Tag: child development

Help Your Child Build Friendships With Kids With Autism

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The following is an interview published by Chicago Parent with LEARN Behavioral Chief Clinical Officer Dr. Hanna Rue, Ph.D., BCBA-D.

By: Claire Charlton

Your child likely has the opportunity to build friendships with kids on the autism spectrum. How can you help cultivate these unique relationships?

This back-to-school season, your child is settling into a new routine alongside children of many abilities, and as they are making new friends, now is a great time to encourage them to reach out and build a friendship with a child with autism. Because autism is a spectrum disorder, your child’s classroom, cafeteria, chess club, or ballet class will likely include a child with autism, says Hanna Rue, Ph.D., BCBA-D, Chief Clinical Officer with LEARN Behavioral.

Current statistics show that 1 in 31 children has been identified with autism spectrum disorder (ASD) — for boys, the prevalence is four times higher and numbers vary from state to state, according to data from the CDC. “I’m never surprised when a parent comes to me and says their child has met a peer with typical autism characteristics in the classroom,” says Dr. Rue.

Kids with autism have strengths and challenges just like their neurotypical peers and can bring a lot of value to a friendship. “What I have found is that neurotypical kids are amazed that some kids with autism have the same special interests as they do,” Dr. Rue says. “Maybe they are passionate about zoo animals and can provide all sorts of information that neurotypical kids are impressed by.”

Each child is different and not every child mixes well with groups of peers. A child with autism is often able to look past differences or idiosyncrasies that can put off neurotypical peers, which makes them a good source of friendship for kids who struggle to fit in, Dr. Rue says.

While it may appear that kids with autism prefer to play alone, they really do enjoy companionship and sharing their interests with others. Here, Dr. Rue shares some wisdom about how to help your child build friendships with kids with autism.

How to make it happen

A child with autism may experience sensory sensitivities that neurotypical peers can empathize with. Loud noises, loud music, bright lights, even transitioning between activities can present challenges for some children.

“Sometimes a child with autism has challenges with communication and that can cause distress on either side,” Dr. Rue says. “I always tell folks if they are working with kids to develop friendships to allow for plenty of warm-up time.”

When planning a playdate, take it slow. Show your child’s new friend a quiet room in your home where they can take a break if needed, and recognize that if they take this break, it likely signals that they are overwhelmed, not disinterested. Communicate to your own child that everyone is frightened or overstimulated by something at some point and help them recognize their own fears or needs.

“I have seen some amazing pure human kindness across developmental stages,” says Dr. Rue. “When a child with autism has a meltdown, their friend can just sit and be in close proximity. They recognize independently that their friend is having a hard time. Or they assist with transitions through prompts like ‘follow me, sit at my table for lunch, hold my hand so you don’t get lost.’ Kids are pretty intuitive and can recognize that just being there and showing the way is a huge help.”

Parent encouragement can help blossoming friendships grow. Here’s what parents can do to support their children as they make and sustain friendships with kids with autism.

Talk about diversity early and often

When a parent is aware of their own child’s developmental level, they are better prepared to help them make friendships with anyone — and be inclusive on the playground and in the classroom, Dr. Rue says. This is best achieved by talking about differences on a regular basis.

“It’s important to introduce your child to diversity, especially if you live in an area where there isn’t a lot of diversity,” she says. “Read books, watch videos, and have open conversations about differences. In addition to talking about skin color, you can talk about different ways that kids communicate with each other, including the idiosyncrasies of flapping, body rocking, and squealing because this is a way of expressing joy or frustration.”

Model inclusive friendships

“We always have lots of opportunities to interact with other humans in our communities, from the playgrounds to the grocery stores,” Dr. Rue says. “This is the time to model appropriate interactions and show empathy, and then discuss it with your child.”

For younger kids, Dr. Rue is a big fan of Sesame Street’s inclusion of a character named Julia. “Julia has autism and I love for parents of neurotypical kids to watch Sesame Street with younger children and talk about Julia and how she is different. It’s a great opportunity for a shared moment of watching and talking about differences and acceptance.”

Offer a sympathetic ear to the child’s parents

Parenting a child with autism is stressful. “Research suggests that they experience more stress on a daily basis than parents of a child with a terminal illness. That’s a lot. Any small gesture, like saying hi or offering coffee or even just sitting and listening. Being an ear is very helpful,” Dr. Rue says.

Finally, have patience. Playdates can be easy but allow time for your child and their new friend to experience similar interests over a few visits. Help the other parent know that you understand and won’t give up after one meltdown or challenge.

