discussion to fuel discourse between the perpetrator and the victim. Flamebait is a post that sparks anger or an argument.

Monitoring Apps. Sadly, there are numerous monitoring apps and spyware available. Some dont even need access to your phone in order to download. Just innocently clicking on an image can download a monitoring app without a persons knowledge. Read articles, change passwords and IDs, remove and reinstall thumbprint recognition.

Syncing Devices. Some apps sync information between devices to make it easier for purchases or transfer of information. Unfortunately, if the perpetrator has access to the device then they can read text messages, delete pictures, falsify documents, or view browsing history. This is very harmful to anyone experience domestic violence who might have evidence stored on a device.

Spoofing. A perpetrator might pretend to be a representative of the victims bank and ask for them to verify personal information. Then they use the information to gain access to the victims bank account. This is commonly done when the victim has switched accounts to keep their information private. Always be cautious about providing any personal information via phone, text, or email.

Online Scammer. Dating websites are popular territory for online scammers who misrepresent who they are, what they like, what they do, and how they look. Some perpetrators will create false profiles that are perfect matches for their victim for the purpose of stalking, meeting or harassing.

Identity Theft. This is surprisingly easy when the perpetrator has had an intimate relationship with the victim. Most partners know personal information like SSN, date of birth, mothers maiden name, former addresses, and other common pieces of data. Abusers use this information to apply for credit cards, mortgages and make purchases without detection.

Account Takeover. Many people save passwords for their financial information on their electronic devices. A perpetrator can gain access to the computer, log onto the accounts, change passwords or addresses, send embarrassing emails, delete documents, or destroy the victims reputation.

Catfishing. This is a method of online stalking where the perpetrator poses as someone else and creates a false social media identity. The name, photos, locations, and basic information can all be false. Sometimes, the perpetrator poses as the victim with the intention of fooling others and humiliating the victim.

Why does someone do this? There are many psychological and social reasons a perpetrator might engage in cyberstalking. Typically, they are envious, have a pathological obsession with the victim, might be unemployed or have a professional failure, generally delusional, thinks they can get away with stalking behavior and believes that they know the victim better than others. The intent is to cause the victims to feel intimidation, experience fear, have feelings of inferiority, or know that they are seeking revenge for real or imagined rejection.


Gaslighting @ the workplace

Posted by dr.salvigodorov@yahoo.com on September 7, 2022 at 10:15 PM

What Is Gaslighting?

Gaslighting is a form of manipulation that often occurs in abusive relationships. It is a covert type of emotional abuse in which the bully or abuser misleads the target, creating a false narrative and making them question their judgments and reality.1 Ultimately, the victim of gaslighting starts to feel unsure about their perceptions of the world and even wonder if they are losing their sanity.

What Is Gaslighting?

Gaslighting is "psychological manipulation of a person usually over an extended period of time that causes the victim to question the validity of their own thoughts, perception of reality, or memories and typically leads to confusion, loss of confidence and self-esteem, the uncertainty of one's emotional or mental stability, and a dependency on the perpetrator."

Gaslighting primarily occurs in romantic relationships, but it's not uncommon in controlling friendships or among family members as well. People who gaslight others may have mental health disorders. They use this type of emotional abuse to exert power over others to manipulate friends, family members, or even co-workers.

10 Red Flags in Relationships

How Gaslighting Works

Gaslighting is a technique that undermines a person's perception of reality. When someone is gaslighting you, you may second-guess yourself, your memories, recent events, and perceptions. After communicating with the person gaslighting you, you may be left feeling dazed and wondering if there is something wrong with you. You may be encouraged to think you are actually to blame for something or that you're just being too sensitive.

Gaslighting can confuse you and cause you to question your judgment, memory, self-worth, and overall mental health. It may help to know more about the tactics a person who is gaslighting you might use.

Lying to You

People who engage in gaslighting are often habitual and pathological liars and frequently exhibit narcissistic tendencies. It is typical for them to blatantly lie and never back down or change their stories, even when you call them out or provide proof of their deception. They may say something like: "You're making things up," "That never happened," or "You're crazy."

Lying and distortion are the cornerstones of gaslighting behavior. Even when you know they are not telling the truth, they can be very convincing. In the end, you start to second-guess yourself.

Discrediting You

People who gaslight spread rumors and gossip about you to others. They may pretend to be worried about you while subtly telling others that you seem emotionally unstable or "crazy." Unfortunately, this tactic can be extremely effective and many people side with the abuser or bully without knowing the full story.

Additionally, someone who engages in gaslighting may lie to you and tell you that other people also think this about you. These people may have never said a bad thing about you, but the person who is gaslighting you will make every attempt to get you to believe they do.

Distracting You

When you ask a someone who gaslights a question or call them out for something they did or said, they may change the subject by asking a question instead of responding to the issue at hand. This not only throws off your train of thought but causes you to question the need to press a matter when they don't feel the need to respond.

