Training manual for behavior technicians pdf
[PDF] Training Manual for Behavior Technicians Working with Individuals with Autism by Jonathan Tarbox eBook
Chapter 1
Abstract
Applied behavior analysis (ABA) is a science that uses principles of learning and motivation that have come from decades of scientific research to solve problems of behavior that matter to society. In order to address the most important problems, several levels of practitioners are often needed. ABA services are generally overseen by a masters (BCBA) or PhD (BCBA-D) level Board certified behavior analyst, may receive mid-level oversight by a bachelors level (BCaBA) practitioner, and are implemented directly by Registered Behavior Technicians. Behavior technicians are the ones that work directly with the learners and they are the ones whose behavior most directly affects client outcome. Therefore, when you are working in your future job as a behavior technician, you are going to be the tip of the spear.
The job of the behavior technician is hugely important and has tremendous responsibility, but the benefits of the job are truly remarkable. In a very real way, your job will make a meaningful difference in the life of someone every day.
Keywords
Multiple exemplar training; ABA; Registered Behavior Technician; ASD; technical audience
Applied behavior analysis (ABA) is a science that uses principles of learning and motivation that have come from decades of scientific research to solve problems of behavior that matter to society. In order to address the most important problems, several levels of practitioners are often needed. ABA services are generally overseen by a master’s (BCBA®) or PhD (BCBA-D®) level Board Certified Behavior Analyst®, may receive mid-level oversight by a bachelors level (BCaBA®) practitioner, and are implemented directly by Registered Behavior Technicians (RBT™).
Behavior technicians are the ones that work directly with the learners and they are the ones whose behavior most directly affects client outcome. Therefore, when you are working in your future job as a behavior technician, you are going to be the tip of the spear. The job of the behavior technician is hugely important and has tremendous responsibility, but the benefits of the job are truly remarkable. In a very real way, your job will make a meaningful difference in the life of someone every day.
Our goal in writing this manual is to provide a written text to be used as part of a 40-hour training program that is based on the Registered Behavior Technician (RBT) Task List (Behavior Analyst Certification Board, 2013) and is designed to meet the training requirements for the RBT credential. You should print out the task list and refer to it regularly while you read this book and take your training. It is important to note that this book and any training program that it is used as a part of is offered independently of the Behavior Analyst Certification Board® and is not affiliated with or endorsed by the Board in any way.
1.1 Format of the Book
This book contains seven chapters. You are reading Chapter 1 right now and we hope your interest is already captured. Chapter 2, Autism Spectrum Disorder, gives you introductory information about autism and ABA and an overview of ABA treatment for autism. Chapter 3, Measurement and Data Collection, teaches you some of the many ways that you will use data collection to measure behavior. Chapter 4, Assessment, teaches you how you will assist your supervisor in assessing behavior. Chapter 5, Skill Acquisition, is the longest and most important chapter because it explains how to teach new skills to individuals with autism spectrum disorder (ASD). Chapter 6, Behavior Reduction, teaches you how to decrease challenging behaviors. Chapter 7, Documentation and Professional Conduct, the final chapter, covers professional issues that are critical to your daily practice as a behavior technician.
In this training manual we are going to teach you to speak in a few different languages. First, we are going to teach you the meaning behind the concepts that you need to learn to perform excellently as a behavior technician and to pass the RBT examination. Second, we are going to teach you the technical definition of those terms. Finally, we are going to teach you how to explain those terms to a nontechnical audience. You will notice that we use very plain language and we make no attempt to sound technical or scholarly. For example, we often write something like “…do the behavior” instead of “…execute the response” or “…having a tantrum” instead of “…engaging in tantrum behavior.” We made this choice of language deliberately because the goal of this book is to teach you the meaning behind the principles and procedures of behavior analysis, not to teach you technically and scientifically perfect language. There is a reason and purpose for technically precise language and we have published other books and articles that are good resources for learning such language.
After you achieve your RBT credential and are ready for more training, we encourage you to read
Applied Behavior Analysis (Cooper et al., 2007) and Handbook of Early Intervention for Autism Spectrum Disorders: Research, Policy, and Practice (Tarbox, Dixon, Sturmey, & Matson, 2014). For now, we invite you to not worry too much about sounding smart and just focus on learning the meaning behind the many new principles and procedures you are about to be trained in. Similarly, we intentionally left out references to research articles throughout this book. If you are interested, the two books cited above contain thousands of scientific references and including them in this book would only make it less readable.
