[FEAT BC Admin]

In this topic area, discussion is on all issues relating to setting up and running a home-based intervention program. Please feel free to bring up any problems or suggestions. Parents can help each other greatly by sharing information and giving suggestions.

In addition to parents helping parents, A.B.A. professionals on in the Discussion Group can also help provide insight and guidance.

Topic

[Super Dad]

Regarding the CBC Radio One Quirks and Quarks program, I have a few dumb questions:

Haven't Bob MacDonald and Alison Motluk seen Rain Man?

Do they think mental retardation as "just a variation of human behaviour?"

I know of autistic people who depend on others for every need, including bathing and toileting. Society keeps them alive, but they live without ever enjoying any human dignity. How will they benefit from Laurent Mottron's research?

I know some "autistics" are affected to such a minor degree that they are not even mentally retarded, but there can be no question that many are affected quite severely, so what is the justification for cutting the disabled ones out of the argument?

How do people justify focussing only on the behaviours of autistic people, and completely ignoring the LEARNING DISABILITY?

Tony

[David Chan]

There is free speech in this country, I guess you can say what ever you want. Q&Q needed to fill some dead air. I'm so mad I won't even mention that woman's name.

Everywhere I look in the media, I am told that there is an Autism Epidemic. Not to digress, but Jon Stewart is holding a fundraiser in the US on comedy central tonite to raise money for Autism education programs.

So obviously someone thinks that Autism is a disorder, other than bitter parents that went to the Supreme court of Canada.

Does any one have any ideas as to mount a rebuttal to that interview in a national way?

And does anybody really listen to the CBC

a livid Mr. P's Dad

[Dave Collyer]

Hi all,

1. Here is a link to the synopsis re the CBC Q&Q news article Ursula is referrring to:

http://www.cbc.ca/quirks/archives/06-07/oct07.html

… and a link to contact Q&Q if you are interested:

http://www.cbc.ca/quirks/contact.html

D

As an aside did anyone catch "Autsim is a World" last night with Susie Rubin? Although it is a little dated (2005) it is an interesting "take" on the realitiy of Autism from the perspective of a young, very intelligent and, with the help of a electronic "voice" device, very articulate autisitic woman.

[Ursula Lee]

PLease send a note to Quirks and Quarks on CBC Radio One. Bob MacDonald (host) did an absolutely appalling piece on "rethinking autism" (Sat Oct 7)essentially along the lines of "Autism is a normal variant of human behavior just like homosexuality" (ergo no treament is warranted) and gave Michele Dawson some prime press time. Please write in and ask him to interview some real experts like Richard Foxx and some of the parents dealing with this "normal variant" on a day to day basis.

[Michelle Weis]

I talked briefly before about communication systems – mainly the Springboard that my son uses. I wanted to mention that there are many more of these types of systems that are simple to more complex.

Any child with a communication disorder like my son, needs some sort of communication tool. When that communication tool (whatever it may be) is in place, behaviours will naturally decrease as the child learns their own voice. It is fact that 40-50% of children with autism may never develop FUNCTIONAL speech.

These systems are chosen for each child by a team of people at Summit. These are augmentative devices that have suited the individual child's needs and what level they are at. Some are cheap and others are very expensive. The government here in NY helps to pay for communication systems as well as the school districts have chipped in. Also, agencies, private insurance, Kiwanis, etc have been involved in providing a voice for these kids.

As long as it is a medical need it has been purchased for children here.

Here are some information on Popular Augmentative Communication Systems used at Summit.

Sign Language

Pecs (Picture Exchange Communication System)Where kids start out at learning function of language and then can move into more complex devices.

One-Step

Big Mack (machine that you can program your voice in for playing games, snack time, etc)

ITALK2 (one step up from the One step)

Talktrac Wrist Communicator (Allows kids to have some language while being mobile.Only has a few buttons of things to say..you program it in. One choice I have seen has been "can you get my device. If the child is on the go or physically disabled and can't carry the device, this allows them to ask for it when need be.)

Go Talk 4+, 9+, 20+ (these are grids that you slide PECS pics in. the grids dont come out)

7 Level on-the-go-communicator (same as Go Talk but grids come out to interchange when needed)

Super Talker Progressive Communicator

Dynamo

Minimo

Dynamyte 3100 MT4

Springboard Plus (the machine my son uses. I brought to the Surrey FEAT meeting)

Vantage plus

Some literature as follows…
— Improving Natural Speech By Abigail Scott
Feb 16, 1998 – ADVANCE for Speech-Language Pathologists & Audioligists
— Impact of Augumentative and Alternative Communication on Natural Speech production: Clinician's Perspectives
The ISAAC Bulletin Number 44-August 1996
Jill Tullman, M.S. CCC-SLP the Children's Hospital, Denver, Colorodo

Again, I have not seen all of these machines nor do I claim to be an expert in anyway with any of these devices. It takes many people involved and alot of information to decide on an AAC. I.e. Backround info on the child
Speech and Language skills
Cognitive skills
Communication needs assessment
Sensory function, etc

I wanted to inform parents that have kids with communication disorders that there are options to improve their quality of life – it is just researching and talking to SLPs. Have your SLP research and see what options are best for your child.

