Children and Food Rigidity

Date Published: May 13, 2024 Author: Gicele Corpuz, BCBA, Faces Behavioral Services

About the Author:

Gicele Corpuz is a Board Certified Behavior Analyst (BCBA) on the Faces Behavioral Services team. Faces Behavioral Services, a department of the Pacific Autism Center for Education, supports children with autism in reaching their full potential utilizing Applied Behavior Analysis (ABA).

Proactive and Preventative Antecedent Strategies

Date Published: Author: Alania Sabankaya, RBT, Faces Behavioral Services

About the Author:

Alania Sabankaya is a Registered Behavior Technician (RBT) and BCBA candidate on the Faces Behavioral Services team. Faces Behavioral Services, a department of the Pacific Autism Center for Education, supports children with autism in reaching their full potential utilizing Applied Behavior Analysis (ABA).

Communicating with your Child

Date Published: May 7, 2024 Author: Amelia Lalley, MA, BCBA, Faces Clinical Director

About the Author:

Amelia Lalley, MA, BCBA, is the Clinical Director of Faces Behavioral Services. Faces Behavioral Services, a department of the Pacific Autism Center for Education, supports children with autism in reaching their full potential utilizing Applied Behavior Analysis (ABA).

Internet Awareness

Date Published: August 15, 2023
Author: Jennie Brevik, Faces RBT

About the Author:

Jennie Brevik is a Registered Behavior Therapist on the Faces Behavioral Services team and is currently studying to become a BCBA. Faces Behavioral Services is a department of the Pacific Autism Center for Education that supports children with autism in reaching their full potential utilizing Applied Behavior Analysis (ABA).

Safe, Summer Strategies

Date Published: July 6, 2023
Author: Alania Sabankaya, Behavior Therapist

With summer comes longer and hotter days, and more free time for families. Here are some strategies that can help fulfill sensory needs that are both safe and fun in the summer weather.

A really important tip is to try to provide frequent opportunities to hydrate with water or your child’s favorite cold drink. Another helpful tip is to freeze preferred foods and liquids in popsicle molds for your child’s sensory enjoyment. Note that with the possibility of your child’s daytime care provider or clinic being on summer break, it could be that some of their social needs might need extra engagement. Sometimes, going to school may be more engaging than staying at home. A strategy that could be helpful is to incorporate some activities that your child has done at school previously. This can help provide a sense of their routine while at home for the summer. With more time allowed to focus on special interests, summer can provide great opportunities for your child to relax and practice honing in on their craft. Examples of socially mediated play could be an I-Spy game, an arts and crafts activity, or a guessing game.

Here are some additional tips and strategies:

• Sandboxes for sensory play: Sandboxes can come in all sizes, and can include a variety of toys following a theme, or a mixed array of toys and tools.
• Try seasonal foods through cooking activities: Going to a farmers market in the summertime may be overstimulating for some individuals. Try bringing home some new fruits or vegetables to try cooking campfire style and talk about the experience.
• Build an obstacle course together: Using items from around the house or yard, create a fun course to do together or independently.

These are a few strategies to encourage safe thinking. If you need help with ways to introduce and practice summer strategies, contact your BCBA through CentralReach or ask to discuss the topic during Caregiver Collaboration meetings.

About the Author:

Alania Sabankaya is a Behavior Therapist on the Faces Behavioral Services team and is currently studying to become a BCBA. Faces Behavioral Services is a department of the Pacific Autism Center for Education that supports children with autism in reaching their full potential utilizing Applied Behavior Analysis (ABA).

Expressive Language

Date Published: April 13, 2023
Author: Leah Persing, M.S., CCC SLP, PACE Speech-Language Pathologist

Expressive language is how a person communicates with others. Building expressive language skills helps individuals grow their independence and self-advocacy skills. Below are some tips on how you can support someone’s expressive language skills.

Wait! Before asking more questions or moving on, first try counting to ten in your head. If they still haven’t responded, then consider restating or rewording what you said.

Create opportunities for your child to communicate.

Where you might traditionally anticipate your child’s needs by giving them a favorite snack, wait and see if they take that opportunity to ask.

When your child says something (with either their voice, a gesture, or a communication device), celebrate it and expand on it by adding one more word to that statement. For example, if your child says “car,” you can expand on that word by saying “red car,” or “car go.”

Children learn through imitation, so provide your child with opportunities to imitate by modeling language throughout your daily routines. When your child primarily uses their voice, model with your voice. When your child primarily uses an AAC device, model on that device!

Don’t forget – communication is fun! Try to encourage language through play and activities that your child enjoys.

Additional Resources:
Expressive communication skills are forms of verbal and nonverbal behavior that a child uses to express their needs, wants, feelings and preferences in a way that others can understand them. In this module, you will learn about visual communication systems and how you can use these with your child to improve their ability to communicate with you and with others. To learn more about Visual Communication Systems, visit porchlighteducation.org/visual-communication-systems/

Our Porchlight Education Autism Series also offers the following:

• Functional Communication
• Language and Speech Development

About the Author:

Leah Persing is a Speech-Language Pathologist (SLP) on the PACE School Therapy Department team. PACE School is a non-profit, non-public school, certified by the California Department of Education and accredited by the Western Association of Schools and Colleges. PACE School serves students ages 6-22 who live with moderate to severe Autism, with a specific emphasis on non-verbal students and those with especially challenging behaviors and communication disorders.

