AUTISM SUPPORT NETWORK/
AUTISM SOCIETY ONTARIO
(YORK REGION CHAPTER)
APRIL 3, 2002
EVERYDAY TIPS ON EVERYDAY
ISSUES (Part Two)
Welcome to Part Two of Everyday Tips on
The first thing you will notice is the change
in format. To save download time
for subscribers, and hopefully to avoid the delivery problems I had with the
last issue, this issue was sent as two links: one to a web page and one in PDF
format for those who prefer a printable version.
Sometimes, it takes hearing
something a few times for it to really sink in. I have taken quite a few ABA
courses over the years, and always come back with a great deal of information,
but last year, one of my son’s therapists said to me; “you should only be
making requests of J once. Ask him to come here, if he doesn’t, bring him to
you and say: ‘This is come here.’ DING, suddenly, an epiphany occurred!
I started doing this on a regular basis. Instead of asking the same thing
20 times, I now ask once, then model it. Miraculously,
it works (okay, sometimes we both backslide, but rarely these days) and I
find that J generalizes things much faster now.
Try applying that rule to everyday situations. You may be surprised how
well it will work for you!
(PS. This also works
well with typically developing kids. If they don’t come for supper after the
first time you call, go get ‘em!)
I feel compelled to reiterate the below
disclaimer from Part one. It’s important to note that:
Some tips may seem unconventional, particularly
if you have a fairly recent diagnosis. Please keep in mind we are not endorsing any particular strategy, just passing along some hints from others.
Also remember some contributors are dealing with adolescents, teenagers
and adults. Never try anything that doesn’t sit right with you or interferes with your
philosophy or ethics. Never do
anything that could potentially harm your child. If in doubt, contact your
physician especially with respect to issues like medications, supplements
(herbals included) and sleep. Remember, we are not physicians the following is
not to be construed as medical advice. Phew!
Once again, I am in the debt of our wonderful
contributors. Thanks to everyone
who helped out! J
THIS ISSUE INCLUDES TIPS ON:
Some sad news from ASO York…
Joseph Perks, 16, son of Chapter Members Bill and Lynda Perks, passed away suddenly at home on Thursday March 28th.
greatly enjoyed his summers at ASK Camp with his supporters and friends, and
will be sadly missed at camp, our chapter's meetings and our family social
will be received at Scott Funeral Home 'Woodbridge Chapel', 7776 Kipling
Ave., Woodbridge (at Highway #7) on Sunday, March 31st, from 3 – 5 p.m. and 7
- 9 p.m. Funeral service to be held
at Scott Funeral Home on Monday, April 1st, at 1:00 p.m.
Joseph's memory, the family has requested donations be made to:
Society Ontario ASK Camp
11181 Yonge Street # 211
Richmond Hill ON L4S 1L2
keep Joseph and his family in your thoughts and prayers.
CENTRE FOR AUTISM INTERNATIONAL SYMPOSIUM 2002
Dear friends, Geneva Centre International Symposium is scheduled for October 23, 24, 25, 2002 at the Metro Toronto Convention Centre. The Symposium 2002 brochure has been mailed out and is also available on our website.
you have the option to register on-line. Also, for the first time, delegates
from around the world can access the presentations of the International
Symposium 2002 right at home live through the Internet. We will be web casting 8
presentations. For more information and/or to register, please visit our website
REQUEST FROM BBB AUTISM SUPPORT NETWORK
am currently working on a project in which I’d like to include parent opinions
of various autism therapies. I am
looking for a paragraph description, hopefully with costs (and date you enquired
or utilized the therapy). Please include if you had to pay incidental costs like
accommodation, or travel etc.
examples might be: Son Rise-OPTIONS INSTITUTE, secretin, Hippotherapy, Floor
Time, Irlen Lenses, Facilitated Communication, Chelation, GFCF Diet, DAN
Protocol, Pivotal Response Training, Verbal Behavior, AIT, ABA/IBI, Music
Therapy, Speech, Occupational and whatever else you may have experience with.