1.2 A Brief Note on Studying With This Book
A large amount of research has shown that people learn best when they are taught many different examples of a concept.
This is called multiple exemplar training (see section on generalization in chapter: Skill Acquisition) and it works as well for teaching learners with ASD as it does for training adult staff members like you. This book is intentionally written to give you terms, the definitions of those terms, and then multiple examples that illustrate the concept. In order to make the learning experience most effective, you should try to create at least three of your own new examples for every new term in the book. If there are other trainees who are being trained with you, we recommend you form study groups and quiz each other. But more important than memorizing the terms, you should quiz each other on the ability to create new examples. You will know you have mastered a concept when you can create new examples with ease. You can start this process right now with the remaining concepts in this chapter.
1.
3 Seven Dimensions of ABA Three of the founding fathers of ABA, Baer, Wolf, and Risley, published a discussion article in 1968 that defined and discussed seven dimensions that characterized the field of ABA. Forty-eight years later, these same seven dimensions continue to define ABA and it is well worth it to learn them and consider them on a daily basis as you work as a behavior technician.
1.3.1 Applied
The field of ABA focuses on changing behaviors that are important to society. The principles and procedures of ABA are powerful and could be used to change just about any behavior, but we believe it is important to use our limited amount of time and resources to improve the behaviors that matter the most.
1.3.2 Behavioral
Our subject matter is behavior and behavior includes everything people say and do.
We focus on observable behavior because that is what we can measure and that is where we can make a difference. For example, we focus on decreasing aggression much more than we focus on anger, we focus on increasing exercise more than increasing feelings of self-efficacy, and we focus on decreasing smoking more than decreasing urges to smoke.
1.3.3 Analytic
We analyze the ways in which changes in a person’s environment affect their behavior and we strive to demonstrate this through careful and systematic manipulation of the environment to observe changes in behavior. We carefully measure behavior before and after intervention and we sometimes (especially in research) use experimental designs to demonstrate how environment controls behavior. We attempt to rule out all other possible explanations for behavior change. We are skeptical of our own effectiveness and we want to know what really works.
We hold our procedures accountable for their effectiveness.
1.3.4 Conceptually Systematic
We strive to understand the effects of everything we do in terms of the basic principles of learning and motivation that come from decades of research in behavior analysis. It is not enough to merely notice that a procedure works. We strive to understand why it works in terms of behavioral principles. Becoming fluent at understanding all of human behavior in terms of behavioral principles takes a lifetime of practice, but you will immediately start to recognize examples of all of the principles discussed in this book in your daily life. Thinking like this will help you understand why what we do with learners with autism works and it will help you troubleshoot what to do when things are not working.
1.
3.5 Effective The goal of ABA is to produce substantial changes in behaviors that matter. We are not interested in a statistically significant effect if it did not make a meaningful difference in the learner’s life. For example, decreasing hitting oneself from 100 times per day to 90 times per day is better than nothing. But if one is still hitting oneself 90 times per day, the problem is not solved. An ABA intervention would be expected to decrease the behavior to a level that is reasonable for the client to live with on a daily basis.
1.3.6 Generalized Outcomes
The goal of ABA is to produce important behavior changes that generalize to all relevant aspects of a learner’s life (see section on generalization in chapter: Skill Acquisition). For example, if a child was only potty trained at school but not at home, the problem would clearly not be solved.
The lack of generalization from school to home would be considered unacceptable and intervention would need to be continued until the individual is continent in all settings.
1.3.7 Technological
In scientific terms, technological means that a procedure is described clearly enough so that other people could replicate it (it does not mean computer technology). This is important because if ABA procedures are not clearly described, it will not be possible for others to learn from them and to use them with the clients with whom they work.
1.4 Foundational Principles
In this section, we provide brief technical definitions and examples of core concepts and principles that are critical for your training. Keep in mind this list is not comprehensive of all concepts and principles in ABA, but it contains the most foundational ones that will be important to your understanding of the content in the rest of the book.
