Picky eating is a prevalent problem for children with developmental disorders (DDs) (Silbaugh et al., 2016). The lack of nutrients and energy resulting from a picky diet can add additional complexities to their life and treatment. The "picky" variable takes many forms. The color, brand, texture, or taste may contribute to a child's selection of food (i.e., a child will only eat foods of a specific color or of a specific brand). Others will eat a variety of foods but will only consume small amounts of food or drinks.
Autism and Behavioral Blog
Social deficits and impairments are a common feature of autism spectrum disorder (ASD), (Dogan, King, Fischetti, Lake, Mathews, and Warzak, 2017; and Thompson, 2015). With these deficits acquisition of social skills can be a prolonged process. It can also cause worry for families and caretakers that their loved one may not be able to develop personal relationships in the future. Some examples of social difficulty are initiating interactions, responding to initiation, maintaining eye contact, sharing common hobbies and enjoyment, reading nonverbal cues, taking perspective, understanding and using speech prosody and non-literal language (White, Keonig, and Scahill, 2006). This can seem like a daunting list, but there are empirically validated interventions that have yielded positive results in increasing social skills (Peters and Thompson, 2015; Dogan et. al, 2017).
Aggression is a common occurrence in households of children with disabilities. This can be overwhelming for most parents. The purpose of this post is to identify variables that affect aggression, along with basic preventative and response strategies. While these are strategies commonly used in various settings, a descriptive assessment or functional analysis should be conducted by a Board Certified Behavior Analyst (BCBA) to identify the function of aggression. After identifying the function, the BCBA can then assist in identifying individualized antecedent and response strategies, accompanied with functional replacement behaviors to decrease aggression and improve functional skills.
In light of World Autism Awareness Day, I've been thinking about conversations I've had with parents over the years concerning public outings. This can include a "simple" trip to the grocery store all the way to a day trip to the zoo for the family or even Disney World! Some are required tasks and others are just fun family time that we all enjoy sometimes.
No...... well not yet. As parents we all want our children in school in a mainstream class learning alongside their peers. While this is the ultimate goal there are many steps that are necessary to reach this goal.
Social skills are an essential part of life even beyond the obvious implication that with good social skills a person can form meaningful relationships.
Verbal Behavior (VB) is one of the many branches under the family of Applied Behavior Analysis (ABA). Just like ABA, VB is also derived from the philosophy of behaviorism, utilizes the basic scientific methodology for research, and is concerned with the improvement of an individual's educationally and socially significant behaviors.
A very general sign of autism is that individuals are often unresponsive and withdrawn or "in their own world." Some characteristics of autism are easily recognized in older kids who frequently cover their ears or flap their hands.
The title of this obviously is not a question that we hear in medicine or engineering. So why is that question ever heard in practice settings of psychologists, teachers, or behavior analysts?
Pablo is five years old and has just started Kindergarten. He's in a classroom full of other children ages five and six. It's time to sit and draw a picture of mom.