New FREE autism resource website | Autism PDD

Thanks RCM:)

Hope we get to keep you awhile! What a great site, thanks for sharing it. I have been interested for a while
in collecting artworks by people with autism, so thanks for the links. Any
other leads would be appreciated as well.
My son is 4.5 and presents more like asperger's in that he never had a
speech delay--in fact, he was and is extremely verbally precocious,
talking in full sentences and paragraphs by age two. However, he does
not have any serious obsessive topics of interests, yet. He reads at an
extremely advanced level, and is learning to read music. He has no
interest in other kids unless they're holding a basket of candy or
something...
I would like to know more about treating extreme anxiety and OCD
tendencies in children with autism. I would also LOVE links to teach
parents simple ways to facilitate play, and make their daily homelife more
agreeable for their kids.
I have also had little luck finding information on how to succesfully
communicate with partners or adult family members who also appear to
be on the spectrum. It would certainly be helpful in my life!
Thanks for the site, again.

Hi Mama Kat:

 

Over the years I have collected so many resources and am anxious to share just the right ones. I very much appreciate your feedback and it looks like I have quite a bit of work cut out for me right now. I will begin adding the requested resources ASAP. Great feedback!

 

Thanks,

RCM

Thanks for the link:) Nice resources and amazing artists!

Hi ShelleyR:

Sarah is beautiful! Please feel free to let me know if there is any specific information or topic of interst that may be lacking in the website. I strive to provide current, useful and relevant information to all parents.

Thanks for the visit!

RCM

Karman

Hi Karman:

 

Please keep me posted on your interests related to the website info as well!

Thanks for the visit!

Rosa

     I would love to know the outcome of kids that are mainstreamed in early years like kindergarten, 1-3rd grade without supports and what kind of prognoses for their future?

      Sarah has savant abilities in reading, writing, and musically she can play most tunes by ear...she is very smart but still very quiet around peers...she is aware of them and we did an ABA 30 hrs/week for 3 years & ABA playgroup for 2 years to reinforce her engagement with peers but it only could do so much so I quit it...She could never generalized it to kids outside of playgroup unless I prompted her. 

     What kind of differences do girls have compared to boys on spectrum in your experience? At what age does having friends become more important to where you are motivated to get involved more? Any advice for increasing social skills?  What is the best school placement..public or private?

     We completed ABA program last summer before kindergarten so this is her first summer to be free of therapies of any kind. We are doing lots of park trips, swimming and just letting her be a kid:)

Feels really wierd.

    Who made God? JK!

I dont get to talk to the experts much so any feedback is most respected:) Thanks in advance:)

Rosa: How neat--thanks for giving us that link. Love the art!   

Shelley: Don't hold back!    Btw, glad you are back--we missed ya!

Wow! Lot's of questions. I love it. I will give you some general answers here and then research more info in order to post such info on the website. Based on my personal clinical experience I can state that many kids that have been mainstreamed into inclusionary settings have been successful in their education programs and have been able to continue into regular education high school placements. The one area that continues to be an issue, pretty much across the board for kids on the spectrum is socialization. There are many resources for increasing socialization skills appropriately. Unfortunately, many ABA therapists aren't focusing appropriately on the larger issue of "teaching kids to want to learn" which is so very intertwined in the socialization process. ABA implemented effectively does not teach isolated skills but encompasses a "desire to learn" that when reinforced results in real "growth". One of the best programs for aiding in teaching social skills are the verbal behavior programs that focus on conversational and reciprocal speech. I feel very strongly about this and will definitely addresss it and clarify in another e-mail if you are interested.

The question is not public vs. private but individual teachers. Both have good and bad. Always take the initiative to know the teachers. Expectations must be kept high. Our kids will only go far if our teachers and parents set high expectations for them.

Temple Grandin once told me that "she has no interest in socialization" and that "her work is her life". She changed my perspectives as an educator back then when I was working with adolescents and adults. I will never stop trying to increase socialization, but do remember to focus on each individuals strengths and to hone those strengths for further growth.  The younger the child the more focus should be put into socializing. I will not pretend to know anything about your specific situation, however off the cuff, it sounds to me like Sarah might be able to increase some socialization opportunities by allowing her to play music for her peers. Perhaps they will make some requests and some friends will be made.

Anyway, with all these questions I could probably write a book length response. I will definitely look at each question again individually and respond and gather data based information for you as well.

Alos, I know you were not serious (about God) but I just purchased a new book called "Autism and the God Connection". I haven't read it yet, but I'll keep you posted!

Regards,

RCM

Thanks Elle22!

RCM

Linda

Thankyou for this site..  there is a LOT of fantastic info - I bookmarked this site..Thanks again.

Hi Linda:

Three boys! Looks like you have your hands full.

Thanks for visiting.