information will be de-identified and used in a presentation to parents, and
perhaps a future issue of the E-News. It is not meant to be used in any negative
manner, just to impart information.
would truly appreciate any help you could give me on this!
us at firstname.lastname@example.org
note: Our children our
precious to us. We always substitute their real names for an initial (unless
otherwise requested). Additionally,
we never include last names of contributors (or any personal information)
are not physicians. Real parents sent in these contributions.
you have any trouble opening graphics or have any other questions, please let me
know by email: email@example.com
COVERED IN PART ONE INCLUDED:
to the Movies
Email me for the
COMING IN PART THREE WILL INCLUDE:
Safety in (and out of) the Home
Going to the Doctor
Visiting the Dentist
Promoting Self Help Skills
Riding in the Car
There’s still time to submit your strategies for upcoming
issues. If you have ways of dealing with any of the above issues (or any not
mentioned) please email me.
April Autism Media Events from Autism Research Institute:
v April 5 -- Dateline (CBS)
v April 15 -- Karyn Seroussi on NBC's Today Show
v April or May issue of People Magazine
you would like additional information about autism, please write to us at: ARI,
4182 Adams Avenue, San Diego, CA 92116, USA or send a fax to: 619-563-6840. ARI
does not have an email address.
Clipping Tips by Becca
a good idea to do the nail clipping when you are relaxed and focused. Its also
good if the child is in a more relaxed frame... for example watching T.V. Or (I
kid you not) in bed whilst the child is sleeping. After a bath is great too.
people are essential for a child with problems adjusting to nail clipping
procedures. One to hold and comfort. The other to concentrate and focus. With C
we had to deal with toenails curling inward that were tiny and toenail clipping
phobia so it was quite a challenge but possible with two people involved. I know
this isn't always possible but perhaps deliberately saving nail cutting to a
family visit or asking a friend to help would be better than the alternative.
sure the clippers are nice and sharp and exactly the right size for the
particular toe... there are clippers on the market from itty bitty to massively
large size. Having appropriately fitting nail clippers makes a very huge
difference in the procedure.
With my kids, I would cut just one
nail every single day as part of their routine (ie after baths). It took
about 6 months, but by doing this every single day, it slowly desensitized them
to the feeling and it wasn't torture for either of you because you only did one
nail. Now, we just cut the nails when they need it, but it did take about
six months to get to this point.
I found that A was ok with fingernail clipping (he watches TV
while I clip), but his toes were very sensitive. I put his foot on a pillow while I clip, to give it support
without me having to hold his foot in my hand.
His toes are still ticklish, but the firm support of the pillow helps
In order to cut
my child’s nails I must promise to let him hold the nails in his hands after I
clip them off, he hates to throw them out later but it keeps him still while I
cut. I have no idea why this works.
Be sure to keep it short and sweet. Do 1 finger nail a day and 1 toe nail a day if necessary and then begin to add fingers slowly over time. Be sure to have a huge reinforcing toy/edible right beside your child in his/her view and reinforce immediately after cutting nail. If you child uses PECS, try using a first/then board...first (PCS of nail cutting) then (toy or edible).
For Toenails – by Mary
We give a deep pressure massage through the socks. Then quickly slip off the sock and trim the nails. Pull that sock back on and do the other foot. This works best (for B anyway) after a long hot bath when he is relaxed and his nail are soft. Works great for fingernails too.
Cut nails after the bath while they are still wet, this works for many AS kids.
Sleeping issues – By Cenza
D goes in spurts of good sleep and
no sleep. She can go days and days on absolutely no sleep. On the
advise of a professional who was with us at the very beginning we put a lock on
her door. I know to some this is unconventional and only used on those
nights when it is absolutely necessary for the rest of us to get some rest - but
she has a basket of books, toys, etc she is safe and she is welcome to play
quietly but cannot come out. If we do have to resort to locking her in -
we do takes turns checking her frequently but it was something we deemed totally
necessary when she did not sleep and it was a huge issue. In the meantime,
bedtime ritual and routine is the same - the exact same every night - no
exceptions - company/no company - Christmas Eve/Friday night - every night is
the same for her and her sister. Me, my husband, my parents and our
babysitter are very aware that this is one area I deem very important and I have
trained everyone to do the same. The only exception is when we're at a
hotel or on holidays - but at my mom's or home it’s always the same. If we
stay at a hotel for a holiday the day we're home we're back on track.