Don’t worry if you do not feel completely confident in your understanding of these terms when you are finished reading this section. It is meant to be a brief first introduction and all of the terms are covered in more depth throughout the book. To get the most out of this section, we recommend you make flashcards of the terms below and find a fellow behavior technician trainee to study with. You should spend a lot of time training each other to fluency. A great way to do this is to practice the following four different types of exercises, where one trainee provides the first part and the other trainee provides the second part: (1) Term—Definition, (2) Definition—Term, (3) Term—Example, (4) Example—Term. Continue practicing with each other until you both can perform quickly and accurately on all four types of drills and where you and your fellow trainee can do exercise 3 and 4 with new examples that you were never trained on. That is, you can create new examples of terms and you can identify the correct term when someone provides you with a new example you have never heard before.
Here are the terms you will need to learn:
1.4.1 Behavior
Anything a person says or does. Also known as a response. Examples include saying “Can I have some water, please?”, hitting someone, crying, washing your hands, playing with a toy, reading a book, and so on.
1.4.2 Stimulus
Any object or event that occurs in a person’s environment. For something to count as a stimulus for a particular person at a particular time, that person has to have seen, heard, touched, tasted, or smelled that object or event. Examples include the sight of an apple, a loud noise, the smell of cookies, someone saying “Hi” to you, and so on.
1.4.3 Antecedent
A stimulus that occurred in a person’s environment immediately preceding a behavior.
For example, a child’s mother says, “Time to turn off the TV” and the child has a tantrum. When consider...
Training Manual for Behavior Technicians Working with Individuals with Autism by Jonathan Tarbox, Courtney Tarbox - Ebook
Ebook286 pages4 hours
Rating: 5 out of 5 stars
5/5
()
About this ebook
Training Manual for Behavior Technicians Working with Individuals with Autism is a practical manual and ongoing professional resource for frontline staff undergoing training to become Registered Behavior Technicians™ (RBT). RBT™ is the recommended certification of the Behavior Analyst Certification Board™ (BACB) for entry-level staff who implement behavior analytic services. This Manual complements the 40-hour training for RBTs™ and helps those who have completed training prepare for their certification exam. Following the RBT™ Task List set forth by the BACB, it prompts the reader to generate novel examples of mastered concepts, and real-life vignettes.
Training Manual for Behavior Technicians Working with Individuals with Autism also:
• Details the fundamentals of measurement and data collection
• Introduces assessments of both behavior and environment
• Explains skills acquisition and related teaching procedures
• Covers behavior reduction plans
• Includes documentation and planning information
• Looks at ethics and professional conduct
- Details the fundamentals of measurement and data collection
- Introduces assessments of both behavior and environment
- Explains skills acquisition and related teaching procedures
- Covers behavior reduction plans
- Includes documentation and planning information
- Looks at ethics and professional conduct
Skip carousel
LanguageEnglish
PublisherAcademic Press
Release dateSep 17, 2016
ISBN9780128122167
Author
Jonathan Tarbox
Dr. Jonathan Tarbox is the Co-Founder and Program Director of the Master of Science in Applied Behavior Analysis program at the University of Southern California, as well as Director of Research at FirstSteps for Kids.
Dr. Tarbox is the past Editor-in-Chief of the journal Behavior Analysis in Practice, a Board Member of the ABA Task Force to Eradicate Social Injustice, and a member of the Advisory Board of the Women in Behavior Analysis (WIBA) conference. He has published five books on applied behavior analysis and autism treatment, is the Series Editor of the Elsevier book series Critical Specialties in Treating Autism and Other Behavioral Challenges, and an author of over 90 peer-reviewed journal articles and chapters in scientific texts. His research focuses on behavioral interventions for teaching complex skills to individuals with autism, Acceptance and Commitment Training (ACT), and applications of applied behavior analysis to issues of diversity and social justice.
Related categories
Skip carousel
Reviews for Training Manual for Behavior Technicians Working with Individuals with Autism
Rating: 5 out of 5 stars
5/5
4 ratings0 reviews
Book preview
Training Manual for Behavior Technicians Working with Individuals with Autism - Jonathan Tarbox
Training Manual for Behavior Technicians Working with Individuals with Autism
Jonathan Tarbox
Courtney Tarbox
Table of Contents Cover image Title page Copyright Biographies Acknowledgments Chapter 1.
