IEPs are an important educational tool that can help autistic and other special-needs children develop the skills they need to navigate life. We explain what IEPs are, who is involved in their development, whether your child qualifies for an IEP and the benefits an IEP can provide.

Learn About Individualized Education Programs

Parents of  children with autism may have heard discussions of an IEP for their child, or may already be involved in the IEP process but are unsure of their role in it, or what qualifies a child for an IEP. In this blog, we’ll take a look at exactly what IEPs are, how they work, who’s involved in the IEP process, and how they can help your child. 

What is an IEP? 

IEP stands for Individualized Education Program. It is a specific type of education program that is aimed at helping special needs kids and is a part of the PreK-12 education system. This means an IEP aims to address the education needs of special-needs children from 3 to 21 years old, when in a public school system. 

The IEP must lay out achievable educational goals for a child for a school year, while also outlining what services will be necessary and available to achieve these goals.  

How does an IEP work?

The creation of an IEP consists of several phases.  

The process begins with an assessment and eligibility phase that aims to identify whether your child qualifies for special education services. This is usually initiated by a teacher (who must get consent from a parent or guardian) or a guardian who recognizes the child may be struggling with learning.All parents have the right to request their child be evalutated for an IEP. The evaluations and assessments are typically conducted by a multidisciplainary team within the school system.  

After the assessment is completed and it is determined by a group of qualified professionals that a child qualifies, the creation of the IEP itself will begin. The IEP will aim to create specific, detailed, and measurable short- and long-term goals, take into account any educational accommodations or modifications that are required, as well as ensuring that your child has all the support services they need. This may include supportssuch as occupational or speech therapy, assistive technology, additional time on tests, or transportation. 

As your child works through their IEP, progress will be recorded and feedback provided to you. An IEP is regularly reviewed to ensure that it adapts to your child’s needs as your child grows. These reviews are usually annual but could occur more frequently, depending on your child. Parents can also request to meet with their IEP team at anytime throughout the school year.  

Usually, from the age of 14, the IEP will also start to include post-school transition goals. The IEP will then look at what services are needed to help your child achieve these objectives and be ready for adult life. 

Who is involved in the creation of an IEP?

An IEP is a team effort that requires input from a child’s parents and education specialists. Other highly qualified health practitioners, such as behavioral specialists, psychologists, occupational therapists, and speech therapists, may also be required to assess your child’s needs.   

As a parent or guardian, you will have an opportunity to review the IEP and provide feedback. This way, you can flag any issues you have with the IEP with the people involved in putting it together and work on producing a program that best suits your child. 

It’s important to get as many of the original team involved in the IEP’s creation as possible for IEP reviews. 

How does a child qualify for an IEP?

There are 13 criteria that make a child eligible for an IEP under the Individuals with Disabilities Education Act (IDEA). These include: 

• Autism spectrum disorder (ASD) 
• Attention-deficit/hyperactivity disorder (ADHD) 

• Developmental delays 
• Emotional disorders or disturbances 
• Intellectual disabilities 
• Physical disabilities 
• Sensory impairments, such as hearing or vision impairments. 

A child is also covered if they are affected by multiple disabilities that are listed under the IDEA. 

The benefits of an IEP

Now that you understand how an IEP works, you might be wondering if it’s worth all the effort. Here are the benefits that an IEP offers to children who need it. 

Can help a child with special needs achieve better educational outcomes by providing an opportunity for success

Without access to additional supports in a traditional learning environment, children with special needs may be constantly behind their peers, not because they lack the ability to learn, but because material isn’t being taught in a way that works for them. An IEP can provide the child with an education that suits their needs or style of learning. 

It is a planned and structured system for learning for a special needs child

For the child, parent, or guardian, it’s reassuring to know that you can go into each lesson knowing what to expect from an educational program and how it is going to be presented. You can also look ahead to see how the educational process will unfold for your special needs child, and you also have an idea of each person’s role and what is expected of them. 

Has advanced measurable objectives to track progress more accurately

While all educational programs have some metrics that allow you to monitor a student’s progress, many IEPs take things a step further with SMART goals. SMART stands for Specific, Measurable, Attainable, Results-oriented, and Time-bound. This means that very detailed goals will be created for the child to reach, as opposed to aiming for any improvement in general. For example, a non-SMART goal would be that a child’s reading speed will improve, versus a SMART goal that says a child’s reading speed will improve to 150 words per minute. This elevates IEP goals and objectives above the goals and objectives of a traditional educational program. This also means that progress can be tracked and available to the parent at their request. 

Ensures a quality education is provided

An IEP is more than an ordinary educational program. IEPs fall under the IDEA, meaning there are even stricter requirements that will ensure a special needs child receives a high-quality education. For example, an IEP must be planned and taught by professional educators and other highly qualified individuals.What is written into an IEP is considered law, and must be follwed by the team working with the child.  
 

It caters specifically to the needs of an individual child

Not only is an IEP created that caters to the specific strengths and weaknesses of an individual child in mind, but many IEPs ensure that a special needs child gets additional one-on-one time with a teacher to improve their educational outcomes. 

Help your autistic child gain the skills they need at Lighthouse Autism Center

Lighthouse Autism Center is the home of the unique Lighthouse Fusion ABA therapy program, a special program that combines the best of ABA and speech therapy to help your autistic child achieve their goals. These, when combined with our in-depth autism resources, can provide your autistic child with a solid foundation to develop their skills so that they can successfully navigate through life. 

Medicaid helps millions of people across the United States to gain access to much-needed health services using special Medicaid waivers. These waivers allow states to provide services to those with specific needs, including low-income families that have an autistic family member. Learn more here.

Everything You Need to Know About Medicaid Waivers & Autism

If you’re in need of financial assistance for your autistic child, you may be able to get that help from Medicaid’s waiver program. Join us as we take a look at what Medicaid is, what they are, how a Medicaid waiver could help your autistic child and how you can apply for assistance.

What is Medicaid?

According to the official Medicaid website, “Medicaid provides health coverage to millions of Americans, including eligible low-income adults, children, pregnant women, elderly adults and people with disabilities. Medicaid is administered by states, according to federal requirements. The program is funded jointly by states and the federal government.”

In a nutshell, it’s a public health insurance program for those who can’t afford to pay for specific health-related services on their own. 

While certain federal government rules apply to all Medicaid programs, the programs are run by each state, meaning that specific rules may differ depending on which state you live in.

What is a Medicaid waiver?

A Medicaid waiver is any exception that’s made to existing Medicaid rules in order to cater for a certain individual’s or group’s specific needs. For example, if you’re disabled or have a chronic illness, instead of having to move into an institution to receive assistance, this waiver may make it possible for you to receive assistance in your own home. Each state decides how to implement waivers in order to meet the needs of its citizens. 