I apologize for the lengthy post. If anyone is interested I do have many AAC Readings that I can pass along as well. Again sorry it is so long but this is important for many of these kids. Below are some websites that might be helpful.

http://www.aacintervention.com
http://www.ataccess.org (Alliance for Technology Access)
http://www.asha.org (American Speech Language-Hearing)
http://www.apraxia-kids.org
http://www.ATIA.org (Assistive technology Industry •••)
http://www.mrtc.org/~duffy/yaack (AAC)
http://aac.unl.edu/ (Barkley AAC Centre)
http://www.closingthegap.com
http://www.aacproducts.org
http://www.familyvillage.wisc.edu
http://www.ideapractices.org
http://www.isaac-online.org (International Society AAC)
http://www.edc.org/fsc.ncip
http://www.resna.org
http://trace.wisc.edu/ (Trace research and development)

[Michelle Weis]

I just wanted to leave another note about my previous question….using "no" vs. not using "no". I was asked to put up some information on my conclusion.

Actually, what I have seen as common factor is that programs are maturing each day as data matures. Familes that have been involved with a program for numerous years use 'no' as information to complete their loop. Newer familes have moved away from using "no" and relplacing it with "try again" or "nice try".

I have learned from families that it is either how you have been taught or your beliefs on how the word "no" is perceived by the child. I did not see a right or wrong answer, as well by talking to the familes I did not see a child not progressing or progressing faster using either/or.

I work at a sattelite of the school my son goes to. At Summit they are strictly data based techniques and I am enjoying working with the children immensley.

I have found through my training there alot of valuable information. I.e. S.C.I.P.-R training is an absolute important part of working with any child. SCIP is a proven technique that decreases injury, abuse, keeps the child and staff safe. All school staff should be trained in this these techniques for the benefit of staff and students.

I also know that the training all of you in BC receive from your consultants is extremely valuable and top knotch. The training I had in BC from wonderful consultants like Ms. Shelley Davis, and Dr. Shannon Rodrigue, etc. gave me the ability to walk into a school and take the training with no worries. While being tested daily on major aspects of ABA over a 2week period and receive an A+ on all aspects of my training showed me that FEAT BC is doing its job in training knowledgable staff to work with these kids.

My hat off to all of FEAT of BC. You have moved mountains!

[Michelle Weis]

I just wanted to leave another note about my previous question….using "no" vs. not using "no". I was asked to put up some information on my conclusion.

Actually, what I have seen as common factor is that programs are maturing each day as data matures. Familes that have been involved with a program for numerous years use 'no' as information to complete their loop. Newer familes have moved away from using "no" and relplacing it with "try again" or "nice try".

I have learned from families that it is either how you have been taught or your beliefs on how the word "no" is perceived by the child. I did not see a right or wrong answer, as well by talking to the familes I did not see a child not progressing or progressing faster using either/or.

I work at a sattelite of the school my son goes to. At Summit they are strictly data based techniques and I am enjoying working with the children immensley.

I have found through my training there alot of valuable information. I.e. S.C.I.P.-R training is an absolute important part of working with any child. SCIP is a proven technique that decreases injury, abuse, keeps the child and staff safe. All school staff should be trained in this these techniques for the benefit of staff and students.

I also know that the training all of you in BC receive from your consultants is extremely valuable and top knotch. The training I had in BC from wonderful consultants like Ms. Shelley Davis, and Dr. Shannon Rodrigue, etc. gave me the ability to walk into a school and take the training with no worries. While being tested daily on major aspects of ABA over a 2week period and receive an A+ on all aspects of my training showed me that FEAT BC is doing its job in training knowledgable staff to work with these kids.

My hat off to all of FEAT of BC. You have moved mountains!

[Norm Tailless]

Hello,

We are wondering when and how you get your "Behaviour Intervention Plan".

Are you supposed to ask your consultant for it explicitly, or is it normally done before you start your ABA program?

We were under the impression that getting the plan was an implicit part of starting an ABA program. We have had an ABA program going for many weeks, but we have no plan yet. Of course we have a hard time understanding where the program is going without a plan.

Thanks for any info.

tailatrophy@yahoo.ca

[Chris Johnson]

Hi Everyone,

I am seeking an idea on how to deal with my son's behaviour problem. He is five years old and has been in ABA therapy for two and half years and is doing very well. His language, his learning ability and play skills have all improved tremendously and most of his old behaviours have phased away except one. And this is his most troubling behaviour. He gets highly aggravated when there's an ovation/clapping of hands and when he's being applauded for a job well done.

We've tried to educate him and try to get him prepared for such events but he still seems completely helpless when this happens. He usually starts crying openly, abandon what he was doing, start kicking things and dragging his parents on there clothes. A few moments later he will become sober and say I am sorry. This most of the time is very embarrassing.

When in public places, if there's going to be a round of applause, we will say "get ready to clap your hands" this may calm him down a bit but will not stop him from crying. So most times we just take him out before that happens. We are very worried now because he is in school (kindergarten), and this is a 'no-no' in a school environment. The teachers have been informed about this behaviour, but the best thing is to find a way of stopping this.

Has any one had an experience like this and what can we do. Please help!!!. Your suggestions will be appreciated.

C. Johnson
abatutor2005@yahoo.ca

[Michelle Weis]

Hello again

I received a great deal of response to my question earlier this week through this board and privately. Re: using "no" vs not using "no".

I have received a good chunk of information to help me with a personal paper I have been writing. I delighted to hear responses from parents/therapists in programs cause that is where you get alot of valuable information from in addition to research.

Thanks for all your input and if anyone has anymore, please feel free to email me or the board.

Michelle
geminisky@adelphia.net

[Author]

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