Introduction Abstract
1.1 Format of the Book
1.2 A Brief Note on Studying With This Book
1.3 Seven Dimensions of ABA
1.4 Foundational Principles
Chapter 2. Autism Spectrum DisorderAbstract
2.1 History and Background of Autism
2.2 Diagnostic Criteria
2.3 ABA Treatment for Autism
Chapter 3. Measurement and Data CollectionAbstract
3.1 Preparation for Data Collection
3.2 Continuous Measurement
3.3 Other Data Collection Methods
3.4 Summarizing and Graphing Data
Chapter 4. AssessmentAbstract
4.1 Observable and Measurable Descriptions of Behavior and Environment
4.2 Skill Acquisition Assessment Procedures
4.3 Functional Assessment Procedures
Chapter 5. Skill AcquisitionAbstract
5.
1 Essential Components of a Written Skill Acquisition Plan
5.2 Session Preparation
5.3 Contingencies of Reinforcement
5.4 Motivating Operations
5.5 Discrete Trial Training
5.6 Naturalistic Teaching Procedures
5.7 Shaping
5.8 Task Analysis and Chaining
5.9 Discrimination Training
5.10 Prompting
5.11 Prompt Fading
5.12 Stimulus Control Transfer Procedures
5.13 Generalization Procedures
5.14 Maximizing Learning Opportunities
5.15 Maintenance Procedures
5.16 Caregiver and Staff Training
Chapter 6. Behavior ReductionAbstract
6.1 Essential Components of Behavior Reduction Plans
6.2 Antecedent Modifications
6.3 Differential Reinforcement Procedures
6.4 Extinction
6.5 Crisis/Emergency Procedures
Chapter 7.
Documentation and Professional Conduct Abstract
7.1 Documentation
7.2 Legal, Regulatory, and Workplace Reporting
7.3 Professional Conduct
7.4 Stress and Burnout
7.5 Conclusion
Appendix A. Sample Skill Acquisition Ideas SheetImaginary Play Ideas
Imaginary Actions + Objects
Imaginary Locations | Themes
Appendix B. Ethical Guidelines1.0 Responsible Conduct of Behavior Analysts
2.0 Behavior Analysts’ Responsibility to Clients
3.0 Assessing Behavior
4.0 Behavior Analysts and the Behavior-Change Program
5.0 Behavior Analysts as Supervisors
6.0 Behavior Analysts’ Ethical Responsibility to the Profession of Behavior Analysts
7.0 Behavior Analysts’ Ethical Responsibility to Colleagues
8.0 Public Statements
9.0 Behavior Analysts and Research
10.
0 Behavior Analysts’ Ethical Responsibility to the BACB
Behavior Technician Competency Exam—School Based Version
A-02 Implement continuous measurement procedures
A-03* Implement discontinuous measurement procedures
A-04* Implement Permanent Product Recording Procedures
A-05 Enter Data and Update Graphs
B-02 Conduct Preference Assessments
B-04 Assist With Functional Assessment Procedures
C-03 Use Contingencies of Reinforcement
C-04† Implement Discrete Trial Training Procedures
C-05† Implement Naturalistic Teaching Procedures
C-06† Implement Task Analyzed Chaining Procedures
C-07* Implement Discrimination Training
C-08* Implement Stimulus Control Transfer Procedures
C-09* Implement Stimulus Fading Procedures
C-10* Implement Prompt and Prompt Fading Procedures
D-03† Implement Interventions Based on Modification of Antecedents
D-04† Implement Differential Reinforcement and Extinction Procedures (LIVE)
D-05† – Implement Differential Reinforcement and Extinction Procedures (ROLE PLAY)
D-06 Implement Crisis/Emergency Procedures According to Protocol (ROLE PLAY)
E-02 Generate Objective Session Notes by Describing What Occurred During Sessions
References Index CopyrightAcademic Press is an imprint of Elsevier
125 London Wall, London EC2Y 5AS, United Kingdom
525 B Street, Suite 1800, San Diego, CA 92101-4495, United States
50 Hampshire Street, 5th Floor, Cambridge, MA 02139, United States
The Boulevard, Langford Lane, Kidlington, Oxford OX5 1GB, United Kingdom
Copyright © 2017 Elsevier Inc.
All rights reserved.
No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Details on how to seek permission, further information about the Publisher’s permissions policies and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency, can be found at our website: www.elsevier.com/permissions
This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein).
