Strength Based Programs for ASD

Available at our new blog:
http://www.magnificentminds.ca/apps/blog/strength-based-programs-and-asd

Personality from a Behavioural Perspective

The more I learn about personality, from a counselling perspective, the more I question the environmental variables. Let me back up a step, personality manifests in behaviour that is observable, and therefore measurable; that's a relief, right?

 Environmental factors are crucial in the formation of personality; they inform it, and even shape it. I am sure we have all experienced the child that is sweet as candy at his own home and then suddenly turns on a hyperactive switch when they get into any new environment, from Grandma's to a friend's house. Then there are the children that reliably exhibit certain behaviours in certain environments, and not at all in others.

For starters, I always tell teachers and parents that kids will always live up to the expectation you set for them; if you "write them off" because they are too this or too that, they will definitely pick up on it and act accordingly.

I reject the idea that kids with ASD are not perceptive and posit that they are very perceptive, but just don't' always know what to make of what they perceive. In my experience, non verbals kiddies are hyper aware of your demeanor, it speaks more than words.

Be positive, upbeat and genuinely engaged; if you don't love what you do, you can't fake it...

Cognitive neuroscience, brain imaging, language disorders

Written for a Masters level biopsych. class; thought I would post in case anyone find it relevant. Find references at the bottom.

An innovative therapist draws from a repertoire of treatment options, chosen for their suitability to meeting individual client needs; considering the neural basis of each diagnosis, is essential for an effective practitioner. In understanding principles of cognitive neuroscience, therapists can develop a comprehensive understanding of language-based disorders like Autism, Dyslexia, Aphasia and Apraxia. “The cognitive neuroscience approach is (...) dominating research on language and its disorders” (Pinel, 2007, p.471); it is informing new technology like brain scanning, allowing for a deeper understanding of the factors that impact language acquisition (Pinel, 2007). Understanding cognitive neuroscience under the umbrella of a holistic treatment approach that explores social, emotional, behavioural and psychological factors, allows practitioners to predict and understand the variables that influence the development of language in patients with language related disorders.

Understanding the characteristics of a diagnosis is essential for creating individualized, successful interventions. Providing individualized assessments based on investigation of client strengths and weaknesses provides the secondary component to effective treatment. Information acquired through cognitive neuroscience has informed practitioners about diagnoses, from a neurological perspective.  Aphasia and Apraxia, for example, are the result of left hemisphere damage; although interestingly, symptoms appear in both hemispheres (Pinel, 2007). Dyslexia is a “difficulty in reading” (Pinel 2007, p.475), though not always associated with a cognitive delay; Aphasia is a “brain-damaged produced deficit in the ability to produce or comprehend language” (Pinel, 2007, p.444). Apraxia, on the other hand, leaves patients unable to complete basic motor tasks on demand, despite being physically capable of completing the action without forethought. Autism is a communication and socially based disorder, not always associated with cognitive delay, resulting in language impairments from moderate to severe.  It is clear from what is known of cognitive neuroscience, that language develops in a systematic way (Pinel, 2007). Understanding the factors that contribute to language acquisition from a cognitive science perspective, will prove to be a vital starting point for clinicians working with individuals with language based disorders.

References

Pinel, J. (2007). Basic of Biopsychology. Toronto: Pearson. Allyn & Bacon

IPAD for behaviour therapy

A magician never reveals her secret, but lucky for you I am not a magician, I am a therapist...so here goes. For my birthday (mid Feb) I got an IPAD. I know all the ABA Therapists out there are gasping in excitement,, like I was upon discovery of the gift, so for this post I will sing my praises to Apple...here goes. 
It may be old news that Apple is producing IPAD APPS that support language and focus in our kids, but until I had used it first hand, I could not have fathomed the results. I work with mostly early-learners; that means that whether old or young most of my clients are developing the foundational learning skills, which need to be targeted to ensure successful overall skill development. To say these skills are critically important would be an understatement. Again, this may be old news to some of you but bear with me as I get the ball rolling....
So my clients are always seeking early-learner profile goals, like for-example joint-attention (the ability to focus on the same thing, or subject, as somebody else), eye-contact (self-explanatory), following simple directions (come, sit, wait, say hi),  prolonged focus and increased attention-span, and willingness to accept feedback. Many early-learners on the spectrum struggle to reach these skills in a natural way, so we need to design systematic ways to teach them. Enter IPAD.