I got this "recipe" off of another mom who goes to the same DAN dr. we go to (he apparently recommended this mixture).
The mom says it works like a sedative for her sons, so thought I'd share it with you in the hopes it might help others enter sleepyland.
Add to bath:
1 cup Epsom salts
1 cup baking soda
2 drops lavender oil
keep a regular bedtime and regular bedtime routine. This can include a snack, bath time (with or without Epsom salts :), stories, lullabies, etc. Give the child some security items: a nightlight, blanket or stuffed animal, light up toy, etc. If junior comes into your room in the wee hours, stop him before he makes it into the bed, or as soon as you hear him. Make it clear that he must sleep in his room and make sure he walks back to his own room, don't carry or give piggyback rides. Begin an incentive program for sleeping in his bed or sleeping through the night, or whatever the sleep issue is. Allow him to have a special treat, prize from the prize box or sticker on a sticker chart. Praise his efforts and verbalize his feelings.
NOTE: To Receive BBB Autism’s
Epsom Salts Guide, send your request to firstname.lastname@example.org
Parenting Tips for Better Sleep: http://www.dbpeds.org/articles/article.cfm?name=sleeptips
Printable Sleep Log: http://www.dbpeds.org/pdf/sleeplog.pdf
Top 10 Sleep Parenting Books: http://pediatrics.about.com/library/tp/aatp102801.htm
Sleep Better! A Guide to Improving Sleep for Children with Special Needs By V. Mark Durand http://bisleep.medsch.ucla.edu/books/sleepbetter.htm
Precheck the restaurant to see if it’s exactly
the way you and your child would like to feel comfortable. For example menu
check, lightening, sound accoutistics, how close the tables are together, the
comfort of washroom facilities, etc...
Go at a guaranteed down time for the restaurant...
a slow day at a slow time.
Go back to the same restaurant repetitively... you
can slowly choose more busy times as your child becomes systematically
deprogrammed to the noise and confusion.
your child has a severe problem with noise consider earplugs.
Bring along your child's favorite
things to distract him/her as he/she sits at the table and waits for the meal to
arrive. Very stressful for a child not used to this procedure especially an
Autistic Spectrum child.
a new restaurant and take them. THE FIRST TIME YOU GO, MAKE IT CLEAR WHAT
IS EXPECTED OF THEM. If you want them to sit, then you have to force them
to sit. If you want them to eat with silver ware, then you have to force
them to eat with silverware. If you want them to pay for the meal, then
walk them through how to do it. Make them say thank you if they are verbal
when appropriate. Then when you leave, tell them how good they did and
praise them in the car and at home. The next time you go, tell them you
want them to be exactly like they were last time you went to that restaurant,
and 8 times out of 10, they will. Usually on the first thru fourth times,
they test me to see what they can get away with, but by the 5th time you go,
they pretty much know they aren't getting away with anything, and will act
appropriately. It's important to follow thru with threats (ie If you tell
them they have to behave like they were taught or else you are going to leave,
and they act up, then YOU MUST FOLLOW THRU AND LEAVE). That is worse to
them than you yelling or being disappointed in them because it is tangible.
My kids eat out 3-4 times per week with different caregivers and this method
works well for us. Each restaurant has a different set of rules.
They have never had a problem with this.
you or your spouse gets something fast so if someone needs to take the child for
a walk while the rest of the family eats they can and not come back to a cold
* Make sure the child’s food comes quickly and tell them not to have it wait on everybody else's.
* Make sure you can be seat away from people if possible.