Minimizing Your Thoughts and Feelings

Trivializing your emotions allows the person who is gaslighting you to gain power over you. They might make statements like: "Calm down," "You're overreacting," or "Why are you so sensitive?" All of these statements minimize how you're feeling or what you're thinking and communicate that you're wrong.

When you deal with someone who never acknowledges your thoughts, feelings, or beliefs, you may begin to question them yourself. What's more, you may never feel validated or understood, which can be extremely isolating, shaming, and difficult to cope with.

Why It's Important to Have High Self-Esteem

Shifting Blame

Blame-shifting is another common gaslighting tactic. Every discussion you have is somehow twisted to where you are to blame for something that occurred. Even when you try to discuss how the abuser's behavior makes you feel, they're able to twist the conversation so that you end up questioning if you are the cause of their bad behavior. For example, they may claim that if only you behaved differently, they would not treat you the way that they do.

Denying Wrongdoing

People who engage in bullying and emotional abuse are notorious for denying that they did anything wrong. They do this to avoid taking responsibility for their poor choices. This denial can leave the victim of gaslighting feeling unseen, unheard, and as though the impact on them is of no importance. This tactic also makes it very hard for the victim to move on or to heal from the bullying or abusiveness.

Using Compassionate Words as Weapons

Sometimes, when called out or questioned, a person who gaslights will use kind and loving words to try to smooth over the situation.4 They might say something like, "You know how much I love you. I would never hurt you on purpose."

These words may be what you want to hear, but they are inauthentic, especially if the same behavior is repeated. That said, they may be just enough to convince you to let them off the hook, which allows the person to escape responsibility or consequences for their hurtful behavior.

Rewriting History

A person who gaslights tends to retell stories in ways that are in their favor. For instance, if your partner shoved you against the wall and you are discussing it later, they may twist the story and say you stumbled and they tried to steady you, which is what caused you to fall into the wall.

You may begin to doubt your memory of what happened. Encouraging confusion or second-guessing on your part is exactly the intention.


Gaslighting can include a range of tactics including lying, distracting, minimizing, denying, and blaming. When you are dealing with someone who uses gaslighting as a manipulation tool, pay close attention to what they do, not the words they choose.


If you need help, please reach out to us. We have Mental Health resources.

Garnette Mccracken, LCSW

Pamela Roberts, LCSW



Posted by dr.salvigodorov@yahoo.com on September 7, 2022 at 10:05 PM

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Round 11: Operation Knockout

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Event Date:

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Our Little World Treatment Center

Autism 1 in 44

Posted by dr.salvigodorov@yahoo.com on July 7, 2022 at 5:40 PM

Autism Prevalence

In 2021, the CDC reported that approximately 1 in 44 children in the U.S. is diagnosed with an autism spectrum disorder (ASD), according to 2018 data.

1 in 27 boys identified with autism

1 in 116 girls identified with autism

Boys are four times more likely to be diagnosed with autism than girls.

Most children were still being diagnosed after age 4, though autism can be reliably diagnosed as early as age 2.

31% of children with ASD have an intellectual disability (intelligence quotient [IQ] <70), 25% are in the borderline range (IQ 71–85), and 44% have IQ scores in the average to above average range (i.e., IQ >85).

Autism affects all ethnic and socioeconomic groups.

Minority groups tend to be diagnosed later and less often.

Early intervention affords the best opportunity to support healthy development and deliver benefits across the lifespan.

There is no medical detection for autism.

What causes autism?

Research indicates that genetics are involved in the vast majority of cases.

Children born to older parents are at a higher risk for having autism.

Parents who have a child with ASD have a 2 to 18 percent chance of having a second child who is also affected.

Studies have shown that among identical twins, if one child has autism, the other will be affected about 36 to 95 percent of the time. In non-identical twins, if one child has autism, then the other is affected about 31 percent of the time.

Over the last two decades, extensive research has asked whether there is any link between childhood vaccinations and autism. The results of this research are clear: Vaccines do not cause autism.



Posted by dr.salvigodorov@yahoo.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.




ABA 101

Posted by dr.salvigodorov@yahoo.com 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

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

Social skills

Self-care (such as showering and toileting)

Play and leisure

Motor skills

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)


1 in 54

Posted by dr.salvigodorov@yahoo.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.


Las Vegas Review Journal

Posted by dr.salvigodorov@yahoo.com on February 29, 2020 at 5:15 PM

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February 1, 2020 - 12:02 pm



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Posted by dr.salvigodorov@yahoo.com 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


Early Start Denver Model Therapy

Cognitive Behavioral Therapy

Floortime and Pivotal Response Training

Social Skills Interventions

Sensory Based Therapies



Vitamins and Supplements

Special Diets

Treatment of Feeding Disorders in ASD


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.


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