Different Roads to Learning Blog
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In this Blog you will find everything from basic flashcards, books and timers to advanced social skills tools to support you at every step of your program. With more than 20 years in business, Different Roads to Learning is your most trusted resource for teaching children with autism and special needs.
Different Roads to Learning Blog
1w ago
This month’s ASAT article comes to us from Preeti Chojar, MCA, ASAT Parent Board Member. To learn more about ASAT, please visit their website at www.asatonline.org. You can also sign up for ASAT’s free newsletter, Science in Autism Treatment, and like them on Facebook!
I am a parent who has a home-based ABA program. We are fortunate to hold monthly meetings with all of the providers that work with my child. I am looking for some ideas on how to make the most of these meetings. Any suggestions?
It is terrific that your team meets monthly! Collaboration and consistency among ..read more
Different Roads to Learning Blog
2w ago
This article has been reposted with permission from Action Behavior Centers.
In the field of Applied Behavior Analysis (ABA) therapy, ABA therapists perform techniques to help children with autism or other developmental disorders improve their social, communicative, and behavioral skills. ABA autism therapy involves breaking down complex skills into smaller, more manageable steps, and using positive reinforcement to encourage the child to learn and practice these skills. ABA therapists and behavioral technicians will often use visual aids, such as pictures and charts, to help c ..read more
Different Roads to Learning Blog
1M ago
By Morgan van Diepen, M.Ed., BCBA, Co-owner of ABA Visualized
Developing and disseminating Behavior Intervention Plans (BIPs) is a crucial and common approach for providing effective support for individuals who exhibit challenging behaviors. These individualized plans are designed to decrease these behaviors that impede learning and pose safety risks. However, despite their significance, several barriers hinder the realization of desired outcomes. Chances are, you’ve encountered some of these barriers firsthand and perhaps have even experienced feelings of burnout or imposter syndrome as a re ..read more
Different Roads to Learning Blog
1M ago
This article was reposted with permission from Stages.
Using Routines and Pre-Correction in the Classroom for Autistic Students
What is the best way to address a problem behavior? Before it happens! Procedures and routines paired with pre-correction strategies are evidence-based interventions for supporting autistic students. Instead of waiting for a challenge to arise and reacting to it, use proactive strategies to reduce opportunities for negative behaviors to occur. When you front-load lessons by pre-teaching expectations, students know exactly how to behave in the setting—and through repe ..read more
Different Roads to Learning Blog
1M ago
This article has been reposted with permission from Action Behavior Centers.
When it comes to Autism Spectrum Disorder (ASD), Applied Behavior Analysis (ABA) has proven to be a transformative approach, offering individuals with autism the tools they need to reach their full potential. As ABA therapists and clinicians dedicate themselves to improving the lives of their patients, it’s possible to overlook their own well-being in the process. The demanding nature of the profession, combined with the emotionally rewarding yet occasionally draining day-to-day operations highlights the undeniable i ..read more
Different Roads to Learning Blog
1M ago
On more than one occasion, I’ve been in the situation that a student will only demonstrate a skill in my presence. And I’ve heard from other colleagues that they have had similar experiences. This is highly problematic. When it happens with one of my students, there is only one person I can blame: myself. A skill that a student can only demonstrate in my presence is a pretty useless skill and does nothing to promote independence.
So what do you do when you find yourself in this situation? You reteach, with a focus on generalization. This means that, from the very beginning, you are teac ..read more
Different Roads to Learning Blog
2M ago
This article was originally an ASAT feature. It comes to us from Alan Schnee, PhD, BCBA-D. To learn more about ASAT, please visit their website at www.asatonline.org. You can also sign up for ASAT’s free newsletter, Science in Autism Treatment, and like them on Facebook!
I’ve been teaching children with ASD for many years. Often my attempts to teach WH questions are unsuccessful. While children learn some rote responses, once I attempt to generalize to new situations, children seem to confuse questions. For example, if I ask a child, “Where did you eat?” the ..read more
Different Roads to Learning Blog
2M ago
This month’s ASAT feature comes to us from Kate McKenna, MEd, MSEd, MS, BCBA, Association for Science in Autism Treatment, and Brittany Hardie, PT, DPT, Melmark. To learn more about ASAT, please visit their website at www.asatonline.org. You can also sign up for ASAT’s free newsletter, Science in Autism Treatment, and like them on Facebook!
This is part of the Description of the Treatment Team series.
History
As detailed in Moffat (2003), physical therapy has a long history in the United States and the profession has evolved over time in response to multiple majo ..read more
Different Roads to Learning Blog
2M ago
By: Stephanny Freeman, PhD and Kristen Hayashida, MEd, BCBA
The new year brings opportunities for introducing new ideas and refining existing techniques for young learners. This week, we’re revisiting a blog from our archives that focuses on executive function.
When kindergarten teachers are asked what skills they would like their students to have the beginning of the year, their answers might be surprising! Parents and caregivers are often concerned with making sure their children can say their ABC’s, count to 10, and know their colors. Some may believe that their children should be re ..read more
Different Roads to Learning Blog
2M ago
By Alan Schnee, Ph.D, BCBA-D.
Roughly 34% of the 50 most common words used in English are pronouns. Yet, with few exceptions, children on the spectrum struggle to use them.
Why is it so difficult for children to learn? One likely reason is that the use of pronouns is contextually determined. Learning to use them requires vigilant tracking across shifting speakers and listeners (you, I, they, he, she, Ralph, etc.), and shifting events. It is a complex process requiring acute attention to who is in possession of what, changes in possession, attention to who did or said what, and who ..read more