In this first episode of Included Not Excluded, BeyondAutism CEO Tracie Coultas-Pitman is joined by education leader Professor Toby Salt and parent Nikkie. Together, they explore the realities families face in navigating support for autistic children, the barriers within the SEND system, and what true inclusion should look like. With insights from lived experience and […]

In this episode, Head of Outreach Services, Matt Wicks, and Consultant Behaviour Analyst, Stacey Gent discuss Trauma Informed Care and how it can be applied to Behaviour Analysis. The article 'Towards Trauma informed Applications of Behaviour Analysis' by Rajaraman and Austin et al (2022) is used to explore the different applications and how things are being implemented at Tram House School.

This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here. Or why not get 3 CEUs for the price of 2 here?

If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.

References:

Rajaraman, A., Austin, J.L., Gover, H.C., Cammilleri, A.P., Donnelly, D.R. and Hanley, G.P. (2022). Toward trauma-informed applications of behaviour analysis, Journal of Applied Behaviour Analysis, 55, 40-61

In this podcast, Head of Outreach & Training, Matt Wicks, BCBA/UKBA (cert) and Head of Fast Responder, Hannah Smith, BCBA/UKBA (cert) discuss the concept of compassionate Behaviour Analysis. This concept is explored in the context of the new supervision standards of the UK Society for Behaviour Analysis.

This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here. Or why not get 3 CEUs for the price of 2 here?

If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.

References:

UK-SBA Competence Framework (2023) UKBAcert-Competencies-assessed-at-Supervision_final_27.03.2023.pdf (uk-sba.org)

Hanley (2020) A Perspective on Today’s ABA from Dr. Hanley, A Perspective on Today’s ABA from Dr. Hanley | Practical Functional Assessment

Tarbox, C., Tarbox, J., Lanangan Bermudez. T., Silverman, E. and Servellon. (2003). Kind Extinction: A Procedural Variation on Traditional Extinction. Behaviour Analysis in Practice

For World Autism Acceptance Week, we've recorded a special episode to talk about the work that we're doing in our services to make our education truly individual and inclusive.

Seth Bolderow, Director of Education, is joined by Marta Martin Perteguer, Speech, Language & Communication Needs Teacher, Jessica Hargreaves, Occupational Therapist, and Russell Irving, Deputy Head of Post-19.

The group explore a number of themes including supporting learners to lead an independent life; and what skills they need to be able to make informed choices for their future. Using examples from our own services, they explore our holistic approach to education, making sure learner voice is at the heart of all planning. Education should be different for each individual. As such, the group discuss how at BeyondAutism we have a range of different pathways for learners to choose based on their likes and aspirations to ensure they live a life of choice and opportunity.

Useful resources mentioned in the episode

BeyondAutism Lunch and Learn series - join us for monthly sessions focusing on different topics around autism and inclusion

Classroom resources - a range of helpful resources, from person-centred planning tools to visual stories

About autism - find more information about communication preferences, education options, behaviour and much more

In this podcast we discuss the purpose of the BeyondAutism Early Years' service with Sarah Larner, Behaviour Analyst. We cover the journey of the service and how the assessment process was developed to incorporate the key component of play skills.

This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here. Or why not get 3 CEUs for the price of 2 here?

If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.

Reference list

Graph mentioned by Sarah

Anderson-McNamee, J. K., & Bailey, S. J. (2010). The importance of play in early childhood development. Montana State University Extention, 4(10), 1-4.

Iadarola, S., Levato, L., Harrison, B., Smith, T., Lecavalier, L., Johnson, C., ... & Scahill, L. (2018). Teaching parents behavioral strategies for autism spectrum disorder (ASD): Effects on stress, strain, and competence. Journal of Autism and Developmental Disorders, 48(4), 1031-1040.

Ingersoll, B. & Dvortcsak, A. (2019) From Teaching Social Communication to Children with Autism and Other Developmental Delays, Second Edition: A Manual for Parents. The Guildford Press.  