Notices
Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods or professional practices, may become necessary.
Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information or methods described herein.
In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility.
To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume any liability for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record for this book is available from the Library of Congress
ISBN: 978-0-12-809408-2
For Information on all Academic Press publications visit our website at https://www.elsevier.com
Publisher: Nikki Levy
Acquisition Editor: Emily Ekle
Editorial Project Manager: Barbara Makinster
Production Project Manager: Sruthi Satheesh
Cover Designer: Mark Roger
Typeset by MPS Limited, Chennai, India
BiographiesJonathan Tarbox, PhD, BCBA-D, is the Program Director of the Master of Science in Applied Behavior Analysis program at the University of Southern California, as well as Director of Research and a Regional Clinic Director at FirstSteps for Kids.
He is associate editor of the journal Behavior Analysis in Practice and serves on the editorial boards of five major scientific journals related to autism and behavior analysis. He has published two previous books on autism treatment and well over 70 peer-reviewed journal articles and chapters in scientific texts. His research focuses on behavioral interventions for teaching complex skills to individuals with autism. He is a frequent presenter at autism and ABA conferences worldwide, and a regular guest on television and radio.
Courtney Tarbox, MS, BCBA, is a Regional Clinic Director at FirstSteps for Kids, an ABA service provider offering comprehensive intervention to children on the autism spectrum. Her early work in developmental disabilities included working in therapeutic, residential, and educational settings, with individuals diagnosed with a variety of developmental disorders and ranging in age from early childhood to adolescence. She has worked at FirstSteps since 2009 and is responsible for designing and overseeing individualized treatment plans that are unique to each child’s needs, as well as monitoring the service provision implemented by behavior technicians to ensure that competent and dedicated individuals are providing intervention leading to meaningful progress for the children with whom they work.
She is actively engaged in treatment evaluation research and has published in peer-reviewed journals. She is a regular presenter at autism and ABA conferences and gives parent and community presentations with the aim of dispelling common misconceptions about ABA treatment for children with autism.
We would like to thank Dr. Shawn Quigley, Thea Davis, and Demetria Contreras for their input on the content of this book, as well as their generous sharing of behavior technician training resources they have developed. We thank Taira Bermudez for her thoughtful input and guidance on versions of the manuscript. We thank Dr. Jennifer Harris and Lisa Stoddard, for sharing clinical resources used in this book and for creating and leading an incredible organization, FirstSteps for Kids, Inc., that encourages behavior analysts to thrive. We thank our editors at Elsevier, Emily Ekle, and Barbara Makinster, for their guidance on this and the other books we have worked on together.
We would like to especially thank our moms, T. Carole Eden and Melody Riggs, for their help with proofreading. We want to thank Jamie Nicole Scott and the rest of the incredible photographers at Spectrum Inspired for the beautiful cover image. Their dedication to documenting the beauty in the everyday experiences of children with autism and their families is truly inspiring. To learn more, visit www.spectruminspired.org.
We dedicate this book to current and future generations of behavior technicians who choose to make their lives about helping families affected by autism. Your dedication means more than you know.
Chapter 1
Introduction
AbstractApplied behavior analysis (ABA) is a science that uses principles of learning and motivation that have come from decades of scientific research to solve problems of behavior that matter to society. In order to address the most important problems, several levels of practitioners are often needed.
ABA services are generally overseen by a masters (BCBA) or PhD (BCBA-D) level Board certified behavior analyst, may receive mid-level oversight by a bachelors level (BCaBA) practitioner, and are implemented directly by Registered Behavior Technicians. Behavior technicians are the ones that work directly with the learners and they are the ones whose behavior most directly affects client outcome. Therefore, when you are working in your future job as a behavior technician, you are going to be the tip of the spear. The job of the behavior technician is hugely important and has tremendous responsibility, but the benefits of the job are truly remarkable. In a very real way, your job will make a meaningful difference in the life of someone every day.
Multiple exemplar training; ABA; Registered Behavior Technician; ASD; technical audience
Applied behavior analysis (ABA) is a science that uses principles of learning and motivation that have come from decades of scientific research to solve problems of behavior that matter to society.
