Resources from Autism Allies

Holiday Party 2025

Sat, 11 Jan 2025 22:54:23 GMT

Celebrating a Spectacular Year and a Milestone Ahead at the Autism Allies Holiday Party

On January 4, 2025, the Autism Allies family gathered at the Hilton Garden Inn in Worcester to celebrate a year of remarkable achievements—including the exciting launch of services in Connecticut—as we enter our 10th year of transforming lives. The evening was a heartfelt tribute to our dedicated staff, who have made this milestone possible.

Guests enjoyed an unforgettable night of entertainment, featuring beats by DJ Midnight, the dynamic rhythms of drummer extraordinaire Eli Mateo, and plenty of laughter thanks to comedian Michael Keating.

Here’s a glimpse of the celebration as we reflect on an amazing 2024 and look forward to a decade of progress in 2025!

Summer Party 2024

Thu, 11 Jul 2024 14:08:25 GMT

We were thrilled to host our annual Summer Party at Tree House Brewing in Charlton, MA on Sunday, June 30, 2024, from 12 to 4 PM. This festive gathering provided a fantastic opportunity for our staff to connect, unwind, and enjoy some well-deserved fun. The event featured a variety of games, delicious food, and a selection of Tree House Brewing’s finest beers and cocktails. It was a perfect setting for celebrating the hard work, dedication, and milestones achieved by the Autism Allies team over the past year. Our staff enjoyed a relaxing afternoon in the beautiful surroundings of Charlton, making it a memorable day for everyone involved.

We are grateful for the strong community within Autism Allies and look forward to continuing our tradition of celebrating our team’s achievements and the close-knit bonds that make our organization special.

Agawam Employee Appreciation

Thu, 11 Jul 2024 14:08:22 GMT

On June 7th after the workday ended, the Agawam staff were acknowledged with dinner, drinks, and bonding time at a nearby restaurant. The team was congratulated by VP of Clinical Services, Laurie Bonavita and Clinical Director of the Agawam Center, Stephanie Candelario regarding their excellence in service delivery as well as their invaluable help and positive attitudes preparing the Agawam center for it’s grand opening in April.

Way to go team!

Championing Autism Care: The Journey of Susan Dufresne at Autism Allies Inc.

Fri, 22 Dec 2023 15:27:05 GMT

Susan Dufresne: A Beacon of Dedication and Growth

At Autism Allies Inc., we're proud to spotlight the incredible journey and contributions of Susan Dufresne, our esteemed Director of Clinical Services. Her story, featured in the Worcester Business Journal, is not just a testament to her dedication but also a beacon of hope and inspiration in the field of autism care.

Early Inspirations and A Lifelong Commitment

Susan's journey began in her childhood, growing up in Pawtucket, Rhode Island. Influenced by her parents' ethos of hard work and helping others, she embarked on a path that would define her life's work. Her early experiences, including caring for a neighbor with cerebral palsy, ignited a passion for working with children, particularly those with developmental disabilities.

A Career Spanning Five Decades

With over 50 years in the field, Susan's career has been marked by compassion, patience, and an unwavering work ethic. Joining Autism Allies Inc. at its inception, she has been instrumental in using Applied Behavioral Analysis (ABA) to help clients diagnosed with Autism Spectrum Disorder . Her efforts have been pivotal in enhancing their independence and quality of life.

The Heart of Autism Allies Inc.

Under Susan's leadership, our clinical services have flourished. Despite her administrative responsibilities, she remains deeply involved with our clients. This hands-on approach reflects her belief in direct contact and work with children, ensuring each one receives personalized and effective care.

Beyond the Clinic: A Life of Care and Growth

Susan's dedication extends beyond her professional life. Her commitment to caring for rescue animals and her garden at home mirrors her professional ethos - nurturing and fostering growth. This holistic approach to life and work is what makes her an invaluable part of our team.

Looking Forward with Hope

Susan's journey is a powerful reminder of the impact one individual can have in the lives of many. As we at Autism Allies Inc . continue our mission, we are inspired by her dedication and look forward to advancing our services, driven by the same passion and commitment she embodies.

Join us in celebrating Susan Dufresne's remarkable journey and her contributions to making a difference in the autism community.

Navigating the Complex World of Social Media: A Guide for Parents

Tue, 05 Dec 2023 15:05:18 GMT

In a digital age where social media use is pervasive, understanding its implications and navigating its complexities is crucial for parents.

This article is based on a comprehensive presentation by Stephanie Candelario, who offers insights into the world of social media and strategies for keeping children safe online.

Dedication

The session was dedicated to the memory of Harris Wolobah, a 14-year-old student whose tragic passing was linked to a viral social media challenge. This poignant reminder underlines the urgent need for informed and proactive parental guidance in digital spaces.

The Ubiquity of Social Media

Statistics indicate that in 2023, approximately 4.9 billion people globally engage with social media, with a significant number of teens accessing the internet daily. This widespread usage underscores the importance of parents understanding and engaging with the digital environments their children inhabit.

Trends and Challenges

Right now there are various social media trends and challenges, such as the One Chip Challenge and others, that have potential dangers for participants. These trends underscore the need for parents to be aware of the content their children might encounter online.

Benefits vs. Risks

While social media can offer numerous benefits like building social relationships, learning, and community support, it also poses risks such as cyberbullying, exposure to inappropriate content, and negative impacts on mental health and physical well-being.

Understanding Online Behavior

A key aspect discussed was understanding the function behind unsafe online behavior. Identifying whether actions are driven by sensory experiences, escape, attention-seeking, or tangible rewards can help in addressing the root causes and implementing effective strategies.

Proactive and Reactive Strategies

The session provided insights into both proactive (antecedent) and reactive (consequence) strategies to ensure online safety. These include setting clear rules, using discrimination training to teach appropriate online behavior, and employing both positive reinforcement and negative punishment techniques.

Learn more about A utism after school programs

Communication and Education

Emphasizing the importance of open communication, the presentation suggested using tools like the 'PLAY IT SAFE' approach, which includes guidelines on personal information, attachments, and online behavior.

Conclusion

In conclusion, the session highlighted the critical role parents play in guiding and protecting their children in the digital world. By staying informed, setting clear guidelines, and fostering open communication, parents can help their children navigate the complexities of social media safely and responsibly.

Parents Call to Action

Parents are encouraged to engage actively with their children's online activities, educate themselves about digital trends, and create a supportive environment for open discussions about online experiences.

Strategies for Addressing Staffing Challenges in ABA Services

Fri, 17 Nov 2023 21:04:26 GMT

Embracing innovation in a tight labor market!

In an era where staffing challenges are prevalent across various industries, Autism Allies Inc. is taking proactive steps to address these issues in the field of applied behavior analysis (ABA). With low unemployment rates presenting a complex staffing landscape, it's crucial for organizations like ours to innovate and adapt.

Prioritizing Training and Development

A key strategy in our approach is the emphasis on comprehensive training programs. These initiatives are aimed not only at filling current positions but also at preparing for future staffing needs. Recognizing that a career in ABA might not be immediately obvious to many, we are committed to showcasing the rewarding and impactful nature of this work.

Changing Perceptions, Expanding Horizons

One of our major challenges lies in altering misconceptions about careers in ABA. It's about highlighting the rewarding aspects of our field and demonstrating the meaningful impact our staff can have on the lives of individuals with autism.

Building Partnerships for a Skilled Workforce

We are actively exploring collaborations with educational institutions and community organizations. These partnerships are designed to create pathways for those interested in ABA, ensuring a consistent influx of passionate professionals into the field.

Adapting Recruitment and Retention Strategies

The current labor market demands flexibility and creativity in our recruitment and retention tactics. We are investing in a work environment that values each team member, offering competitive benefits, professional development opportunities, and a supportive community.