Jayanetti, C.(2022, April 2). Autistic children wait up to five years for an NHS appointment. The Observer

Koegel, L. K., Koegel, R. L., Ashbaugh, K., & Bradshaw, J. (2014). The importance of early identification and intervention for children with or at risk for autism spectrum disorders. International journal of speech-language pathology, 16(1), 50-56.

McGreevy, P., Fry, T., Cornwall, C. (2014) Essential for Living: The Assessment and Record of Progress [ARP] Manual. United States. 

Partington, J. W. (2006) The Assessment of Basic Language and Learning Skills (The ABLLS-R): Scoring Instructions and IEP Development Guide: Version 3.2. United States: Behavior Analysts. 

Parten, M. B. (1932) Social participation among pre-school children. The Journal of Abnormal and Social Psychology, 27(3), 243. 

Pasco, G. (2018). The value of early intervention for children with autism. Paediatrics and Child Health, 28(8), 364-367.

Rodgers, M., Marshall, D., Simmonds, M., Le Couteur, A., Biswas, M., Wright, K., ... & Hodgson, R. (2020). Interventions based on early intensive applied behaviour analysis for autistic children: a systematic review and cost-effectiveness analysis. Health Technology Assessment (Winchester, England), 24(35), 1.

Rogers, S. J., Dawson, G. (2010) Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement. United Kingdom: Guilford Publications. 

Skinner, B. F. (1957) Verbal Behavior. United States: Appleton-Century-Crofts. 

Strauss, K., Vicari, S., Valeri, G., DElia, L., Arima, S., & Fava, L. (2012). Parent inclusion in Early Intensive Behavioral Intervention: The influence of parental stress, parent treatment fidelity and parent-mediated generalization of behavior targets on child outcomes. Research i n Developmental Disabilities, 33, 688-703. doi: 10.1016/j.ridd.2011.11.008

Sundberg, M. L. (2008) VB-MAPP Verbal Behavior Milestones Assessment and Placement Program: A Language and Social Skills Assessment Program for Children with Autism Or Other Developmental Disabilities : Guide. United States: AVB Press. 

Taylor, B.A., LeBlanc, L.A., & Nosik, M.R. (2019). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12, 654-666. doi: 10.1007/s40617-018-00289-3

In this episode Martin and Alex speak to Emma Price, Head of Tram House School, and guest speaker Andrew Edwards. They discuss bullying in the workplace, why it is so common for autistic people and how we can stop it.

*This podcast contains conversations around suicide, mental health difficulties and details incidents of bullying*

In this podcast we talk to Jessica Aviles BCBA, Chief Clinical Officer at PBSC. Jessica identifies how PBSC go way beyond the task list and how having rock solid behavioural foundations enable a dynamic and extremely effective, network activating behaviour analytical PBS service.

This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here. Or why not get 3 CEUs for the price of 2 here?

If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.

Reference list

Allen, D. (1999). Mediator analysis: An overview of recent research on carers supporting people with intellectual disability and challenging behaviour. Journal of Intellectual Disability Research, 43(4), 325-339.

Bowring, D.L., Painter, J. & Hastings, R.P. (2019). Prevalence of challenging behaviour in adults with intellectual disabilities, correlates, and association with mental health. Current Developmental Disorders Reports, 6(4), 173–181.

Ghaemmaghami, M., Hanley, G. P., & Jessel J. (2021). Functional communication training: From efficacy to effectiveness. Journal of Applied Behaviour Analysis, 53(1),  122-143.

Gore, N.J., McGill, P., Toogood, S., Allen, D., Hughes, J.C., Baker, P., Hastings, R.P., Noone, S.J. & Denne, L.D. (2013). Definition and scope for positive behavioural support. International Journal of Positive Behavioural Support, 3(2), 14-23.

