Maximizing Autism Therapy
An ABA Therapist's Perspective on Effective Intervention
An ABA Therapist's Perspective on Effective Intervention
By Megan Kenny
In my experience as an Applied Behavior Analysis (ABA) therapist for children with autism, I've worked with numerous families from various backgrounds. It was through that process that I encountered some common themes and ideas that, if applied by families and therapists, would greatly improve the family's experience not only of the ABA therapy itself, but also of their day-to-day life.
The following suggestions are born from my work in the homes and classrooms of children with autism, and are intended to build a foundation on which all families and therapists from all backgrounds can stand.
ABA Is Not a Session, It's a Mindset
ABA is not two hours three times a week -- it is a frame of mind. It does not need a table and chair. At its core, ABA follows the basic tenets of human nature. It is based on consequences. People most likely will internalize lessons when they see its complete meaning. People most likely will continue to do things when they benefit from them. People most likely will do things that are clear and easy to understand. In practice, these concepts reveal the responsibility of the adult.
- Follow through with every question, task, etc. asked of the child. If you ask a child to do something, “Come here” for example, and don't follow through, you have taught two unfortunate lessons: the child doesn't have to listen to you, and the child might not learn what “come here” means.
- Be clear in your intentions. Because the autistic person often lives in a world of frustration and overwhelming stimuli, you must be clear with what you ask, otherwise you are adding fuel to the fire.
- Be consistent in your actions and reactions. Complete the circle of interaction the same way each time and the child will better understand the circle itself.
- Be stern with your rules and celebrate all of the task completions and triumphs. You are allowed to, and should, give limits. Restrictions provide perspective, an idea that is necessary to live a successfully independent life. Balance this frustrating experience with loads of praise and respect at every opportunity. Pride in one's own accomplishments is a crucial component to a self-motivated life. Give that to your child.
- Allow the child to have a participating role. ABA , when done correctly, introduces the child to his/her own responsibilities, as well - “My actions have an effect on the world.” Through the complete fulfillment of an interaction (i.e. action/reaction or, in ABA terms, antecedent/behavior/consequence), the child will experience the give-and-take relationship that binds society together. Clearly, experiencing coexistence can only make independent living that much easier.
The despair caregivers and families must feel upon hearing the diagnosis of autism is unimaginable to those fortunate enough to have never experienced it. The right to mourn is undeniable, but the danger lies in its potential results.
Pain should not equal pity. Have expectations of your child. Pity implies helplessness. Believe in their potential. These children cannot afford passive interaction between themselves and their caregivers. The desired results might not develop at a comfortable speed, but you have to have faith that the child will achieve the goal; otherwise, you're giving up on your child.
Be Brutally Honest and Accept Brutal Honesty
Open and honest communication is necessary for numerous reasons. If you feel that you cannot do what is asked of you, let the therapeutic team know, otherwise the structure being built has a faulty foundation. Challenge the arguments of the team if you feel the need. If the team cannot provide an acceptable answer, something is wrong. On the same note, you are a part of the team too and should receive the same treatment.
Find a Balance Between Parental Instincts and Trusting an Objective Perspective
This dance between trusting one's gut instinct and placing faith in a sometimes unfamiliar person is a delicate one. This is your child so you should always have the final say, but you must be comfortable enough to follow the recommendations of all trusted therapists in order to achieve a successful environment.
Finding trustworthy therapists and a strong school are more difficult obstacles. While some requirements vary according to personal preference, some underlying constants exist that all parents and guardians must review.
- Does the staff look happy? If the staff is unhappy, the children will be too.
- Does each individual working with the children understand what they are teaching and, more importantly, why they are teaching it? Education should be cumulative, a pattern that spirals vertically upon itself to create a bigger view of the material learned. The teacher should understand where on the spiral they stand, where they've been and what's ahead.
- Are the goals and materials age appropriate? Modes of teaching should evolve with the child, from play to academia and/or vocational. ABA can be applied to any of these environments. Two-year olds don't necessarily need to sit at a table and endure trial after trial of flashcards. Some children, however, need the structure of table and cards, but this distinction should be made only after proper testing and not automatically assumed.
- Is the great majority of the time spent teaching? Everything is a teaching opportunity. Every time a question is asked, even in the most casual of situations, an ABA therapist should be recognizing it as a discrete trial and should be taking data. Remember, ABA studies the behavior of all individuals - it is a lifestyle, not a moment in time. The time for collection and assessment is always.
To learn more about ABA, click on the links to read a brief outline or a more thorough description.
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