In this article, we will talk about a problem that is becoming more and more urgent every year all over the world, but for some reason is stubbornly hushed up and ignored in the countries of the former CIS. We are talking about autism in childhood. We will tell you in detail why it can occur, how it manifests itself, and what parents of sick children should do.

In 2007, the United Nations decided that every year April 2 would be Autism Awareness Day. It should be noted that this decision was not made World Organization health care, namely the UN. This suggests that autism is a worldwide problem.

For most people, the meaning of the word autism is unclear. Autism is a mental disorder of a child, in which all developmental processes in his body are disrupted. The kid cannot understand what is happening around him, the world around him is alien, he does not want to make contact with other people.

Doctors can't explain exactly why children face early childhood autism. However, there are several main factors that can provoke the disease. These include:

• poorly developed instincts and affective sphere
• disorder of perception of the surrounding world
• hearing loss
• malfunctions of different parts of the brain responsible for intellectual development child
• child's genetic predisposition
• intrauterine complication of fetal development
• birth injury
• damage to the central nervous system
• hormonal disruptions
• infectious and viral infections
• mercury poisoning
• vaccination against measles, rubella
• taking antibiotics

Signs of childhood autism

Autism can appear in a child at any age. Doctors distinguish three main age periods when parents can first detect in their child symptoms of childhood autism:

1. early childhood autism appears in children under two years of age. It is very important to detect it in time in order to start effective treatment and correction of childhood autism. What in the behavior of your child should alert you:

• the child does not have any reaction to the appearance of strangers
• baby does not respond when called by name
• when you talk to him, he looks away
• prefers to play alone
• does not interact with peers

1. Features of childhood autism in children from two years are as follows:

• child refuses to communicate
• he doesn't start the conversation first
• the kid likes to do math, drawing, he likes music
• the child can repeat the same sound for a long period of time
• if the baby finds himself in an unusual environment, he is enveloped in a feeling of panic and fear
• baby is hard to learn

1. Teenage autism manifests itself in children aged 11 to 18 years. Such children are very aggressive and are in constant depression. It is unbearably difficult for them to survive transitional age, so they often throw tantrums, get nervous.

Classification of childhood autism

All of the above symptoms of childhood autism are classified into 3 syndromes:

1. Kanner syndrome, with him a child:

• can't get along with people
• he abstracts from the outside world
• not talking
• does not look into the eyes of the interlocutor
• plays with objects that are not customary to play with

All these characteristics of children with early childhood autism make themselves known from the birth of a child. The task of parents is to report the problem to the pediatrician at the first sign.

1. Asperger's Syndrome shares a lot of symptoms with child autism syndrome by Kanner. But with him many children:

• think outside the box
• they have very well developed logical thinking
• attention is quite unstable
• they have beautiful faces, similar to puppets, but at the same time, the gaze of autistic people is directed “inward”, the face does not express any emotions
• such children are very attached to the house in which they live, but they are not drawn to their parents

1. Rett syndrome - doctors characterize this type of childhood autism, as the most difficult, in which the child not only lags behind in mental development, he loses the ability to walk with age, his muscle tone decreases, he cannot do anything with his hands.

Diagnosis of childhood autism

You need to show your child to a neuropsychologist when you notice at least 6 of the above symptoms in him. The doctor will then conduct a diagnostic examination by interviewing the parents about the behavior of their child in his usual life.

Unfortunately, today children with autism are not hospitalized to observe their development. This practice is common only in Western countries.

Treatment of childhood autism

You can treat children's autism yourself at home, as well as with medication. Ideally, both methods of therapy should be used in combination. We will describe for you in detail both methods of treating autism in a child, so that you can know what to do and when to urgently contact a qualified specialist.

1. What you can do on your own without medical intervention:

• Repeat the same actions often to instill in a child a skill or ability. For example, even if the baby has learned to brush his teeth, still go with him to do this procedure so that he does not forget about it.
• Make a strict daily routine for your child and follow it clearly. If at least once you go astray from the regime, it will be more difficult for the baby to rebuild.
• In no case do not allow the child to abruptly change the environment to which he is accustomed. This can scare him a lot.
• Spend as much time with your baby as possible, communicate with him, even if he simply remains silent in response. The baby needs to be able to talk. This recommendation is detailed in Mary Barbery's book Childhood autism and verbal-behavioral approach».
• You can not scold and punish a child with autism. In his presence, it is better to talk in a quiet, calm voice.

• Take your baby in your arms more often, hug him, kiss him. It is very important for him to feel the love of loved ones. You can read more about this in O. Nikolskaya's books on early childhood autism. The author has published a lot of works devoted to this problem.
• If it is very difficult for the baby to talk, then try to establish communication with him using picture cards. The importance of the play approach in the development of children with autism is written in the book by Robert Schramm “Childhood Autism and ABA. ABA. Therapy based on the methods of applied behavior analysis.
• An autistic kid should not overwork, so between classes, be sure to take a break in which the baby can fully relax.
• Do exercise with your little one every day. They may be elementary. This load is very useful for development of a child with early childhood autism.
• If your baby shows initiative in something, you can’t stop it. It is advisable to pay attention to the child and fulfill his proposal. This topic is devoted to a whole section in the book by K. Lebedinskaya "Early Childhood Autism".