What is a Token Economy System?

Date Published: August 4, 2022
Author: Michelle Liu, BCBA

ABA teaches us that when a particular behavior is reinforced or rewarded, it is more likely to be repeated. One way to reinforce appropriate behavior is to create a token economy system.

A token economy is a system in which the learner earns tokens by engaging in a targeted behavior. Token economies have three major components: 1) a behavior or behaviors that we wish to reinforce, 2) tokens earned for engaging in those behaviors, and 3) exchanging tokens for a choice of reinforcing rewards. This system provides positive reinforcement to increase desired behaviors. A token economy system is ideal to use for school-aged children in the classroom or at home. It is flexible enough to modify based on the individual and their setting and can be used in a variety of different ways. The goal is always to increase desired behaviors.

To create an effective token system, it is important to first establish what the learner is working for, using the tokens as a currency to exchange for the reinforcer. To determine preference for motivating reinforcers, therapists can perform preference assessments with the learner, which help determine what types of stimuli a person prefers ( i.e. what the learner finds most reinforcing). We can also work from a list of preferred items and ask the child what they want to work for. Once we’ve determined the appropriate reinforcers, we provide the learner with a token economy chart that places the reinforcer icon in the designated space along with the predetermined number of tokens or stickers the learner must receive in order to earn that reinforcer. An example might be a chore chart: a child earns star stickers (tokens) for completing a chore. When the required number of stars are earned, they are exchanged for the preferred reward.

For a token economy intervention to be effective and successful, it is essential to pre-determine a consistent reinforcement schedule. It is also important to use continuous reinforcement when introducing a new intervention. Initially, a token and verbal praise to the learner can be delivered for each correct performance. For example, in class, a child receives a token and praise (“Great answer,” Good job”) each time she responds to a question correctly. Once a certain number of tokens are received, the child gets to exchange them for a preferred, reinforcing item or experience.

Our goal with this intervention is to ultimately fade out the need for tokens, so the learner works for verbal praise, social reinforcement, and the intrinsic reward that comes from completing a task.

If you want to learn more about a token economy system, please don’t hesitate to ask your BCBA!

(Credit: www.iloveaba.com)

About the Author:

Michelle Liu is a BCBA on the Faces Behavioral Services team. Faces Behavioral Services is a department of the Pacific Autism Center for Education that supports children with autism in reaching their full potential utilizing Applied Behavior Analysis (ABA).

Topography: The Form of Behavior

Date Published: July 11, 2022
Author: Ysabel Zagala, RBT, (MA candidate)

In the field of applied behavioral analysis (ABA) we often talk about the form and shape of a behavior, also known as topography. Cooper et al. defines topography as, “… the physical form or shape of a behavior, the measurable and malleable dimension of behavior” (2020, p.82). It is important to understand the topography of a behavior so that when we are observing the behavior it can be accurately measured.

To help understand the topography of a behavior, a Board Certified Behavioral Analyst (BCBA) will write an operational definition of the behavior. An operational definition is when a behavior is described in terms of verbal, physical, spatial, and temporal dimensions (Cooper et al., 2020). For example, let’s say that we were measuring the number (tally) of times that someone greets someone else. The word “greet,” is in itself vague. A BCBA can operationally define the term “greet” as “someone waving their hand while the body is oriented towards the recipient of the greeting while saying a verbal greeting such as ‘hi,’ or ‘hello.'” With the operational definition of the behavior, we then will understand the topography of the behavior.

Another aspect of topography is understanding the magnitude of a behavior. Magnitude refers to the intensity of a behavior (Cooper et al., 2020). Continuing on with our greeting example: Say that when someone is greeting a stranger the intensity of the greeting is lower and smaller than if someone were greeting an old friend. The topography of the greeting of the stranger would look like a small wave along with a quiet vocalization of the word “hello,” whereas when greeting an old friend the topography looks like a hug lasting more than 3 seconds along with vocalization of “how are you, how have you been?”

Describing the shape, form, and magnitude of the behavior can also tell us how different environmental factors affect the topography and measurement of the behavior. When someone is greeting (i.e., saying “hello,” and having a short conversation about their day) a friend in a crowded place, the greeting may last 1 minute. However, if the greeting occurs at a coffee shop the duration (length) of the greeting could be for 5 minutes. The environmental factors affect the outcome and the topography of the behavior. In the field of ABA specific details about the behavior, outcome (consequences), and the environmental factors help us to understand how a behavior looks as well as the function of the behavior.

References:
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis. Pearson Education, Inc.

About the Author:

Ysabel Zagala, RBT, (MA candidate) is a Registered Behavior Technician on the Faces Behavioral Services team. Faces Behavioral Services is a department of the Pacific Autism Center for Education that supports children with autism in reaching their full potential utilizing Applied Behavior Analysis (ABA).

