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FEATURED POSTS
We are thrilled to announce that we have expanded our reach by opening several new Learning Centers over the past year! This has been an incredible year of growth and excitement for LEARN Behavioral, allowing us to help even more children and families find success in school and life. Check out some of the exciting highlights below, and browse our newest locations here.
Harry Psaros shares his personal journey as a father navigating the challenges of raising a child with autism. He discusses his initial challenges in accepting his son Gus’s diagnosis and his path to being a dedicated advocate. Harry emphasizes the significance of building a social network for families and being of service: “If you are breathing air, you should be helping others.” He also shares his 2% rule, which promotes a clear focus for each day to support incremental improvement and reduce overwhelm.
To watch the interview or read the transcription, visit: https://www.allautismtalk.com/episodes/from-struggle-to-strength
All Autism Talk is sponsored by LEARN Behavioral.
Was your child recently diagnosed with autism? Are you beginning to navigate treatment for your child? Before you get started, check out these seven FAQs about ABA therapy.
ABA therapy is designed to support autistic individuals and their families, achieve their identified goals, and improve their quality of life. ABA-based interventions are supported by decades of research and enhance social, communication, play, and adaptive skills. Services incorporate the needs and interests of the autistic individual and their caregiver(s). A behavior analyst delivers the ABA services with the help of behavior technicians, who often provide direct care to the autistic individual. Services are tailored to the individual’s unique needs, with their feedback, and evolve over time. Services for children may look quite different than services for adults, given the individuals’ needs differ over time.
At LEARN, we refer to our approach as “contemporary ABA.” It is an evolved approach to ABA therapy that promotes individualized treatment, naturalistic and play-based teaching, and is person-centered. LEARN provides a contemporary approach that acknowledges the evolution of ABA, values the individual and their family, and creates space for individuality. Practicing contemporary ABA means that our behavior analysts deeply understand their responsibility to positively and meaningfully impact the lives of the individuals served.
Your child’s hours will be determined between you and your behavior analyst. Your behavior analyst recommends hours based on assessing your child’s needs, other therapies received, and your feedback as the parent/caregiver. Focused programs range from 10-25 hours per week, and comprehensive programs range from 30-40 hours weekly. At LEARN, we provide home-based, center-based, and community-based services, and you can reach out to your local clinical director to find out which services are available in your area.
Absolutely! Each autistic person we serve is unique, and we believe that should be celebrated. Our goal is to promote individual interests and incorporate those into ABA therapy. Behavior analysts make individualized recommendations for services, including hours based on the child and customized goals that fit their needs. Behavior therapists receive training on how to understand the preferences of their clients and include those in sessions to make them fun, rewarding, and engaging.
Listening to the perspective of autistic folks has informed our approach to ABA therapy and led us to incorporate neurodiversity into our practice. Our goal is to elevate the autistic voices in our community, including the individuals we serve, our neurodivergent employees, and the greater neurodivergent community. We’re deeply committed to person-centered ABA therapy practices and promote assent-based care, meaning we validate the identities and experiences of neurodivergent folks and create space for autistic voices to be heard and upheld.
Not all autistic folks benefi t from discrete trials or tabletop work. For example, a two-year-old child with lots of energy may benefit more from a play-based approach with the therapist sitting on the floor and embedding learning opportunities in play with their favorite toy. Behavior analysts overseeing the treatment plan take time to assess the individual’s needs and work collaboratively with the family to identify an approach to treatment that will work best for the child.
We understand that not everyone seeks ABA therapy, feels it’s the best fit, or perhaps, thinks it’s the right time to try. As with other medical services, the patient (along with their caregiver, if a child) has the right to decide when, if, and what treatment is right for them. Not all ABA therapy providers have the same approach, either, and LEARN supports a family’s right to choose a provider that meets their needs and is a good match for their treatment goals. We want families and our clients to be excited about services and encourage collaboration on our journey together.
Hanna Rue, Ph.D., BCBA-D, chief clinical officer
What does science say about what causes autism? The latest research indicates that a combination of genetic and environmental factors likely causes it.
There’s no simple answer, and scientists are still trying to develop better ones. “What caused my child’s autism? Was I to blame?” As David G. Amaral, Ph.D., a psychiatry and behavioral sciences professor at the University of California Davis wrote in 2017 in the journal Cerebrum, “Autism research has made tremendous progress over the last 20 years, but yet we still can’t provide definitive answers to most of these questions.”
What we know for sure is that autism is a complex condition. It’s not caused by one single factor. The exact cause is still not fully understood, making it a subject of ongoing research.