Our Commitment to Quality ABA Services

Despite these challenging times, our focus remains steadfast on delivering the highest quality ABA services . By learning from the broader market trends and adapting accordingly, Autism Allies is dedicated to overcoming these staffing challenges. Our goal is to continue making a significant impact in the lives of individuals with autism and their families.

Introducing the Autism Allies Comprehensive Guide to Pivotal Response Training (PRT)

Mon, 14 Aug 2023 20:01:12 GMT

Introducing the Autism Allies Comprehensive Guide to Pivotal Response Training (PRT)

This innovative approach helps children with ASD develop essential social skills through specialized strategies. Let’s explore PRT, its effectiveness, and how it works.

What Makes PRT Unique?

Unlike traditional applied behavioral analysis (ABA), PRT emphasizes pivotal areas that are crucial for a child's overall development. The four key areas include:

Motivation: Tapping into a child's interests to foster a desire to learn.
Initiation: Encouraging children to initiate social interactions.
Responding to Multiple Cues: Training a child to respond to varied cues.
Self-management: Empowering children to evaluate their behavior.

These areas lead to marked improvements in communication, behavior, and social skills.

Key Components and Strategies

PRT uses innovative strategies that differ from traditional ABA therapy. Some unique aspects of PRT are:

Focusing on the child's interest to keep them motivated.
Using play-based interactions.
Encouraging children to perform new and mastered behaviors.
Providing clear opportunities and rewarding desired behaviors.

The ultimate goal of PRT is to enhance the child's overall functioning in communication, behavioral, and social areas.

Flexibility in PRT Treatment

PRT is designed to be adaptable and can be delivered by therapists, teachers, and parents alike. Tailoring the PRT treatment plan to a child's unique needs promotes a sense of support and empowerment among parents and teachers. The number of hours required for treatment may vary, depending on individual needs.

Effectiveness of PRT

Research underscores the effectiveness of PRT in improving social communication skills and reducing disruptive behaviors. Success rates in PRT outcomes vary widely, reflecting the different ways "optimal outcome" might be defined. Further research is ongoing to provide a more standardized view of what can be expected from PRT.

Is PRT Covered by Insurance?

The coverage for PRT may differ among insurance providers. It’s wise to consult your insurance company to understand exactly what’s covered.

Summary

Pivotal Response Training stands as a flexible and effective approach in treating children with ASD. It emphasizes motivation, initiation, response to cues, and self-management. Unlike ABA therapy, PRT focuses on pivotal areas of a child's development, leading to broad improvements.

At Autism Allies, we believe in adopting evidence-based practices like PRT to provide children with ASD the best opportunities for growth and development. By including parents, teachers, and clinicians in the delivery of PRT, we aim for a unified and personalized approach to help children with ASD thrive.

Announcing a Partnership between Autism Allies and Elms College

Mon, 17 Jul 2023 20:04:20 GMT

Autism Allies staff can now further their career in ABA through Elms College in Chicopee, MA.

We are excited to announce that Autism Allies has partnered with Elms College. This is one of the earliest Master of Science programs in Autism Spectrum Disorders in the United States. Our team members can now benefit from exclusive tuition discounts at Elms, including a 20% discount for graduate degree programs in Applied Behavior Analysis or related fields, a 15% discount for undergraduate degree programs, and a 20% discount for master's level courses, regardless of whether they are pursuing a degree.

Elms College offers various courses, including Master of Science Programs in Applied Behavior Analysis and Autism Spectrum Disorders. The ABA curriculum emphasizes independent research opportunities with instructors, supervision for practicum hours and courses, and preparation for the BCBA exam integrated throughout the curriculums. Students can complete the courses online or on-campus, with multiple entry points.

Notably, the program has no application fees, offers eligibility for a merit scholarship, and includes an ABAI Verified Course Sequence. Students can finish the program in as little as 5 semesters, either online or on-campus.

Sarah Waltsak, who achieved her MS in ASD with ABA Licensure, shared that she most appreciated the program's supportive professors, welcoming classmates, and tight-knit group. Melany Picard, who also achieved her MS in ASD with ABA Licensure, praised the face-to-face interactions, ongoing support, and encouragement from the instructors, who have high expectations but guide students through the experience.

Elms College offers both online and in-person degree options. Below is the direct link to Elms College's ABA page and a list of upcoming information sessions. Attached is their ABA flyer with the program highlights.

We hope our staff can take advantage of this opportunity to further their career in ABA through Elms College!

Please reach out to Carina Martinez < cmartinez@autismallies.com > for more information.

Announcing a Partnership between Autism Allies and Elms College

Mon, 17 Jul 2023 18:33:17 GMT

Autism Allies Staff Can Now Further Their ABA Education Through Elms College

We are excited to announce that Autism Allies has partnered with Elms College. This is one of the earliest Master of Science programs in Autism Spectrum Disorders in the United States. Our team members can now benefit from exclusive tuition discounts at Elms, including a 20% discount for graduate degree programs in Applied Behavior Analysis or related fields, a 15% discount for undergraduate degree programs, and a 20% discount for master's level courses, regardless of whether they are pursuing a degree.

Elms College offers various courses, including Master of Science Programs in Applied Behavior Analysis and Autism Spectrum Disorders. The ABA curriculum emphasizes independent research opportunities with instructors, supervision for practicum hours and courses, and preparation for the BCBA exam integrated throughout the curriculums. Students can complete the courses online or on-campus, with multiple entry points.

Notably, the program has no application fees, offers eligibility for a merit scholarship, and includes an ABAI Verified Course Sequence. Students can finish the program in as little as 5 semesters, either online or on-campus.

Sarah Waltsak, who achieved her MS in ASD with ABA Licensure, shared that she most appreciated the program's supportive professors, welcoming classmates, and tight-knit group. Melany Picard, who also achieved her MS in ASD with ABA Licensure, praised the face-to-face interactions, ongoing support, and encouragement from the instructors, who have high expectations but guide students through the experience.

We hope our staff can take advantage of this opportunity to further their career in ABA through Elms College!

Study Shows Judo Shows Promise in Enhancing Behavior and Social Skills in Children with Autism Spectrum Disorder

Mon, 10 Jul 2023 15:30:25 GMT

New research suggests the traditional art of Kodokan Judo improved behavior and social skills in children with ASD.

"In a recent pilot study conducted at the Riverside Youth Judo Club in California, researchers explored the potential benefits of judo on children with autism spectrum disorder (ASD). The study aimed to determine whether participating in judo could improve behavior and social skills in these children, who often struggle with communication difficulties and social deficits.

Twenty-four students with ASD and/or developmental disabilities took part in the study, with their parents providing consent for their involvement. The parents were asked to complete a study questionnaire that assessed their children's improvement across various categories, including behavior at home, eye contact, behavior at school, ability to share, social skills, and performance in school.

The results of the study questionnaire were promising, with 62.5% of parents reporting improvements in all six categories. The category that showed the most significant improvement was "Behavior at home," indicating positive changes in the children's behavior within their home environment. On the other hand, the category with the least improvement was "Eye contact," suggesting that this aspect remained challenging for most participants. Nevertheless, even in this category, 87.5% of parents reported at least a slight improvement.

Additionally, four participants underwent baseline and post-participation assessments using the Social Skills Improvement System Social-Emotional Learning Edition (SSIS-SEL). While the data indicated positive changes in most competencies measured, the small sample size prevented these changes from reaching statistical significance.

The findings of this pilot study suggest that participating in judo may have a positive impact on the behavior and social skills of children with ASD. Parents' responses and comments highlighted improvements in various areas, including physical activity, socialization, self-calming, and confidence. However, it is important to acknowledge the limitations of the study, such as the small sample size and the absence of validated assessment tools. Future research with larger sample sizes and rigorous methodologies will be necessary to further investigate the effects of judo on behavior and social skills in children with ASD.

