[Bohdanna Popowycz]

Hi Nik

The July 5th EAP workshop is a line therapist training class. We run this class every month or so. It is designed for newer line therapists for better understanding of DTF which includes clear definitions of mass trial, random rotation and levels of prompting. There also are video tapes and hands on role playing done to assist with the above. Although for newer therapists we recommend this class for a refresher for those working with children with autism in an in home ABA programme or for school personnel interested in the children attending their school.

This class is full, but the next class will be early September. For more information please call the EAP office at 604 473 5011

[Bohdanna Popowycz]

I too would like to add a few thoughts in respect to Consultants/Supervisors. Working with children with autism is a great honor that comes with much responsibility. These responsibilities lie in making correct judgement calls on a particular child's programme and behavioural plans. It is key for a programmer to have several (if not all) of the below qualifications.
1. Work as a line or lead for at least 2 years under a qualified Consultant.
2. Accumulate approximately 2000 hours of this time working with a variance of children to improve programming skills, observe Consultants in trouble shooting difficult areas, and work closely with parents in building a generalization programme.(2000 hours based on Lovaas training curriculum)
3. Enroll in a training programme that focuses on principles of ABA under a certified centre/facility. This programme should be rich in DTF education, communication, play/social programming and teaching individuals to manage and work with a team of people.The programme should also focus on building of cooperation/behaviour skills as well as advanced programming for school readiness. Tailoring a programme for the individual child can never be simply photocopied out of any book!
4.Level 1 certification, meaning the deliverance of clear concise programming (i.e. implementation and passing scoring of a quality control one-on-one video tape) by a Lovaas replication site.
5.A multi-supervisory approach is also a key factor. Having people/resources that can be tapped into when working with children and assuring quality programming.

Although the above does not encompass all the qualities of a good Supervisor I hope it gives some ideas of what parents can look into. Parents and children with autism deserve a programme that helps the child reach their best potential.

I wish the families in BC continual success in their fight for quality services and funding!

Bohdanna Popowycz Kvam

[Bohdanna Popowycz]

Hello

I just wanted to add a post regarding video modeling. As an ABA service provider I have seen some great benefits from this form of 'teaching'. Most recently I have used it as a tool to teach a child how to react to social and behavioural situations (answering the door when someone rings, answering Mom when she calls for dinner and losing a game graciously)

Mom and the team videotaped several strategies in how to accomplish these tasks appropriately. For example: you may want to answer the door right away if it is mom or dad, you may want to get a parent if you see that it is the postman etc. These models of behaviour were taped by the staff and then the child watched them. A discussion followed. Another side of the tape was used showing the staff member ignoring the bell and NOT answering the door. This again was shown to the child in order to discuss why this does NOT work or is not the correct way to address this area of concern.
After this discussion a tape was made of the child in the 'role'. He was guided through the situations and then viewed himself.

It has turned out that this little boy has learned to sus out situations and will even say "that is the wrong way or that is the right way" He has learned to use more appropriate language and is also more aware of other people's feelings.
Again, this tool can be used for many situations and for many different children. Some other ways include having a teacher in the school give 'instructions' on the video to be viewed at home. This could give a child a 'leg up' in seeing the teacher (in the classroom environment) as someone to be 'listened' to. It also gives the teacher the tools or language that works for that individual child.
For any further videos ideas please refer to your provider and bravo to the parent that had such great success with the videos into toy representation!
Bohdanna Popowycz Kvam

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