1. Drug treatment of autism is required if the baby has any disturbances in the child's mental system or the internal organs do not work properly:

• The doctor may prescribe probiotics if the baby has developed dysbacteriosis due to autism.
• Be sure to prescribe the intake of multivitamin complexes to strengthen the child's immune system. Special attention should be paid to the regular intake of Omega-3.
• Hormone therapy may be prescribed. The child will be injected with secretin, which improves the functioning of the pancreas.
• Neurological drugs may be prescribed to improve psycho-speech development.

In conclusion, I would like to note that autistic children are not a sentence. Parents need to treat this disease with understanding. You just need to accept it and do everything possible so that the baby can live a full life. Some mothers, having learned about such a diagnosis, withdraw into themselves, despair. You can't do this. Surround your baby with care, love, attention. It is motherly hugs that are sometimes the most effective medicine.

Video: "How to recognize an autistic child?"

Robert Schramm

children's

autism
Autism is a disorder that manifests itself in the abnormal behavior of a child. But it is the child's behavior that is the only language, a system of complex codes, through which others can understand his intentions, desires, experiences. By carefully observing the child's behavior, carefully identifying the reinforcing factors in the environment, adults can not only learn to understand it, but also to respond to it using the language of ABA (ApHec! Beba\aog AnaH$), or Applied Behavior Analysis. ABA methods will help a child with autism adapt to reality, increase self-control and acquire new skills - from everyday to academic.

The book by Robert Schramm, a recognized expert in behavioral analysis, is a great opportunity to learn about the unique power of ABA, with which parents can overcome the communication and learning problems of children with autism and other behavioral difficulties.

FACILITATION TO SOLVING THE PROBLEMS OF AUTISM IN RUSSIA

“This book is the first detailed professional source of knowledge about the most effective psycho-corrective method for autism. We are happy to support this very important publication, and we believe that it will not be the last.”
Avdotya Smirnova, President charitable foundation"Exit"

9785917430393

therapy based on applied behavior analysis methods

ABA (AppNec1 Vepayuug Apanz15) therapy based on methods of applied behavior analysis

Translation from English Zukhra Izmailova-Kamar

Kljegg Stirmsh SW Theaspt§ Too1s

Childhood autism and ABA: ABA (AppNec! Velayur Apa1.518): therapy based on methods of applied behavior analysis / Robert Schramm; per. from English. 3. Izmailova-Kamar; scientific ed. S. Anisimova. - Yekaterinburg: Rama Publishing, 2013. - 208 p.

13V1Ch 978-5-91743-039-3

For more than half a century, evidence-based methods of ABA (Applec! Belayur Apank.c), or Applied Behavior Analysis, have been successfully used around the world to help children with autism. This publication is the first in Russia that systematically talks about applied behavior analysis and allows readers to get acquainted with one of its most effective areas - the analysis of verbal behavior.

Robert Schramm, a certified ABA specialist, provides parents with methods and techniques to help correct any unwanted child behavior, regardless of the severity of the disorder, to understand how to control the process of teaching a child new skills and how to enable him to become more successful in life.

The publication is addressed to parents and interested professionals.

UDC 159.9 BBK 88.8

© Rama Publishing, LLC, 2013 © Kobeer Stspatt, 2012 © М.сае1 B. Bro\In/SbüPer51osc.com, cover photo

6

Address to readers 9

Chapter 1

Chapter 2 Understanding Autism Diagnosis 20

Chapter 3. ABA - the language of autism 31

Chapter 4

Chapter 5

behavior 45

Chapter 6

behavior 70

Chapter 7 Learning Tools 98

Chapter 8. Types of verbal behavior 108

Chapter 9

Chapter 10 Learning Without Mistakes 129

Chapter 11 Breathe Life into Learning 137

Chapter 12

Chapter 13

behavior 158

Chapter 14

Chapter 15
Conclusion 196

ABA Adapted Dictionary of Concepts 197

References and other sources 203

Subject index 207

Preface to the Russian edition

How to teach children? How to teach them to dress, use a spoon and fork, say thank you? What needs to be done so that the child behaves well at a party, store, kindergarten? These questions arise for all parents, and especially for those who are raising a child with atypical development, such as autism.

This question is also of interest to psychologists, who put it somewhat broader: how does a person learn in general. There is no single answer to this question so far. Different psychological schools respond to it differently, based on the theoretical premises on which they are based. One of the areas of psychology in which the theory of learning has been created is called behaviorism.

Behavioral scientists have formulated basic principles that describe the functional relationship between behavior and other factors. Knowing how behavior works has allowed researchers to develop tactics to change behavior. This, in turn, led to the emergence of a direction called Applied Behavir Analisis (ABA), or applied behavior analysis,- a scientifically based approach to the study of environmental factors that influence socially significant behavior and the creation of technologies that allow behavior to be changed.

Behavior in this case refers to any interaction of an organism with its environment. Reading, walking, speaking, baby babbling are all examples of behaviors to which ABA techniques can be applied. Applied behavioral analysis is currently very widely used when working with children with atypical development. It has proven to be effective in teaching such children a wide variety of skills: self-care, academic skills, speech, etc. In Russia, this approach is little known and almost never used. Moreover, experience shows that often both parents and professionals have prejudices against ABA. As a rule, this is due to two points.