Despite these limitations, the study underscores the potential of youth sports, like judo, in enhancing the quality of life for children with developmental or mental disabilities. By raising awareness about the effectiveness of such activities, it is hoped that long-term improvements in social and behavioral skills can be achieved for these children in multiple environments. Further research is needed to validate these findings and develop effective interventions that can benefit children with ASD and other developmental challenges."

Source :

Cureus, part of Springer Nature Group

" A Short Report on the Impact of Judo on Behaviors and Social Skills of Children With Autism Spectrum Disorder "

Authors: Blake S. Lockard, Marissa Dallara, Chasity O’Malley

In the News: Navigating the Autistic Adulthood Crisis, A Story of Hope and Resilience

Fri, 30 Jun 2023 15:14:55 GMT

Why Parents Dread Age 22 and How to Prepare for Hope?

BOSTON - WBZ's chief Investigative reporter, Cheryl Fiandaca recently published an eye-opening story, bringing light to a critical issue many families in Massachusetts are struggling with - scarce availability of programs services for their adult children with autism.

Read the entire story below:

Douglas Chafe is well loved by his family who desperately wants to give him the best life possible. His mom, Lorriane Morgan Chafe, says Douglas is 24 years old and is severely autistic. He has not been enrolled in any programs for the last two years since he aged out of school.

Lorriane tells us every parent dreads the day their loved ones turn 22.

After 22 years of age, young adults like Douglas who are living with autism and other challenges have to go from a special education school to adult service programs. But, the I-Team has learned there are not enough for everyone.

Maura Sullivan is with ARC, an advocacy group for folks with intellectual and developmental disabilities. She says the situation is dire, a real crisis. "I would say it's gone really beyond crisis and we're looking at a real systemic failure for adults with autism and intellectual and developmental disabilities," Sullivan said.

The ARC estimates there are more than 5,000 in Massachusetts who are not getting all of the help they need. The state tells us, about 70% of those who turned 22 in the last three years are getting some services.

Maura understands the challenges, she is not only an advocate with ARC, she also has two sons with autism. Maura says her son is 22 and has profound autism. She wants him to have a life with dignity and independence where he can go to the bathroom and shower by himself. "These are the little things that I don't know how much other people recognize when you have a child with a more profound disability," Sullivan said.

Without programs and activities, families say many young adults who are most in need are regressing and struggling with mental health issues. Lorriane held back tears sharing that her son gets aggressive now and has been hospitalized four times. The Rockland Police and EMS had to be called, Lorriane says they have been wonderful responding to her family's calls.

So why aren't there enough placements? The simple answer is there are not enough workers or staff, in part because families say the pay is too low. Maura Sullivan explains she believes there is also a bias. "How much do we care about people with disabilities," she said. "If we care enough, we need to pay that workforce well enough."

CDC data shows autism continues to be on the rise. Finding in 2020 one in 36 children have an autism spectrum disorder. That sobering statistic, along with ARC estimates that in Massachusetts about 1,500 turn 22 every year. Adding to the number of families who are already fighting for their loved ones.

Lorriane tells the I-Team she will do whatever it takes. "There are so many kids being diagnosed with autism they have to, they cannot keep sweeping this under the rug and turning their head and ignoring it," Lorriane said. "They have to do something."

"There is hope, we are seeing increases from the Governor Healey budget, which is wonderful, she put $200 million into a Mass Health Day program account that will significantly increase the rates of pay," Sullivan said.

Source:
WBZ, CBS News Boston
"Systemic failure: Families say there aren't enough programs for young adults with autism " - Cheryl Fiandaca, WBZ I-Team

Autism Allies announces the ribbon cutting ceremony for its newest affiliate: Early Steps Daycare

Tue, 13 Jun 2023 16:39:30 GMT

Autism Allies opens the doors to its newest affiliate, Early Steps Daycare!

Worcester, MA - Early Steps Daycare , an affiliate of Autism Allies Inc., is excited to announce

the grand opening and ribbon-cutting ceremony of their new childcare facility that took place June 2nd, at

3:30 PM at 18 Oxford Street, Worcester, MA.

The ribbon-cutting ceremony featured remarks from local dignitaries, including the former

Massachusetts Lieutenant Governor as well as the CEO of the Worcester Chamber of Commerce, Timothy

Murray. Attendees enjoyed an ice cream truck, a tour of the facility, meeting the staff, and learning more about the

daycare's vision, programs and services.

Early Steps Daycare is dedicated to providing quality care and education to young children in the Worcester area, including those with special needs. The facility offers a nurturing and supportive environment that promotes

learning, socialization, and independence.

"As an organization with years of experience providing quality care to children with autism spectrum

disorder, Autism Allies is happy to bring that expertise to serve the broader population in the Worcester Area and address the dire need for daycare services," said Autism Allies Inc. CEO, Wilson Kiriungi. "This facility is a testament to our commitment to serving the needs of our community, and we look forward to watching the children thrive in this nurturing environment."

Early Steps is proud to give the building it occupies a new life as a child care center once again. The historic house in the Crown Hill District in the heart of Worcester is one of Worcester's oldest residential areas and was previously utilized as a childcare center called "Apple-a Day Care" which opened in 1989. Unfortunately, they had to close their doors due to COVID 19 in 2020, leaving a gap in vital childcare services for the area.

Now the building serves its purpose of providing quality, inclusive childcare to the area again and Karen Fiorino, the Program Director of Early Steps - reflects on a successful ribbon cutting ceremony, noting how special it was to see the mission come to life.

"The grand opening and ribbon cutting ceremony was really special," says Karen, "It was so nice to see people come out to support our mission. Families, children and city officials all seemed to appreciate what we are trying to accomplish in this community."

The center is open for business and currently has 10 children enrolled in the child care center - not including the elementary students and young adults that are receiving services in our ABA program on the second floor.

Worcester Center Ribbon Cutting Ceremony

Mon, 12 Jun 2023 21:55:06 GMT

Autism Allies opens the doors for it's newest affiliate - Early Steps Daycare!

Worcester, MA - Early Steps Daycare, an affiliate of Autism Allies Inc., is excited to announce

the grand opening and ribbon-cutting ceremony of our new childcare facility that took place June 2nd, at

3:30 PM at 18 Oxford Street, Worcester, MA.

Early Steps Daycare joins the Autism Allies family with a dedication to providing quality care and education to young children, including those with special needs. The facility offers a nurturing and supportive environment that promotes learning, socialization, and independence.

Photo Gallery

Holiday Party 2023

Tue, 10 Jan 2023 04:04:18 GMT

Holiday Party 2023

Video and images from the New Year's Celebration.

Summer Party 2022

Tue, 10 Jan 2023 03:56:48 GMT

Summer Party 2022

Enjoy the images from our staff Summer party 2022!

Autism Superhero 5K Walk

Tue, 31 May 2022 16:02:45 GMT

Superhero 5K Walk Photos

Enjoy the images from the Superhero 5k /run! what a wonderful event!

People with Autism seek allies in the workplace. Advocates say HR can help

olympia@localbizfirst.com (Olympia Caswell) — Tue, 19 Apr 2022 20:58:20 GMT

A Guide for Employers: The Advocate's Perspective on Autism, Masking, and Equity

By Kristen Parisi

April 19, 2022

As Autism Acceptance Month comes to a close, various businesses and officials—including Foot Locker , the Philadelphia Eagles , and the Biden administration —have celebrated the estimated 5.4 million adults living with the disability known as Autism Spectrum Disorder (ASD).

Despite the month-long spotlight on autism, advocates say that autistic people continue to face barriers to inclusion . The unemployment rate for autistic people in the US was as high as 85% pre-pandemic , according to data from Deloitte, a persistent problem for autistic workers that some researchers have attributed to employers ’ concerns about perceived costs and accommodations.

Unconscious bias. Author, journalist, and autism advocate Eric M. Garcia told HR Brew that there is still a lot of stigma associated with autism, in part because the diagnosis has only been part of the manual that clinicians and psychiatrists use as a guide for diagnosing mental disorders ( DSM-III ) since 1980.