If at all possible, get a copy of the menu before going to the restaurant so you can talk about the choices they have. B always has a difficult time deciding what to order, especially if there are no pictures on the menu. He wants to know what the food will look like, so we always plan in advance what he will order and describe the food to him.
Find out if your child is more comfortable in a booth or at a table. We used to ask for a booth thinking B would feel more comfortable and be easier to control. One time we had to sit at a table and B was so much calmer. Part of it is that he loves to watch people and it is easier for him to see everyone when he is at a table.
always take our bag of "restaurant toys" (toys which aren't available
to play with at home - small Lego kits, cars, dinosaurs, a mini Thomas the Train
set). So, A. is quite excited to
see those toys and will play contently while waiting for meals.
In fact, once when we were out doing errands - and hadn't planned on
eating out (so we
packed the "restaurant toys") - we went to a restaurant.
Once seated, A. looked up and said "train please".
His expectation was that he would have
"restaurant toys" to play with. He coped well with the substitute: children's place
seating arrangements ie. bench seats by the wall are great, then we can
"keep" G from getting out!! Stims
again kept him happy, words of encouragement; sticking with family type
restaurants; keeping him busy with a snack or drink before food arrived so
waiting is easier.
AT A FRIEND’S HOUSE – By Cindi
If your child uses PECS be sure to bring them with you. There is nothing worse than when we can't express how we are feeling or want we want. Imagine how your child must feel if he or she is without their words. Bring a fidget bag of toys he or she likes. Call a head to the restaurant and order your child's meal a head of time so waiting time for their meal is decreased.
with Tantrums: http://www.bbbautism.com/pdf/article_10_dealing_with_tantrums.pdf
OBSESSIONS TO TEACH By Liz
I cannot take credit for this one. A parent I met recently told me about a tip
he received at a Geneva Centre workshop http://www.genevacentre.com/. The story was
about a boy who couldn’t stand haircuts.
The group home where he was living knew he had an obsession with British
soccer and contacted his favorite team asking for videos of players getting
haircuts. The system worked beautifully and the boy is now over his fear.
I think this tool could be used in many circumstances.
Shawn for telling me about this!
TO THE MALL By Mary M
him with a specific errand in mind, ie. pick up medicine, go
the bank, etc.
After errand, give him "reward" for excellent behaviour, such
as ice cream cone or French fries at the food court.
Visits are kept purposeful and short, as noise stimulation is just too
much for G, even now in his teen years.
Visit the mall very regularly. Begin with very, very short visits and increase the time of the visit very slowly.
(ugh is right!!!) We actually dealt with this in therapy and spent a lot
of time doing ABA at the mall on a bench. When she mastered sitting, touching
stuff etc. We'd take her to the mall and do ABA there. Got her some
fries, a drink, some blocks, car toys - got a table at the food court and did
point to the fries - point to the red block - show me the blue car. A lot
of weird looks and stuff but it made her comfortable there. If she did
well we got a trip to the Play land or the pet store. When I take the two
girls on my own (double ugh!) I usually pay for a double stroller to keep them
both contained. People don't give you funny looks with a 6 year old in a
stroller at the mall when her sister is sitting in front and besides I see a lot
of people with more than one child use the strollers provided at the mall.
Brushing Teeth By Liz
brushing teeth, be sure to position yourself behind your child facing the
mirror, and do a hand over hand brushing motion. If your child can imitate, you
can do a “do
this” program (“do this: AHHH”, “do this: EEEE”). Some
kids with motor delays need to have their toothbrush altered. To do this you
Buy an inexpensive bike handle or use foam pipe insulation
tube (1/4 to 3/8 inch diameter) and a tube of silicone cement.
Pour cement into hollow of bike handle or insulation tube (if
it’s hollow both ends, remember to plug up one end first).
Insert a regular toothbrush in the cement and wait for it to
dry. Using a bike handle even has built in grooves to help with grip.
taste in toothpaste, or spitting out is an issue try “Prestep”
toothpaste. It is very mild and has no fluoride. For flossing, there is a fairly new product called the Sulca
brush which is sort of like a
toothbrush but is reported to be just as good as floss.
suspect a sensory defensiveness because your child is resisting having a
toothbrush in his/her mouth, consult an occupational therapist.
with autism grind their teeth. You can try replacing this with gum or tubing.