“It’s so important to recognize that individuals with autism are all around us, doing great things,” says Dr. Rue. “We need to embrace that and learn about how to be supportive.”

For more school-related content, check out our blogs, “Five Steps to Help Your Child with Autism Make Friends” and “Back to School: Homework Tips.”

New Autism Learning Center Opens Doors in Baltimore, MD

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No Waitlist and Flexible Treatment Hours for Area Families

Trellis Services, a provider of LEARN Behavioral, has recently opened the doors of its new Learning Center at 1 N. Haven Street, Suite 1, Baltimore, MD 21224.

Trellis Services is Maryland’s premiere contemporary applied behavior analysis (ABA) provider of center-based autism services for children ages 2-8 years. The Canton Learning Center provides center-based and in-home ABA therapy.

“We are thrilled to open our doors and bring compassionate, contemporary ABA therapy for children with autism spectrum disorder (ASD) to families in the Greater Baltimore area,” said Nicole Armstrong, MA, BCBA, LBA, Center Director. “We look forward to helping find success for every child in our care.” 

Key Features of the Canton Learning Center:

  • Large facility that includes an outdoor play area, an indoor playground, and gross motor spacefor physical and social development.
  • ABA therapy, which includes a learning-rich environment, unique play-based learning spaces, and one-on-one support.
  • No waitlist and flexible treatment hours, including evenings to accommodate busy family schedules.
  • Serving children 2-8 years old with personalized therapy plans.
  • Conveniently located and easily accessible via public transportation for families in the region. On-site parking at the Canton Learning Center is available.

About Trellis

Trellis, part of LEARN Behavioral, a national leader in compassionate autism treatment, has been a leading provider of evidence-based autism services for more than 20 years. Trellis is dedicated to personalized, high-quality ABA therapy. In addition to the Baltimore location, Trellis has Learning Centers in Forest Hill, Nottingham, and Timonium, MD.

The Canton Learning Center is now enrolling new clients in surrounding Baltimore City and Baltimore County with no waitlist and flexible treatment hours.

For more information or to enroll a child, call (443) 330-7900 or visit https://trellisservices.com/locations/baltimore

About LEARN Behavioral

LEARN Behavioral is a national leader in autism treatment, offering comprehensive diagnostic services and contemporary applied behavior analysis (ABA) therapy for children with autism spectrum disorder (ASD). With a nationwide network of ABA providers and more than 100 Learning Centers across the country, LEARN delivers the highest standard of evidence-based care—customized to meet the unique needs and interests of each child and family. For more information, visit learnbehavioral.com.

Priorities ABA Celebrates 25th Anniversary

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Priorities ABA, North Carolina’s premiere contemporary applied behavior analysis (ABA) provider of center-based, in-home, and school-based autism services for children, celebrates its 25th anniversary this year.

“We’re thrilled to celebrate our 25th anniversary of helping children and families grow, learn, and thrive,” said Emily Cogdell, LPA, LBA, BCBA, Regional Clinical Director.

Priorities ABA, a provider of LEARN Behavioral, is proud to announce its 25-year milestone. The organization is celebrating in a unique way by holding themed activities for children and families at their Cary, Fayetteville, and Jacksonville Learning Centers each month throughout the year. For example, in April, Priorities ABA celebrated Earth Day with a fun Scavenger Hunt at each of their Learning Centers.

“Families are excited about all the different themed activities, and the children particularly enjoy the themed activities where they may wear costumes or dress up for the day,” noted Cogdell.

In addition to themed activities for children and families, Priorities ABA staff is celebrating the 25th anniversary by giving back through monthly employee outreach initiatives that support various local community nonprofit organizations. Each month, staff hold a different drive to support the community – from a clothing drive, to a book drive to promote reading awareness, to a food drive for Second Harvest Food Bank in Fayetteville.

Growing & Expanding Services

Priorities ABA was founded in 2001 and primarily served the Greenville area. As one of the earliest team members, Cogdell began working with Priorities ABA in 2004, delivering one-on-one ABA therapy to children on the autism spectrum.

“In the beginning, Priorities ABA had a team of four Board Certified Behavior Analysts (BCBAs), and services provided to children were limited to home-based,” Cogdell explained. “This meant that the BCBAs were only able to provide ABA therapy to children a couple of times per week.”

“Fast forward 25 years, Priorities ABA has branched out and is able to help many more families as we’re able to provide services where the children are – whether that’s at one of our Learning Centers, or at home or school,” explained Cogdell, whose team currently works in home, community, and school settings, tailoring ABA programs around the strengths and weaknesses of children with autism.

