Numerous research studies show that the earlier the better
when it comes to early intervention using applied behavior analysis in the
treatment of autism. What is not so
often written about, is how exactly to begin an early intervention program and
what are the critical first steps to take when a Behavior Analyst begins
working with a child with autism.
At a recent ABAI conference an expert from Poland held a
session on why the first 3 months of an early intervention ABA program are so
critical. The presentation focused on quality of services and building a strong
foundation, reminding us not to jump ahead too quickly, not to target all
deficits but to prioritize deficits and skills to ensure quality. The presenter
emphasized how important it was to develop a positive relationship with the
client in the first month in order to obtain optimum results. This information
probably seems intuitive to most Behavior Analysts yet so many of us go about
our first treatment sessions the wrong way.
When a typical ABA program begins, a Behavior Analyst will
gather information on problematic behavior and details surround that behavior -
the frequency, where it occurs, when it occurs, etc. The Behavior Analyst will
meet with important people in your child's life, such as friends, babysitters,
teachers, and relatives to get an understanding of how they behave within a
variety of relationships. Also, they will schedule a time to observe your child
to personally witness the problematic behavior. Once they have gathered enough
information, the Behavior Analyst will complete an entire behavioral assessment
on your child's behavior and then begin to implement the plan in your child’s
natural setting such as the home or classroom. A Behavior Therapist will
typically show up with a bag of tricks (toys, games, motivators) and get to
work. This is where, according to the presenter, some of us may be going wrong.
What she recommended was to use the first month to build
motivation in the child by establishing a playful rapport. Do whatever it takes
to win him over – jump on the couch, do fun activities or just be silly. If a child knows that every time his
therapist comes he/she will need to work, then a feeling of dread comes over
the child when the therapist arrives. But if the first month is used to
establish a positive foundation, the child will look forward to the arrival of
his therapist and be more motivated to work.
Another recommendation was to take a step back in the
beginning to identify the motivating factors that are already in the child’s
home. If all the therapist uses to motivate the child are his special toys in
the bag of tricks, it will be very difficult for the parents to replicate once
the therapist leaves. If there are things in the household that motivate the
child – special DVD’s, one-on-one
attention, preferred games – use these motivators rather than the toys that
come and go with the therapist.
And as we always say, consistency in the implementation of
the treatment plan across people and time is paramount in the success of the
intervention.
We at Total Education Solutions are committed to being at
the forefront of the behavioral health services industry. We strive to keep up
to date with all the latest research and trends in the industry. It is always
our pleasure to pass along to our readers and clients the valuable information
we learn.
Daniel Adatto
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