The first is the opinion that the learning process is likened to training. In fact, this statement is unfair. If we recall, for example, the fives and deuces at school, the smiles of parents when the child cleaned the room well, or their discontent after the fight of the children, it becomes obvious that people almost constantly use rewards or punishments in order to regulate the behavior of others. Another thing is that rewards or punishments do not always work as we would like. ABA scientists, having studied the laws of behavior, have created techniques that allow you to change behavior, avoiding failure.

The second point is related to the application of punishments. This is indeed a very important question from many points of view. It must be said that currently developed a large number of teaching methods that make it possible to do without the use of punishments. Moreover, the ethical principles of the ABA do not allow the use of punishment until it has been proven that the use of other methods is ineffective. It's never about physical punishment. If punishment in a particular case is considered necessary, then it is always safe and does not infringe on the dignity of the child. These and other doubts will be removed after a closer acquaintance with ABA.

Robert Schramm's book is practically the first guide to applied behavior analysis in Russian. Designed for parents, it is written in simple and understandable language to help you master the basics of ABA. The book doesn't just offer techniques to teach new skills or get rid of unwanted behaviors. The book teaches to understand the child - after all, only by understanding, you can help.

Natalia Georgievna Manelis, cand. psychol. Sci., psychologist at the Center for Psychological, Medical and Social Assistance to Children and Adolescents, Moscow City Psychological and Pedagogical University, editor-in-chief of the journal Autism and Developmental Disorders
Address to readers

This book is about how therapists 1 and parents can teach children with autism using behavioral theories 2 . In this book, I deliberately simplify the definitions of complex concepts and avoid long theoretical discussions. At the same time, when explaining the reasons for using teaching techniques, I use terms such as “willingness”, “desire”, “trying”, “awareness” and “control”. Although some of these terms have nothing to do with "behavioral" terminology, I hope they will help make scientific text understandable to any reader.

Parents and teachers, when faced with the specific definitions that ABA professionals use to analyze behavior and create programs for children, are often confused and do not accept our science. Indeed, our parents and educators lack practical guidance in which scientific principles would be adapted to their daily lives. Without such guidance, we as professionals are unable to effectively educate those who need our help, and this in turn hinders the education of many children who need it. And if we want our science to help parents become teachers of their own children, we must, first of all, become good teachers for parents in teaching the basics of behaviorism.

Chapter 1

Life is a journey that encourages us to constantly search for better ways. We are looking for good schools for our children, we strive to find true and reliable friends, reliable ways to earn money, in general, we learn to keep our hectic life under control. Having achieved success, we become more persistent in repeating the type of behavior that will lead us to the desired result again. Conversely, we try to avoid those types of behavior that have proven ineffective in achieving our goals. This is the basic concept of behaviorism.

Once a child is diagnosed with autism, it's like you're on a journey. This journey is, in fact, a search for new ways to help the child acquire the skills necessary for a fulfilling life. True, for those who live far from big cities and do not have the opportunity to communicate with parents who have the same problems, this is a lonely journey along a deserted road in the steppe with a couple of signs on the side of the road. For those who live in the center of large cities, the road, on the contrary, is overloaded with signs and signs in all directions. In both situations, it is difficult for parents to raise their children without feelings of loss, fear, and guilt. In other words, no matter how you solve your child's problems, you will always feel like you haven't done everything you could have done. This is fine. Just remember that parents cannot control the causes that lead to autism, and there is no reputable source that claims otherwise.

In the late nineties, as a specialist in inclusive education 3 , I worked in California with children with different kinds disorders. For six years I studied the most modern teaching methods and became a master in the education of children with special needs. At the same time, I felt that all my experience and all my knowledge was not enough for me to confidently help children with a diagnosis of autism become more successful. I knew that there was something incredibly special - something that was meant just for these children. Time passed, but I could not find those really effective ways that would really help these children become more successful. My vain attempts to become a saving beacon that would instill hope in my parents hurt me. I wanted to help children grow, learn and succeed in life. I tried to find better ways, and all I could think of was, "I just don't know what else I can do."

During my time in California, I was greatly influenced by one amazing child. Aaron was an unusually intelligent but troubled seven-year-old boy with autism. I was assigned to help Aaron adjust to a regular first grade class. Like many other parents of children with autism, Aaron's parents wanted their child to complete a general secondary education. They couldn't bear to see him suffer in a support class or school. Aaron's parents believed that he needed to study in a place where the learning process would not be easy, where high demands would be placed on the boy, and where classmates would become a model for their son. Parents understood that these were the key conditions for the successful development of their son in spite of his social skills and behavioral characteristics.

When Aaron was passionate about what he found interesting, he was sweet and smart like any other kid. The problem arose at school when he was asked to do something he didn't want to do. Under pressure from the outside, this little boy turned into a Tasmanian devil. He could easily destroy any program we developed if he was not interested in it. To help him, I used every trick and technique I could ever come across, including advice from experts of every stripe I could find. I read every behavior manual I could get my hands on. Unfortunately, new knowledge only confirmed my impotence in this situation again and again. Any plan designed to help the boy learn something, Aaron was able to destroy if he did not feel like following it. Finally, I came to the same conclusions as other experts: Aaron cannot study in the general education system and should be transferred to a special class.

It was a crushing blow to my self-confidence. What kind of specialist in inclusive education could I call myself after I had to tell parents that their child could not study in the general education system?