This is another area your OT might be able to help you with.
Note: this is best tried on an empty stomach.
The first part is probing for preferred stimuli (preferred foods)
Assemble a group (say, 6) of foods you'd like your child two try. Only prepare a small amount of each; then section into very small pieces (i.e.. 1/2 of a pea, tiny shred of carrot, smidge of apple - you get the idea)
Set out each of the six foods in separate bowls at the table in front of your child.
Determine the most preferred item by noting which food your child reaches for. The first item that s/he reaches for three times is the most preferred item. Set that one aside and determine the order of preferred foods, setting each aside.
Once you have an order (from one to six) of preferred foods, you are ready to start trials.
Offer the most preferred item before dinner. Offer small bites ten times (10 trials), keeping data on this. When your child initiates eating this food on his own 80% of the time over three days, it is time to move on to the second preferred item.
Follow instructions as above. When successful with 2nd item (80% 3 days in a row), start to rotate that food with 1st preferred item.
While still rotating 1 & 2, move on to #3 alone (in isolation). When 3 is successful, rotate with 1 & 2.
Continue with each food as above.
NOTE: You may have to prompt the child to take the food.
correct: the child initiates taking the food independently
prompt: you guide the child's hand to take the food.
incorrect: the child throws the food, refuses to be compliant.
Only 'correct' is scored as correct. Mark 'prompt' with a "P", but do not mark as correct. IE, 3 independent tastes, 4 throws and 3 prompts equals a correct score of 3.
Please note: sometimes, you will have no luck with a certain food and you'll have to give that one up for awhile. There is some accounting for taste.
Also, don't start out with all "difficult" foods like spinach, broccoli, cauliflower, onions etc. Try to put in foods that may be agreeable to the child (i.e.. bananas, peaches). It is important that the food is not part of his/her usual repertoire.
What if My
Child Will Only Eat One Type of Food? By Liz
This is a
good question. It also applies to my son. He only eats cereal and Kraft Dinner.
(candies don't count, lol)
Using Kraft Dinner as an example:
One night, give KD, but change the noodles. You can try egg noodles for 3 or 4 nights, spirals, wagon wheels, farfel, etc.
Try a variety of different noodles for a few days each.
Then, start playing with the sauce. Start decreasing the cheese powder or increasing the milk. Try substituting soymilk for regular (even 2% for homo, skim, etc). Try a different cheese.
After you've messed with the cheese a bit, start decreasing, try adding tomato sauce, Alfredo sauce etc to the noodles.
Eventually, start hiding tiny amounts of shredded carrots or zucchini to the sauce. Once you've got 'em eating tomato sauce, you can hide lots of "evils".
So the idea is to move slowly, within the confines of what they are already eating.
With waffles, it might be first changing the shape (using cookie cutters), then the brand, flavour etc...moving along to the toppings. Branching out into pancakes, first sweet, eventually savory.
Use your imagination, lots of praise...and bribery if you have to!
Vicky for her help! J
Parent’s Guide for Introducing Food Textures:
Shirley Sutton, B.Sc. (OT), from “Building Bridges Through Sensory
(used with permission by the author)
non-perfumed soap to decrease sensitivities
a heavy face cloth and use pressure strokes on the body
your child is fearful in balance related activities, the shower may be a better
choice than the bath as there are less changes in body position
that is warm to the touch is the best temperature; have your child test to
who are uncomfortable changing the position of their heads may not lie down to
rinse their hair in the bathtub; try a hand held shower or cover their eyes with
a face cloth and use a jug full of water to rinse their hair
to incorporate fascination with water falling from the tap and bubbles into play
the lights and minimize sound if your child is easily overwhelmed
careful that your child doesn’t eat the soap
choice of shower or bath
a bath tub rail for children may be frightened getting into and out of the tub
(available at your local drug store)
shampooing, use pressure touch
pressure and downward strokes with a washcloth and towel if your child is
sensitive to touch
pressure when drying with a towel
in front of a mirror and name the body parts to increase your child’s body
a small hand towel to dry as it is less bulky to manage and allows for more
to inform your child when you plan to touch them with the facecloth or
cognitive preparation strategies; for example, we will wash your right arm and
then your left arm
visual aids to assist with the comprehension of the task
lots of water play in a sink or bowl with fun toys
up handles of utensils with pipe insulation to decrease dropping
music and motivators
Washing and Bathing
Make a headband out of old toweling (fasten with Velcro) or
use a tennis headband. If you rinse
the shampoo very slowly, the band should absorb the soap.