Much about the disability remains unknown, but organizational psychologist Nancy Doyle argues that autism is not a mystery to be solved. Rather, “the most radical act you can perform as an ally to autistic people is to accept them exactly as they are,” Doyle wrote in an opinion piece for Forbes.

Garcia says this lack of understanding impacts how they are viewed at work. “Our culture is very ignorant and has a very narrow idea of what autism is,” Garcia said, emphasizing that what is known about autism is usually viewed in a negative light. “As a consequence, employers have not only a very limited idea of what autism is, but they have a very negative understanding of what that limited portrayal is.”

Masking up. According to Accessibility.com , the term “masking,” in reference to autism, happens when autistic people present in social settings and may fake eye contact or engage in “mirroring, minimizing, and disguising behaviors and feelings.” In an excerpt from his new book , Unmasking Autism: Discovering the New Faces of Neurodiversity, psychologist Devon Price writes, “Maintaining that neurotypical mask feels deeply inauthentic and it’s extremely exhausting to maintain.”

Garcia says that having to hide one’s autism to fit in at work is not only unhealthy, but it’s detrimental to one’s work. “I don’t think a lot of employers recognize how much work is put into masking that otherwise could be spent being actually productive at doing the job.”

Inclusive workplaces. A number of organizations, including Ernst & Young , SAP , and IBM say they’re making an effort to include more neurodiverse people, including autistic people. To succeed in that endeavor, Deloitte recommends employers should “create a culture that offers, encourages, and accepts both flexibility and inflexibility.”

Zoe Gross, director of advocacy at the Autistic Self Advocacy Network, says that autistic people may have a fear of disclosing their diagnosis or asking for accommodations because they experience discrimination either way, especially in job interviews.

“For many autistic people, when you talk to us, it’s apparent that we’re different in some way,” explained Gross. “And maybe the first thing you think isn’t autism. But what kind of label are you gonna make up for that person to explain the difference? You might just be like, ‘that’s a weird person that I don’t like.’”

There’s traditionally been a notion that autistic people need to conform to fit into workplaces, but Gross thinks the script should be flipped. Instead, employers need to prepare the workplace for autistic people and then give them tools to help them succeed. More specifically, Gross says, “You should change the workplace so that it’s welcoming to people with all kinds of brains and bodies, whether or not they have a diagnosed disability.”

Gross says one way of doing this is for leaders to tell employees to participate in meetings in ways that allow them to process information, whether it’s with pacing, using a fidget object, or standing, or through something else. She explains, “That really normalizes the idea that everyone processes information differently and makes it a workplace where you don’t have to be the odd one out who’s breaking all the rules.”

Belonging. The potential impacts of representation in leadership positions have been widely analyzed, and autism isn’t any different, according to Gross. She says it makes a difference when employers are autistic themselves because “it really allows us to normalize things like accommodations and being out about your disability at work,” she said. “And being open about how it affects you. It allows us to normalize doing things differently.”

If someone wants to learn more about autism but doesn’t know where to begin, Gross recommends Autism Acceptance as a good place to start.—KP

Do you work in HR or have information about your HR department we should know? Email parisi@morningbrew.com or DM @Kris10Parisi on Twitter. For completely confidential conversations, ask Kristen for her number on Signal.

Autism Allies at Radio Worcester

olympia@localbizfirst.com (Olympia Caswell) — Wed, 06 Apr 2022 22:42:45 GMT

World Autism Awareness Day

Autism Allies joins Hank Stolz at Radio Worcester to talk about the World Autism Awareness Day and the HMEA 5K/Walk

April is Autism Awareness Month. In recognition of the month, Susan Dufresne, Director of Clinical Services; and Steven Rodriguez, Clinical Manager at Autism Allies, join Hank to share the important work their organization does to help those living with Autism and their families. Autism Allies is on a mission to help individuals diagnosed with autism achieve their full potential using the core principles of Applied Behavior Analysis (ABA) and a variety of ABA therapy and services.

You can listen to the bit here :

Join us at the HMEA's Superhero 5K

olympia@localbizfirst.com (Olympia Caswell) — Tue, 05 Apr 2022 14:44:51 GMT

Join us for the Superhero 5K/Walk Run & After-Event

Autism Allies Shapes ABA Careers

olympia@localbizfirst.com (Olympia Caswell) — Wed, 01 Sep 2021 21:00:54 GMT

Meet Juliana Costa: How Autism Allies Helped Shape Her Career Path

At Autism Allies, our mission is to help individuals diagnosed with Autism achieve their full potential using the core principles of Applied Behavioral Analysis and to offer services that are comprehensive, focused, and cutting-edge. Not only do we strive to give our clients the best, we also empower our passionate and bright employees to grow and accomplish their career goals along the way. Whether you join Autism Allies as an entry level caregiver, a Behavior Technician or a Board-Certified Behavior Analyst, you’ll work beside some of the brightest in the industry.

Recently we sat down for an interview with Juliana Costa, a former employee of ours who started from an entry level position with Autism Allies five years ago. Juliana recently graduated with her Masters and passed the boards to become a Certified Behavioral Analyst. Her journey and accomplishments have been so inspiring that we had a conversation to learn about how she got where she is today.

Meet Juliana below and read more about her career journey, her advice for those who are just getting into the field, and how Autism Allies played a part in helping her reach her career goals.

Q: So what’s your story and how did you come to work for Autism Allies?

Juliana: “I joined Autism Allies in 2016, which was about 5 years ago when the company newly opened. I was in my second year of undergrad - majoring in psychology / mental health and didn’t have much experience. I was working in retail and applied to a bunch of jobs that related to the field of psychology. I actually didn't know much about ABA before the interview.”

Q: What led to your interest in mental health?
Juliana: “Starting in high school I always noticed how the mind works and felt like it was really interesting. I also had a personal connection to the field because I have a cousin who has severe schizophrenia. Seeing her life and her struggles made me very interested in studying psychology. I also have an autistic cousin who I used to babysit at a time before I knew anything about autism or what it meant. I knew he couldn’t talk, but I found a new and unique way of communicating with him. Those experiences and that history brought me to where I am to this day, and I still have aspirations of applying ABA with mental health.”

Q: Did you have any certifications in the field before working at Autism Allies?

Juliana: “I didn’t know what I was getting into at 21 when I joined the company and what the field required. When I joined I didn't have any certifications yet, so I started in an entry level position and through Autism Allies, after about 1.5 years, I was able to become an RBT (registered behavior technician) after doing training, the online courses they provided, and then the exam.”

Q: What did you like about the environment at Autism Allies?

Juliana: “What I loved about the environment was that all of the behavior therapists had the same vision. Everyone was trying to help these kids become the best version of themselves.

We all felt they have all the skills they need; the team just helps to unravel them.

There was great camaraderie in meetings with everyone bouncing ideas off one another. It was also very rewarding for us to play a huge role in these children's lives.”

Q: How do you see & measure progress with the children you work with?

Juliana: “Every child progresses differently; autism exists on a spectrum and what might be a big milestone for one kid isn’t for another. There was one time when I was working with a client for a year or two; he was 5 and very smart but had a lot of behaviors that limited his going to school. He had a lot of repetitive behaviors we were trying to decrease. At one point, I didn’t know if I could keep working with him if he didn't progress, but one day it just clicked. We went into a session and after this, the behaviors were minimized. He made so much progress but not on a timeline that I expected. What you think will take forever may not - sometimes it can take just one thing to click in their brains to completely change their behaviors. That's what I meant when I said they have the skills inside of them to make a difference in the world, and we just do our little part to help.”

Q: When did you figure out you wanted to pursue training in ABA therapy?

