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Home & Community Based ABA Programs - Now Accepting Applications

Admin 7/12/2016
Home & Community Based ABA Programs - Now Accepting Applications
Constellations Behavioral Services is excited to announce the expansion of our popular center-based ABA program into the home and community.  This is a natural progression of services that will allow the skills mastered by our students at the Clinic for Autism to be generalized even more so into their home and community settings.  This new branch will be lead by Danielle Tibert, MS Ed., BCBA who has experience in running social skills programs in MA and NH as well as has extensive experience in home based and school consult.  She is also the only PEERS certified provider in NH!  This program is open to students who are graduating out of the Clinic for Autism as well as those that may be on a waiting list or are just coming to us for the first time.  Please call (800) 778-5560 to learn more and reserve your space.

Token Economies in the Home

Token Economies in the Home
Parents are always looking for simple ways to promote positive behavior in the home with their children.  Often times, the recommendations that may be given by outside providers or school staff seem complicated or difficult to implement in the home.  Continue reading for a simple way to use creative visuals in your home to help increase positive behaviors with your child!

Tips and Tricks to make Halloween a Success for your Child with Autism

Admin 10/28/2015
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Halloween is a time filled with games, crafts, treats and costumes. This can sometimes feel overwhelming to both children with autism as well as their families. However, with a little preparation, the kids can join in the fun too! Below you will find some tips and tricks to make trick-or-treating a success for your child with autism…
 
1)Practice, practice, practice! In the days leading up to Halloween, have your child practice wearing his/her costume. Many costumes have accessories that your child may not be used to, such as belts, hats and crowns. Give them a chance to get used to the new item by having him wear it around the house. Have him wear it while watching a favorite video, playing a preferred game or dancing to a fun song. Practice knocking on a door, waiting for someone to answer and say “trick or treat” when the door is opened. Finally, practice the directions you may give your child during trick or treating, such as stop, wait and come here. It is important to practice these skills when your child is not faced with the excitement that comes with trick or treating so he will be ready to shine when the time comes.
2)Keep it simple. You don’t have to buy an intricate costume or walk the entire neighborhood to get the experience of trick or treating. Put a cape on and you have yourself a super hero, wrap a bandana around his head and he is a pirate. You may decide to hit up just a few houses versus the entire neighborhood to keep it successful. Remember that this is supposed to be fun!
3)Get your neighbors involved. Many children with autism have dietary restrictions or allergies that prevent them from eating your standard trick or treating fare. If you are friendly with your neighbors, you may consider bringing some treats that they can give your child when he comes to their door. Some ideas include sensory toys, stickers, glow sticks, etc. This allows your child to participate in the festivities while being safe.
 
These tips have served us well in our clinic and we hope they help you too! Have a fun, safe, and successful Halloween!
  
Wicked wishes,
~Jessica Tillley, MS Ed., BCBA

5 Snow Day Activities that are Fun and OT Approved

Admin 3/3/2015
5 Snow Day Activities that are Fun and OT Approved
Fun with a Blanket

1.  Build a fort
What you need: blanket and sturdy table
How you can do: put blanket on table and crawl under
Why it is beneficial: promotes imagination and proprioceptive input (body awareness) from crawling

2.  Make a hammock
What you need: blanket and 2 adults
How you can do: each adult hold an edge and have the child sit or lay on the blanket as you rock it back and forth
Why it is beneficial: provides deep tactile input from the hammock and vestibular input (balance) from rocking

3.  Ride a sled
What you need: blanket, adult, and non-rug surface
How you can do: have the child get situated on the blanket and pull the edge of the blanket, alternating fast and slow
Why it is beneficial:  promotes core strength and balance to remain on the blanket and vestibular input from moving fast and slow

4.  Roll up like a hot dog
What you need: blanket and child
How you can do:  position your child on the edge of the blanket and assist them in rolling up in the blanket and then pretending to add some catsup, mustard and maybe even relish
Why it is beneficial: provides deep pressure tactile input, promotes bilateral integration (helping the 2 sides of your body coordinate together by rolling), and encourages imaginative play

5.  Have a picnic
What you need:  blanket and real or pretend food
How you can do:  spread out the blanket on the floor in your home with real or pretend food
Why it is beneficial:  promotes eating flexibility and socialization

Enjoy!
~Deb Guarino, OTR/L

Which autism therapy should I choose?  Founders of each present their position.