Different types of waiver programs

There are many different types of Medicaid waiver programs depending on where you live. That said, three types of waivers are most commonly used across the United States:

Section 1115 waivers

This type of waiver allows a state to experiment with different methods for operating their Medicaid programs, such as using new methods to provide care or additional funding. Basically, any program that can improve assistance to those who need Medicaid can be tested under this waiver.

Section 1915(b) waivers

This type of waiver allows a state to provide its own care delivery system which a Medicaid beneficiary is required to use. While this may sound restrictive compared to allowing a beneficiary to use any Medicaid provider of their choice, care delivery programs that are run under this waiver must demonstrate that it’s more cost-effective, efficient and represents the overall values of the Medicaid program.

Section 1915(c) waivers

This type of waiver allows a state to provide long-term care services to an individual in their own home or community instead of requiring them to seek care at an institution. 

How can a Medicaid waiver help autistic children?

Medicaid can provide financial assistance to families that need help meeting the needs of autistic children. In July 2014, the Centers for Medicare & Medicaid Services (CMS) federal agency made it clear that states are required to provide services to help treat Autism Spectrum Disorder (ASD) in children who are eligible for Medicaid and are under the age of 21. This is done through the Early and Periodic Screening, Diagnostic and Treatment (EPSDT) benefit.

However, this does not mean that all autistic children will automatically qualify for Medicaid. While there is a Medicaid waiver for autism, the qualifying criteria may differ from state to state and you’ll need to apply for Medicaid to find out if you meet the requirements for assistance through the program. 

How do I apply for Medicaid?

Before you apply, it’s important to know who’s eligible for Medicaid assistance since there are specific requirements one has to meet in order to become a Medicaid beneficiary. Firstly, you must either be a citizen of the United States, a United States national, or have the relevant immigration status in order to qualify. Secondly, once you’ve met this baseline requirement, you need to find out if you qualify for Medicaid in your state. Other factors, such as household income, the size of your family, and age, will play a role in whether your application is successful or not. If you have any questions, you should reach out to your state Medicaid agency to learn more about Medicaid eligibility.

Since your application will be processed at state level, it may be useful to find out more about applying for Medicaid in your state on the Medicaid & CHIP How-To Information page on the Medicaid website. 

Lighthouse Autism Center is ready to help your family

At Lighthouse Autism Center we provide Lighthouse Fusion ABA therapy, an approach which combines ABA and speech therapy techniques to create a unique program which helps to improve your autistic child’s outcomes. You can also make use of our helpful autism resources to improve your understanding of autism and how to approach life with an autistic child. Contact us to learn more about how the Midwest’s leading autism therapy institution can assist your family.

Positive reinforcement for autistic children is a strategy to manage behavior and promote growth. Find out what positive reinforcers are, how they differ from bribery, and how to find the right ones for your child.  

Positive Behavior Support

As a parent of an autistic child, it isn’t always easy to know how to help your child negotiate daily life in a positive and productive way. Whether it’s a simple task that needs to be accomplished or complex problems that distress your child, it is important to find positive behavior strategies that work for both of you.  

Encouraging positive behavior can help autistic children recognize their own emotions and needs, as well as teach them how to ask for help or self-regulate when they are overwhelmed.  

Let’s find out how positive reinforcement can help your child, what reinforcers are, how to use them, and which ones are right for your child. 

What is positive reinforcement in autism?

Positive reinforcement helps autistic children to articulate their emotions and needs in a positive way without acting out or resorting to destructive behaviors like elopement or violence.  

You can use positive reinforcement at home by selecting suitable reinforcers like praise, games, sporting events and even tokens like stickers that accumulate towards earning a privilege or desired item or activity. Reinforcers may vary from child to child and finding ones that suit your child can be a rewarding process requiring observation, analysis, as well as trial and error. 

Why use positive reinforcement?

Reinforcers for autism have proved to yield the best results and is largely recognized as the most ethical use of Applied Behavior Analysis therapy (ABA), the foundation for using learning to help increase or decrease certain behaviors in autistic children. 

What is negative reinforcement?

Negative reinforcement is when you remove something that creates discomfort or distress to your child to increase a desired behavior. 

For instance, if a child responds with extreme anger or aggression to loud music with physical outbursts, it should be communicated or demonstrated to the child that the music can be softened or removed if they request it in a calm manner.  

After teaching the child the appropriate response parents can provide opportunities for them to request the removal of the irritant calmly and achieve the desired goal.  

Punishment should not be used

Punishment is not an accepted practice. According to the Behavior Analyst Certification Board’s (BACB) Professional and Ethical Compliance Code for Behavior Analysts, punishing a child may not just further distress them but cause them to backslide into unhealthy behaviors. 

What is the difference between reinforcement and bribery?

As a parent of an autistic child, knowing the difference between bribery and positive reinforcement is key to the successful use of reinforcers.  

Bribes are generally offered to children without explaining what is expected from them or simply to stop an undesired behavior in the heat of the moment. This form of reward often entrenches bad habits in the child and often perpetuates a pattern of extracting rewards rather than learning how to articulate needs.   

Reinforcers, on the other hand, are not chosen and implemented arbitrarily. They form part of a much broader strategy and employ analysis as well as tried and tested techniques that do not entrench a pattern of unsustainable habits.  

How to use positive reinforcement

Positive reinforcement is a technique that ABA therapists use in treatment but also needs parents to implement at home. Here’s how you can use it to help your child.  

The ABCs of ABA

ABA practitioners use the ABC model to assess problem behaviors in autistic children. ABC is an acronym for Antecedent, Behavior, and Consequence. With the help of an ABA therapist, you can assess your own child’s behaviors using this model.  

• Antecedents refer to “what comes before” or triggers the behavior and can be anything from a situation or item to a time of day or even a topic of conversation.  

• Behavior is fairly self-explanatory and refers to the action that needs to be understood and changed.  

• Consequences refer to what happens immediately after the behavior is observed and, in the context of ABA, can result in reinforcing or punishing positive or negative behavior. 

Assessing the child’s needs

Every autistic child’s situation is unique. From environment to family dynamics and where on the spectrum they fall, as a parent, it is important to work with ABA therapists to observe and evaluate the exact needs of your child and what reinforcers to use. 

Without a proper understanding of these factors, positive reinforcement interventions may not work properly and may even have the opposite effect. Assessments will include but are not limited to: 

• Past motivations  
• Interviews with the child to understand their likes and dislikes 
• Assessing the child’s main triggers (i.e., what do they desire or find difficult to attain?)  

Finding the right reinforcers for the child

Once you and the therapist have done a full assessment, you will move on to selecting the right reinforcers for your child. These can range from simple things like praise to more involved reinforcers where praise, for instance, is combined with a toy and activity to effect a positive response. 

It is important that parents enlist the support of ABA therapists to do the assessments and identify the most effective reinforcers for their children. There isn’t a one-size-fits-all model, and using unsuitable reinforcers for your child could actively harm your child as well as negatively impact their behavior. 