Priorities ABA is committed to focusing on each child’s unique needs, providing personalized, child-centered care to help them succeed, while also supporting the family.

Priorities ABA provides in-home, center-based, and school-based ABA services at three state-of-the-art Learning Centers located in Cary, Fayetteville, and Jacksonville, NC. In addition to a team of 13 BCBAs, Priorities ABA now employs more than 100 Behavior Technicians (BTs) who provide ABA services to children and families each day.

Cogdell continued, “Many of our BCBAs have been with us for 7 to 15 years. This longevity speaks to the culture we have created. What we do and how we do it is important – we believe in both.”

About Priorities ABA

Priorities ABA, part of the LEARN Behavioral network, is one of the nation’s leading providers of compassionate autism care. Now celebrating 25 years, Priorities ABA has been delivering evidence-based services, helping children and adolescents with autism find success and reach their unique potential.

Priorities ABA has locations in Cary, Fayetteville, and Jacksonville, NC. For more information or to enroll a child, call (252) 341-4192 or visit prioritiesaba.com

About LEARN Behavioral

LEARN Behavioral is a national leader in autism treatment, offering comprehensive diagnostic services and contemporary applied behavior analysis (ABA) therapy for children with autism spectrum disorder. With a nationwide network of ABA providers and more than 100 Learning Centers across the country, LEARN delivers the highest standard of research-based care—customized to meet the unique needs and interests of each child and family. For more information, visit learnbehavioral.com

Why Play is Essential to ABA Therapy for Autistic Children

Author: Eric Bowman, Advanced Behavior Technician, Total Spectrum Care | Updated On
Clinically Reviewed By: Genevieve Marshall, BCBA

Play is an essential part of working with children with autism in ABA.

As a behavior technician (BT), play helps build trust and comfort between you and your client. That process starts with play, having fun, and being a kid. Getting your clients in a state of play builds this foundation for trust, which we refer to as “rapport.” When starting to work with a new client, your supervisor and/or client’s caregiver will provide you with some of your client’s special interests and activities. You can incorporate these into your sessions to make learning fun and personalized. Using rapport in combination with their preferred activities leads to successful pairing with your client.

In a Learning Center setting, for example, your supervisor may suggest activities such as playing with toys or board games or interacting with peers. Your client may quickly find interest in a Learning Center toy, game, or other activity without prompting. But, if your client doesn’t give you a direct response, give them choices based on what you know about them. For example, say “We can play with train tracks or do a puzzle. What would you like to do?” Give them different choices until they choose something.

As soon as they give you an answer or show signs of interest in something, reinforce the toy or activity by showing interest in it yourself, e.g., clapping or showing praise. In my experience, this part of the pairing process varies. Sometimes it may take a while for a client to warm up in a social environment. Other times, it happens quickly. It just depends on the individual. As a BT, this process teaches you to be patient. When you find out what interests your clients, it makes pairing with them in sessions more fun.

Natural Environment Teaching (NET) While Pairing

Playing and pairing as a BT is essential because it creates opportunities for natural environment teaching (NET). Playing with your clients encourages an environment in which they’re motivated to participate.

In my first week working with a client, we played Memory*, a matching game. This was the first time we actively played together, and I saw him deeply engaged in an activity. I learned that he has a great memory, making the game more engaging for both of us. He became more receptive to responding once his attention was directed toward the game. Playing the game created opportunities to reinforce his behavior like waiting his turn, following the rules, and using his words when he had questions. This was essential to pairing early on in our tech-to-client relationship.

Playing Memory aided me in building rapport with my client. It built trust and comfort that’s pertinent to his learning environment. I could tell he was having a good time and vice versa. This environment motivated my client to learn. He enjoyed engaging in the fun activity with me and a group of peers. Participating in group games encourages patience, following instructions, and communication between clients.

Let Play Be Your Guide

Gaining your client’s trust before you place any demands is key. They are less likely to listen to you if they don’t know who you are. That’s why it’s important to take the time to play and pair with your client and show them that you’re safe and fun to be around.

Learning to play with your clients teaches you their interests. It shows you their likes and dislikes. It also points you to different games or activities in the Learning Center or teaching environment that may trigger them. Knowing their interests allows you to identify their reinforcers and see behavior patterns that their board certified behavior analyst (BCBA) can implement into future programming.