Juliana: “Working at Autism Allies really allowed me to explore this career path. When I started working with my first client - who was the most challenging and rewarding too - I was able to gain a lot of experience at one time. After that year was when I realized I really wanted to continue. Like I mentioned, I saw his progression and change, and his parents noticed a difference and were able to give her that feedback to me too, which was really rewarding. I love working with people and helping people, and that really solidified that I wanted to pursue a career and education in this field. The children are so important - they are our future; they could be the doctors of tomorrow.”

Q: Tell us about your degree - you just graduated!

Juliana: “I just got my masters in Applied Behavioral Analysis! I graduated in December of 2020, which meant I was going through school right in the middle of COVID. It took a toll on me to learn completely online, but the process itself was very much worth it. It was overall a 2-year process, which day to day can become a lot; you can lose motivation at points. But when you reach the finish line, you think about it and can say it was worth it because you gain a lot of knowledge. I recently took and passed the BCBA exam as well and was very nervous but so glad I passed. I will receive my official license to be authorized to work in MA in about 6 weeks, and one thing I learned in the waiting process through getting my degree from start to finish was to have patience.”

Q: What was the biggest challenge to completing your degree?

Juliana: “I would say it was when I had to take one semester off for financial reasons, because usually if I start something I can’t take a break. This caused me to feel delayed in my progress, and during this time I worked as well and so I thought, well, if I have to stop in one area, I’m going to grow in another! Having that semester off felt like a setback, but graduation was always the light at the end of the tunnel, and I was still able to finish on time. I also decided not to take any student loans out, so I was working to pay everything out of pocket. I was able to do it, but at one point it was hard. Everything still worked out, though, and that's how I got to where I am.”

Q: What message do you have for people just starting out who may have an interest in pursuing a similar degree or career path, but don't know what to do or how to do it?

Juliana: “Please don’t give up! Try to find as many resources as possible and connect with as many people as possible, because they can help you reach your goals. People can help you along the way, whether it's a BCBA or behavioral therapist, because they’ve walked a similar path. It is a tedious journey, but you will be so glad when you reach the finish line!”

What a pleasure it was to sit down with Juliana and hear her story!

In many ways, her journey is not unusual. Talented and motivated people who find their way to Autism Allies find like-minded professionals with whom to partner. A dream or ambition whose seed may have been planted years earlier, as in Juliana’s case, is nurtured in the company of others who share the same desire to help others reach their potential. Training and onsite education, as well as opportunity to be mentored and even mentor others, also contribute to making a long-held dream a reality.

If you share Juliana's desire to help those on the spectrum reach their greatest potential, let Autism Allies help build and nurture a satisfying and fulfilling career!

The Scope of Practice for ABAs

Wed, 01 Sep 2021 20:19:46 GMT

The Importance of Defining the Scope of Practice for Behavior Analysts

The practice of Applied Behavior Analysis (ABA) largely began in 1968 with the publishing of the scholarly article, “Some Current Dimensions of Applied Behavior Analysis” (Baer, Wolf, & Risley, 1968). Since this article was published, the Behavior Analyst Certification Board (BACB) has emerged as an accreditation body which has established quality controls for those providing and supervising ABA services, namely Board Certified Behavior Analysts (BCBAs). Some states have passed legislation mandating that insurance companies provide an ABA benefit for the medical necessity of Autism Spectrum Disorder (ASD).

Certain states (e.g., Massachusetts) have aligned their practice standards for licensed ABA providers with the BACB’s, whereas other states require providers to meet state-specific standards separate from the BACB in order to become a Licensed Behavior Analyst (or Licensed Applied Behavior Analyst [“LABA”] in Massachusetts). Regardless of the state in which a LABA provides services, these professionals are bound by a strict scope of practice which dictates the types of interventions that can be implemented, populations to be served, and issues that can be addressed.

Here are some examples of what a LABA is permitted to practice in Massachusetts (see the FAQ resource in the reference list below for further information):

Assessing and developing “educated guesses” about the role maladaptive behaviors play in helping learners get their needs met
Decreasing maladaptive behaviors while replacing them with more functional skills in a learner’s repertoire
Teaching skills to occur under certain environmental conditions

By contrast, the following activities are prohibited by licensure regulation for LABAs:

Psychological testing
Diagnosis of mental health or developmental conditions
Psychoanalysis, psychotherapy, and cognitive therapy
Psychopharmacological recommendations

It is important to highlight these distinctions so that parents and caregivers know what to expect when considering ABA as a treatment option for their loved one. However, the demarcating line is not always very clear. For example, LABAs are not permitted to conduct psychological testing or diagnose developmental conditions, yet they have a wide array of specialized assessment tools that they can use to guide the selection of appropriate treatment goals for an individual.

The key difference in these two approaches is that assessment methods which a qualified medical professional uses to diagnose a developmental disability are generally not used by LABAs as a basis for a treatment plan for a specific learner.

Second, ABA is a separate and distinct field from cognitive therapy and psychotherapy, so parents and caregivers should not be expecting their ABA provider to address the emotional underpinnings of their behaviors. It seems as if licensure regulations are echoing the content of Baer et al. (1968), which stipulate that ABA interventions are to adhere to the principles based on the science of human behavior, which implies LABAs are permitted to treat only behaviors that can be seen or heard.

Sources:

Baer, D. M., Wolf, M. M., & Risley, T. R. (1968) . Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91–97.

FAQ resource on Massachusetts insurance mandate for ABA services

ARICA 11th Anniversary

Tue, 03 Aug 2021 21:41:34 GMT

Anniversary of the Act Relative to Insurance Coverage for Autism

Today marks 11 years since ARICA was signed into law at Fenway Park! As I do each year, I’m writing to thank all of you, again, for everything you did to make this happen, and share some reflections.

Our first phone call today was a relatively typical inquiry from the mother of a 2 year old. Her daughter was diagnosed with autism last month, and she just received the report from the clinic. Included in the recommendations was to contact our Center for information about insurance coverage to access treatments. I confirmed that her plan covers the Speech and ABA recommended by the doctor, discussed how she can go about finding providers, and offered general resources and supports as she navigates the new world of autism with her family. But as I started to write this - I realized this “typical” call reflects how far we have come.

It’s the commitment, dedication, advocacy, and support of all of you which made this possible. We at the AIRC continue to be grateful for the honor and privilege to have the “front-row” seats here to witness the profound systemic change, and a sincere thanks to all of you for what you’ve done to create this change, and sustain our work.

Expansion

Over the last few years, our work has expanded to provide insurance-related information and resources for a wide range behavioral health concerns which are helping many individuals and families outside of the autism community. Reflecting this, we are creating the Insurance Resource Center for Autism and Behavioral Health . The Center will operate as two divisions: (1) the AIRC, which will continue its work in supporting the implementation of autism-related health insurance coverage; and (2) the newly formed Behavioral Health Insurance Resource Center (BIRC), which will provide information, training, and technical assistance for consumers, providers, educators, employers and others on issues related to insurance for behavioral health treatments for children and adolescents. We are grateful to the Massachusetts Executive Office of Health and Human Services and the Department of Mental Health for the core funding they are providing to support this expansion.

This expansion allows us to continue to extend the impact of our established work in the autism community, bringing our unique expertise and resources to the larger behavioral health community. Please stay posted for additional information.

Amy Weinstock -Director of the Autism Insurance Resource Center at the University of Massachusetts Medical School’s Eunice Kennedy Shriver Center

Staff Appreciation Day

Wed, 28 Jul 2021 21:17:26 GMT

Staff Appreciation Day 2021

Our staff gathered to celebrate who we are as a company and everything we do to support our clients, especially over the last year-and-a-half through the pandemic.

ABA Methods

Wed, 28 Jul 2021 19:23:55 GMT

ABA Methods

ABA Therapy is used to help those with autism improve their quality of life. As a therapy, ABA has been around for many years, but what is it exactly and how can it be used most effectively?