In order to address the most important problems, several levels of practitioners are often needed. ABA services are generally overseen by a master’s (BCBA®) or PhD (BCBA-D®) level Board Certified Behavior Analyst®, may receive mid-level oversight by a bachelors level (BCaBA®) practitioner, and are implemented directly by Registered Behavior Technicians (RBT™). Behavior technicians are the ones that work directly with the learners and they are the ones whose behavior most directly affects client outcome. Therefore, when you are working in your future job as a behavior technician, you are going to be the tip of the spear. The job of the behavior technician is hugely important and has tremendous responsibility, but the benefits of the job are truly remarkable. In a very real way, your job will make a meaningful difference in the life of someone every day.
Our goal in writing this manual is to provide a written text to be used as part of a 40-hour training program that is based on the Registered Behavior Technician (RBT) Task List (Behavior Analyst Certification Board, 2013) and is designed to meet the training requirements for the RBT credential.
You should print out the task list and refer to it regularly while you read this book and take your training. It is important to note that this book and any training program that it is used as a part of is offered independently of the Behavior Analyst Certification Board® and is not affiliated with or endorsed by the Board in any way.
This book contains seven chapters. You are reading Chapter 1 right now and we hope your interest is already captured. Chapter 2, Autism Spectrum Disorder, gives you introductory information about autism and ABA and an overview of ABA treatment for autism. Chapter 3, Measurement and Data Collection, teaches you some of the many ways that you will use data collection to measure behavior. Chapter 4, Assessment, teaches you how you will assist your supervisor in assessing behavior. Chapter 5, Skill Acquisition, is the longest and most important chapter because it explains how to teach new skills to individuals with autism spectrum disorder (ASD).
Chapter 6, Behavior Reduction, teaches you how to decrease challenging behaviors. Chapter 7, Documentation and Professional Conduct, the final chapter, covers professional issues that are critical to your daily practice as a behavior technician.
In this training manual we are going to teach you to speak in a few different languages. First, we are going to teach you the meaning behind the concepts that you need to learn to perform excellently as a behavior technician and to pass the RBT examination. Second, we are going to teach you the technical definition of those terms. Finally, we are going to teach you how to explain those terms to a nontechnical audience. You will notice that we use very plain language and we make no attempt to sound technical or scholarly. For example, we often write something like …do the behavior
instead of …execute the response
or …having a tantrum
instead of …engaging in tantrum behavior.
We made this choice of language deliberately because the goal of this book is to teach you the meaning behind the principles and procedures of behavior analysis, not to teach you technically and scientifically perfect language.
There is a reason and purpose for technically precise language and we have published other books and articles that are good resources for learning such language. After you achieve your RBT credential and are ready for more training, we encourage you to read Applied Behavior Analysis (Cooper et al., 2007) and Handbook of Early Intervention for Autism Spectrum Disorders: Research, Policy, and Practice (Tarbox, Dixon, Sturmey, & Matson, 2014). For now, we invite you to not worry too much about sounding smart and just focus on learning the meaning behind the many new principles and procedures you are about to be trained in. Similarly, we intentionally left out references to research articles throughout this book. If you are interested, the two books cited above contain thousands of scientific references and including them in this book would only make it less readable.
A large amount of research has shown that people learn best when they are taught many different examples of a concept.
This is called multiple exemplar training (see section on generalization in chapter: Skill Acquisition) and it works as well for teaching learners with ASD as it does for training adult staff members like you. This book is intentionally written to give you terms, the definitions of those terms, and then multiple examples that illustrate the concept. In order to make the learning experience most effective, you should try to create at least three of your own new examples for every new term in the book. If there are other trainees who are being trained with you, we recommend you form study groups and quiz each other. But more
Enjoying the preview?
Page 1 of 1
Vykhod Foundation for Autism in Russia
12/16/20
AUTISM NEWS
New study shows that intellectual abilities in autism continue to develop in adolescence and adulthood
New study, the results of which were published in scientific Journal of the American Academy of Child and Adolescent Psychiatry found that among 126 autistic people, intelligence quotient (IQ) increased by an average of 7.
48 points between the ages of 12 and 23.
Further
Scientific research
08.12.20
Parents, specialists
The new study showed that digestive disorders are associated with repeating movements in autism, but not with social skills and communications
Studies conducted by scientists from the University of State Ohio, USA, has shown that there is likely a link between autism, repetitive behaviors and digestive problems. Children with the most severe symptoms of autism associated with repetitive behavior were much more likely to suffer from severe constipation, abdominal pain and other digestive disorders.