How to use reinforcers effectively 

Once you and the team have identified the reinforcers, they need to be implemented in a controlled and structured manner. Otherwise, you run the risk of receding into bribery or unuseful habits. 

Here are a few guidelines on how you can optimize the use of reinforcers. 

• Reduce dependence on the reinforcer. At the beginning of the therapy, there will be intense use of the reinforcer to establish a pattern. However, it is important to phase it out as the new behavior becomes entrenched. 
• Always combine the reinforcer with praise and verbal encouragement until the verbal praise becomes the main reinforcer and not the item or activity. 
• Model the behavior you want to see in your child. Always practice what you preach! 

• Be clear and concise in your instructions. 
• Make sure your child understands as much as possible why they are doing something, rather than just doing it because they are told. 
• Try not to allow free access to the reinforcer as this may lead to the reinforcer losing its impact. Instead limit access to about 80% to keep the child engaged in the future.   
• Be aware of how you implement the reinforcer. Introducing it suddenly may actually reverse the effect, as many autistic children do not respond well to sudden changes. 
• Have a backup for when your child doesn’t succeed.

ABA at Lighthouse Autistic Center

If you want to see how positive reinforcement affects behavior look no further than the Lighthouse Autism Center. They are leaders in the implementation of positive reinforcement through their ground-breaking Lighthouse Fusion ABA Therapy program, which fuses the best practices of ABA and speech therapy into a one-of-a-kind clinical model that delivers better outcomes for children with autism. Combined with world-leading autism resources, LAC is the Midwest’s leading autism therapy institution. 

Children with autism may struggle with sensory issues that lead to sensory seeking or sensory avoiding behavior. We explore these two types of behavior, their causes, the problems they may create and how they can both lead to sensory overload.

Sensory Seeking vs Sensory Avoiding in Autistic Children

Many autistic children have a variety of sensory processing issues that can affect their behavior, of which the main two types are sensory seeking and sensory avoiding. Join us as we explore the difference between these two categories of sensory processing issues in autistic kids and how you can help them understand their sensory experience better.

Understanding autistic children who are sensory seeking

If your child prefers to get a lot of stimulation from their environment, they are likely sensory seeking. Autistic children who are sensory seeking are considered “hypo-responsive” and tend to exhibit the following sensory seeking symptoms or characteristics:

• Prefers to be moving
• Likes to smell things
• Enjoys being touched, tickled or massaged
• Has a habit of fidgeting with things
• Standing very close to people when talking to them
• Likes to jump, hop, spin, rock and other repetitive motions
• Will slam or thrust their body into things
• Enjoys touching objects and people
• Likes loud noises and enjoys making them
• Likes to put non-food items in their mouth and chew on things
• Enjoys engaging in risky behavior
• Prefers to go barefoot

What causes sensory seeking behavior?

As with autism, exactly what causes sensory seeking behavior is not yet known. We only know that some autistic children are under-responsive to sensory input, others are hyper-responsive and yet others are a mix of the two. Because of how their bodies experience and process sensory input, they will then engage in behavior that will help them meet their sensory needs.

The problems affecting those who are sensory seeking

If you have a sensory seeking child, it may have a negative impact on their life, especially if they do not learn how to manage their sensory needs in appropriate ways. Here are three examples of how a child may struggle if they are sensory seeking.

Might cause themselves physical harm

Firstly, a child may unknowingly engage in dangerous behavior to meet their sensory needs. For example, they may jump from dangerous heights or come up with their own risky stunts to stimulate themselves. 

Might be ostracized by others

Secondly, certain behaviors might provoke negative reactions from those around them. For example, if an autistic child randomly touches other children and adults without their consent, these people may choose to avoid the child.

Might struggle in learning spaces

Finally, they may struggle to pay attention due to the fact that they are constantly seeking out higher levels of stimulation. This could negatively impact learning and academic performance in a learning environment.

How to help those who are sensory seeking

Your first port of call when it comes to helping an autistic child who is sensory seeking is a professional, such as an occupational therapist, who will be able to directly assist your child with their sensory seeking behavior. 

There are also activities that you can engage in at home to help your child meet and manage their sensory needs. Some examples of these activities include:

• Jumping on a trampoline
• Bouncing on an exercise ball
• Climbing on a jungle gym
• Have a pillow fight
• Using a weighted vest
• Letting them play with specifically designed sensory toys, such as weighted toys, scented play-doh and sensory bins
• Practicing respecting personal boundaries
• Practicing asking and waiting for explicit consent before touching anyone

Understanding autistic children who are sensory avoiding

If your child prefers to avoid being stimulated by their environment, they are likely sensory avoiding. Autistic children who are sensory avoiding are considered “hyper-responsive” and tend to exhibit the following:

• Has a greater sensitivity for smells
• Easily startled by unexpected sounds or bright lights
• Avoids crowded areas in favor of quieter environments
• Filters out fewer sounds compared to neurotypical children, which means they “hear more”
• Likes to wear headphones or earplugs to block out unwanted sounds
• Incredibly sensitive to pain
• Doesn’t like clothes with certain textures or clothes that are too tight
• Finds seams or tags in clothes incredibly annoying
• Is very picky about what they like to eat
• Doesn’t like being touched, even if it’s affectionately or playfully
• Dislikes being barefoot

What causes sensory avoiding behavior?

As with autism, we don’t know what causes sensory avoiding behaviors. What we do know is that some autistic children are overstimulated by certain activities or situations, which they then try to avoid so as not to overwhelm themselves.

The problems affecting those who are sensory avoiding

Sensory avoiding behaviors can affect your child negatively, most especially if they do not learn healthy coping mechanisms to meet their sensory needs. Here are a few ways sensory avoiding behavior can impact your child’s life.

May avoid activities and environments to their detriment

A sensory avoidant child may develop anxiety around activities and environments that make them uncomfortable, even if these things would benefit them, such as playing games with their peers or exercising on a playground.

May struggle to make social connections

Connected to the point above, if an activity or space is uncomfortable for your child with autism, they are likely to avoid it, which could, in turn, cause them to withdraw from social situations. For example, if they don’t take part in school games during breaks or are anxious about attending birthday parties, they may struggle to make social connections with other children.

Another example is that while other children may enjoy playing on a bouncing castle and all the rough and tumble that comes with it, a sensory avoidant child may not. Consequently, they may have to deal with feelings of loneliness, frustration, anger, sadness or being “left out” when they are the odd person out in such situations.

How to help those who are sensory avoiding

Again, as with sensory seeking children, you should seek out specialists who can help your sensory avoidant child learn to manage their sensory challenges. An occupational therapist or other health professionals can help you address your child’s needs.

