In this conversation with Pediatric SLP Cindy Watson, you can just see the passion she has for helping young learners communicate and find their voice.

When Cindy first receives a new Early Intervention case she calls on the parent to talk through the reasons and concerns that led them there and another simple but IMPACTFUL thing…what does the child like? These things establish rapport and give Cindy the tools to enter the first Early Intervention session as she calls “the fun aunt.”

Cindy’s top favorite toys and tools for initiating play and communication are among my own with Bubbles, Books, Blocks, and other open-ended toys. Arkansas where Cindy’s center, Children’s Therapy TEAM is a bagless state which encourages therapists to enter homes with no outside resources and take advantage of the child’s natural environment so that parents can keep up the work outside of therapy.

When assessing new toddlers for Early Intervention Cindy starts out with play, observation, and conversations with caregivers. For formal assessments, she uses the Preschool Language Scale and the Rossetti Infant Toddler Language Scale.

Cindy shares my view on the importance and power of communication and shares a few key focuses she thinks therapists and families at home should consider when working on speech:
Cause and effect communication
Reinforcing language
Gestures
Joint attention
Building on milestones

Not only does Cindy do incredible work with young children in Early Intervention, but her center also has a really amazing mentorship program for their therapists to give them the tools and confidence to do their best work. You can find out more about Cindy and The Children’s Therapy Team on their website and Facebook.

#autism #speectherapy

What’s Inside:

• How should you begin a new Early Intervention case?
• Top toys, tools, and resources for Early Intervention Therapy.
• What assessments should you use in Early Intervention with young learners?
• What skills and ideas should therapists and families focus on to build communication?
• A unique and powerful mentorship program for new therapists.

Mentioned In This Episode:
Children’s Therapy TEAM
Children's Therapy Team on Facebook
[email protected]
ABA Speech: Learn About Current ASHA and ACE CEUs

I am speaking with Rachel Archambault, the PTSD SLP. Rachel was present on Valentine's day 2018, when a mass shooting occurred in her workplace, Marjory Stoneman Douglas High School in Parkland Florida. This experience led her to curate and cultivate resources for her trauma-affected students, and provide therapy with Trauma Informed Care.

Trauma Informed Care hallmarks on: Realizing trauma is present, Recognizing the effects, Responding to the trauma and its effects, and avoiding Retraumatization.  Rachel uses the 6 pillars of Trauma Informed Care to guide her approach:
Safety
Choice
Collaborating and Mutuality
Trust and Transparency
Empowerment
Cultural, Historical, and Gender Issues

During our discussion, Rachel provides situations and insights that can guide your care to ensure no student is at risk of trigger or re-traumatization. Whether they were a part of a traumatizing national event or a smaller personal trauma, all trauma is equal and every person deserves to be protected. With her advice today, it is clear that this initiative takes a mindset shift that has benefits to everyone you come in contact with.

For more information check out the resources Rachel provided in today’s episode along with finding her on her Instagram @PTSD.SLP.

#autism #speectherapy

What’s Inside:

• What is Trauma Informed Care?
• What are the 6 Pillars of Trauma Informed Care?
• Why all trauma should be protected.
• Can you use Trauma Informed Care in speech therapy?
• How to avoid retraumatization, tips and ideas.
• How to shift your mindset to protect others.

Mentioned In This Episode:
What Happened to You?: Conversations on Trauma, Resilience, and Healing
Trauma Informed
PTSD Resources for SLPs | Facebook
Rachel A. | The SLP W/ PTSD  - Instagram
ABA Speech: Learn About Current ASHA and ACE CEUs

When it comes to supporting students using AAC devices… Are you Intimidated? Overwhelmed? Unsure? Unprepared? In this episode, I am digging into my tool belt of 21+ years of experience and sharing my top 5 strategies to use to support autistic learners using AAC devices!

Know this Document -> The Communication Bill of Rights! Be aware of this empowering document and print out and even share it with the people in your learner's orbit. Listen in for some specific and important rights for our learners and their voice.

Understand the Device: Sounds simple? Maybe, but there will often be *new to you* technology and programs. Take the initiative and the time to learn it and understand! You need to be an expert so you can help not only your learner but the others involved in their care. Seek out AAC experts in your district, find online tutorials, and get educated by company representatives!

Model Using the Device: Everyone in our learners' environment needs to understand that the device is absolutely essential. Model for other teachers and therapists so all providers can be aware and help your learner. Show how the device can be used across the day.

Train Others: People shouldn’t be afraid of AAC devices. It’s a big part of your responsibility to make sure everyone is educated about a device, its rights, and how to use it. Tie it into compliance with the IEP. Try fitting it into PD, training days, or late start days!