Shaving cream makes for great bathtub play...and a swell
distracter. Buy the non-perfumed kind.
With issues such as this, I find a triple threat approach
works really well:
1. Behavioral - use behavioral strategies (i.e. reinforce
sitting, increase sitting in tub in small time increments)
2. Sensory - as described above
3. Communication - heavy use of PECS or some other
augmentative communication system (if needed) is key. The
child needs to know what is coming next.
Sticking to a routine so the child always knows what is
coming next, supplementing with a visual schedule and lots of verbal praise.
Present a reward at the end of a successful hair washing.
UPCOMING PARENT EMPOWERMENT WORKSHOPS
Registration Required, Limited Enrolment. Email email@example.com
Location: 11181 Yonge Street, Richmond Hill
& Sexuality ~ Deanna Pietramala, Leaps & Bounds TUESDAY,
APRIL 9, 2002
Skills ~ Deanna Pietramala, Leaps & Bounds TUESDAY APRIL 23, 2002
Discipline & The Exceptional Student
~ Lindsay Moir TUESDAY, MAY 7, 2002
Management ~ Deanna Pietramala, Leaps & Bounds TUESDAY, JUNE 4,
Society Ontario York Region Chapter would like to thank IBM Canada Limited for
their generous donation of a computer. IBM
is a corporate supporter of the ASO York Region
Halton Chapter to present ABA Training Workshop for Home-Based Programs!
March 8th & 9th or
April 20th & 21st 9:00 a.m. to 5:30 p.m.
This is an intensive 2-day
training workshop that will give you the fundamentals of a home-based ABA
program. This workshop emphasizes a
positive and systematic approach to teaching communication, play, social and
self -help skills using Applied Behaviour
Analysis. We will attempt to teach you how to implement this approach
using creativity and flexibility, capitalizing on the resources available to
each individual child and family.
Oakland's Regional Centre,
53 Bond Street, Oakville - 3rd
Floor - Library
Register Early - Limited
Enrolment - The first 30
registrations for each of the above dates will be confirmed by telephone
SORRY NO TELEPHONE
$150.00 per person fee,
Lunch included served b Please
submit registration Autism Society /Halton Chapter
173 Lakeshore Road, West,
Oakville, Ontario L6K 1E7
Fax: 905 689-2474
YOU LIKE TO SEE THE ABOVE ABA TRAINING WORKSHOP OFFERED BY ASO – YORK?
PLEASE CONTACT mailto:firstname.lastname@example.org.
IF ENOUGH INTEREST IS SHOWN, WE WILL PRESENT!
(from the Autism Research Institute)
The first DAN! conference this year will be held on May 10 and 11 in Boston, Massachusetts. The speakers will include: Sidney Baker, M.D., Jayne Barese, R.N., Mark Blaxill, MBA, Kenneth Bock, M.D., Jeff Bradstreet,
M.D., Timothy Buie, M.D., Ph.D., Jane El-Dahr, M.D, Barbara Loe Fisher, Sudhir Gupta, M.D., Ph.D., Paul Hardy, M.D., Walter Herlihy, Ph.D., Amy Holmes, M.D., Woody McGinnis, M.D., Jon Pangborn, Ph.D., Karl Reichelt, M.D., Ph.D., Bernard Rimland, Ph.D., Karyn Seroussi, Paul Shattock, Ph.D., Andrew Stoll, M.D., Andrew Wakefield, M.D., Rosemary Waring, Ph.D., and Carol Wester, MSN, CSN.