There are also various precautions you can take to help your sensory avoiding child not feel overwhelmed. Some examples of these include:

• Decluttering an environment
• Keeping a pair of noise-canceling headphones nearby
• Making sure their clothes are not too snug and are made from materials that they are comfortable wearing
• Trimming the labels off their clothes
• Considering a weighted vest or blanket to help them feel more comfortable when overstimulated
• Preparing a quiet, calming space for them at home so that they have an area to retreat to if needed

Autistic children can have both sensory seeking and sensory avoidant traits

While we’ve split sensory seeking and sensory avoiding into two sections, it’s important to note that some autistic children can have characteristics of both categories.

What about sensory overload?

Regardless of whether your child is sensory seeking or sensory avoidant, they can still experience sensory overload. Sensory overload is when your brain is overloaded by the sensory information it is receiving. The amount or type of sensory information that causes sensory overload differs from person to person.

Sensory overload symptoms

Here are some of the signs of sensory overload:

• Anxiety, irritability, stress, fear or panic
• Overexcitement or restlessness
• Physical discomfort
• Need to limit source of overload by covering ears or closing eyes
• Need to leave area or space where the cause of the sensory overload is
• Tantrums or “meltdowns”

How to help with sensory overload

Here are some tips for managing and coping with sensory overload:

• Take preemptive steps to avoid triggers that cause sensory overload for your child, such as asking for lights or sounds to be turned down. 
• Ensure you are able to easily leave the location so that your child has the space to recover from sensory overload. 
• Be prepared by making sure your child has enough rest the night before and is properly hydrated. 
• Have a sensory toolkit filled with items that can help your child calm down, such as noise canceling headphones, sunglasses, fidget spinners and other objects that can help your child relax. 
• Talk to a health professional about medications that might be useful in avoiding or minimizing the consequences of sensory overload. 
• If possible, make sure those around your child are aware that they might become overwhelmed by specific triggers and explain to them what those triggers are. 
• Most importantly: help your child identify and understand their own sensory needs and triggers as far as possible – this could go a long way in helping them learn to manage their sensory issues in healthy ways. 

Discover how Lighthouse Autism Centers can help your child

At Lighthouse Autism Center, we offer our unique Lighthouse Fusion® ABA therapy program which combines the best aspects of ABA and speech therapy. This program, as well as our autism resources, are vital in helping your child unlock their full potential.

The picture exchange communication system, or PECS, is a teaching system that can help an autistic child or another individual with speech difficulties improve their communication skills. We take a look at PECS’ role in ABA therapy and unpack how it works.

Picture Exchange Communication System and its use in ABA Therapy

Many autistic children have difficulties communicating verbally. PECS is one of the many tools we use in ABA therapy to help them increase their independence and improve their outcomes. Join us as we further unpack PECS, how it works, the benefits it offers, and more.

What is PECS?

The picture exchange communication system, or PECS, is a communication system that was developed in the USA in 1985 by Andy Bondy, Ph.D., and Lori Frost, M.S., CCC-SLP, the founders of Pyramid Educational Consultants, Inc. It is based on the book “Verbal Behavior” by B. F. Skinner. 

This augmentative or alternative communication system was first used to assist autistic preschool students who were part of the Delaware Autism Program. It is now also used to help people of all ages with communication difficulties that are caused by many conditions. 

How PECS works

One of the downsides to other programs and methods designed to help those with communication issues, such as sign language and picture point systems, is that they rely on the teacher to initiate communication with a student. This creates a situation where the student learns to only respond in communication and to never initiate it themselves. The main goal of PECS is to help address this by teaching students to communicate more spontaneously using specific prompting and reinforcement strategies and avoiding verbal prompts, as well as improving their functional communication skills. 

Implementing PECS

Regardless of whether you are using the PECS program for autism or other causes of communication-related challenges, it has a specific process that you need to follow.

Complete reinforcer sampling

Before the PECS protocol is implemented, it’s important to first complete “reinforcer sampling.” Reinforcer sampling simply refers to the creation of an inventory of activities, toys, or other items that the student likes so that these items can be used as motivators during PECS. 

This inventory is created using an assessment process that can be completed in numerous ways, such as asking caregivers, observing the student and what they choose most and least often, and presenting the learner with pairs of options to see what they like the most. The reinforcers that are chosen will need to be consistently appealing to the learner in order to assist with PECS.

The six phases of PECS

Phase 1: How to communicate

In phase one, the student learns to initiate communication by exchanging pictures for things they really want or activities they want to take part in with a second trainer, who is the student’s communicative partner. (These desirable items and activities were identified during the complete reinforcer sampling stage.)

Phase 2: Distance and persistence

During phase two, the student learns to use this skill of exchanging a picture to get something they want in different places. They learn to do this by seeking out their communicative partner. They are also taught to initiate communication with other communicative partners using the same system. This is accomplished using different desirable items and activities. 

Phase 3: Picture discrimination

During phase three, the student is now tasked with asking for two or more of their favorite things, using multiple pictures. These images are stored in a PECS Communication Book, which allows for easy removal and return of images used by the student.

Phase 4: Sentence structure

In phase four, the student learns to complete basic sentences using what are known as Sentence Strips. These strips begin with an “I want” picture, with the student adding the picture of the item they desire to the strip from the PECS Communication Book. Once the student has demonstrated the ability to make this request, additional detail is added to these statements using descriptors, including the number, color, shape, or size of the object that they want.

Phase 5: Responsive requesting

Phase five asks the student to engage with the question “What do you want?” and to respond using the skills and tools they learned in phase four. When asked this question, the student must use the Sentence Strips and pictures from their PECS Communication Book to provide an answer.

Phase 6: Commenting

In the final phase of PECS, the student learns to answer other questions such as “What do you see?”, “What do you hear?” and “What do you smell?”. This is done by teaching them to use additional phrases such as “I see,” “I hear,” and “I smell” on their sentence strips, expanding their requests beyond “I want.”

The benefit of PECS

There are many benefits to teaching using PECS. Here are some of the advantages that it offers to autistic children:

• Helps make communication a more understandable process
• Improves the initiation of communication
• Can decrease problem or negative behaviors
• Can help improve social skills and allow students to build relationships
• Easy to learn for a student’s partner
• Increases the use of speech in some learners

Find out more about Lighthouse Autism Centers and how we use PECS

At Lighthouse Autism Center, we provide PECS for autism treatment and to help our students achieve better outcomes. We also provide autism resources so that you can better navigate this spectrum disorder and more insight into our Lighthouse Fusion® ABA therapy program and how it can help your child.

Learn how assistive communication technology is used in ABA to improve social communication and behavior in autistic people.

Technology and ABA

Applied Behavior Analysis (ABA) is an indispensable tool used in the treatment of Autism Spectrum Disorder (ASD). Thus, it stands to reason that ABA therapy is inextricably linked to technological advancements that improve the quality of ABA for therapists and patients alike. 

Assistive communication devices for autism

Figuring out how to improve social communication skills in autism sits at the heart of ABA therapy. Many practitioners and patients often turn to technology for solutions. 