Admin 2/10/2015
Which autism therapy should I choose?  Founders of each present their position.
Insights from A Comparison of ASD Methodologies as Presented by the Council for Autism Services and Autism Partnership

Kim Heald, MS Ed., BCBA & Tim Heald, MBA, BCBA
On January 14th, the Council on Autism Services (CAS) organized a joint conference with the Autism Partnership on the “Evidence and Rationales for Comprehensive Models of Autism Spectrum Disorder Treatment: Divergence and Convergence.” This event was organized as an opportunity to exhibit all the established and emerging approaches to ASD treatment in a fair and systematic manner, while providing a structure in which to compare and contrast each approach in a public forum. The objective of the conference was to give both practitioners and consumers the opportunity to better understand what approaches work, why they are thought to work and how the Autism community can pursue their common goal of collaboratively pursuing and promoting effective treatment.

The primary motivation for this industry-focused comparison was the understanding that the approach and philosophy of autism treatment has significant, long-term impact on developing minds with autism, and that there is currently a growing national need for evidence based services due to:

·         A rapidly increasing prevalence of autism diagnoses
·         A struggle in accounting for the differences between standards under Federal Free and Appropriate Education (FAPE)
·         An expansion of national funding coverage paired with a simultaneous constraint on the amount of funding per individual
·         A concern that resources may be diverted away from evidence-based services to those that may be more emotionally appealing
·         The fact that ineffective services impact the individual, their family and society.

Distinguished scientific practitioners of each approach were invited to give a presentation on their given methodology. The only stipulation was that presenters would follow the same basic five point structure in their presentation including:

1.       Overview of methodology
2.       Conceptual tenants behind the method
3.       Basic procedures in implementing treatments
4.       Goal selection and order
5.       Staff training and basic skill requirements

Though all presenters were asked to abide by this structure, some were unable to cover all the content.

At this point it is important to note that the methodologies presented below were the only ones whose practitioners agreed to participate in this public forum and undergo scrutiny and comparison. All others either chose not to participate or simply did not respond.

The Lovaas Model
  Presenting on the Ivar Lovaas Model was Dr. Ron Leaf, an integral member of the team that developed this approach at UCLA during the 1980s. This model dates back to the original pioneer study out of UCLA in 1987 in which Lovaas and his team were able to demonstrate the efficacy of a 40-hour Intensive Behavioral Intervention (IBI) program versus that of the control group who only received an average of 10 hours. The results of this study drastically changed services for children with autism while creating the foundation for very important research to follow. Dr. Leaf pointed out that through research the field has been able to demonstrate that 10 hours per week of eclectic therapy (defined as therapy that may involve ABA principles in addition to various other methods) is no different than receiving no therapy.

During his presentation Dr. Leaf also addressed what he deemed to be misconceptions about the Lovaas Model. Firstly, that children involved with the study received an average of 40 hours IBI, not a minimum, that they were very low functioning, and received both 1:1 and group treatment. Dr. Leaf clarified that Lovaas did not abide by rigid written protocols, rather he demonstrated flexibility to respond to each individual child as needed with responses implemented by the highest trained staff and parents. He noted that parents often became trainers themselves due to their rigorous involvement and the training they received alongside the therapists. It was Lovaas’ belief, Dr. Leaf explained, that one could not be taught in isolated, distraction-free rooms, but rather it needed to occur in a more natural chaotic environment. Children were also taught continuously throughout the day, not exclusively through Discrete Trial Instruction (DTI), and food reinforcers were used, but in conjunction with social reinforcers. Above all, Lovaas believed and executed his work with a focus on clinical judgment, not rigid, written protocols, and clinical judgment was only attained through years of experience.

In describing how his team currently implements the Lovaas Method through their organization Autism Partnership, Dr. Leaf emphasized their dedication to staying true to Lovaas’ core principles. It is their belief that a competent Behavior Analyst is one who is constantly evolving, researching and demonstrating flexibility. They have shifted from a home-based to a clinic-based model as this facilitates faster acquisition, has the ability to create social and school practice opportunities and allows for constant supervision of staff which is key to success. They do not abide by strict written protocols, deeming them to be important only when there is a lack of trained staff. They instead prefer to facilitate their staff in developing clinical judgment and know-how on when to respond based on the evidence-based principles that guide their therapy. Therapy focuses primarily on reducing interfering behaviors before moving on to teaching the “learning to learn” skills. Once children demonstrate the skills necessary to learn from a natural setting and from peers, they continue their therapy in settings conducive to that with the same level of intensity and trained staff.