What is ABA Therapy

ABA, which stands for Applied Behavioral Analysis, is the application of therapeutic methods based on the science of human behavior which focuses on improving skills and behaviors in those with a diagnosis of Autism Spectrum Disorder (ASD). ABA targets a wide variety of skills, ranging from the specific (e.g., reading, hygiene, household tasks, and fine motor dexterity) to the general (e.g., communication, social skills, and self-care skills). During ABA sessions, the process of positive reinforcement is used to build positive, functional behaviors, whereas other methods are used to decrease learned maladaptive behaviors. ABA’s aim is to improve one’s personal, academic, and even professional life. Although ABA is perceived by many as only to be used with younger learners, individuals across the lifespan can benefit from the integration of ABA into their overall healthcare plan ABA is used in a wide variety of settings, including schools, clinics, and private homes.

ABA in Practice

When an individual is referred for ABA services, the first step is to determine their unique learning needs. The process by which this is completed is called an “Individual Skills Assessment,” “Adaptive Skills Assessment”, or may have other labels. Individual Skills Assessments contain a minimum of 1 broad profile of a learner’s unique learning needs, which is important because not everyone requires help with the same skills. If there are problem behaviors, the results of a Functional Behavior Assessment (a subpart of an Individual Skills Assessment) would be used to design a Behavior Support Plan to teach the learner more functional behaviors as replacements for problem behaviors. Teaching objectives require ongoing monitoring modification during the course of treatment to start narrowing the performance skill gap between them and their same-age peers. Monitoring and modification of treatment plans is conducted by Board Certified Behavior Analysts (BCBAs) and behavior technicians (BTs) who often implement the programs and collect ongoing data on client performance.

One of the main strategies ABA providers use is called “positive reinforcement”, or the process of delivering positive consequences after a learner demonstrates a required skill so it occurs more in the future. These positive consequences include, but are not limited to, praise, extra play time, or anything else the individual deems valuable or pleasurable. Problem behaviors in need of reduction—screaming, yelling, self-harming, physical aggression toward others—are addressed through a variety of procedures contained within their unique Behavior Support Plan. These procedures include proactive measures to prevent problem behavior, systems to build replacements for problem behavior (e.g., communication), and instructions on how to respond to problem behaviors to decrease the likelihood of their occurrence in the future.

A class of behaviors which many individuals with Autism Spectrum Disorder demonstrate involve behaviors which are repetitive and ritualistic in nature. These behaviors are sometimes referred to as “self-stimulatory” behaviors and individuals with ASD may perform them to provide themselves with a pleasurable sensation within their bodies. The process by which self-stimulatory behaviors are addressed varies from person to person because these behaviors impact individuals’ lives in different and unique ways. Sometimes these behaviors can occur for hours on end, cause tissue damage (e.g., if the individual is repeatedly picking the same area of skin), and disrupt efforts to teach safety awareness. Based on the severity and intensity of self-stimulatory behaviors, they may be largely left alone or may be addressed through a variety of interventions in a Behavior Support Plan. If stimming is used by the individual to self-calm during times of stress, these behaviors may be incorporated into the individual’s treatment plan as planned “sensory breaks” to allow the individual to satisfy this need for themselves.

Social Skills Training

One critical component of ABA therapy is social skills training, which targets harder-to-teach but critical areas for those on the spectrum. Those with autism spectrum disorder often have difficulty reading and reacting to social situations. Something perceived as simple by others - like greeting another person - could be an area of great stress and difficulty for an individual on the spectrum. In order to help those with ASD gain understanding about societal norms and practices, therapists use a number of strategies.

One such strategy is a social script (e.g., Krantz & McClannahan, 1993), which is written as a set of behaviors that cue an individual to engage in particular social skills, such as greeting someone or asking another person to share a item or information. Another approach for teaching social skills involves the “Teaching Interaction Procedure” (Leaf et al., 2012) which involves the instructor providing a verbal description of the skill, modeling it, explaining why it’s important, role-playing it with the learner, and then giving feedback to the learner on how they did during role-play. Skills which can be shaped with the Teaching Interaction Procedure include, but may not be limited to, showing appreciation, losing graciously, and staying on-topic with a conversation (Leaf et al., 2012).

Peer-Mediated Social Skills Training

Another facet of social skills training is peer-mediated training, which allows the therapist to step back and allow peers to teach one another. This can be accomplished either through modeling, or tutoring. In peer modeling, one person acts out a correct social behavior and the learner imitates it. Peer tutoring, by contrast, is when one individual presents a direction or asks a question and then learner would respond appropriately. This is then followed by the first person evaluating the second person’s performance.

Picture Exchange Communication System (PECS)

PECS is a strategy utilized in functional communication training that helps those who are unable to communicate verbally. The first step in PECs is to teach the learner to give someone a picture card for the “thing” they want and then they will receive what they want. The “thing” they want could be a food item, toy, activity, a type of attention, or whatever they want in that particular moment. Next, the learner is taught to approach an adult and to “ask for” the item by giving the picture card in order to obtain what they want. They are then given multiple pictures in order to learn how to distinguish what they might need in that moment. After, they’re asked to combine the cards with phrases like “I want,” and then eventually advance to more complex sentences.

Natural Environment Teaching

This ABA method is used to reinforce skills and behaviors by teaching the skill during the natural progression of an activity or task, such as labeling the color of the markers the student is using to draw while the student is actively drawing a picture. This allows students to learn skills in settings in which they would naturally be expected to be demonstrated.

Pivotal Response Treatment

Pivotal Response Treatment (PRT) is a method of ABA which focuses on very particular or key “pivotal'' response areas instead of specific behaviors, which in turn helps to encourage progress in other areas. There are four main facets of PRT, or areas that it seeks to affect: motivation, initiation, self-regulation, and attending to multiple cues. Motivation uses the individual’s interests to help them build skills in a way that excites them; initiation seeks to encourage the individual to initiate social interactions; self-regulation helps clients to distinguish appropriate from inappropriate behaviors; lastly, the overall aim of PRT is to help the individual become more responsive to “multiple cues” in the environment instead of focusing on few particular details.

Discrete Trial Training

This ABA technique involves breaking down subjects or skills into small pieces, which are then taught one at a time. Continuing with the example of learning colors, one might use discrete trial training by teaching one color at a time, reinforcing each color before combining them together. This more structured approach to learning skills breaks a subject down into more manageable, “bite-size”” pieces.

Observation

A vital part of ABA therapy is observation. This allows the behavior technician to understand problem areas and possible triggers in order to personalize a plan that will work most effectively for their clients. There are three kinds of observations which can be used:

Controlled

For controlled observation, the individual is viewed within in a regulated environment such as a classroom or clinic. This allows the therapist to introduce or remove stimuli that may contribute to behavior.

Naturalistic

This type of observation is when the therapist observes the individual in a purely natural and unregulated setting, such as in their home, grocery store, or community center. This allows the therapist to gain a wider perspective of what might be happening behaviorally in the “real world” outside of the classroom or clinic.

Participant

Participant observation is similar to controlled in that it takes place in a regulated environment like a classroom or clinic, except this version allows the therapist to interact with the individual instead of simply observing them.

Modeling

This technique involves an instructor visually demonstrating the targeted skill to be taught, such as making a bed, socially responding to peers, or raising hands to request permission in a classroom. Additionally, if the therapist is trying to teach someone how to properly greet another person, they may demonstrate the skill themselves or may show a video in which the greeting takes place. Individuals learn by watching and then repeating the skill for themselves.

How Methods are Chosen

As described above, ABA therapy is multifaceted and utilizes many methods in various settings to provide the best and most effective approach to improve the lives of those with ASD.

With all the various techniques, one might ask, “How do you choose which one to use?” While this is a good question, there’s no simple answer. ABA providers can meet with you and your loved one to discuss which combination of methods will be most appropriate for their need.