To improve my skills, I began attending classes and trainings designed to help educate children with autism. I studied the PECS-Picter Exchange Communication System and tried it with some success with my students. I studied the program "Treatment and Education of Autistic and Related Communication Handicapped Children" (TEACCH: Tgeatment and Education of Autistic and Related Communication Handicapped Children) and also more or less successfully began to use it in my work with my wards. I have studied a play therapy developed by Sidney I. Greenspan (MD) called Floor Games (Floortime, www.floortime.org) and have also started using it with my clients with some success. However, the occasional positive results I was able to get led me to believe that I was just learning how to use tools to learn how to build walls or make doors. I knew that this would not be enough for me or for the children I wanted to help. If I really want to become a master at the craft I have chosen, I must find someone to teach me how to build a complete house. To do something for these children, I have to become a "carpenter".

Finally, my searches led me to applied behavior analysis (Applied Behavir Analisis, ABA) and then to the method of analyzing verbal behavior (Verbal Behavior Analisis, VB) as a component of ABA. For many years, ABA as a scientific direction was known in the world of autism either under the name "behavior modification" or "The Lavaas method" However, it is more accurate to say that Dr. Lovaas and others were among the first to use ABA methods to help people diagnosed with autism.

The principles upon which Dr. Lovaas built his program were developed by B. F. Skinner and published in his book The Behavior of Organisms (The Behavior of Organisms, 1938). Although Dr. Lovaas did much to introduce others to applied behavior analysis as a method of teaching children with autism, compared to today, the application of behavioral principles in the early development of ABA was often crude and inappropriate. Time and scientific advances have brought significant changes to the way these early methods and procedures are applied. And despite the fact that many behavior modification specialists in the seventies and eighties used unacceptable procedures and left a negative imprint on everything related to the world of ABA, this scientific direction has steadily developed over the past decades.

With the revision and improvement of old learning techniques and strategies, our understanding of how autism affects children's development and how we can influence autism has changed significantly. As ABA developed, so did the efficiency of its use. Today, this scientific direction only slightly resembles the ABA of past years. General education has been replaced by individual and direct training, the use of uncomfortable techniques by positive reinforcing procedures. Instead of isolated classrooms, we are now recommending more natural learning environments. However, regardless of any technical improvements, Skinner's principles have remained unchanged and are the theoretical basis for applied behavior analysis.

Parents who are accustomed to early methods ABAs have often been reluctant to opt for new methods. While all the evidence for the effectiveness of new methods of teaching children socially acceptable behavior and learning habits was available, parents preferred to deal with procedures that aroused resistance and looked unsightly. Many families who used ABA methods found them to be effective, while there were families who felt that the results were not worth the effort.

In recent decades there have been significant changes in ABA, and today we can say with confidence that applied behavior analysis is the right choice for almost all children with autism and autism-like disorders. First of all, we are talking about the development of a method for analyzing verbal behavior as a component of ABA.

The Verbal Behavior Analysis Method (Verbal Behavior, VV) 1 is both an ABA philosophy and a series of teaching techniques based on ABA principles for acquiring language skills in children. In addition, the potential of ABA programs has been greatly expanded by HC specialists: Dr. Jack Michael (Tues. Taek Mubae1) and others, including Dr. James Partington and Dr. Mark Sundberg (Or. mate8 Reitgen apa Og. Magk sunabeerg), who developed a series of new techniques

Chapter 2

What does a diagnosis of autism mean?

In this chapter, I will try to explain how and why a child is diagnosed with autism. I will not discuss the causes of autism and other well-known diagnoses. I am deliberately avoiding this topic as it is only misleading and detracts from the main goal: educating children. Knowing that there are two possible causes of autism, genetic disorders and environmental influences, will not help you better prepare your child for the future.

Autism has been considered a mysterious phenomenon since ancient times, when it did not even have a name. The more our society studies autism, the more effective we become in defining the criteria that are called autistic. And although everything more people are diagnosed with autism every year, the criteria for autism remain the same. What has really changed is the interpretation of the criteria and/or the number of people who meet them.

A child is diagnosed with autism when at least six specific behaviors can be observed in three areas: social interaction, communication and behavior (the child has repetitive and stereotypical behaviors and limited specific interests).

When determining the diagnosis, pay attention to the following deficiencies:

Lack of eye contact;

11 BZM-GU ^ adpoz aps! 81an511ca1 Magna1, 4m Extin) - published by the Association of American Psychiatrists "Guide to the diagnosis and statistics of mental disorders." The author mentions the 4th edition, released in 1994; the revised version, V8M-1U-TK, issued in 2000, is currently in force. - Note. scientific ed.

Even if your child exhibits at least a list of specific behaviors, he is more likely to be diagnosed with autism. I also note that the listed signs of developmental delay should be noticed before the age of three and not be associated with Rett syndrome 1.

If a child exhibits some of these behaviors but is able to speak at an early age, they are more likely to be diagnosed with Asperger's syndrome.

There is currently no blood or genetic test that can determine if a child has autism. Autism is diagnosed when a child has specific behaviors. But can you tell if a child has autism without using a physical test? How can you tell if a child is cured? The answers to these questions are simple: if the diagnosis of an autism spectrum disorder (ASD, Ainst sparum 01zoraer) is made as a result of the check marks in the list of presented behaviors, then it is clear that if the child no longer exhibits this or that behavior, he is no longer considered a child with autism. Does this mean that the child is cured? Or that he is not sick? Or maybe he never had autism at all? These questions are often asked about children who have

Psychoneurological hereditary disease, occurs almost exclusively in girls; manifestations are similar to those of autism, but the disease has a different origin and requires other methods of treatment and correction. Note. scientific ed.

the manifestation of signs of autism has decreased and who have become more adapted to life in society.