Gore, N.J., Sapiets, S.J., Denne, L.D., Hastings, R.P., Toogood, S., MacDonald, A., Baker, P.A., Allen, D., Apanasionok, M.M., Austin, D. & Bowring, D. (2022). Positive Behavioural Support in the UK: A State of the Nation Report. International Journal of Positive Behavioural Support, 12(1), 4-39.

Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L. A. (2014). Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments. Journal of Applied Behavior Analysis, 47(1), 16–36 https://doi.org/10.1002/ jaba.106.

Hayes, S.C., Strosahl, K.D., & Wilson, K.G.  (2014). Acceptance and Commitment Therapy: The Process and Practice of Mindful Change (2nd ed.). The Guilford Press.

Horner, R., Blitz, C., Ross, S.W. (2014, September). The Importance of Contextual Fit When Implementing Evidence-Based Interventions. Washington, DC: Office of the Assistant Secretary for Planning and Evaluation. Office of Human Services Policy –U.S. Department of Health and Human Services.

Kurtz, P. F., Boelter, E. W., Jarmolowicz, D. P., Jarmolowicz, D. P., Chin, M. D. and Hagopian, L. P. (2011). An analysis of functional communication training as an empirically supported treatment for problem behavior displayed by individuals with intellectual disabilities. Research in Developmental Disabilities, 32(6), 2935-2942.

LaVigna, G. & Willis, T. (2005). A positive behavioural support model for breaking the barriers to social and community inclusion. Tizard Learning Disability Review, 10(2) 16-23.

Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: a guide for practitioners. Behavior analysis in practice, 5(2), 2–11. https://doi.org/10.1007/BF03391819

In this podcast Bobbie Stone (BCBA) and Andy Swartfigure (BCBA) explore the impact of teaching a student to tell the time, how it was approached and more importantly how it supported a more learner to be more independent.

This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here. Or why not get 3 CEUs for the price of 2 here?

If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.

References discussed

Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education, 779.

DiPipi-Hoy, C., Jitendra, A. K., & Kern, L. (2009). Effects of Time Management Instruction on Adolescents’ Ability to Self-Manage Time in a Vocational Setting. The Journal of Special Education, 43(3), 145–159.

Greer, R. D., & Ross, D. E. (2008). Verbal behavior analysis: Inducing and expanding new verbal capabilities in children with language delays. Boston: Pearson/Allyn & Bacon, 103-109.

Click here if you’d like to read the full case study.

Andy Swartfigure BCBA (Director of Services) interviews Jalpa Shah BCBA (Behaviour Analyst).

In this podcast we explore the impact of teaching the basic learning to learn skill of imitation; and the role of prompting in order to achieve fundamental learning repertoires.

This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here. Or why not get 3 CEUs for the price of 2 here?

If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.

References discussed

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. second edition. Upper Saddle River, New Jerse, Merill 1987

Carbone, V. J., Morgenstern, B., Zecchin-Tirri, G., & Kolberg, L. (2007). The role of the reflexive conditioned motivating operation (CMO-R) during discrete trial instruction of children with autism. Journal of Early and Intensive Behavior Intervention, 4(4), 658-680

Deshais, M. A., Phillips, C. L., Wiskow, K. M., Vollmer, T. R., & Donaldson, J. M. (2020). A comparison of imitation training using concurrent versus delayed prompting. Behavior Analysis: Research and Practice, 20(3), 132–147.

Fentress, G. M., & Lerman, D. C. (2012). A comparison of two prompting procedures for teaching basic skills to children with autism. Research in Autism Spectrum Disorders, 6, 1083–1090.

Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis in Practice, 1, 37– 43.

McGreevy, P., Fry, T., & Cornwall, C. (2012). Essential for Living. Orlando: McGreevy.

Soorya, L. V., Arnstein, L. M., Gillis, J., & Romanczyk, R. G. (2003). An overview of imitation skills in autism: Implications for practice. The Behavior Analyst Today, 4(2), 114-123.

Click here if you’d like to read the full case study.