It is important to keep in mind that an individual’s needs may change over time. A great thing about ABA is that it is very adaptable and able to accommodate an individual’s specific needs for every season and stage of their development. It is not a one-size-fits-all approach, but it can become as unique as the individual it seeks to serve.

References:

Krantz, P. J. & McClannahan, L. E. (1993). Teaching children with autism to initiate to peers: Effects of a script-fading procedure . Journal of Applied Behavior Analysis , 26, 121-132.

Leaf, J. B., Oppenheim-Leaf, M. L., Call, N. A., Sheldon, J. B., Sherman, J. A., Taubman, M., MaEachin, J., Dayharsh, J., & Leaf, R. (2012). Comparing the teaching interaction procedure to social stories for people with autism . Journal of Applied Behavior Analysis , 45, 281-298.

Inclusion ABA Therapy

Wed, 02 Jun 2021 20:01:00 GMT

Benefits of Inclusion ABA Therapy

Those diagnosed with Autism Spectrum Disorder have many wonderful qualities that cause them to see the world a bit differently from their same-aged peers. Although certain characteristics are known to be common for those with the diagnosis, each individual with ASD comes with their own set of tools in their toolbox, which they use to interact with the world. If you meet one person with autism, you meet one person with autism. It is important to appreciate and celebrate the neurodiverse contribution each individual with ASD can make to their environment.

Equally important, we should recognize the challenges that those with autism face, especially in social situations or areas where basic or nuanced communication is critical. For a more complete list of how ASD impacts individuals, please visit the Signs and Symptoms of Autism Spectrum Disorders page on the CDC website. This is particularly true when those around them who do not understand autism express fear and frustration, lashing out in anger with demands based on unreasonable expectations.

This is where ABA therapy and inclusive education can help to bridge the seemingly huge gaps in education, understanding, and sensitivity. This specialized therapy, with its focus on building critical life skills and an inclusive approach to education, is a great “prescription” for accomplishing goals for all involved while also maintaining individual traits and characteristics precious to each individual.

What IS ABA?

ABA stands for Applied Behavior Analysis and is an evidence-based scientific practice endorsed by the U.S. Surgeon General (NIH, 1999) and the American Psychological Association as an effective treatment for those on the autism spectrum. Studied extensively before coming into common use, ABA is now considered one of the most popular and effective methods of treatment for autism. For more information, please visit the National Standards Project .

ABA is designed to expand language and communication skills, build on attending skills, social skills, and reduce behavioral excesses which impact day-to-day life. In summary, ABA builds and encourages what is functional for each learner, while reducing barriers which prevent or interfere with learning new skills. It is not rigid in its approach; in fact, ABA therapy is adapted to fit the specific and unique needs of each individual in order to achieve the most effective results. It is also adaptable to various settings – school, home, or center, and can even be accomplished virtually, depending on what is most convenient or helpful to the individual or family.

One of the main methods used in ABA is positive reinforcement, or teaching skills by giving access to an individual’s favorite things when their performance of a skill meets certain expectations. For example, if the goal is to teach an individual to how to politely enter a conversation (i.e., without “barging in” by talking over people), the therapist would teach the learner to make eye contact, gesture (e.g., raise their hand), and say “excuse me”, which would result in other people giving the attention the learner wants.

The individual’s favorite “thing” can be different for each person, as long as it is something that is valued by the individual, such as a toy, play time, or positive affirmation. Over time, this leads to a more permanent change in behavior as it is increasingly associated with outcomes that benefit the individual across multiple settings and with multiple people. Negative or maladaptive behaviors, by contrast, are approached differently and targeted using a variety of interventions that improve the child’s ability to become more independent in their daily lives. The ABA framework requires that all behaviors are tracked and analyzed in order to gain a better understanding of why they are happening and to objectively find out whether a certain approach is working or not.

What are the benefits of Inclusion ABA Therapy?

Now let us look at inclusion education and how it can be combined with ABA therapy to obtain maximum benefits.

Inclusive education, by definition, brings together children of all learning and developmental capacities in one classroom. Throughout most of the instruction, all students are taught simultaneously, though individual attention and instruction are given to those who may need it. For those who participate, inclusive education provides a community of age-appropriate peers with whom to learn and grow. Using ABA in an inclusive environment allows the student to not only gain the benefits of the therapy itself, but also learn positive behaviors modelled by their community of neurotypical peers.

Building Communication Skills

One of the benefits of ABA therapy in an inclusive environment is the improvement of communication skills. Students can learn how to ask questions when they do not understand something and how to answer questions they are asked. Everyday communication with peers and teachers also provides ample opportunity to improve conversation skills.

Building Positive Friendships

This leads to peer-to-peer relationships, as students with autism are also encouraged to build positive friendships with other students. Simply being in the same environment encourages these relationships, but interactions can also be facilitated by teachers and aides if students are having trouble building these connections on their own. Day-to-day observation also encourages students to use their peers as role models for social interactions and communication.

Encouraging Learning and Growth for All

The benefits of an inclusive environment do not just affect those with autism. Their peers without ASD can also greatly learn and grow. By placing everyone together in the same classroom with the same curriculum, students can see past their differences and learn how to get along with those who are not like them. Students are able to see what makes someone else different may not be negative, but instead a strength or something they can help the student with autism overcome. By understanding this from a young age, students can begin to develop more tolerance and sensitivity, not only in the classroom but wherever else they go in their lives – in social, work, or educational settings. As Dr. Temple Grandin, a prominent author and speaker on autism, says, people with autism are different, not less.

Fostering Independence

Inclusive education also carries the benefit of allowing greater access to the general education curriculum. Specialized education programs for those with autism can mean receiving a different curriculum from their peers and result in the sense and the reality of not being in the same place educationally as their peers. By contrast, inclusive education means that the same general education is given to every student, with accommodation and supplementation provided on an as-needed basis. Due to the wider range of teaching modalities (e.g., smartboards, ProloQuo2Go), greater academic gains may be attained, and students also learn how to better follow classroom routines independently and do things such as individual deskwork on their own.

Lowering School Absence Rate

Inclusive classrooms have also been shown to have a higher rate of satisfaction and enthusiasm for the curriculum among their students, and for those with autism, a lower rate of school absences. Students in these environments are more excited and interested in their education because of the dynamic nature of the classroom and the great diversity which it offers. [1]

Improving Social Skills

ABA therapy in an inclusive setting is proven to be amazingly beneficial for those with autism. By encouraging children’s strengths and the characteristics which make them unique, while simultaneously providing them with the help they need to better communicate and interact with others, and to build academic, life, and other critical skills, great stuff happens! Environments are fostering in which everyone feels accepted, and progress is moving forward; not only for our clients with autism, but peers who benefit from deepening their sensitivity and understanding.

Autism Allies offers an inclusive program for those with Autism Spectrum Disorder in our Worcester location. Our programs are run by experienced educators and clinicians who are passionate about helping others. Each student is treated individually with programs designed in conjunction with input from their families and caregivers, which produce programs tailored to agreed-upon needs and goals. By combining our one-on-one approach with cutting edge technology, our programs can help your loved one make meaningful progress in their lives.

[1] Kaitlin, P. Anderson (2016). The Relationship Between Inclusion, Absenteeism, and Disciplinary Outcomes for Students with Disabilities Sage Journals , 43 (1).

Sources:

Kaitlin, P. Anderson (2016). The Relationship Between Inclusion, Absenteeism, and Disciplinary Outcomes for Students with Disabilities Sage Journals , 43 (1).

U.S. Department of Health and Human Services. (1999). Mental health: A report of the surgeon general. Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, National Institutes of Health, National Institute of Mental Health.

Seekonk Police Helping Autistic Passengers

olympia@localbizfirst.com (Olympia Caswell) — Tue, 18 May 2021 17:45:42 GMT

The seatbelt covers are available for pickup at the department's dispatch center.