Keep Generalization in Mind: How is this important in a larger school environment? At home? In the community? This skill is important enough to take time to work on because it moves beyond the therapy room and will last across environments and lifespans.

Help me reach my goal of making sure ALL autistic learners have a voice! Like, share, and leave a review on this podcast!

#autism #speectherapy

What’s Inside:

• Tools and tips for supporting students using AAC
• What is The Communication Bill of Rights?
• Troubleshooting misuse of AAC
• Understanding and modeling AAC.
• How to train others on AAC.

Mentioned In This Episode:
Episode 108: The Power of No with Lisa Wallace
Social skills game for mixed groups - ABA Speech
Boom Cards: Social Skills- Let's Talk: Visual Conversation
ABA Speech: Learn About Current ASHA and ACE CEUs

​​Dr. Corey Whelan, SLP-BCBA joins me in this episode to discuss a really important assessment for autistic individuals that can add to compassionate care across the lifespan.

Practical Function Assessment (PFA) is a process aimed at understanding individuals and the barriers they face in therapy. The goal of PFA is to provide a treatment plan via a skills-based therapy process that will prevent unsafe behavior and help clients reach their optimal learning environment. The first step in PFA is an open-ended interview to learn about the individual and their barriers. The information gathered in the interview is then synthesized into an Interview-Informed Synthesized Contingency Analysis (IISCA) to move forward with the assessment.

PFA allows for the safe evaluation of dangerous behavior without the need to witness it. Instead, the focus is on reinforcing non-dangerous, early responses in the chain of behavior, with the ultimate goal of providing a skills-based therapy process to treat problematic behavior. Three critical skills are emphasized in treatment with the PFA: functional communication training, tolerating disappointment when a response is not reinforced, and cooperating with adult-directed instruction during a delay.

Behavior Analysts looking for training in PFA can do so through online courses or by seeking mentorship from the center of the company they work with. PFA is ideal for individuals who are making minimal gains in therapy but behavior barriers remain a concern, or for new clients engaging in problem behavior prior to starting therapy.

It's important to note that the purpose of PFA is not to understand why a behavior is occurring, but to treat it and prevent it, leading to more effective therapy. By breaking through barriers, individuals can access their optimal learning environment, allowing them to make the most of their therapy sessions.

#autism #speectherapy

What’s Inside:

• What are the PFA and the steps involved?
• How IISCA influences therapy response.
• Three critical skills for treatment after PFA.
• Breaking barriers and providing access to the optimal therapy environment. 

Mentioned In This Episode:
Vinfen
Practical Functional Assessment
ABA Speech: Learn About Current ASHA and ACE CEUs

Dr. Sarah Frampton, an assistant professor at the University of Nebraska - Omaha joins me today as we discuss her work with Matrix Training. Dr. Frampton also refers to it as Matrix “Planning”, this is a generative approach to therapy that can help learners acquire new skills and improve their communication.

Matrix Training involves arranging words in a matrix so that some multi-word phrases are taught directly, while others emerge through indirect teaching. This approach involves creating a table of related targets and components and then moving forward with training and probing. The key benefit of this approach is the ability to identify and prevent faulty stimulus control in tact training.

Age is not a barrier to using Matrix Training because it is based on a solid foundation. This approach is best suited for learners who are acquiring single-component tacts and listening skills, with a provider who has found a teaching style and process that works best for them. Learners who will find Matrix Training most effective are typically at Level 2 of the VB-Mapp or around 18 to 30 months developmentally.
 
The basics of Matrix Training are simply selecting targets, teaching targets, and then assessing targets. There are no restrictions on how to use and teach with Matrix Training, and it can be embedded into a naturalistic teaching context or any other context that works best for the student.

Dr. Frampton emphasizes that Matrix Training is a systematic and science-based tool that can be incredibly effective for therapy planning. When done well, therapy sessions can even look and feel like play.

 #autism #speectherapy
 
What’s Inside:

• The benefit of Matrix Training and Planning.
• How to prevent faulty stimulus control in tact training.
• A systematic approach to selecting, teaching, and assessing targets.
• Science-based tool for therapy planning.

Mentioned In This Episode:
Sarah Frampton | Department of Psychology | University of Nebraska Omaha
ABA Speech: Learn About Current ASHA and ACE CEUs

Dr. Dana Battaglia, SLP, and Dr. Mary McDonald, BCBA, have been working together and collaborating throughout their career. Collaboration in the two fields is slowly making progress but there is still a lot of polarity for a lot of professionals.

They rely on their strong commitment to science and evidence-based practice to guide their collaboration.