Their staff on-boarding process consists of 700+ hours of training with a technician being deemed as “really good” only after 5-10 years of implementing ABA methods within that role. Coordinators have 10+ years experience, mentors have 19+ and their directors have 40+.

Dr. Leaf expressed the opinion that the field of autism services can seem stuck at times which he attributes to poor, untrained practitioners saying, “Nurses don’t perform surgery and flight attendants don’t fly planes. So why would we let unqualified technicians work with our children with autism?”

The New England Center for Children Model
Dr. William Ahearn, who joined the New England Center for Children (NECC) in 1996 presented on the NECC model. He opened by noting that NECC is a non-profit, private agency that has been implementing ABA for 40 years. Currently there are home, clinic and residential programs servicing children 3-22 years of age in Boston, MA and Abu Dhabi, UAE. NECC also has partner classrooms with public schools.

Dr. Ahearn stated that the conceptual basis for NECC’s model could be found in Skinner’s radical behaviorism and the science of behavior. NECC’s method begins by examining the function of behavior in order to appropriately target and identify replacement behaviors. The model prefers the least restrictive environment that is still effective, and grounds all methods in ABA principles throughout the lifespan of treatment. Dr. Ahearn described how an FBA couldn’t be effectively done fast (although agreed at times it can be during the early intervention years) in direct contradiction to Dr. Leaf’s suggestion that analysis should be very quick and sometimes only minutes long. Dr. Ahearn went on to emphasize that there are questions to be asked after the primary function has been identified and that the quality of intervening is in the details of this analysis of complex behavior and contingencies.

He explained that NECC uses the Core Skills Assessment and the Autism Curriculum Encyclopedia (ACE), which are the agency’s own assessment and curriculum, and are available for purchase. The results of this individualized assessment are used when choosing goals and designing programs within this model. Measured skill areas include discrimination, VB/communication, social, self-help, health/safety, physical education and community independence. Strategies used within the NECC program include DTT, incidental teaching (video and in vivo), mastery criteria, generalization planning and retesting.

  When speaking about staff training and skill levels Dr. Ahearn explained that NECC has layers of experience ranging from bachelor level teachers through master level supervisors. Their managers and program specialists are master level Board Certified Behavior Analysts (BCBA). He went on to explain that supervisors who oversee the BCBAs often have 5+ years experience and receive 24+ CEU hours annually. Direct staff must also have 100+ hours training prior to working with students, after which they continue with 90 day evaluations, weekly team meetings and quarterly training opportunities adding up to over 100 hours of training per year ongoing.

The ABA/Verbal Behavior Model
Dr. Mark Sundberg, a licensed psychologist with over 40 years of clinical experience and the author of the VB-MAPP (considered to be one of the gold standards in the field of ABA with regards to skills assessment and program development), presented the Verbal Behavior (VB) methodology. He began with VB’s basis in Skinner’s analysis of verbal behavior before elaborating that it is this model’s view that language is a behavior that deserves the same level of analysis as interfering behaviors. He continued that the VB therapeutic approach is based on years of human development research and analysis of barriers to learning with Dr. Sundberg’s own VB-MAPP used as the primary assessment tool to identify goals, barriers and help guide service delivery recommendations. The VB model believes that in order to implement the VB-MAPP accurately and thoroughly technicians require hundreds of hours of training and supervision.

Dr. Sundberg said that he focuses all initial therapy on teaching the mand (how to request). It is his opinion that most ABA programs focus on early learning skills (imitation, labeling, receptive understanding etc.) but fail to emphasize the mand and specifically training mands under Motivating Operation control (MO control). Further he believes that the key to a competent staff is a full understanding of the mand and motivation control. Dr. Sundberg went on to explain the variations in how his team will approach learning and language based on identifying the source of control for a behavior and teaching from there using principles of ABA. He felt strongly that an understanding of Skinner’s analysis of verbal behavior and child development combined with assessment tools like the VB-MAPP, enables a team to better identify developmentally appropriate goals and structure learning for greater success.