The development of assistive communication devices for autism has tracked the rise of technology, and these have been employed with great success in recent times. Here are some of the most innovative new developments in the technological dimension of ABA, focusing on assistive communication technologies and devices for autism. 

Augmented Reality (AR)

Studies have shown that Augmented Reality (AR) technology provides an enjoyable and stimulating environment, which reduces boredom in autistic people while increasing enjoyment and motivation. 

AR also improves social skills and communication in patients with an increased interest in the education process through participation.

In early experiments with Google Glass, the camera would interpret facial expressions of people for the patients and display a corresponding emoji. This provided therapists with a deeper understanding of the link between social situations and the behavior of autistic people. Additionally, the use of AR role-playing and interactive autism games for social skills significantly boosted the recognition of social cues. 

Virtual Reality (VR)

Although virtual reality (VR) has been around for a long time, it has only recently become more accessible and affordable. Head-mounted displays (HMDs) like Google’s Cardboard, which houses a smartphone loaded with a VR autism app, have demonstrated remarkable improvements in autistic people – especially with social functioning, emotion recognition, speech, and language. 

Video-modeling

Incorporating video into ABA is largely based on Albert Bandura’s social learning theory (1977). This simply means people learn by watching and copying each other. 

Video-modeling, according to modern parlance, is less threatening to autistic children than face-face modeling and seems to be more motivating. It also allows patients to focus on one or two skills at a time without overwhelming them. 

Mobile apps

There has been a surge in the development of applications or apps to turn our mobile devices, like tablets and phones, into assistive communication devices for autism. Here are a few apps that have successfully dealt with communication and behavioral issues in autistic patients.

Language and Cognitive Therapy for Children (MITA)

Operating System – Android and iOS

This app delivers an almost unlimited number of cognitive exercises for autistic children with speech delays. Having passed clinical studies, MITA (which stands for Mental Image Therapy for Autism) uses simple vocabulary with higher forms of language and adaptive activities specifically for early intervention. Other features include playtime rewards and offline viewing.

Symbotalk

Operating System – Android and iOS

Symbotalk helps autistic children to communicate verbally through flexible boards and sub-boards, as well as augmentative and alternative communication (AAC) systems. 

The app helps children associate symbols and pictures with audio. It also allows you to upload your own images and record your own voice to make it easier for the child. 

Proloquo2Go

Operating System – iOS

This is not a free app but has won awards for innovation in giving a voice to children who can’t speak. Autistic children who find speech and communication difficult are able to communicate complexity through a highly intuitive interface. 

Parents and therapists can configure grammar, while core words can be learned through associated movement. 

Leeloo

Operating System – Android and iOS

Based on augmentative and alternative communications (AAC) as well as picture exchange communication systems (PECS), Leeloo uses cards to match words and phrases to images. 

Once a card is selected, Leeloo reveals a list of words and phrases associated with that image, then reads out the word or phrase the child selects in up to 10 different voices. 

Otsimo

Operating System – Android and iOS

Otsimo improves both speech development and behavior in autistic children and adults. 

With over 50 games, the app supports ABA interventions through the provision of progress reports as well as the ability to personalize each game to the needs of the individual child.

ABC Autismo

Operating System – Android 

ABC Autismo focuses on enhancing learning in autistic children through the use of over 40 interactive activities that promote attention and focus. Therapists and psychologists also use it as an evaluation tool to assist in diagnosing autism and other mental disorders.

Autastico II

Operating System – Android 

Autastico II focuses on improving cognitive skills, attention, and motor coordination through activities, sound, and music. Unlike other apps that are primarily functional, Autastico II also emphasizes entertainment and fun through engaging content and striking graphics. 

Dino Tim

Operating System – Android 

Dino Tim is a fun learning app for autistic children. The app follows the storyline of Dino Tim and his family, who are kidnapped by witches. Children are then required to become heroes to rescue them from the witches by conquering over 100 puzzles and activities that boost motor skills and increase attention and concentration. 

Wearable assistive technologies (WAT)

Wearable assistive technologies (WAT) are making it possible for autistic people to re-enter classrooms and other clinical environments to learn and even venture into real-world social situations through the use of real-time feedback. 

As the technologies mature, autistic people can navigate social interaction using WAT like smartwatches with haptic responses, augmented reality headsets like Google Glass, and almost invisible hearing aids. 

Hearing aids

Modern hearing aids have become so advanced that they can assess the acoustics of a room or environment and then remove sounds that it doesn’t recognize as speech. 

Even more impressive is that some hearing aids can simulate high-definition sound for music and speech. Better still is that they can be configured and controlled using mobile devices like phones and tablets. 

Neural command

Neural command makes it possible for people to control devices simply by using their brainwaves. Not unlike common software that converts text to speech on our mobile phones, neural interfaces (although still in their infancy) are being developed to integrate with speech-generating devices that allow people with severe speech impediments to “talk” using their thoughts and specially designed headsets.

Robotics

Advances in robotics aid in teaching autistic children social skills while keeping them focused during their therapies.

A recent study using NAO, a robot created by SoftBank robotics, also showed that with appropriate software, robots can be used to assess autism in children through observing play and interaction.

Artificial Intelligence (AI) and machine learning

It has recently been established that machine learning models can help predict ABA treatment programs for children with ASD and significantly assist ABA practitioners in prioritizing resources for the management of ASD from diagnostics through to intervention. 

Lighthouse Autism Center

Lighthouse Autism Center is the Midwest’s leading autism therapy institution, with world-leading autism resources and a ground-breaking Lighthouse Fusion® ABA Therapy program that fuses the best practices of ABA and speech therapy into a one-of-a-kind clinical model that delivers better outcomes for children with autism.

The holidays are generally a period to look forward to for most children, but they can be stressful for children with autism due to their change in routine and potential for sensory overload. We have five quick tips to help you and your autistic child have a good time and enjoy the holidays.

5 Quick Tips for Celebrating Holidays with an Autistic Child

The holidays are a break to look forward to for most kids, but this time of year can be both exciting and overwhelming for children, especially those with an autism diagnosis. Whether it’s due to an unexpected change in schedule, overstimulation, or just the stress of the holiday season, this time of year can be challenging for autistic children.

Below, we have compiled a list of holiday tips to help your autistic child (and all children really!) manage the stress of the season so that your family can focus on what’s most important, enjoying time together.

1. Preparing to Support Your Autistic Child During the Holidays

The first thing you should do if you are planning a holiday trip, event, or gathering is ensure that your autistic child understands what might happen. Autistic children may not deal with change well, so it’s important to give them the tools to cope with the change to routine they might experience during this time of year. You can do things like, take them to visit somewhere before the event. For example, if a sibling is in a holiday program, you might take your child to visit the space before the day of the program several times, and explain to them what will take place. You can do that by showing them photos, and talking to your child about what to expect. Additionally, you can read them books about similar situations or show them photos of a place you plan to visit beforehand. 