Dr. McDonald references the Ethics Code of Behavior Analysis codes, 2.10, 3.01, and 3.06.
2.10 Collaborating with Colleagues
Behavior analysts collaborate with colleagues from their own and other professions in the best interests of clients and stakeholders. Behavior analysts address conflicts by compromising when possible and always prioritizing the best interests of the client. Behavior analysts document all actions taken in these circumstances and their eventual outcomes.
3.01 Responsibility to Clients
Behavior analysts act in the best interest of clients, taking appropriate steps to support clients' rights, maximize benefits, and do no harm. They are also knowledgeable about and comply with applicable laws and regulations related to mandated reporting requirements.
3.06 Consulting with Other Providers
Behavior analysts arrange for appropriate consultation with and referrals to other providers in the best interests of their clients, with appropriate informed consent, and in compliance with applicable requirements (e.g., laws, regulations, contracts, organization, and funder policies).

The bottom line is to ask yourself, what is in the best interest of the client. When you don't know what you don't know and you have access to a professional with the knowledge and skills needed for your case, it is important to have humility, stick to the science, and consult them.

Dr. Battaglia and Dr. McDonald's collaboration across their professions maximize their outcomes and increase the benefit of the client. They share some strategies and tips to help other SLPs and BCBAs open to collaboration and see the same great results.

#autism #speectherapy

What’s Inside:

• The ethics of collaborating
• Case studies featuring verbal imitation and PECS
• Collaborating with SLPS and BCBAS
• Strategies for collaboration to use in your practice

Mentioned In This Episode:
Dr. Mary McDonald
[email protected]
Dana Battaglia, Ph.D. (@Dana_Battaglia1) / Twitter
Eden II Programs
ABA Speech: Learn About Current ASHA and ACE CEUs

If you succeed, I succeed. That really culminates in the importance of SLP and BCBA collaboration, but as we've discussed on the show in the past…it can still be really challenging.

Lynn Dudek, owner of ASD SLP, and a fellow SLP-BCBA "unicorn". She shares her experiences in the field with stories coming from the late 80s and early 90s that dive into the history and changes we've seen in the SLP, BCBA, and autism fields. A pivotal moment in her career was a "dream dinner party" as I joke, where she picked the brains of Dr. Vince Carbone and Dr. Patrick McGreevy. Throughout her career as an SLP and eventually, as a BCBA, she was faced with the opportunity to work and collaborate with other BCBAs and SLPs.

Lynn shares somewhat of a case study of a collaboration interaction that really went well on the topic of verbal imitation. This concept with Echoics can be a touchy subject between the fields, but because the BCBA Lynn was working with was open to understanding Lynn's expertise on speech development, they were able to agree and move forward for the better of the learner.

Common Challenges for Collaboration:
-Understanding the role and expertise of the professional…who really "knows best?"
-The language barrier… academic language and terms between the two professions can differ greatly

Positive Strategies for Collaboration:
-Be open: create an open line of communication, you are both well-educated, trained professionals with specific expertise.
-Demystify the language: when possible use plain language that everyone can understand, or explicitly explain academic terms
-Pair first: we always talk about "pairing first" with our learners… take the time to pair with the other professional. Make a connection and show interest, it can smooth the edges of future disagreements.

When we work together we can do such amazing things, not just for the child but for the professionals on the team.

 #autism #speectherapy

What’s Inside:

• A brief history of SLPs and BCBAs
• A “case study” on verbal imitation.
• Common challenges for collaboration between SLPs and BCBAs.
• Positive collaboration strategies

Mentioned In This Episode:
[email protected]
ABA Speech: Learn About Current ASHA and ACE CEUs

No. No, thank you. I don’t want to. I don’t like this. These are important statements that communicate that you do not want something to happen.  In this episode, Lisa Wallace an SLP who has worked with young children with autism and their families for over 25 years talks about this important yet overlooked skill of communicating “no.”

No may look like a variety of things depending on the activity and the child’s communication level. Clear signals might be verbally saying no, giving back or throwing an item, running away, crying, and in some cases severe problem behaviors. Other more subtle symptoms might be withdrawal, the closing of eyes, turning away, and disengagement.

Effective communication of “no” should be a goal for every child, regardless of how they are currently communicating it. To assess where to start, Lisa recommends using observational informal assessment, taking notes, and talking to the caretaker. What triggers a “no” response? What does “no” mean to them? What does “no” look like to them?

Lisa talks about working towards this goal in a mildly challenging way because there often are no provided opportunities to communicate “no”. Especially, if you have a child who is happily engaged in every activity. Or alternatively, you have a child who, provoking a “no” activity might cause triggering, dangerous behavior.