  He concluded by saying that all behavior analytic programs share the same principles, but where methods and qualities vary is in their packaging and the training required to implement them.

The Early Start Denver Model
  Presenting on the Early Start Denver Model (ESDM) was Dr. Sally Rogers a Director of Training and Mentoring at the MIND Institute, UC Davis, as well as one of the developers of ESDM. Dr. Rogers opened her presentation with a disclaimer that she receives royalties for the sale of her books, programs and templates. In discussing her therapy she referred to it as a “Ford” in comparison to the three other methodologies. She later defined this to mean that the level of training, quality of implementation and results were not as refined as her fellow colleagues, but that her goal is wide dissemination of her therapy as it is more affordable.

Dr. Rogers described ESDM as having a trans-disciplinary approach comprised of elements from ABA, developmental considerations and relationship-focused therapy. She explained that it is designed only for children from 9 months to 5 years of age with goals developmentally sequenced and chosen based on her assessment tool. ESDM focuses on joint attention, symbolic play, imitation, nonverbal and verbal skills, and social interaction. The team is lead by the parent and a doctorate level ESDM-trained professional working in tandem. Together they direct and coordinate all therapy provided by the rest of the team which consists of an OT, SLP, psychologist, educator, pediatrician and BCBA.

Unlike other methods, Dr. Rogers explained that this therapy could take on various models contingent upon availability and access for the child. Therapy can be delivered 1:1 with parent coaching in a preschool, or with parent coaching and parent implementation only. The model’s three underlying beliefs are that a child needs intentional communication before speech, that relationships affect learning and that the child will always initiate the lead. Based on the assessment and the number of hours of service, the team creates goals that include 12-25 objectives.

 

ESDM therapy begins with incidental teaching during which the therapist identifies the session’s theme based on targeted goals. Next the therapist facilitates language through the theme, and increases complexity to assess whether the child is ready to progress to another goal in the next session.

Dr. Rogers also explained that a great deal of data was collected throughout each session including trial-by-trial data on skill acquisition and a rating scale for behavioral presentation. All programming and behavior plans are in written templates to maintain consistency across teams. Behavior management is addressed with the existing team and a BCBA may do further assessment or analysis if the initial strategies do not work.

  During her presentation Dr. Rogers was unable to discuss staff training and supervision, but indicated that only her own trainers out of the MIND Institute would be qualified to train on this method. Based on experience in Maine and New Hampshire the training is a two-day (12 hours) workshop. If the workshop is missed, staff are directed to read Dr. Roger’s book.

Discussion
In comparing these methodologies divergence can be clearly found in two areas. The first is the use of ABA principles, and the second is the level of staff training and competencies. The use of ABA principles is present in all of these methods, however they vary in whether they focus solely on ABA principles or a combination of methodologies borrowed from various philosophical foundations.

The three presenters that focused exclusively on ABA principles (Leaf, Sundberg and Ahearn) demonstrated a high level of concern for positive interactions between therapist and client, a commitment to prioritizing dissemination of ongoing research and application of the methods proven to be consistently effective, all of which required extensive staff training and experience.

Dr. Rogers, unlike the other presenters, focused on incidental teaching within identified themes, team approach across disciplines, an eclectic model based on various philosophies, a significantly abbreviated training requirement and wide dissemination of her therapy given its cost benefits in comparison to other models.

ESDM is an eclectic model, which peer reviewed research and studies have demonstrated are inferior to an intensive behavioral model . (Howard, J.S. et al.  (2014). Comparison of behavior analytic and eclectic early interventions for young children with autism after three years.  Research in Developmental Disabilities, 35, 3326-3344.) Even with this being established, ESDM appears to be growing in influence in our area.   The causes for this could be many but a logical approach to this question would yield decision criteria likely based on ease of implementation, cost, emotion and misinformation rather than best practice or quality of evidence base.

The Lovaas, NECC and VB models view extensive training and competency-based requirements as the key to successful and well-established programming. This sort of training and experience frequently takes hundreds of hours over the course of multiple years to acquire. Differentiating between a successful program versus one that is adequate hinges on staff competencies in the applied field. When it came to ESDM practitioners, Dr. Rogers was unable to speak to that same sort of rigorous training or experience.