Much of that research involves two main categories:
Science has debunked several myths about autism, most notably the claim that vaccines cause autism. Large-scale studies have proven this theory to be false. Other debunked myths include the idea that autism is caused by parenting style or that it’s a mental health disorder. Autism is actually a neurological disorder resulting from differences in brain development.
It’s also worth noting that the prevalence of autism is rising, but this doesn’t necessarily mean more people are becoming autistic. An article in Scientific American explains that the bulk of the increase in autism rates stems from growing awareness of autism and better diagnostic methods.
The latest research in autism focuses on understanding the genetic and neurological aspects of the condition. Studies are further examining the perceptions of counselors in treating children with autism, which could help improve therapeutic approaches.
Other research is debunking more myths about vaccination risks related to autism. Still other researchers are looking into the intersection of autism in adulthood and the LGBTQ+ community. And some new research is looking into how certain proteins associated with autism interact with other molecules, shaping synaptic plasticity.
Yet the most basic question — “What caused my child’s autism?” — may have no simple answer. Little by little, our understanding of what causes autism is evolving.
It’s becoming clearer that the causes of autism are multifaceted. While we might not have all the answers now, we are continuing to unravel the complexities of autism.
Summertime offers opportunities and challenges for all parents. For parents of children with special needs, both may seem magnified. Here are some helpful tips to consider when planning your child’s summer break:
PLAN AND DISCUSS AHEAD OF TIME
As summer begins, discuss with your child any changes and plans that might occur. Give your child multiple opportunities to ask questions and to process what their summer might be like. Find out if there are activities that he or she might like to explore. Offer examples and be prepared to discuss details of what might be expected.
CONSIDER A DAILY SCHEDULE
Schedules are often difficult to create and maintain, but having one in place can be a huge stress reducer. During the school year your child may be used to a morning routine, a predictable school schedule and consistent after school activities. The summer can undo much of that, so having a schedule in place can give some comfort and predictability. It can also allow you to program important goals, such as practicing social skills, keeping up with academics, and reducing video game and TV time. Ideally, an outside activity such as sports would be on the schedule each day. Even if a child doesn’t participate on a team, a sports or exercise activity that can be performed in the yard, at a gym, or on a play date has obvious health benefits, and increased physical activity helps reduce repetitive behaviors and improve sleep.
KEEP UP THE HOMEWORK ROUTINE
It’s okay to have less of it, but keeping a homework routine in place can be valuable, since you’ve worked hard to develop and maintain this routine throughout the school year. A more casual approach over the summer can result in setbacks when school begins again. Plus, it’s a positive and productive routine in which you can insert more social skills related content. Consider buying a workbook on social and emotional skills that can be a focus of the summer homework routine.
WORK ON SOCIAL SKILLS
This is the biggest opportunity provided by the summer break. Working on social skills goals can take many forms—as a homework assignment, as mentioned above, or expanding involvement in the community, sports, and play dates. Some parents forget that activities like swim lessons, barbecues, and vacation trips can all be valuable new settings to prompt the use of social skills. A summer job, in any form, often provides social opportunities.
TURN OFF THE VIDEO GAMES AND TELEVISION
Many of us struggle with this, since video games and television provide a much-needed break for parents, providing easy and low-cost entertainment. While it’s easier said than done, limiting these activities is critical for social development and critical thinking. We all know that sitting in front of any machine for long periods is counterproductive, so, enough said!
REMEMBER THAT IT’S YOUR SUMMER TOO
Without the routine of the school year, summer can feel like an extra burden to parents as they try to keep their children occupied and happy. Remember that summer is for everyone, so try to include activities that are interesting to you, too, and can hopefully be enjoyed by the whole family. The beach, an outdoor festival or concert, a hike or sculpture garden— whatever you plan, it’s okay to create a few summer memories of your own.
Watch our Parent Video: Summer Activities for Kids with Autism in Your Community
Here are some additional resources to help make your season great for the whole family:
Summertime offers opportunities and challenges for all parents. For parents of children with special needs, both may seem magnified. Here are some helpful tips to consider when planning your child’s summer break:
PLAN AND DISCUSS AHEAD OF TIME
As summer begins, discuss with your child any changes and plans that might occur. Give your child multiple opportunities to ask questions and to process what their summer might be like. Find out if there are activities that he or she might like to explore. Offer examples and be prepared to discuss details of what might be expected.