For me, these questions are not important - it's a waste of time and energy. What is important is that we started working with a child who was diagnosed with autism and who until that moment could not directly communicate with others, play and show those simple behaviors that have helped all of us become more or less successful and prosperous. . And when this child, after a while, does not confirm the diagnosis made by medical luminaries, and begins to possess, if not all, then most of the necessary skills, I will be convinced that this is the result that should be taken into account.

When you think of a child with autism, imagine him on a beach surrounded by a giant wall of sand. This wall is uneven in height, has many cracks, and is high enough in many places - so much so that the child cannot see the outside world beyond. For most adults with autism (those who can express their feelings in books or lectures on the subject), the world inside the wall is like a refuge from the confusing and unpredictable outside world. And the wall itself is a kind of barrier between the child and the rest of the world.

Now let's try to imagine that individual sections of the wall are different skills that your child must master. To successfully interact with the outside world, he must have the skills that will allow him to rise above top this wall. Bottom part wall represents skills that the child has acquired with little or no help. These, depending on how autism affects the child, include, for example, the ability to pull your hand to something that he wants to receive, or the ability to cry, throw tantrums, lose his temper, hit himself in order to achieve your attention or make you leave it alone. A highly motivated child with a reasonable level of development in some abilities will sometimes climb the middle part of the wall, demonstrating skills such as pointing or using one or more words. Finally, some parts of this sand wall will be so high for your child that he will not be able to overcome them on his own, without your help.

The essence of this metaphor is that it shows the need for the synchronous operation of the ABA program and the verbal behavior analysis (BC) method necessary to help the child consistently overcome all the difficult sections of the wall and find himself in the outside world. To understand the methods of applied behavior analysis means to understand how to systematically and consistently use reinforcement(Ketmarsetish, K 8) or, in other words, how to create the necessary motivation.

To overcome more difficult sections of the wall, the child needs to really desire this, that is, be sufficiently motivated. You can create proper motivation with the help of motivating condition(Ez ^ alNzYpё Orega Pop, EO) - words or actions that temporarily change the value of the consequences of each act (behavior). In other words, it is a condition that makes the consequence more or less valuable to your child for a time than it would otherwise be.

For example, water is generally more valuable to us on a hot, sunny day than on a cool, windy day. At the same time, the water itself does not change - your attitude to water becomes different, which was influenced by the conditions: it became too warm around, or even, perhaps, there was a threat of dehydration. Motivation is an important factor in the education of children with autism, and the better you learn to manage the environment to create motivation, the better you will be able to show your pedagogical abilities.

Fighting autism is like a tug-of-war: to beat the disease, you must hold on to your end of the rope by involving an important ally in the process - your child's environment. Most likely, the environment is currently a significant partner of autism - it is filled with things that distract you from the main goal. However, you can make the environment your ally. After all, only by rethinking its meaning, you can understand the child and properly motivate him. And then the child will be in the tug of war on your side, and not on the side of autism. Only by consciously managing the environment can you be sure that the child will constantly help you in your attempts to teach him. (See Chapters 5 and 6 for more on how to better understand your child's world and make it your learning partner.)

The goal of any good ABA/HC program is to identify the child's natural desires and use them in the learning process. To do this, a list of motivating conditions is compiled - favorite and desired activities, objects, toys and treats for the child. By adding new, more acceptable subjects and activities to the already known, we can make them more desirable for the child, and move the less acceptable to the bottom of the list as the least important for him.

If we recall our analogies, then motivation can be compared to water. Having filled the inner world of the child with water so that he can rise and get as close as possible to the top of the sandy wall surrounding him, we will help him get over it. In other words, motivation will be the force that allows the desires and abilities that the child needs to acquire the skills you teach him to manifest.

We consider the verbal behavior analysis method as a tool that helps motivate the child at the initial stage of acquiring new skills, and ABA methods in general as a stimulating system that encourages the child to use these new skills again and again. As a discipline, Applied Behavior Analysis aims to study and apply ABA/CB methods to help people achieve success in the broadest sense of these words.

One of the key concepts of applied analysis is reinforcement - the most important principle of ABA, which has been used successfully for a long time. Reinforcement is what happens after a behavior has been exhibited and increases the likelihood of that behavior being repeated in the future. Everything we do is part of our behavior, including learning new skills. In the image with the wall, the behavior will be the child's attempt to leave his own world and overcome the wall, and the reinforcement will be the experience he gains when he succeeds. If such an experience (reinforcement) is positive each time the child uses a certain skill, he will be motivated to use it again in the process of overcoming that sandy wall. That is, reinforcing a certain behavior creates a motivation for the child to try and show the skill again when the right situation arises.

It is motivation that becomes the driving force that encourages the child to demonstrate the skill again and again. And reinforcement over and over again creates the conditions for internal motivation to become stronger than external. The balance of motivation and reinforcement leads to an increasing desire of the child to perform the skill in relation to which they were consistently applied.