Time Flies When You’re Having Fun

Playing can be a lot of fun for BTs. There are several Learning Center games and activities that I enjoy implementing during sessions. I do my best to engage clients in activities that we mutually like. Once we find something we both enjoy, it doesn’t feel like work.

It’s rewarding to see clients make progress on their goals. Seeing them motivated to work for their preferred activities is also reassuring. This sense of accomplishment reinforces your work as a BT and motivates a continued state of play of learning and developing communication skills.

Incorporating play into your sessions fosters meaningful connections and creates a fun and engaging environment. It builds the foundation of trust between the client and their BT. We get to play an important role in each client’s learning and development. We can help nurture each child’s unique potential through dedication – one game at a time.

Additional Resources:

*Other games for pairing with a client can be found in the Play and Learning Addendum, 2.

The Autism Diagnosis Process: What to Expect

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When it comes to parenting, the unknown can be one of the hardest parts. Worries creep in if you suspect something’s wrong with your child’s development. If you think your child may be showing signs of autism, there’s no guidebook to tell you what to do next.

It’s natural to feel overwhelmed. The process gets easier when you know what to expect.

If you’ve found your way to this post, you’ve likely taken the first step: questioning whether your child shows signs of autism.

Recognizing this possibility is a significant and sometimes challenging move. Rest assured, you’re not alone. This guide is here to provide you with valuable insights and support as you navigate through this process.

Understanding Autism

Autism spectrum disorder (ASD) affects how a person interacts, learns, and behaves. Everyone on the spectrum is different. Signs of autism usually start showing up when a child is very young.

Recognizing the Symptoms

Autism symptoms can be different for everyone. If your child is not growing or learning like other kids their age, or if they have any of the following signs, you might want to talk to your pediatrician:

  • Not smiling at others by six months
  • Not gesturing or pointing to communicate by 12 months
  • Not babbling by 12 months
  • Not using single words like “no,” “mama,” “dada” by 16 months
  • Not using two-word phrases like “want cup,” “go play” by 24 months
  • Not responding to sounds, voices, or their own name by three years
  • Poor eye contact by three years
  • Little interest in other children or caretakers by three years
  • Losing skills they once had at any point by three years

The Diagnosis Process

Getting a diagnosis of autism starts with an evaluation. Experts will examine how a child behaves and will look at their past development. If your child’s pediatrician thinks it might be autism, they’ll send your child to an expert for a closer look. This process includes:

  • A parent interview
  • Review of medical, psychological, and school records
  • Assessment of cognitive, developmental, and adaptive functioning skills
  • Observation of your child during play

What Happens Next?

After an autism evaluation, our team of specialists will review and interpret the results. If your child is diagnosed with autism, our team will work with you to create a personalized treatment plan. This plan includes therapies to help improve communication, social skills, and behavior.

At LEARN, we work with families on a plan tailored to your family’s needs. We will adjust the treatment plan as needed. We’ll also provide you with resources and support.

Connect With Us

Whether you’re just noticing signs or you’re already deep into the diagnosis process, our team is here to help. We know that recognizing and diagnosing autism can be challenging. But with the right support and guidance, you can navigate it confidently.

5 Benefits of Early Intervention for Autism

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Clinically Reviewed By: 1

Discovering that your child has been diagnosed with autism can be an incredibly challenging and emotional experience for parents and caregivers. It can make you feel uncertain, overwhelmed, and worried about what to do next.

It’s important to know that early detection and intervention can not only make a significant difference in your child’s development — but also offer a sense of reassurance and ease for you as a parent.

What Is Early Intervention?

“Early intervention” for children with autism refers to the process of identifying and addressing developmental domains — including social, communication, and behavioral skills — as early as possible in a child’s life. It involves providing specialized support, therapies, and services designed to meet the unique needs of each child with autism.

The age range for early intervention is most effective when started as early as possible, ideally before the age of 3. Research has shown that the earlier a child with autism receives intervention, the better their outcomes are likely to be in terms of improved skills, reduced behaviors that interfere with development and learning, and overall quality of life.

The positive impact of early intervention for children with autism is undeniable. It paves the way for their growth and progress.

Here are five compelling reasons why embracing early intervention can put your mind at ease and set your child on a path toward fulfilling their potential:

1. Early Intervention Can Improve Your Child’s Socialization Skills

Children with autism often struggle with social interaction and communication, which can lead to isolation and difficulties in making friends. Early intervention can help children develop socialization skills by providing opportunities for them to interact with others in a structured and supportive environment. This can include teaching them how to initiate conversations, understand social cues, and form friendships.