2. Communication with others and your child is important

During the holidays, we often see family or friends that we haven’t seen for some time. Your family and friends may not be aware of your child’s unique needs or may not have an understanding or awareness of autism more broadly. Be sure to communicate to your family and friends ahead of a gathering or event, letting them know how to best communicate with your child, and what to expect in terms of your child’s needs.

You should also make them aware of how your child can react to certain situations so that if your child reacts in a way that your friends and family are not used to, they are not caught off guard or take offense. You can also teach your family members how to assist if a meltdown occurs, or at least let them know what you, as the parent, will do to manage the situation. For example, a child who is overstimulated may walk away to avoid the stimulus, which may be confusing to those who don’t know this is how your child will react.

3. Plan or take part in autism-friendly events and activities

Many holiday events can be crowded, loud, bright, and overall overstimulating for a child with autism. Seek opportunities for sensory friendly events that might better meet the needs of your child and family. If autism friendly events are not available, try to attend an event early, or avoid peak periods so that the event is quieter and easier to manage for your child and family. Devices like earplugs or noise-canceling headphones can also be helpful during large events.

4. Plan an “easy escape” to give your child a break from the stimulation

There may be certain holiday events that are difficult to decline or change to suit your child’s needs, such as religious services. If you are attending an event like this with an autistic child, make sure to seat yourself and your child near an exit. If your child becomes overstimulated, you can temporarily leave the event to give them the time and space they need to engage in a calming activity. If a meltdown is taking place, being seated near an exit will allow you to leave the event entirely without causing too much disruption.

5. Have fun!

Remember the holiday season is about enjoying time with family. Try to avoid feeling the pressure to do what others are doing. Do what works for you and your family, whatever that may look like, as long as you are having fun!

Learn more about autism and our Lighthouse Fusion® program

We hope these tips have made navigating autism and the holidays easier for you and your child. Two more ways to help you and your child navigate through life are our autism resources and Lighthouse Fusion ABA therapy program. Explore these materials and learn about all the ways Lighthouse Autism Centers can assist you and your loved one.

We look at some of the key features of a meltdown in a child with autism, such as stimming and distress as a result of sensory overload. This helps you spot meltdowns and equips you with the tools to prevent, prepare, and recover from them.

Tips for Spotting an Autistic Meltdown and How to Handle It 

Autism related meltdowns are often confused with temper tantrums, but while they may appear similar, they are fundamentally different and require a unique approach. Discover the key features of an autism related meltdown, how to handle them, and the best strategies to prevent, prepare, and recover from them. 

What is an autism related meltdown?

Autism-related meltdowns are sometimes involuntary responses to overwhelming/overstimulating situations, feelings, or environments. When an autistic individual becomes overwhelmed or overstimulated by a situation, they may experience extreme distress and temporarily lose control of their behavior. This can trigger a fight, flight, or freeze response, making it difficult for the individual to regulate their sensory processing and behavioral responses. They could express this verbally (shouting, screaming, crying), physically (kicking, lashing out, biting), or in several other ways. 

Autism meltdown vs. temper tantrum

If your child is having a meltdown, it may look like a normal “temper tantrum.” However, while they may appear similar, a meltdown is not a temper tantrum and should not be treated as such.  

While tantrums are most common among allistic children, autistic individuals can experience meltdowns throughout their lives. Next, tantrums are generally goal-oriented and occur in response to an unfulfilled desire. In contrast, meltdowns are related to a trigger and are often not a voluntary response. Finally, meltdowns are not “bad” or “naughty” and should not be punished. Remember that the child or individual experiencing a meltdown is in a state of overstimulation. They will require immediate support both before, during, and after. 

This means that meltdowns are more intense, emotional, longer lasting, and difficult to manage than the average tantrum.  

Qualities of an autism meltdown: What to look out for

There are several signs of an autism meltdown that can help you take the necessary steps to either prevent it or support your child through it.  

These are the most common autism related meltdown signs: 

Meltdowns are preceded by signs of distress 

Meltdowns begin with warning signals, such as external signs of distress. These include physiological and behavioral changes that can be either obvious or subtle.  

Meltdowns involve intense stimming

Signs of distress may include or progress to “stims” (self-stimulatory behaviors) such as rocking, pacing, finger flicking, and slapping. Stims are often self-calming techniques used to help regulate anxiety or sensory input. Intense stimming or other obvious signs of agitation indicate that a meltdown is imminent.  

Supporting your loved one during a meltdown

Wondering how to stop a meltdown? Ultimately, prevention is the best method. You can do very little to stop a meltdown once your child is in the middle of one, but you need to know how to calm and soothe them. During this phase, your child’s behavior may become explosive and uncontrolled. As such, it’s important to move them to a safe, quiet environment, that the triggers are stopped as quickly as possible, and that they are provided with both support and space to work through it in their own time and way. This is not the time to reason, redirect, or teach new lessons or coping skills. 

Generally speaking, the focus should be on sensory and emotional support. This includes: 

• Staying calm and creating a safe environment. 
• Keeping your own frustration or distress in check. 
• Reducing verbal communication using visual representations and “yes” or “no” questions. 
• Focus on what your child is trying to communicate with their behavior, what do they want or need and how can you get it for them? 
• Decreasing sensory stimulation by reducing sensory input in the environment (dimming the lights, turning off the radio/TV, etc.). 

What to do after an autism related meltdown

Meltdowns can last anywhere from a few minutes to a few hours, depending on the severity of the trigger and the way it is managed. Once entering the recovery stage, your child is likely to feel vulnerable and emotionally exhausted. Your continued love and support are necessary as your child may be embarrassed or ashamed of their autism and anger outbursts. It is important to remember that the meltdown was completely involuntary and to reassure them that everything will be okay. It is best not to discuss the incident immediately, as this could retrigger them, but to wait until they are fully rested, recovered, and calm. 

Unlock your child’s potential with Lighthouse Autism Center

Explore more helpful autism resources available from the Lighthouse Autism Center. Here, you’ll also discover our innovative model and creative approach, Lighthouse Fusion ABA therapy, which combines the best practices of behavior analysis and speech therapy to help your child progress in a safe, fun environment. 

Choosing a gift for a loved one can be challenging, and this task is even harder for someone with special needs. We take a look at the different things you should keep in mind when choosing a gift for a young autistic person, and share some gift ideas as well.

What To Gift an Autistic Child

Choosing the right gift for someone can sometimes be pretty daunting. This undertaking can be even more difficult for parents, family members, or friends of an autistic person. To help you answer this question and choose a gift that they will love, take a look at our gift-giving advice below.