I note that the wall that surrounds your child is not made of hard rock - it is loose, which is both a problem and a blessing when teaching a child. The problem may be that through the cracks in the wall, the child can reach the reinforcements without making any effort to use the skills you are teaching. If the cracks are left unfilled, there will be a "leak of motivation" and the child will not have enough incentive to strive for success. Fortunately, the sand fills up the cracks, making them invisible, and allows the motivated child to “jump” over the wall to the expected reinforcements, destroying the top of the wall along the way. The wall becomes lower and easier to overcome, and the next time it will be a little easier to demonstrate the displayed skill.

ABA/HC programs use the principles of motivation and reinforcement to encourage your child to perform new and increasingly difficult skills in order to increase the desire to repeat the skill in the future and make it less difficult. Each time the child overcomes some part of the wall, it becomes easier for him to jump over it in the future. The sand, crumbling from above, fills the cracks in the lower part of the wall - and this is another plus of using reinforcements: motivation does not flow away, and it is easier to motivate the child to master new skills.

Perhaps all of the above gives you the impression that we are talking only about children with autism. In fact, I have described how each of us learns. From birth, we are surrounded by walls-barriers of different heights - limitations that we must overcome by betraying through the development of more and more complex skills. Only in this way can we become full members of society. And only in this way will we be able to destroy the walls, no matter how high they turn out to be. Someone will be able to do it better and faster, also because their walls are lower. Someone will have a wall so high that there will be no chance to get over it. However, most often the walls surrounding us are uneven: somewhere above, and somewhere below. A child with autism is no different from other children. He just needs to be helped to overcome the more difficult sections of the wall with the skills that society considers mandatory. The inability to independently overcome the wall is directly related to the insufficient level of development of skills in those areas that were listed at the beginning of the chapter: social interaction, communication and behavior (the child has repetitive and stereotypical behavior patterns and limited specific interests).

It is the lack or insufficient development of skills in these areas of life that are signs of autism.

Autism is a broad spectrum disorder that is affecting a growing number of people. Autism affects a child's ability to communicate and interact in different life situations, including educational ones. If children are not taught, they will remain at the mercy of autism until they completely lose contact with others. If parents and teachers are not educated, they will unwittingly motivate and reinforce the child's increasingly problematic behavior. However, if you learn to understand your child's motives and master the principles and techniques of ABA/HC, you will help him reduce unwanted behaviors and achieve greater success in life.

Chapter 3. ABA - the language of autism

Individually developed ABA or applied behavior analysis programs can be viewed as a specific plan. The fact is that certain types of behavior correspond to certain consequences, and if your reactions to the behavior of the child (consequences) are predictable and consistent, then they are understandable to the child. Accordingly, the child begins to understand you better. Your presence begins to have a calming effect on the child, he is less likely to get upset and becomes more open to interaction.

Most children and adults with autism love computers for their understandable “language”. ABA can be compared to a computer in terms of the degree of orderliness of actions and reactions. To successfully work or play on the computer, the child needs to select the desired command. By pressing a certain button, he gets a predictable result, whether it will be listening to music or just the desire to turn the computer on or off. The main thing here is consistency, ease of use and lack of uncertainty. Using a computer mouse gives the child a sense of control over the situation. The computer will not start playing music if it does not receive a special command, will not tell the child when he should turn off the computer. He does not command, he answers commands, and he does it with enviable constancy.

If you want to be understood by your child, your language must be extremely clear, concise and consistent in both words and actions. Yes, the same as the language of the computer. And if you offer your child certain behaviors with specific and understandable consequences for each option, your behavior will be understandable to your child. And if you can give your child clear and specific instructions on what to do and how to do it, with clear, specific and permanent consequences for his actions, the child will have a sense of order and control over the situation when interacting with you. As a result, the child will be less likely to seek control of the situation in other, less desirable ways. It should be noted that a parent who is able to quickly analyze the situation and give the child the instructions necessary to obtain the desired response may have a greater influence on the child's behavior than a programmed machine.

If you, as a parent of a child with special needs, learn the principles and strategies of ABA/HC, you will find that you have the ability to teach. You can start by making small changes in your child's life that will help him make meaningful choices about more choices. different types behavior. However, without a clear understanding of the principles of ABA, your interaction with the child will not be systematic enough, which will cause misunderstanding of your requirements on the part of the child. If your behavior is confusing and inconsistent, your child will most likely prefer to spend time not with you, but in his own invented world, finding in it the order and control that he needs so much. As a consequence, he will plunge deeper into the world of autism.

As you and your family learn the principles of ABA, your child will find that you understand and will be open to talking to you. The child will be able to feel comfortable in the circle of relatives, whose behavior was previously so annoying. Now he will begin to strive for communication, and the more he tries, the easier it will be for him to find himself in society. So, communication with a child, based on the principles of ABA or, otherwise, taking place in the language of autism, is comfortable for the child, because he understands you - your language of interaction with him and your behavior. This means that he will not look for ways to avoid you. Life will be amazing and joyful.

I AM I have never met a child with autism who was not able to use the principles of behavior in the most unexpected and difficult situations to achieve his goals. But I know quite a few parents who behaved in unexpected ways, obeying the ABA language that manifested in their child's behavior.