NEXT
12/05/20
PARENTS, PROFESSIONALS
"High-functioning" autistic girls are much less likely to be correctly diagnosed due to stereotypes and the fact that they can better mask their symptoms
existing stereotypes, their symptoms may be interpreted differently, or they may be mistaken for something else.
Another possible explanation is that girls are better at hiding autism, at least at an early age. NEXT
Diagnostics and tests, Scientific research
28.11.20
FOR PEOPLE WITH AUTISM, PARENTS, SPECIALISTS
Have you ever encountered problem behaviors such as tantrums, hostility, tantrums or aggression when trying to support someone on the autism spectrum? Did you have the feeling that this case arose “out of the blue”? A possible explanation is that you simply did not notice the factor that triggered the outbreak, or the reason is that it has been “accumulating” for a long time. In the latter case, this "something" could be rumination.
Further
AVA therapy and behavior, methods and treatment, psychiatry, concomitant diseases
24.11.20
Fund projects, specialists
Useful document from the United States in Russian for pediatricians in Russia
The American Academy of Pediatrics released updated clinical report "Identification, evaluation and correction of disorders in children with autism spectrum disorder".
Why is this document, whose translation into Russian was organized by the Association of Psychiatrists and Psychologists for Evidence-Based Practice (APSIP) as part of the Exit Foundation's project "Information Set" Autism - IT ", is of interest to the community of pediatricians in Russia? Natalia explains Ustinova - Doctor of Medical Sciences, Head of the Department of Social Pediatrics and organization of multidisciplinary care for children Research Institute of Pediatrics Central Design Bureau of the Russian Academy of Sciences, reviewer of the interactive educational module on the topic "Early identification of risks of autism spectrum disorders in children at the age of 18 months in the practice of a pediatrician.
MORE
Diagnostics and tests
11/24/20
AUTISM NEWS
More and more countries and regions are legalizing and practicing the so-called “supported decision making”, which allows people who were previously recognized as disabled to make important life decisions903
Tyler Borjas can now vote, buy a house or travel whenever he wants.
That's because the judge agreed earlier this month that Borjas, 25, who was diagnosed with autism as a child, is capable of making his own decisions.
Further
Discrimination and rights
21.11.20
people with autism, parents, specialists
11 Autical people explain their experience with repeating movements and actions of
Motor stereotypes not only in autistic people, but under autism "stims" are often unusual, more obvious and attract the attention of others. It is difficult for many to understand why a person repeats the same aimless movement. We asked several people with autism to explain what stimming means to them.
NEXT
First-Person, Sensory and Motor
11/16/20
FOR PARENTS, PROFESSIONALS
Creator of the project of yoga classes for children with special needs about the use of yoga and mindfulness meditation for school children3
Special Yoga (UK) offers yoga programs for children and adults with special needs.
We provide individual, family and school yoga classes. We also run educational programs to share our experience with educators, parents, family members, and healthcare professionals.
Further
Methods and treatment, sensoric and motor skills
14.11.20
people with autism, autism news, parents, specialists
Aleksitimium, inability to determine their own emotions, and autism is associated with anxiety, depression and other mental health problems
Autistic people who have difficulty identifying their own emotions - a condition called alexithymia - are more likely to suffer from anxiety, depression and social communication problems, according to a new study.
NEXT
Autism in Adults, Research, Comorbidities
11/10/20
AUTISM AND SOCIETY
Autistic Daughter's Mom About Inappropriate Advice She Gets All the Time - Unsolicited Advice She's Tired of Hearing
from time. Some advice is worse, others better. But I'm the mother of a child with autism, and at times I hear completely ridiculous advice that I could do just fine without.
CONTINUE
Relatives of people with ASD
PREVIOUS PUBLICATIONS
404 Page not found
We use cookies to improve the MSTU website and make it easier to use. More information on the use of cookies can be found here. By continuing to use the site, you confirm that you have been informed about the use of cookies by the FGBOU VO "MSTU" site and agree to our rules for processing personal data.
Size:
AAA
Images On Off
Regular version of the site
Unfortunately, the requested page was not found.
But you can use the search or the sitemap below
|
|