How to choose a gift for an autistic child or teenager

Regardless of their age, choosing gifts for autistic children or teenagers can be a challenge for various reasons. Some individuals with autism struggle with communication, meaning that if you ask them what gift they want (or don’t want), they may be unable to express their desires effectively. Others may have specific sensory needs that you need to factor in when picking a present. If these examples resonate with you, or there are other possible reasons making gift buying difficult, here are some tips that can help you pick the perfect gift:

When in doubt, ask

Even if the child or teenager you are buying a gift for struggles to communicate their wants, it’s usually a good idea to start by asking them. If this doesn’t work, you can always ask a parent (if they aren’t your child) or someone else who spends a lot of time with them, like a caregiver or a teacher, what they think. They may be able to give you valuable advice on what gift to purchase.

Work with their specific interests

When deciding what is a good gift for an autistic child or teenager, it’s important to have an idea of what their favorite hobbies or activities are. While some autistic children struggle with ADHD, others are hyper-focused on certain interests, sometimes to the detriment of other important things in their lives. Learn what their interests are and choose an appropriate item from that hobby or activity. For example, if the child or teenager has a passion for animals, consider getting them a stuffed toy of their favorite creature. You can make this gift even better by considering a weighted version of the same toy, as weighted items can help regulate their mood.

They may not like surprises

While many children love surprises, many don’t. This includes many young autistic people, who may become anxious or upset when presented with a surprise gift. This may be because they don’t know what is inside or simply because they don’t know how they should react. If you are unsure, ask a parent, family member, or caregiver how they might react. Consider avoiding wrapping the gift so the person receiving it can see exactly what it is.

Be careful to avoid anything that might overload their senses

Children or teens who have autism often struggle with sensory issues, which is why it’s important to carefully consider any gift to avoid picking something that might overwhelm their senses. This may be an audio sensitivity or discomfort brought on by bright lights or certain textures. It may be a combination of these and other sensory issues for some. For example, some may struggle with the sound of a toy car or even the wrapping paper that a gift is wrapped in.

Consider items from specialists

As awareness and education around autism increases, so does the number of specialists offering toys, autism resources and other items specially designed for an autistic child or teenager’s needs. So if you’re ever struggling to decide what to get an autistic child for their birthday or what to get an autistic child for Christmas, check a specialist store to see what it has on offer.

Even a well-thought-out gift may not be well received

Despite your best efforts, sometimes the young person you are giving the gift to may not react with joy upon receiving it. Some may have a neutral reaction, while others may share their disappointment or even unhappiness if it isn’t exactly what they expected. Even if you spent hours researching the perfect gift, you might discover it’s not the right brand or it isn’t right for their collection, which results in this response.

Gift ideas

While it would be nice to simply know what the best gifts are for an autistic 2-year-old, what are perfect gifts for an autistic 4-year-old, or even what you could buy for a teenager with autism that they will undoubtedly love, there’s, unfortunately, no guarantee when it comes to buying gifts for many young autistic people. A young person may be at a developmental stage that differs from their biological age. Moreover, their individual preferences will also play a major role in choosing a gift. This is why it’s so important to do your homework when choosing a gift for someone who has autism. 

That being said, here are some ideas for autistic children and teenagers that you may find useful and that they may enjoy.

For children

Here are some of the best gifts for autistic kids:

• Chew toys – These chewable items are useful for an autistic child to calm down and self-regulate.
  
• Fidget toys – From cubes to spinners to pop-its, there are a wide variety of fidget toys to help keep kids’ hands busy, while also developing their fine motor skills.
  
• Sensory mats – These mats can be used to simulate the range of textures a child would experience in a more natural environment and can be a great way to expose a child to different surfaces and improve their cognitive functions.
  
• Tangle toy – This is another toy that can be used to keep the child busy but can also help relieve stress through repetitive, twisting motions.
  
• Weighted stuffed toys – Many children love stuffed toys, but weighted toys have an added advantage in helping children with sensory issues better regulate their moods and calm themselves down.

For teenagers

Here are some gift ideas for older kids and teenagers who have autism:

• Board games – Board games are not only fun but are a great way for teenagers to develop their social skills, concentration, and many other faculties.
  
• Crash pads – Crash pads can be a great way for young folks with sensory issues to have fun and develop their sensory awareness.
  
• Hanging cocoon chairs – Apart from being extremely comfortable, hanging cocoon chairs can help teenagers calm themselves by creating a sensory “cocoon” around them.
  
• Noise-canceling ear muffs or headphones – These are beneficial to anyone who is sensitive to specific sounds and can help lower anxiety levels of those who are sensitive to noise.
  
• Sensory lamps – At a glance, these might appear like lava lamps to most people, but these sensory lamps can provide a calming effect on autistic people.

Happy gift shopping!

We hope our advice and gift ideas have provided you with a good starting point to purchase a present for your autistic friend, family member, or loved one.

Autism and Disability Camps and Summer Programs

Below is a compiled list of camps and summer programs all over Indiana that cater to children with autism, as well as children and adults with other disabilities. Click on the links below to visit the website of a camp in your area.

Camp Red Cedar

Close to Leo, Camp Red Cedar is  place that features everything camp has to offer – games, horseback riding, swimming, canoeing, arts and crafts, nature hikes and singing around the campfire. In addition to summer camps, enjoy year-around therapeutic and conventional horseback riding or rent our facilities.  Of course, the entire camp is completely accessible and autism friendly. Discover a whole new world of possibilities within Camp Red Cedar’s 57 acres of meadows, woods, lake and trails.

Camp Millhouse

Inspiring self-discovery in individuals with special needs through a safe, traditional camp experience. Camp Millhouse envisions a world where individuals with special needs are encouraged to realize their full potential and value to make a difference in their communities. 

Noble of Indiana

At our Summer Day Camps, we can tap into the specific interests of each camper by targeting their individual skills and interests. Because we welcome youth with and without disabilities, our inclusive environment encourages everyone to learn, grow and have fun.

Life Compass Camp

Life Compass Camp is 5 day, day camp that offers youth with special needs the chance to experience a more traditional summer camp setting that caters to their individual needs and uses games and activities to teach important life skills.

Jameson Camp

Jameson Camp began in 1928 when the leaders at Marion County Tuberculosis Association came together with the community to meet the need for a summer program that bridged a gap in health and nutrition for children. Since then, Jameson Camp has offered numerous camps especially for children impacted by physical and mental health diagnoses. Today, Jameson Camp is proud to offer a space where any child can feel welcome, safe, and accepted while they discover their strengths, build friendships, and experience nature on over 130 acres of forest, meadow, and streams.

Anderson Woods Camp

Nestled along its namesake, the Anderson River in rural Southern Indiana, Anderson Woods was founded in 1978, and is a private, not-for-profit corporation chartered to provide summer camp experiences, as well as other services, for children and adults with intellectual disabilities.

Bradford Woods

Bradford Woods is Indiana University’s Outdoor Center. We provide experiential and therapeutic outdoor programs to people of all backgrounds and abilities on our 2,500-acre campus, located between Bloomington and Indianapolis.