Tips for “Practicing Protesting”
-Provoke in a Mildly Challenging Situation (Avoid high stakes situations)
-Set antecedents, what are going to be the causes of the “no”?
-Provide visuals, AAC, or other familiar communication tools.
-Ready to model. Show the learner what communicating “no” looks like.
-Use the correct reinforcement: Removal of antecedent.

You want the child to know and understand that when they communicate “no” or “I don’t want to” or “Not like this”, their communication is going to be validated. Do not continue doing the “no” activity in any capacity.

This is such a great topic, and one I don’t think we discuss nearly enough. Saying “no” is an important piece of communication in helping our learners find their voice.

#autism #speectherapy

What’s Inside:

• Why is communicating “no” so important?
• Creating goals based on communicating “no”.
• How to practice protesting in a supportive, non-triggering manner.
• What does “no” mean to each child?
• Observing clear or subtle “no” signals.
• Why saying “no” effectively should be a goal for every child.

Mentioned In This Episode:
ABA Speech: Learn About Current ASHA and ACE CEUs

As SLPs and BCBAs we are tasked with teaching comprehension to our learners, but do they really understand these skills? Dr. Merrill Winston joined me to discuss not only reading comprehension but comprehension in everyday life and the building block skills to be successful.

What is comprehension?

Whether you're reading a book or listening to a statement, there are 3 markers for comprehension.

• Repeat it.
• Follow the Directions or Instructions within it.
• Talk about it.

Dr. Winston and I get into the nitty gritty of that last marker and talk about it when it comes to a comprehension of daily life. He says that a major prerequisite for reading comprehension is comprehending their day. You can check this by having your learner sequence, or "serieate" their day. (First I did this, then I did this, then we did that…)
 
With this skill, students are pulling information from the past and making a time reference. You can practice by working in smaller increments, like the last hour even.
This doesn't have to be verbal, it can be in pictures or icons as well! But, the important thing is to ask those questions!! Students may not be able to serieate their day, simply because they aren't being asked these questions.

We also talk about goal setting and realistic expectations. If you're considering setting a comprehension goal for your learner, Dr. Winston says to be sure to ask: What is the end goal? Where is this skill going to take them? Every skill you spend time on should have a goal that extends across the lifespan and opens more doors and opportunities. He even goes as far as to say that working on a goal for too long without progress is careless!
 
This was such a great chat with a leader in the field of ABA, and I hope you found it helpful!

#autism #speectherapy

What’s Inside:

• What does comprehension really mean?
• How should providers be working on comprehension?
• What is “seriating your day” and why is it important?
• Determining functional goals for your learners.
• How goals and skills build to reach larger goals.
• Goals that will impact your learner’s life.

Mentioned In This Episode:
Winston Behavioral Solutions
ABASpeechByRose - Rose Griffin - Instagram
ABA Speech: Home
ABA SPEECH Your Autism Resource

Every October I send out a survey to find out what you all are struggling with. This year the top 2 answers were Engagement and Behavior Barriers. I talk about engagement often on the show, and in this episode, I am focusing on behavior barriers. 

If you’re trying to find ways to support your students who might have behavioral barriers or problem behaviors here are seven things to consider for preventing and handling these barriers:

1. Service delivery - Where are your students receiving services? Classroom, Therapy office, Individual setting, group, etc.
2. Staff support - Request support either with a behavior plan or with physical support from a paraprofessional or behavior technician
3. Visual Use visuals and familiar icons to help students know what to expect in your schedule and session
4. Have your materials ready - Be prepared, and don’t leave time for gathering materials during your session… be ready to go, and keep your student engaged.
5. Behavior Plan - Does your student have a behavior plan? Seek access to it or get the process started to create one.
6. Fun and Functional - Embed student interests into the session, and be the giver of fun things
7. Ask for help - The top priorities are for you to feel safe, the student to feel safe, and for intervention to take place…these things need to happen, advocate for them.

I also recommend recording ABC data. Antecedent, Behavior, Consequence. Write down and track every occurrence of behavior and the correlating information. As time continues you will understand, notice a pattern, and begin to prevent these behaviors. I offer an ABC sheet in my course Help Me Find My Voice, but ABC sheets are readily available via web search.

Not only is this podcast meant to help you give a voice to your learners, but also helps you have the confidence to reach and support all of your autistic students. If you found this helpful please subscribe so you don’t miss more important information you can put to use in your therapy room.

#autism #speectherapy

What’s Inside:

• How can you reach and engage students with behavioral barriers?
• How to approach behavioral barriers in therapy.
• 7 things to consider when supporting students with behavior barriers.
• Giving the provider confidence to help ALL autistic students.

Mentioned In This Episode:
ABASpeechByRose - Rose Griffin - Instagram
ABA Speech: Home
ABA SPEECH Your Autism Resource