ABA has a bad reputation for being the jellybean science for exactly this reason. In the past, therapists were forced to motivate behaviour with reinforcement like edibles (jellybeans, m and ms, skittles, popcorn, chips, gummies) in order to create a motivating learning environment; of course, the principle of reinforcement is bang on, but the delivery is a bit flawed because it is hard to fade systematically, short of simply increasing the mean length of an interval, and it is not natural and not likely to occur as a natural consequence in the real world. My client is not likely going to have a teacher or a boss in the future that is going to say Nice work Jimmy, here is a bag of jellybeans for your hard work. (Unless you work for me, that is.)
*Disclaimer* There is a time and place for edibles, I am not knocking them and I use them occasionally on an a case by case basis, but...not as the universal way to motivate learning and never without a plan to fade it and pair with social reinforcement. Also, I use edibles freely as reinforcement with my staff and I do not think there is anything wrong with that :)
Bottom line is, in order to get away from the unnatural schedules of reinforcement, or modes of delivery (i.e. popping a jellybean into the child's mouth) we have to write programs that are intrinsically motivating for our clients. Enter IPAD.
The IPAD is just one way I have discovered that a teacher or therapist can capture a room, even when the room is full of early-learners AND competing stimuli. I use my IPAD to run manding sessions, receptive language targets, tacting sessions, vocal imitation programs, direct-instruction, verbal behaviour, speech, phonics, numeracy and so much more; I use it in a group, in one to one, with my pinky, with my thumb..in a house..with a mouse...you get it. 
The number of educational programs available is vast, and many are available for limited use without purchase. The number of sensory apps has impressed me, and the prolonged interest in the IPAD as a result, and as a reinforcer, is far beyond anything else available to me in-centre. It is rare that a single-reinforcer will serve as the motivating for an entire sessions, switching reinforcement helps keep things fresh, but with one IPAD I can not only switch the stimuli and reinforcement, and save time, energy and resources creating materials. Did I mention that voice-output systems are obsolete with the number of free assistance communication programs available in the App Store. I mean, they really thought of everything here.


To be continued...............

CJs SkatePark....Epic.

Friday was my second visit to Etobicoke's finest, CJ's SkatePark. If you didn't catch my first post, written about their Saturday Spec. Ed Skate Program, you can see it Here to get caught up.

Now that we're all caught up...

CJ's is a not for profit project created by a couple of die-hard skateboarders, who--I have been told, if you know anything about "old school skateboarding" are some well known names. The space used to be one small room, but since a recent move and renovation, calls 60 Horner Avenue home (a huge industrial space). The space is nothing short of expansive and immaculate. They really thought of everything when they made this space; meeting the needs of advanced skateboarders, and special needs kids alike...no small feat for a not for profit. Did I mention they have a "surgically clean air machine"?

So the guy making it all happen is Jay, and working with him is a team of incredibly and dare I say...also "die-hard" and maybe even "old school" skateboarders; in the mix are some instructors, who are lucky enough to spend full-time hours employed by this unbelievable place.

Not only is every single person there incredibly friendly and helpful, but they made my students feel like...the "regular kids" they are. Unlike any other field trip I have been on in the history of my teaching career, there was no gawking, no smirks, no inadvertent stares; we were embraced with open arms and encouraged to try everything at our own space. I made one request, "do you think we could lose the music, it's a bit echo-y in here and might be distracting and over stimulating"; before I even finished the explanation, the music was off and calm was restored.

Ok you get it, they are AWESOME...but what did we do?

When we arrived they greeted each kids, and provided us with helmets, knee-pads, wrist-pads and elbow pads. We got suited-up in their lounge area (an incredible space with couches, a big screen tv, and tons of colouring supplies..which we love..); we met our instructors and headed into the largest skate-park I have ever seen.

We transitioned well into the space, and started by sliding down the ramps on our knees; this helped our kids learn to brace for a fall if they happen to lose their balance on the board; it also helped prepare the kids for the feeling of motion. Once the little ramp was mastered, we moved to a bigger one, and a bigger one, and finally climbed a long staircase up to the 20 foot ramp. When we got to the top, our instructors set up foam blocks for the kids to crash-into as they slide down the huge slide. Once we got comfortable with the feeling of motion, they gave us skateboards!

There were no words for how much fun the kids had. We took a lunch break and then headed to play in the massive foam block pit. The foam block pit is exactly what it sounds like; a huge pool filled with foam blocks for the kids to run, crash and crawl through. If you think our small ball tent at school is a hit, times that by a million and that was the enjoyment that came from this foam pit. Just to clarify here....

This is our Fitness and Coordination teacher, and skateboarder, Andy falling into the foam pit after skateboarding down a 20 foot ramp and flipping into the blocks...Best...Gym Teacher....Ever...

After the foam pit, which we had to literally bargain with our kids to get them out of....we went to try skateboarding in "the bowl"; the bowl is mostly flat, with small ramps along the outside making a bowl shape.  Our kids slide down the bowl, and practiced managing balance on the board in various ways. Their staff were so patient, and so invested in our kids. They needed very little guidance, and were more than willing to engage in a child-centered way (i.e. following the lead of our kids).