Disclaimer: “Keeping Up the PACE” is a blog operated by Pacific Autism Center for Education with information provided by professional therapists. This content is not intended for the purpose of diagnosis of any condition. If you have a question for our team, please email us at email hidden; JavaScript is required.

Functional Play

Date Published: May 25, 2022
Author: Jennie Brevik, Registered Behavior Technician

Functional play* is an important skill for all children. It teaches them about the world around them, encourages them to socialize with others, and allows them to develop their motor skills. Occasionally, children may not engage in functional play and seek activities that fit their sensory needs. How can we teach functional play skills to children?

One method was referenced in a 2016 study by Akers et al**. The researchers found that using a visual activity schedule on the playground increases functional play skills.

For this study, the researchers worked with a group of three preschool children between the ages of 4 and 5 years old. The participants had a history of utilizing visual schedules in their classrooms. Before the study, the researchers brought the children outside and told them to “go play.” They found that the children did not engage in functional play outside. When conducting the study, the researchers brought out a set of pictures with activities that had a clear beginning and end, such as sliding down a slide or climbing a ladder. They had the children choose the activities that they wanted to do and place them on their visual schedule. Initially, the children had three seconds to complete each activity before the researchers would instruct them using hand-over-hand guidance.

Once all of the activities were completed, the children would be given a highly preferred edible item. The researchers found that the children quickly learned how to engage in functional activities on the playground and did not need assistance other than the visual schedule.

Two weeks after the first part of the study was completed, the researchers removed the visual activity schedule and the children went back to their baseline levels of playing on the playground. After the two-week period was over, the visual schedules were reintroduced to the children and their functional play skills returned.

This study demonstrated that using visual supports for these individuals supported their learning of functional play skills and enriched their social connections and interactions. The study offers insight into the effectiveness of visual supports. Visual supports can be individualized and can be incorporated into a child’s daily learning if appropriate.

If you are interested in a program like the one mentioned in the study above, please contact your child’s BCBA or teacher to find out more!

*Functional Play: Defined as play with toys or objects according to their intended function (e.g., rolling a ball, pushing a car on the floor, pretend to feed a doll). (Source: https://bluebirddayprogram.com/functional-play/)

**Akers et all, 2016, An evaluation of photographic activity schedules to increase independent playground skills in young children with autism, https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaba.327

About the Author:

Jennie Brevik is a Registered Behavior Technician (RBT) on the Faces Behavioral Services team. Faces Behavioral Services is a department of the Pacific Autism Center for Education that supports children with autism in reaching their full potential utilizing Applied Behavior Analysis (ABA).

Following Instructions

Date Published: March 15, 2022
Author: Michelle Liu, BCBA

Following instructions is a big part of our lives. We follow instructions throughout our day and it requires many skills, such as listener responding (a form of verbal behavior that requires the listener to respond to another’s verbal behavior), attending to the speaker, comprehending receptive language, and following through to complete a task. It’s important to know how to give instructions properly and to know that the recipient who has been given directions, possesses the necessary skills to follow through. If they do not, assisting them to follow through is just as important.

Here are a few reminders on how to give an instruction:

1. Give one direction at a time: It can be overwhelming when people are given multiple instructions at a time and possible for the recipient to forget the instructions. Give one direction at a time so your child can be successful in following through.

2. Give short, simple directions: Use direct language when providing instruction for your child. This will help your child become more independent and capable of completing the task. Do not include extra words such as “Okay, now…” or “It would be really nice if you…,” These can make it more difficult for your child to follow your directions. Be simple and direct.

3. Be specific: Tell your child exactly what you want them to do by specifying the desired behavior. For example, if your child is climbing on his chair and you want them to stop, you would state, “Keep a safe body on the chair,” (specific) instead of “Stop climbing on the furniture” (not specific).

4. Make sure that your child is paying attention to you: Make sure you have your child’s full attention. Make eye contact, get onto their eye level, say their name, and wait for them to respond by looking at you. If necessary, you may need to remove a distracting item.

5. State it positively: Avoid words such as “Don’t,” or “No,” which teach your child what not to do but do not tell your child what to do. You can emphasize an instruction such as, “Remember to walk,” instead of “No running.”

6. Give extra assistance: Instructions are easier to follow if prompts are given to help complete the task. For example, gesture to the child to sit down by pointing to the chair.

7. Tell, don’t ask: Statements such as, “Can you sit down?” or “Let’s see if you can clean up,” can be puzzling to understand and may provide too many options. Delivering direct instructions can be more helpful for them to complete the task.

After your child has completed the task, it is crucial to reward them with specific praise. For example: “I love how you pushed in your chair!” or “Thank you for putting away your jacket!” Provide hugs/smiles to express joy in their achievement. Your response after a completed task may impact the future likelihood of your child completing instructions. Be consistent! If you have questions about following instructions or any of the methods described, please contact your BCBA or teacher to learn more.

About the Author:

Michelle Liu is a BCBA on the Faces Behavioral Services team. Faces Behavioral Services is a department of the Pacific Autism Center for Education that supports children with autism in reaching their full potential utilizing Applied Behavior Analysis (ABA).