2. Early Intervention Helps Improve Your Child’s Communication Skills

Many children with autism struggle with communication — whether it’s speaking, processing language, or using non-verbal cues. Early intervention through applied behavior analysis (ABA) can help children express themselves and better understand others, which can lead to improved socialization and overall quality of life.

3. Early Intervention Helps Your Child Learn Appropriate Behaviors

Sometimes life with autism can be challenging. There can be a fair share of meltdowns and tantrums. Early intervention through ABA addresses these often difficult moments and helps children learn appropriate behaviors and how to strengthen ways to learn and interact with others.

4. Early Intervention Sets Your Child Up for Academic Success

Children with autism can struggle academically, which can lead to frustration and low self-esteem. With the help of early intervention, though, children and families can prepare for future academic success. During early intervention, young learners develop social and communication skills that will benefit them not only in their daily lives but also in the classroom once they enroll in school.

5. Early Intervention Can Improve Family Dynamics

Autism can be challenging not just for the child, but for your entire family. Early intervention supports your family by providing resources and tools to help you better understand and support your child. It can also help reduce stress and improve overall family dynamics between you and your child, as well as your child and their siblings.

These are just a few of the many reasons why early intervention for kids with autism is beneficial. By starting treatment early, children with autism can develop the skills and abilities they need to lead fulfilling and successful lives.

Jocelyn Thompson, LCSW, BCBA, is the vice president of clinical services at LEARN Behavioral. During undergrad, she studied under the direction of Dr. Ivar Lovaas and completed an internship at the Lovaas Institute for Early Intervention. Jocelyn has worked with diverse populations as a behavior analyst and social worker for the past 15 years.

For more resources on early intervention, listen to our podcast episode featuring Dr. Geraldine Dawson, co-creator of the Early Start Denver Model, and read our blog on brain plasticity and early intervention written by Ronit Molko, Ph.D., BCBA-D and Dr. Evian Gordon, Chairman and CEO of Brain Resource.

Understanding Your ABA Provider’s Partnership with Schools

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As parents, we always want the best for our children. That’s especially true when it comes to their education and development.

For parents of children with autism, finding the right support system is crucial. A key part is the partnership between your applied behavior analysis (ABA) provider and your child’s school.

This partnership is important for your child’s treatment and Individualized Education Program (IEP). Here’s what you should know.

Why Is an ABA Partnership with My Child’s School Important?

Collaboration: ABA providers and schools work together to help your child develop. This partnership makes it easy to switch between therapy sessions and school.

Consistency: By working in tandem, ABA providers and schools can create a consistent learning experience for your child. Consistency in ABA therapy reinforces targeted skills and behaviors. That leads to improved progress.

Alignment with your child’s treatment: ABA providers and schools help make sure your child’s education goals match their treatment plan. This means that the strategies and interventions at school match the ones used in ABA therapy.

How Does This Partnership Benefit My Child’s IEP?

Goal-setting: ABA providers work with schools to set goals that are meaningful and achievable for your child’s IEP. We create goals to help your child improve in communication, social skills, and academics.

Progress monitoring: ABA providers often talk to school staff to check how your child is doing with their IEP goals. By collaborating, we can share data and make sure interventions work in both places.

Behavioral support: ABA providers help school staff use behavior strategies from your child’s IEP. This support helps the school team handle challenging behaviors and create a welcoming learning environment.

Dispelling Misconceptions: The Partnership Is Not Competitive

It is important for parents to understand that the partnership between ABA providers and schools is not competitive. Instead, we base it on mutual support and shared goals. Here’s why:

Complementary roles: ABA providers and school staff have different roles, but they both help your child develop. ABA providers focus on intensive therapy and individualized interventions. Schools provide a broader educational environment. Both work together to create a comprehensive support system.

Information exchange: Regular communication between ABA providers and schools allows for valuable information exchange. ABA providers can report how your child is doing, and schools can tell you how they’re performing in school and with other students and school staff. This two-way communication strengthens the partnership and makes sure everyone involved is on the same page.

Advocacy: ABA providers often act as advocates for your child within the school system. They work with school staff to understand and help your child with their specific needs. This advocacy promotes a positive and inclusive educational experience for your child.

The partnership between your child’s ABA provider and school is important for their education and growth.

By working together, we can ensure that your child’s treatment is consistent and effective. Parents can contribute to their child’s success by communicating openly. Ultimately, this sets children with autism up for success in school and life.

To learn more about ABA therapy and school, visit our website.