By Annie Sandoll

SEEKONK, MA — The Seekonk Police Department, in partnership with the Bristol County Sheriff Department, is offering seatbelt covers for Autistic passengers.

The covers help officers identify a person with Autism in a vehicle that comes into contact with police.

Residents can pick up the seatbelt covers for free at the Seekonk Police Department's dispatch center.

Raising Children with Autism

olympia@localbizfirst.com (Olympia Caswell) — Tue, 06 Aug 2019 05:41:31 GMT

Parental Guide to Raising Children with Autism

Autism diagnosis in children can significantly intimidate parents. With no control over the manifestation of the disorder in children, parents can often feel helpless. In order to help you gain a better perspective and better knowledge of autism treatment techniques, we have compiled a parenting guide for people with autistic children.

Create a Structured and Consistent Schedule for your Child

Children with an Autism Spectrum Disorder (ASD) struggle in the application of what they have learned in varying settings. Simply speaking, your child might use sign language to communicate at school but would not think of using the same at home. To overcome this, you can communicate with your child’s therapist and practice the exercises in different settings to encourage them to transfer their learning from one environment into the other. Behavior and learning implementation in autistic children has been found out to have improved substantially if consistency is maintained. Similarly developing a highly-structured schedule and consistent form of interaction for both normal and challenging behaviors is key to reinforcing learning in autistic children.

How we help: We offer Applied Behavior Analysis (ABA) services to help your child seamlessly apply what he learns and imbibes during the sessions. In addition, we provide in-home sessions which help parents to take close note of the therapies eventually allowing them to conduct the simple exercises on their own.

Keep a Close Watch on Non-verbal Cues

Communicating with a child with ASD can be challenging with the lack of speech and social interaction skills. However, you can develop non-verbal forms of communicating with your child by closely observing their gestures, expressions or the sounds they make. By doing so, you can also identify the motivation behind challenging behaviors and correct them quickly. Tantrums are a way autistic children express their frustration regarding things and non-verbal cues are key to identifying what is the cause behind them. Closely observe what stimuli the child is sensitive to.

Numerous children with ASD are hypersensitive to touch, smell, light, sound, taste, tactile sensations, and movements. This can help you identify the reason behind their disruptive behavior and enable you to identify the things they like.

While therapy is important, it is essential to dish out time for playing. Children with ASD are no different than other children and require to play in order to learn, grow, and express themselves. Playtime can help autistic children establish a connect with their parents and enable them to enjoy and relax.

How we Help: While conducting our in-home therapies we educate the parents about the physical cues autistic children use to express themselves. This is crucial to identifying your child’s likes and dislikes with minimal verbal communication.

Customize a Treatment Plan to Suit Your Child’s Needs

With an array of treatments available, it becomes difficult to identify what may or may not work. Additionally, conflicting stories on how a form of treatment worked wonders for someone while it proved completely ineffective for another can complicate the things even more. Every child with ASD has its own sets of weaknesses and strengths. Identifying them can help you choose the best therapy. Additionally, knowing about a child’s most problematic behaviors, their interests, and what do they enjoy doing the most can help you opt for the best treatment options.

Common therapies for treating children with autism include play-based therapy, speech-language therapy, occupational therapy, and nutritional therapy. Out of these therapies, Applied Behavior Analysis (ABA) is crucial to treating children with ASD. ABA works by analyzing the behavior of autistic children, comprehending the impact of external environment on their behavior and developing a program according to their needs. Irrespective of the ASD type, ABA is a crucial therapy that has proven to be immensely effective in enhancing the learning skills of children suffering from ASD.

How we Help: Through interviews, assessments, and evaluations we identify the most important needs of autistic children and create an ABA program specifically tailored to their needs. Our expert therapists provide a comprehensive outline and keep modifying the program to widen the scope of improving the learning and interaction abilities of autistic children.

Ensure You Find Support and Opt for Respite Care

Parenting and raising children with ASD can often become overwhelming and stressful. It is essential for parents to stay in their best mental state and exude positivity in order to contribute to their child’s treatment. Support groups are a great way to interact with parents going through the same problem. Online and offline support groups can help you share information and find emotional support.

For parents raising children with intense needs, respite care is highly recommended. Respite care offers parents a chance to take a short break while another caregiver takes over their position temporarily. This enables parents to dish out some time for themselves and recuperate.

How we Help: We are associated with numerous parents who run their own support groups or are a part of one. We can help you find a support group and offer daycare and after-school programs to allow you to take a break while we take the required care of your children. We continue to strive towards helping parents to shun fear and believe in their children. To know more about our programs and therapies you can visit our offices in Shrewsbury and West Springfield or contact us here .

ABA Advocacy Day

olympia@localbizfirst.com (Olympia Caswell) — Thu, 04 Jul 2019 05:41:02 GMT

ABA Advocacy Day 2019

On Monday, June 24th, 2019, MassABA (Massachusetts Association for Applied Behavior Analysis) and BABAT (Berkshire Association for Behavior Analysis and Therapy) partnered to promote an advocacy day at the State House in Boston, MA in support of the proposed behavior analyst licensure bill. Director of Clinical Services, Jason Zeigler was in attendance at this event to advocate for the proposed licensure bills on behalf of Autism Allies, Inc. A luncheon and advocacy briefing was held at the Umass Club on Beacon Street prior to the committee hearing on the bill.

At this luncheon, members of various organizations and ABA companies were present to receive information about the proposed bills and guidelines for how to effectively advocate for these legislative measures. During the luncheon, leaders of the hosting organizations, Mr. Joseph Vedora, Ed.D., BCBA-D, LABA (Past President of MassABA) and Mrs. Stacie Bancroft, Ph.D., BCBA-D, LABA (President of BABAT) spoke to the constituents as well as one of the champions of the Senate bill, Senator Sal DiDomenico. The speakers shared the importance of advocacy and being a part of the growth and dissemination of the field of Applied Behavior Analysis in the state of Massachusetts.

The proposed licensure bill and testimonial were heard by the Joint Committee on Consumer Protection and Professional Licensure on Monday, June 24th, 2019 from 1:00 p.m. to 4:00 p.m. The bill was heard as part of the committee meeting on “Regulation, Professional Licensure-Ch. 112, New and Existing Licenses, Misc., Above Quota Licenses”. This hearing was in support for House Bill H.3479 and Senate Bill S.134 “An Act Relative to Applied Behavior Analysts”

The licensing committee hearing occurred under chairmen Senator Paul Feeney and House Representative Tackey Chan. The bill is set to create an individual licensing body for Massachusetts state licensure for Applied Behavior Analysts (currently identified as the “LABA” credential). This bill will also help to expedite the review of applications for LABA licensure and provide services to families quicker. Currently, insurance providers require a BCBA to also have their LABA licensure before being credentialed under their company. This means that until the LABA license is officially received a clinician cannot provide insurance-based services for children with autism. This slows the process of families getting needed services and forces them to be placed on wait lists (often for 6-12 months) before receiving behavior analytic services.

The proposed bills will adjust licensing criteria to align the LABA credential more closely with criteria for BACB licensure. This bill proposes an independent board to oversee licensing and the regulation of Applied Behavior Analysts in Massachusetts. This legislation will also expand the licensure criteria for LABAs to include Psy.D. and Doctorate level BCBAs to become licensed. Currently, certain levels of credentialed BCBAs are not eligible for licensure in Massachusetts unless they were grandfathered in under the previous legislation. The hope is that these amendments will simplify the process for approving LABA licenses and correspond with best practices for licensing and regulation of professional licensure at the state level. Those testifying on behalf of the proposed bills included Mrs.Julie Fitzpatrick (parent of a child with autism), Mrs. Amy Weinstock (Director of Autism Resource Center and parent of a child with autism), Dr. Joseph Vedora of MassABA, and Dr. Stacie Bancroft of BABAT.

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