CONSIDER A DAILY SCHEDULE
Schedules are often difficult to create and maintain, but having one in place can be a huge stress reducer. During the school year your child may be used to a morning routine, a predictable school schedule and consistent after school activities. The summer can undo much of that, so having a schedule in place can give some comfort and predictability. It can also allow you to program important goals, such as practicing social skills, keeping up with academics, and reducing video game and TV time. Ideally, an outside activity such as sports would be on the schedule each day. Even if a child doesn’t participate on a team, a sports or exercise activity that can be performed in the yard, at a gym, or on a play date has obvious health benefits, and increased physical activity helps reduce repetitive behaviors and improve sleep.
KEEP UP THE HOMEWORK ROUTINE
It’s okay to have less of it, but keeping a homework routine in place can be valuable, since you’ve worked hard to develop and maintain this routine throughout the school year. A more casual approach over the summer can result in setbacks when school begins again. Plus, it’s a positive and productive routine in which you can insert more social skills related content. Consider buying a workbook on social and emotional skills that can be a focus of the summer homework routine.
WORK ON SOCIAL SKILLS
This is the biggest opportunity provided by the summer break. Working on social skills goals can take many forms—as a homework assignment, as mentioned above, or expanding involvement in the community, sports, and play dates. Some parents forget that activities like swim lessons, barbecues, and vacation trips can all be valuable new settings to prompt the use of social skills. A summer job, in any form, often provides social opportunities.
TURN OFF THE VIDEO GAMES AND TELEVISION
Many of us struggle with this, since video games and television provide a much-needed break for parents, providing easy and low-cost entertainment. While it’s easier said than done, limiting these activities is critical for social development and critical thinking. We all know that sitting in front of any machine for long periods is counterproductive, so, enough said!
REMEMBER THAT IT’S YOUR SUMMER TOO
Without the routine of the school year, summer can feel like an extra burden to parents as they try to keep their children occupied and happy. Remember that summer is for everyone, so try to include activities that are interesting to you, too, and can hopefully be enjoyed by the whole family. The beach, an outdoor festival or concert, a hike or sculpture garden— whatever you plan, it’s okay to create a few summer memories of your own.
Watch our Parent Video: Summer Activities for Kids with Autism in Your Community
Here are some additional resources to help make your season great for the whole family:
Summer is officially here and along with the joy of concluding another school year, comes the challenge of navigating so many unscheduled, unpredictable and unexpected elements of the season.
Here are some helpful tips for planning your family’s summer activities that we hope will help create more fun and reduce the stress:
Maintain Some Structure
Try to maintain your child’s typical eating and sleeping schedule as much as possible. It’s not easy to stick to a schedule during summer, especially as this is a time when you want to let go a bit and relax. If you can maintain the basic structure of your child’s routine, you are less likely to have an overwhelmed child and the disruptive behavior that results.
Theme Park Programs
Visiting theme parks is a summertime family favorite but it also can bring a host of challenges for any child on the spectrum. Many parks offer Ride Accessibility Programs or Fast Pass programs for individuals with disabilities. If this is not an option for your family, there are other strategies such as planning your route ahead of time, splitting up (one parent goes with one child to an attraction while the other parent goes with another child to a different one), and bringing noise cancelling headphones to give your child a sensory break, etc.
Prepare in Advance
Travel requires specific preparation for children on the spectrum. It is important to familiarize your child ahead of time with the destination using photographs, videos etc. If your child has never flown or stayed in a hotel before, practicing these on a small scale (a one-hour flight first and a one-night stay at a local hotel are a really good idea).
Travel Safety
It is really important to understand a lot about where you will be staying during your vacation and the level of security of those locations. For example, if you are renting an apartment or home, it is critical that you check that each door has a lock and that the perimeter of the house is secure. Check whether your child can exit the location unassisted and be aware of what you need to do to secure the premises.
It Takes a Village
While vacationing, introduce your family. Families who share with those around them, (especially in unfamiliar places like vacation destinations) about their child’s special needs tend to experience a more accommodating and supportive community. Helping others understand how they can help, can make your experience more relaxed and enjoyable.
Get Support From Your Team
Remember to use what works for your child while planning your family’s activities. If you are working with an ABA provider, ask for assistance with goals that support a specific outing or trip.
Here are some additional resources to help make your season great for the whole family:
Watch our Parent Video: Summer Activities for Kids with Autism in Your Community
By Hanna C. Rue, Ph.D., BCBA-D
By now, many people have heard of the term “evidence-based practice” (EBP). Many professionals in areas such as health care and education use the term EBP. A clinician or practitioner is engaging in EBP if he/she is making use of high-quality research in their specified area, their clinical judgment based on experience with certain population, intervention, or program, and taking into consideration the values and preferences of their client/student and their families. EBP is not one thing but a framework that guides the practice of professionals.