The best part is, if we go back again we will have the same instructors that our kids now know and love. Thank you Phil and Greg for your effort and enthusiasm!  At CJ's they have really thought of everything, which leads me to believe that are some people on the inside of CJ's who really understand the nature and needs of kids with various ASDs and other communicative and/or social needs...for that, the whole community thanks-you.

All in all, a fun time was had by all and our kids left begging for us to take them back...and we have already booked our next visit.

Drama Club Friday: Grocery Shopping

Freedigitalphotos.net

What kid likes going to the grocery store? Unless it happens to be your special interest/obsession, or unless you have a really cool parent who makes it  a scavenger/treasure hunt,  you are pretty much doomed to dread the tag-along-shop that most kids have to endure. When I was a kid it was the worst. As an adult, it's still the worst; BUT a girl's got to eat. 


Special needs kids don't always get this exposure, but I certainly think it's a worthwhile thing to start young with. It may not be fun (for you or them), but it can be engaging and will be one step towards  functional skill development, valuable life skills, social skills and the ability to self-regulate despite the lights, the noise, the smells, the sights, and so on. Everything CAN be a learning opportunity, but you knew that already if you're a teacher, or parent. 


Today we had a really great drama class. Our performance theme was At the Grocery Store; we started, as we always do, going over expectations and discussing the meaning of drama. We read the message on the board together; with some encouragement, we decoded the message which told us that if we did well today, we might get a treat. In my class, a treat is a always a "might" because as I explain, it's for sometimes. A treat is never a given.  


So then I introduced the scoring system, a line of 5 empty faces and one already drawn (a 6th) to demonstrate the currency. "If we (it's always we not you) follow our directions, and get 5 happy faces, we might get a treat. Do you like treats?" everyone smiled. I love to ask somewhat rhetorical questions, especially when the answer is obvious...it makes everyone feel like are more in control than they really are :P and keeps everyone involved. It also allows me to check for comprehension; if someone is not saying, for example, that they like treats (or at least smiling, nodding, or what have you) I venture to say they are not listening too carefully, or missed something somewhere and I might want to backtrack to see where they fell off.


Where was I.....After a brief group meeting we got right into a warm up; I love musical warm ups (especially those from DREAM ENGLISH.COM) because it takes the pressure off the teacher to maintain to beat, while modeling actions, prompting and reinforcing.... So, the music was on and my students exclaimed "sing to us!"... so much for not carrying the beat. I left the music on, and sang along to the music the best I could, which still gave me the freedom to prompt/reinforce as needed....which is a lot :) We were all warmed up by the end; mission accomplished.

One aisle of our MM grocery store; I saved boxes for 6 months in anticipation of this activity!

Next we headed to the floor to make a grocery list (on all fours, on the floor because we all needed a little sensory cool down). I modeled how to make a grocery list and each child took turns deciding what to put on my master list and then their own lists. Some students copied my list verbatim while others got creative, sometimes with letters but usually with some kind of hieroglyphs. These lists were taken right to the grocery store where I coached each child through their first shop, checked them out as the cashier and then let them get creative as I moved on to the next student. Half way through the play period I brought in a pretend oven, some pans, a mirror and a few costumes. The kids were totally into it and were getting really creative writing ingredient lists, going to the grocery store, and taking turns being chef, cashier and shopper. If I brought it all in at once, it would be too much. I know my customer!


All the while I was actively prompting to follow our directions/rules; I do this by modeling the expectations. Let me back track..what were expectations upon which the tentatively promised treats rested upon?


  1. Be nice 2. Use your friends name to get their attention 3. Talk to each other! 

Another aisle in our grocery store

The first one is self explanatory; the second comes from a belief that kids need to be reminded to use their friends names before addressing them; if I say, "Alley ask Billy if he wants water" a child will usually repeat it without first ensuring that the child is listening/aware of the question being asked, etc. It helps promote a more reinforcing social experience, when you first call the person's name and then issue the request; you increase the likelihood of getting a response, therefore having a meaningful social exchange. Its especially important when you have friends with Autism Spectrum Disorders, because they may not be tuned into you unless you ask for their attention first. Finally, the last rule is to talk to each other;  the first class, and every subsequent class during our initial meeting, we discuss the definition of drama a component of which is "when people talk to each other" (we choose not to focus on mime because the goal is increased language and social interaction). 


I gave the five minute warning; then, I called everyone to carpet. We sang our goodbye song and class was finished. They got all 5 happy faces, and got a special treat. A Christmas chocolate...Might as well have been gold. It's the small things isn't it?! :)