For example, one mother of a child with autism had a bedtime ritual that went on every night for half an hour. The procedure was always the same and looked something like this: the mother carried the child to the bedroom on her own shoulders. He agreed to sleep in only one pajama: blue pants and a bright orange T-shirt. Then she straightened the blanket and sang a lullaby. Before the end of the song, the child asked his mother to bring water, and she brought a glass of water from the bathroom. It was always the same glass filled to the brim; the child, having drunk exactly half, asked his mother to fill it again. Then she had to put the glass on the bedside table and read the last chapter of the book "The Little Engine That Could...". The child helped his mother hold the book and turn the pages. When the last page was turned, mom had to say: “Ko-o-o-o-o!” Then she kissed him, wished Good night, left the room, closed the door and waited, standing outside the door, when the child would call her. Then she opened the door, looked into the bedroom, and the child wished her good night. And only then did he fall asleep.

And what is wrong here? Why do parents fall under such control? Many will say that they have no choice. They believed that there was no other way. Whether or not this example strikes you as odd, this is a very typical situation where parents, not understanding the ABA language, are influenced by the child. If you are familiar with such a situation firsthand, then your child definitely subordinated you to himself. Do you allow your son or daughter to choose their own clothes, even if they wear the same T-shirt three days in a row? Does a child in your family decide whether he will sleep between his parents every night, even if he is already twelve years old? Have you really been trained so that you know exactly when and how you are allowed to feed your baby? Does your child know how to have you follow him around and pick up anything he drops on the floor? Did your son convince you that there is only one way home from school or only one right way to the park? Have you made sure that you can only talk on the phone and work at the computer when it is asleep?

Each of these examples shows that the child is applying the principles of ABA to you using his innate, natural abilities. ABA is an understanding of how causes and consequences can influence behavior. So, dressing a child in the “wrong” pajamas, you will face the consequences of this act. If a child screams and hits himself on the head, it means that you have just been made clear: you made the “wrong” choice. If you ignore this message and continue to wear the "wrong" pajamas on him, you can get another consequence - the child will bang his head against the wall. Naturally, you do not want your child to suffer, and so in order to protect him from himself, you can change your behavior and put on those old blue pajamas. Your behavior will be rewarded: the child will again be calm, smiling and obedient. Once this procedure is repeated several times, you will suddenly notice that each time you choose the “right” pajamas for the child.

Have you noticed how the child was able to change your behavior using the principles of ABA? If you cannot respond in the same language that he understands, you will have a good chance to develop your own ritual, reminiscent of the situation with a mother putting her son to bed. Conversely, if you understand and accept the principles of ABA, you will be able to answer the child in the same language, and then (if, of course, you are consistent and predictable), he will understand what you are talking about. The conciseness, clarity and consistency of your instructions will allow the child to predict your actions. He will be comfortable, because he will be able to control his environment. This means that he will not need to try to gain comfort and control in ways that are undesirable for you.

Your child understands and applies ABA principles. When you answer him in ABA, both of you will be much more comfortable communicating with each other. And comfort will increase as the child feels more and more confident in the society around him. Children who grow up in a calm and predictable environment that they can control are happier and more willing to interact with others. Only when the child wants to constantly communicate with you, you can begin a full-fledged training.

This chapter is not intended to endorse the scientifically proven principles of ABA/HC. There are hundreds of different studies proving the effectiveness of the ABA technique. These studies can be found in scientific journals, links to which you will find at the end of the book. It is not the purpose of this chapter to prove the effectiveness of ABA principles. This is a description of my own experience of why ABA is such a powerful tool for helping a child with autism. Do the examples above resonate with what you already know about your child? Have you noticed how your child is using ABA principles to manipulate you and others in his environment? Have you noticed how autism controls you? If so, keep reading and I'll show you how you can use ABA/UV to turn your child's behavior to your advantage.

child with autism- it's a mystery. No wonder the symbol autism around the world is an image of a jigsaw puzzle. And all of us, teachers and parents, are trying to piece together this puzzle and build a beautiful picture. But, sometimes, our "puzzle" does not want to "get together". Sometimes we do not even suspect that the child has any abilities, because he does not want to cooperate with us and show us what he knows.
Moreover, the child does not allow us to teach him - to show, tell, explain ... He wants to do only what he is interested in, and screams to be left behind and left alone. Therefore, in order to put the pieces of the puzzle together, we need a strong glue - control over the behavior of the child or "Guiding control" ( instructional control).

Many of the problems that prevent parents and those around the child from establishing relationships with him and teaching him are superimposed precisely on the Guiding Control platform:

· How to make sure that the child does not run out on the road?

· How to make sure that the child sits during class?

· How to make sure that the child answers the questions addressed to him?

· How to make a child pee in the toilet and not in his pants?

All of these problems are symptoms of a lack of "Guidance Control". And if, with the help of behavioral methods or other types of treatment, one of the symptoms is removed, then some new problematic behavior will appear in its place.

Therefore, achieving "Guidance Control" is the most important part of learning autistic child . Without it, we are powerless and cannot help the child in any way. Until we are able to help the child overcome himself and his own desires and begin to cooperate, we are unable to bring his development to significant progress.

From Bryansk to Vladivostok, in Ukraine, Kazakhstan and Georgia, parents and professionals helping children with autism received free copies of the first ABA book in Russian from the Coming Out Foundation.

Applied Behavior Analysis (ABA), the “gold standard” for helping people with autism in many countries, is still an unknown curiosity in Russia. One of the reasons is not only the lack of systematic training for behavioral therapists, but the almost complete absence of books and other materials on modern ABA principles and methods.