It can be hard for professionals to keep up with the very active literature of autism treatment (e.g., behavioral interventions, educational interventions, medical interventions, etc). So what is a family member to do when attempting to find research supporting a particular autism treatment/intervention? One way professionals and family members can remain informed about high quality research in the area of autism treatment is to read systematic reviews on the subject.
What in the world is a systematic review? Glad you asked. A systematic review is a collection of empirical research articles that are reviewed by a researcher or research group. The review typically includes a rating the of the quality of science in each study. That is, the researchers develop a way to measure whether or not the study was well designed and carried out or was not well designed or carried out. The researchers then determine the impact of the treatment/intervention on the participants in the study. Researchers may develop a rating indicating how much participants benefited from the treatment. Once researchers evaluate the quality of science and impact of treatment, they summarize the results. These summaries make it easy for professionals and family members to find results of a multitude of studies in one place. A number of recent systematic reviews regarding behavioral and educational interventions for individuals with autism have been published. See below for links to websites providing access to the results of two systematic reviews.
Once you review the results of a systematic review, you can make informed decisions regarding the treatment/ intervention programs for your loved one with autism. For example, use this information when meeting with the professionals working with your family member with autism. Ask professionals about their knowledge of interventions supported by quality scientific research and how to tailor these interventions to meet the needs of your family. If you have home-based staff assisting with intervention implementation, ensure they have training to effectively use scientifically supported interventions.
LEARN is committed to fostering a culture that embraces what makes us each unique—be it race, ethnicity, gender/gender identity, sexual orientation, religion, national origin, disabilities/abilities, or socioeconomic background. LEARN aims to acknowledge the lived experiences and diversity of perspectives of our staff and welcomes our teammates to share their stories to help foster conversations about diversity, equity, and inclusion in our communities.
By: Jasmine White, M.S., BCBA, Behavioral Concepts (BCI)
Today, the topics of diversity, equity, inclusion, and equality are at the forefront of many organizations. The long-standing impact of structural racism and its influence on society can no longer be disregarded. People of all creeds are speaking out against injustices and the need to promote inclusion. The dialogues on disparities have led me to reflect on the field of applied behavior analysis (ABA) and the community which it serves. To what extent has structural racism impacted ABA as a practice? Are ABA practitioners able to identify biases within the field? What is the impact on the provision of services? How does it influence diagnosis? The literature on structural racism has shown that even the most well-intended person can possess biases, we are not immune. Therefore, it is our time as a community to gain an understanding of how structural racism has affected the field of ABA.
Here at LEARN, it is our goal to contribute to a brighter future for all, which means bringing to light sensitive topics that are impacting the communities we serve. While this may be an uncomfortable conversation, it is needed for the development of cultural humility in ABA practice. LEARN’s focus is twofold, call attention to and create a constructive conversation around disparities in diagnosis and treatment related to diversity, equity, and inclusion. As an organization that serves a diverse population, it is our responsibility to bring attention to the disparities experienced by those we serve and to be a part of the solution towards lasting change.
Ethnicity is known as belonging to a specific racial, national, or cultural group and observance of that group’s customs, beliefs, and or language. Depending on ethnicity, one may have a life exposed to more inequalities. For racial and ethnic minorities in the United States, these inequalities include health disparities, such as higher rates of chronic disease, lower life expectancy, and decreased quality of life compared to the rates among non-ethnic minorities.
Ethnicity also has a direct impact on how early autism is identified, evaluated, and diagnosed. Research shows that not only do Black and Latino children with autism spectrum disorder (ASD) receive their diagnosis and start intervention at an older age than White children with ASD, but they also less frequently receive evidence-based interventions. For Black and Latino families, this directly impacts service opportunities, outcomes, and quality of life. According to the Center for Disease Control, studies have shown that implicit bias, lack of access to healthcare services, and non-English primary language are potential barriers to the identification of children with ASD. The research established that Black and Latino children receiving ABA services were more likely to score lower on caregiver reports of health care quality than their White counterparts, including areas of access to care, referral frequency, number of service hours, and proportion of unmet service needs.
As a community, we must investigate ways to expand access and resources to those who so desperately need services. Identify areas of structural racism and work to reduce and eliminate them from ABA practice. Train our practitioners to identify and bracket implicit biases. Find communication methods so that all families can have a voice regardless of the primary language spoken. Explore ways to have open and honest networks of communication so that we can continue to have conversations that evoke change. Here at LEARN, we hope to be a part of the solution to these disparities so that we may create an environment where there is equity in access for those we serve.