Topics will include: Neuro-toxic effects of and successful treatments for elevated mercury and other heavy metals, The role of immunizations in autism and how to decrease the risk, A fresh look at the epidemiological studies supporting the relationship between autism and thimerosal, The latest research on secretin, The MMR controversy, Nutritional strategies for improving health and cognitive function of the autistic child, The role of omega 3 fatty acids, and Understanding the immune system's role in autism.
A special evening session will be held on Thursday, May 9 for those attendees who arrive early.
To learn more about the conference and to register online, go to: http://wellnessworkshopsinc.com/DAN!.html You can also find a link to the online registration site on our web page: http://www.autismresearchinstitute.com/
The second DAN! 2002 Conference will be held in San Diego, California on October 25 to 27. Registration for this conference is not yet available.
If you would like additional information about autism, please write to us at: ARI, 4182 Adams Avenue, San Diego, CA 92116, USA or send a fax to: 619-563-6840. ARI does not have an email address.
#4: Teaching Verbal Behavior
Hands-on Training for Tutors & Therapists
Conducted by Cherish Richards, BCABA & Holly Smith, BCABA
workshop is designed to provide tutors, therapists, and parents, that serve as
their child’s primary therapist, with guided practice in implementing the
methods described in Dr. Carbone’s Workshop #1: Introduction to Verbal
Behaviour. The participants spend most of their time practicing the methods of
effective instruction demonstrated in videotape illustrations during the
Introductory Workshop. Each participant receives precise feedback on their
participants are provided supervised practice in the following areas:
participants are required to have previously attended an introduction workshop
by one of the following presenters:
Carbone’s Workshop #1: Introduction to Verbal Behaviour
Jim Partington – one-day introduction workshop
Burke, BCABA – introduction workshop
and have at
least some experience teaching children with autism within an intensive teaching
(Audio taping is allowed—please refrain from video taping.)
To print out a registration form, follow this link: http://www.bbbautism.com/verbal_beh_wkshp.htm
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(C) 2002 BBB Autism
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Volume 1; Issue
1 WELCOME ISSUE!
Volume 1; Issue 2 SUMMER CRISIS
Volume 1; Issue 3 SPOUSAL CONCERNS
Volume 1; Issue 4 SENSORY INTEGRATION
Volume 1; Issue 5 CHALLENGING BEHAVIORS
Volume 1; Issue 6 BACK TO SCHOOL
Volume 2; Issue 1 IEP
Volume 2; Issue 2 KEEPING YOUR COOL - WHEN YOUR EMOTIONS ARE ON FIRE
Volume 2; Issue 3 DEALING WITH STRESS
Volume 2; Issue 4 GIFTS FOR THE CHILD WITH ASD
Volume 2; Issue 5 ONE CHILD’S STORY – A TALE OF LOVE AND INTERVENTIONS
Volume 3; Issue 1 SURVIVING THE HOLIDAYS
Volume 3; Issue 2 HOW TO ENJOY DISNEY WORLD
Volume 3; Issue 3 PARENT (AND GRANDPARENT) PIONEERS 2002
Volume 3; Issue 4 EVERYDAY HEROES
Volume 4; Issue 1 DE-MYSTIFYING THE GFCF DIET
Volume 4; Issue 2 ACCEPTANCE AND DENIAL
Volume 4; Issue 3 EVERYDAY TIPS (PART ONE)
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BBB GUIDES ARE NOW AVAILABLE IN PLAIN TEXT VERSIONS ONLINE AT:
Epsom Salts (expanded version)
Epsom Salts (condensed)
Pros and Cons of telling your ASD child his/her diagnosis
How we advocate for our children
Guide to holidays and large family gatherings
notice to our readers...
founders of this newsletter and the BBB Autism support club are not physicians.
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Autism - 2002
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