ABA is still viewed as the highest standard of quality for training with decades of research and support to demonstrate its efficacy. All behaviors, goals and targets can be taught using ABA principles. It also remains a fluid model, allowing any new methods that meet the high standards of fidelity and efficacy to be incorporated into its ever-evolving field.

As health care professionals it is our ethical responsibility to market and promote what is supported and proven and at this time it can be said that ESDM does not have enough peer-reviewed research across various authors/researchers to be considered an established, evidence-based treatment. Pulling funds from programs that have proven track records of success to support wide dissemination of a program that’s own creator and author identifies as inferior to several other methodologies seems misguided.

Template for Applying to NH Medicaid for ABA Therapy to be covered TODAY!

Admin 2/6/2015
Template for Applying to NH Medicaid for ABA Therapy to be covered TODAY!
It has recently been brought to light that NH Medicaid is actively working towards developing a program to cover “autism services” as directed by the Center for Medicaid and Medicare Services (CMS) of the Federal government in the middle of 2014.  How this program will be shaped and what will be covered is still being determined.  NH ABA and it’s assigned Medicaid Committee are actively participating in this process with the hopes of influencing the resulting State Plan Amendment (SPA) to include ABA Therapy as a specifically covered benefit as well as maintaining a high level of fidelity and quality for all those affected across the entire State of NH.  That said, those affected by autism who have Medicaid coverage have a right to medically necessary ABA therapy NOW. 

Services that are medically necessary but not a specifically covered benefit can be applied for and covered by Medicaid under a regulation titled He-W546.  The application process is detailed but may make the difference between accessing life changing ABA Therapy or not.  To aid families and fellow BCBAs in the process for applying for this coverage NH ABA has developed the linked template.  Please note that this is a template which includes/incorporates a sample of supporting research as well as advice on how to frame responses to each of the required sections.  A detailed description of the process can be found at http://www.gencourt.state.nh.us/rules/state_agencies/he-w500.html.

Additional support in the application process as well as during any potentials appeals can be requested from the NH Disabilities Rights Council at www.drcnh.org.   

Please note that this is not legal advice nor a guarantee of coverage under He-W546 but merely a tool to aid families in the process.  NH ABA nor Constellations Behavioral Services, LLC should not be held liable for the use or misuse of this tool.

7 Quick and Effective Tips for a Happy Holiday Experience for Your Family

Admin 11/25/2014
7 Quick and Effective Tips for a Happy Holiday Experience for Your Family
I surveyed a few of our experts for quick and easy tips for families going into this holiday weekend and here's the list:

1) While no one is watching, pick out some preferred toys from around the house and build a "two-hours of fun" kit.  Reserve these items for when they're most needed (i.e. cooking dinner, chatting with family or even a taking quick nap after eating too much).  Use a piece of luggage and pretend it's an emergency fun kit with your child!

2) Plan out a few preferred activities for family members to enjoy with your child(ren).  These structured moments can be very rewarding and fun for both the adult and the child.  Some people, especially extended family, may be nervous about playing with your child for fear of upsetting them.  This could be the small piece of encouragement needed to spark or rekindle a great relationship.

3) Refresh and cycle your toys around the house.  This idea may not be for all children but experiencing a preferred toy in a new environment can create renewed interest in an old toy.

4) Review in advance  what will happen during the day, including who will be there, what will happen, and what your child should do if they start to feel uncomfortable (ask for a break, use a sensory tool etc.).  Try to anticipate when your child may need your help and proactively offer strategies/assistance.

5) Have your child engage in their “sensory diet activities” before asking them to sit for long periods of time (dinner, car ride etc.).  Plan breaks proactively approximately every 20 minutes.  Your child might benefit from breaks in a less active part of the house.

6) If you know your child does not like the types of food that will be at the meals, make sure you bring along something that is nutritious that you know they like and will eat proactively.  Some children are overwhelmed by the aromas of a Thanksgiving meal.  If this seems to be the case, make sure you ventilate the area as much as possible.  

7) If need be, explain to others that you are working on expanding their sensory tolerances.  These are very positive ways to promote this growth.

When in doubt, be silly, have fun and enjoy the day!

Happy Thanksgiving!
~The Constellations Team