Discover more about LEARN Behavioral’s Diversity, Equity, and Inclusion initiatives. Let us find ways to work together to increase awareness and improve access to the communities we serve. Together, we can achieve more.
LEARN pledges to create a community centered around trust, respect, tolerance, and empathy. Read more about LEARN’s DEI journey in our 2021-22 DEI Annual Report and find out how we are investing in our clinicians’ cultural competence and increasing the diversity of our clinical team. Together, we’re better.
Jasmine is a BCBA and has worked with BCI for four years. She recently graduated Magna Cum Laude with a Master of Science in ABA from Bay Path University in Longmeadow, Massachusetts. Jasmine is currently conducting her thesis on Implicit Bias in ABA and is looking forward to expanding multiculturalism research in the field.
If there is one enduring hallmark of the American experience, it’s the immense diversity found within our expansive borders. Most of the time, we perceive diversity via differences in skin color, language, clothing, places of worship, or even the foods people eat when gathered around the table with their families. There is, however, one major aspect of diversity that is often overlooked—one that comes as no surprise, considering it cannot be detected solely through visual means. I am, of course, referring to neurodiversity.
Coined in the late 1990s by sociologist Judy Singer—who is on the autism spectrum—neurodiversity is a viewpoint that characterizes brain differences among individuals as normal, rather than as a disability. This viewpoint reduces stigmas around learning and thinking differences, while calling attention to the ability of neurodivergent communities to benefit from multiple perspectives and make greater contributions to society. Central to the movement is a rejection of the idea that these unique individuals need to be cured or fixed. Instead, it’s held that people possessing different types of brains need to be embraced and provided support systems that allow them to participate and contribute as members of the community to the best of their ability.
Unsurprisingly, the foundations of this not so new movement are grounded firmly in science and empirical study. By leveraging MRI results from hundreds of individuals, researchers have been able to compare the brains of people diagnosed with learning differences to their counterparts. So far, studies have shown that the brains of neurodivergent individuals are, in fact, unique. For example, the part of the brain that maintains language processing works differently for people diagnosed with dyslexia. Additionally, the prefrontal cortex, which manages executive functioning and attention, develops much slower in children diagnosed with ADHD. In other words, these individuals are not necessarily operating with a learning deficit but rather possess brains that are literally wired differently.
Whether a group of kids recently diagnosed with autism or adults still grappling with ADHD or dyslexia, the American neurodiverse population is quite substantial. According to a 2021 report from the Center for Disease Control and Prevention, one in every 44 children in the United States is diagnosed with some sort of autism spectrum disorder, and an estimated 5.4 million adults—or roughly 2.2 percent of the entire population—fall somewhere along the spectrum. Many people on the spectrum have contributed (or still do) to their communities every day, such as Albert Einstein, Anthony Hopkins, Henry Cavendish, Greta Thunberg, Jerry Seinfeld, and Elon Musk. They have been among the world’s highest achievers, impacting the arts, sciences, technological innovation, and activism.
In much the same way as the neurotypical population, the neurodivergent population is broad, diverse, and multidimensional. It’s crucial, then, for the public not only to embrace their different brethren but also to actively promote opportunities for them both in society and in the workplace at all abilities and levels.
Fortunately for society writ-large, corporate America is starting to take notice. A recent article published in the Harvard Business Review named neurodiversity as a bona fide “competitive advantage,” noting the unique and, often, incomparable output provided by atypical members of their workforce. Numerous companies, including Hewlett-Packard, Enterprise, Microsoft, SAP, and Ford, have recently begun to reform their HR practices in an effort to expand neurodiversity in their ranks by identifying, hiring, and empowering these unique individuals. The results, so far, have been outstanding, with managers noting legitimate “productivity gains, quality improvements, boosts in innovative capabilities, and broad increases in employee engagement.”
Diversity of all kinds, including neurodiversity, strengthens our daily institutions. Just as we are seeing a focus on diversity, equity, and inclusion (DEI) in employment and other areas of life and commerce, we must also remember that recognizing and celebrating differences, promoting justice and fairness, and ensuring true support and inclusion applies not only to people with observable differences but also to our neurodiverse populations. Not all cognitive differences are visible, and it’s crucial to keep in mind that there’s more than meets the eye when it comes to true diversity.
In another blog post, Dr. Molko explains the history and evolution of applied behavior analysis (ABA) therapy. Read the story.