RCM

RCM

Research suggests ways to improve outcomes

FOR IMMEDIATE RELEASE
June 25, 2007

Scott Bellini

BLOOMINGTON, Ind. -- A meta-analysis of 55 published research studies reveals programs designed to teach social skills to children with autism are failing to meet their goals. The study, conducted at Indiana University, found that outcomes for social skills training were poor overall, but programs held in normal classroom settings were more likely to result in positive changes than programs held in other environments. "The results of the meta-analysis are certainly hard to swallow, but they do shed some light on factors that lead to more beneficial social outcomes for children with autism," said lead researcher Scott Bellini, assistant director of IU's Indiana Resource Center for Autism and assistant professor in the School of Education. "These results underscore the critical need for researchers and practitioners to develop more effective social skills programming." The reviewed studies included a total of 147 students with an autism spectrum disorder, with students ranging in age from preschool to secondary school. The programs aimed to address skills such as group play, joint attention and language usage, or to improve performance of social behaviors, such as initiating interactions, responding to communication and maintaining interactions. Overall, the programs resulted in little change in the targeted behaviors, and students did not apply the skills outside the programs. However, students receiving social skills programming in their usual classrooms had substantially more favorable outcomes than students who received services in a pull-out setting. Students in classroom-based programs were more likely to engage the targeted skills during the program, and showed a greater tendency to maintain changes in behaviors and to utilize these skills in other settings. "This finding has important implications for school-based social skill interventions. Teachers and other school personnel should place a premium on selecting social skill interventions that can be reasonably implemented within naturalistic settings," Bellini said. The study revealed additional potential improvements in the design and implementation of the programs: Increase dosage. The programs in the studies failed to provide sufficient amounts of programming, based on current research recommendations. Implementing services more intensely and frequently may lead to better outcomes, Bellini said. Match programs to skill deficits. All but one of the 55 studies failed to distinguish between "performance deficits," which refer to skills that are present but not performed, and "skill acquisition deficits," which refer to the absence of a skill or behavior. Targeting the types of skill deficits exhibited by the participants could lead to more successful programs, Bellini said. Ensure proper implementation. Only 14 of the studies in the meta-analysis measured whether the program was implemented as designed. "This makes it extremely difficult to conclude whether a social skills program was ineffective because of an ineffectual strategy or because the strategy was implemented poorly," Bellini said. The study, "A Meta-Analysis of School-Based Social Skills Interventions for Children With Autism Spectrum Disorders," was published in this month's Journal of Remedial and Special Education. Coauthors are Jessica Peters, Lauren Benner, and Andrea Hopf, all doctoral students in the school psychology program at Indiana University. The Indiana Resource Center for Autism is part of the Indiana Institute on Disability and Community at Indiana University and can be found online at http://www.iidc.indiana.edu/irca. To speak with Bellini, contact Elisabeth Andrews at 812-855-2153 or ecandrew@indiana.e Hi MamaKat: Until I research and post some other useful links regarding your questions I thought I should mention the following books regarding "facilitating play" which I have personally used and found very useful. 1- The OUt of Sync Child HAs Fun (2006): filled with great activities for kids with sensory processing issues 2- Playing, laughing and learning with Children on the Autism Spectrum (2002) Excellent ideas for parents and teachers 3- 101 Activities for Kids in Tight Spaces (1995) (like things to do when in a car, waiting at a doctor's office, etc.) This book was not written for kids on the spectrum, but it has proven very useful and is great! RCM In general the reason that most “socialization” programs have “failed” regarding more social outcomes and gains for our kids is that the programs simply teach “mimicked speech” or “scripted” responses to initiated communication by someone else. The realization is that communication requires not only reciprocity, but initiation and understanding of the communicative intent as well. Following I will list examples (points) from my notes of the “Carbone” discussion that were most important. Although I have tried not to use some the behavioral “jargon” in stressing these “points of interest” some of it is inevitable. SOCIALIZATION: All ABA programs do not incorporate Verbal Behavior (VB) programming. Initiation of language is based on Skinner’s analysis of VB. The MAND repertoire is at the heart of social skills. It is most important to recognize the controlling variables for social interaction.  Most programs teach echoics (repeating) and labeling (tacts) first. These are meaningless functions without the ability to request (mand) which requires rcprocity from the listener ("who" the child is speaking to). Mands should be taught first , and are also easier for the child to learn because of the motivational factors.      The key to functional “socialization” is to condition the receiver of social commentary to provide the response (social) otherwise all you get is some “form” of socialization but not “function”!   (i.e., A child learned to “mand” the names of 2 instructors in order to gain their ttention and then request (mand) “bumpie” which meant he wanted them to pull both ends of his swing. “Bumpie” needed to be reciprocated by the 2 people present to then pull the swing in both directions (resulting in a ride on the swing). Those 2 people have become conditioned reinforcers. The child called the instructors and they came – that IS the reinforced social interaction; NOT “Oh, good calling my name!” The reinforcer needs to be the reaction of the other person, otherwise “social” programs being taught are actually “script fading procedures” or “imitations”. (They need to have reciprocity of engagement!) The way to make it reinforcing for the child is by knowing what the "motivational factors" are.   Following is an excellent REAL “inclusion” example which I saw on a video tape at the presentation:   PRE-REQUISITE:  Must develop Community of partners for the child “KYLE – autistic youngster” video: Inclusion was 1 hour in a regular education  setting The teacher taught sign language to every student/peer in the class specific to activities of the morning routine. Kyle ended up being the “leader” of the “signed” activities. Peers would approach Kyle to ask i.e., - How do you sign “red”, What’s the sign for “play”, etc. Typical peers actually enjoyed learning and using sign.   The above example resulted in “real” inclusion and “real” socialization because the communication was reciprocated by the peers. It was not “scripted”, but “learned” behavior. This was successful because the pre-requisite of “developing social partners for the child was established.   While watching this video, I thought of how I had previously recommended to you that you have your daughter play some songs requested by her “friends/peers”. I think it makes perfect sense. Prepare the peers to be able to reciprocate the communication.   For more information or possibly clearer descriptions of verbal behavior, socialization and motivational factors please visit my Verbal Behavior page at www.RCMAutismNotebook Copyright Autism-PDD.net