Our vision is to be global leaders in delivering inclusive and experiential outdoor programming.

Embracing Abilities Summer Camp

Our annual Summer Camp will consist of fun daily field trips in and around our communities for exploration, vocational skills, physical activities, life skills, creative experiences and more. A monthly calendar will be provided with daily field trips for information, planning and any cost associated.

Autism Community Connection

My Summer Journey is a summer program for teens on the autism spectrum, ages 13-19. Our fun-filled days help keep kids in a routine that can make the transition back to school much easier. The focus of the program is to make new friends along with working on life and social skills.

Camp Crosley YMCA

For over 100 years Camp Crosley YMCA, located in North Webster, Indiana, has been making people feel like they belong through programs like Summer Camp (boys and girls ages 6-15), Group Retreats, School Groups, and Family Events. Located on the shores of Lake Tippecanoe in Northern Indiana, we serve the communities of Muncie, Chicago, Carmel, Fishers, Indianapolis, Fort Wayne, Valparaiso, and more. Our caring staff want to invite you to experience all that we have to offer.

Grant’s House

In line with optimizing the quality of life for individuals with disabilities or special needs, Youth Services fosters a safe space to promote learning, growth, and acceptance among peers while encouraging compassion and friendship.

Early intervention is vital to assisting a child with autism, but this doesn’t only include professional help. Parents play a key role in helping their children in a variety of ways. Join us as we take a look at how.

The Importance of Parental Involvement

At Lighthouse Autism Center we believe in a team approach to helping your child reach their fullest potential. While every member of the team (parents, caregivers, therapists, educators, doctors, advocates) play a part in your child’s success, parental support is arguably the most important.

How Increased Parental Involvement Helps Children with Autism

As a parent, it’s important to understand the key benefits your involvement will have for your child. Research has shown that increased parental involvement will often help a child with autism manage their symptoms or improve any skills they are struggling with. 

A study titled “Parent-mediated social communication therapy for young children with autism (PACT): long-term follow-up of a randomized controlled trial,” which was completed by the University of Manchester in 2016, has more good news for parents. 

This study has also shown that early intervention from parents offers general improvements in a child with autism’s symptoms and that this reduction is long-lasting, highlighting how beneficial parental intervention is for the child.

How Parents Can Assist Their Children

Here are some ways parents can help their autistic children.

Support Starts from the Beginning

While the causes of autism are still unknown, it is important to start looking for the signs of autism early. Studies have shown that catching the signs of autism early in a child’s life can lead to better outcomes. Some of these early signs include missing various developmental milestones, no babbling, no eye contact, no response to name, and lack of expression (happiness, smiling). If you suspect that your child may be exhibiting these signs, it is important you contact your healthcare provider to determine if your child has autism.

Support Through Therapy

Once a child receives an autism diagnosis, the next question a parent will ask is how to support a child with autism. It is crucial that parents and caregivers seek appropriate therapy services for their child, which may include ABA therapy, speech therapy, occupational therapy, or a combination of these and other therapies.

Specifically, ABA therapy is the only therapy recommended by the U.S. Surgeon General for the treatment of autism. With individualized treatment plans designed by Board Certified Behavior Analysts and the work of a trained Registered Behavior Technician, we see children achieve great outcomes through this type of therapy. 

Therapy At Home

It is equally important that parents work to provide a child with the autism support they need outside of therapy sessions. This can be achieved by implementing the same skills their child is working on in therapy at home. For example, if a child works on using utensils as part of a therapy program, but parents do not work with the child to use utensils at home, that child may learn they only have to use utensils when they go to therapy but not at home. Consistency and follow-through are key to a child’s success, and that requires the commitment and work of parents and caregivers to follow through at home.

Lighthouse Autism Center

For parents and children at Lighthouse Autism Center, our Board Certified Behavior Analysts provide parent training and often go into a child’s home to assist parents. We want to make sure that parents have the tools and knowledge to follow through at home and help their child achieve their highest potential. We also have various tools for parents to help their children with autism.

To learn more about Lighthouse Autism Center, call 574-387-4313.

What is Applied Behavior Analysis

Applied Behavior Analysis (ABA) therapy focuses on the principles and techniques of learning theory to help increase or decrease certain behaviors. ABA therapy is a scientifically validated approach to understanding learning and behavior by looking at the function of the behavior and the environment in which it occurs.

Anything a person does is considered a behavior: talking, eating, coloring, tying shoes, etc… ABA Therapy looks at a particular behavior, studies the purpose behind a behavior to understand in what circumstances that behavior occurs, then uses various techniques to change the behavior, teach a new behavior, or a more functional way of doing that behavior.

For children with autism, ABA therapy focuses on three main areas of development: developing new skills, shaping, and refining previously learned skills, and decreasing socially significant problem behavior.

Developing New Skills

ABA therapy is incredibly effective in helping children with autism gain new skills. For example, if a child’s parent and clinical team determine that a goal for a child is to learn to tie their shoes, this would take place over a period of time with several steps. The child may start with going and finding his/her own shoes. Once that is mastered, the child might find them and place them on their feet independently. Following that, the next step might be to cross the strings. This would continue until the child is independently completing all steps of the process. These steps will be different for every child, but the concept is the same, start at the beginning and give the child the building blocks to complete the new skill independently.

Shaping and Refining Previously Learned Skills

Shaping and refining previously learned skills can take many forms. For example, initially a child may engage someone by pulling a caregiver to an item he or she wants. This may be the only way the child may know how to get someone’s attention. With ABA, this communication skills can be shaped into a different and more effective way of communicating. For example, the BCBA might teach the child how to point to an item instead. They might build towards using a picture communication system, using vocal sounds, or an Augmentative Alternative Communication Device. The possibilities are endless! While this is just one example of shaping previously learned skills, in ABA therapy skills can be shaped in a variety of milestones including, play and independent living skills, just to name a few.

Decreasing Problem Behaviors

Some of the first signs a child may have autism may come in the form of socially significant problem behavior such as, intense tantrums, inappropriate behavior, flopping, etc.

For example, if a child typically has tantrums during lunch, ABA therapy could help in many ways. First, the clinicians would evaluate the environment in which that behavior is taking place. Does this only happen when the child is eating at home? Or when the child is eating at a restaurant? Perhaps it happens while eating in a lunchroom setting, but not at home or while eating at a restaurant. What can the environment in which that screaming is taking place tell us about the behavior?

Once the root cause of the behavior, whether environmental, or something else, is identified, the next step is giving the child the tools to appropriately communicate their wants, needs, or what they do not like about the environment. Perhaps they are upset because they see other peers eating something they want. Maybe the lunchroom feels too loud or overwhelming. Whatever it is, we help give that child the tools to be able to tolerate that environment and appropriately express themselves.