In an attempt to change the current situation, the Vykhod Foundation, together with the Steps charitable foundation, took part in the publication of the first Russian-language manual on ABA, and donated part of the circulation to specialized non-profit and government organizations, as well as to parents and individual specialists.

Robert Schramm's book Childhood Autism and ABA. Applied Behavior Analysis Based Therapy” published by Rama Publishing (Yekaterinburg). The uniqueness of this publication is that the author sets out the basic principles of applied behavioral analysis in a very simple language, accessible to the general reader.

The Russian-language edition was intended to be a kind of "introduction" to ABA for Russian professionals and parents who are not familiar with this area and approach to learning. Robert Schramm, a behavioral therapist with many years of experience, speaks primarily to parents raising a child with autism. He offers them simple and effective tools for the development of speech and communication of the child, which are based on the reinforcement of his verbal behavior.

Here is what parents of children with autism write who have already received and read the book (from reviews on the forum "Special Childhood of Irkutsk"):

“I already received it last week, Zhenya is reading now. Yesterday he asked me to write something small on a tablet, in response - a small chocolate pea. Flying works. Small even wrote “Dad give me chocolate.”

“Now I can also refer to the source, thanks to those who published the book. I’ve been saying for a long time, not a single person has heard me yet: all the extraneous surrounding people, by their actions towards me and my child, give the child reinforcement of incorrect behavior.

In order to make the book as accessible as possible to those who need it most, the Vykhod Foundation purchased a part of the print run for free distribution in Russian regions and CIS countries. Free copies could be ordered by parents of children with autism, as well as regional parent associations, government organizations and rehabilitation centers. The copies of the book were distributed by the Autonomous Non-Commercial Organization "Center for Autism Problems", one of the Foundation's partners.

Robert Schramm's book turned out to be in great demand, first of all, among regional associations of parents of children with autism and centers for the rehabilitation of children. The places where the allowance was sent are Yekaterinburg and Tula, Moscow and Krasnoyarsk, St. Petersburg and Vladikavkaz, Kostroma and Tomsk, Kemerovo and Irkutsk, Bryansk and Rostov-on-Don, Samara and Krasnodar, Volgograd and Tyumen. No less interest in the publication was shown by representatives of organizations from the CIS countries - part of the circulation was sent to Ukraine, Kazakhstan, Tajikistan and Georgia.

On the this moment more than 500 books were sent to 56 Russian and foreign organizations. Separately, it is worth noting another 300 copies of the book, which the Vykhod Foundation donated to five state organizations in Voronezh involved in the rehabilitation and education of children with special needs. The distribution of the benefit in Voronezh took place within the framework of the joint program of the Vykhod Foundation and the administration of the Voronezh Region – “Autism is curable”. In addition, 4 families of children with autism and 3 professionals working with children with ASD received free books.

Perhaps the publications received will change the views of parents and specialists in better side and – in the long term – improve the quality of life of people with autism in these regions. In any case, the feedback received allows us to hope so.

“The book is very relevant and important, since, in any case, I have not seen anything like it in ABA! For other parents, it was the first book on autism! It was very important for me to understand what is important in our children to maintain an interest in learning! Once again, I want to say a huge thank you to the translator and everyone, everyone, everyone who gave us - parents - this opportunity to get information on the principle of "one window". It’s a pity that I ordered few copies - 5 pieces,” Zalina Dudueva, Chairman of the MIR Association of Parents of Disabled Children, mother of a child with autism (Vladikavkaz).

“We received 72 books to Krasnoyarsk on February 20th. Liked the book. Written in very accessible language. The parents to whom I gave books, and with whom I had the opportunity to contact, are very satisfied. We reconsidered the attitude to many behaviors of the child,” Inna Sukhorukova, psychologist, mother of a child with autism (NGO “Light of Hope”, Krasnoyarsk).

The Coming Out Foundation team hopes that through the publication, hundreds of other parents will discover the basic principles of applied behavior analysis, and will be able to better understand their children and improve their relationships with them. We take this opportunity to express our gratitude to everyone who was able to make this a reality, including the translator, Zuhra Kamar, as well as the Center for Autism Problems, in particular the coordinator Yana Zolotovitskaya, for the work done to distribute free books among parents and government organizations.

Special thanks to Marina Kuzmitskaya, who collected and processed applications from organizations and sent books by mail. Many parents and professionals were able to quickly obtain copies of the book thanks to her gratuitous efforts.

The Vykhod Foundation, meanwhile, will continue its publishing program. Other ABA manuals are now being prepared for publication - more focused on specialists and their professional training. It is also planned to publish separate manuals for parents, teachers of public schools and specialists from other areas.

All about sports. Directory

Childhood autism and the ABA. ABA (Applied Behavior Analysis). Applied Behavior Analysis Therapy Robert Schramm

If the behavior continues or happens more frequently after a week or two, you should stop, rethink your possible goals, and move on to a different tactic. It was established by a UN resolution and has been held since 2008 to draw attention to the need to help people who suffer. The child directly or indirectly talks about the desire to die or kill himself or about municipal state educational institution Trinity reference for parents Do we make mistakes in raising our children Inna Ivanovna Burakova 2015-2016 behavior modification, or as the lovaas method.

For example, in a situation where a child throws a plate on the floor immediately after the father answers the phone, you can understand that the purpose of this behavior is to try to get the attention of the father. In other words, it is a condition that makes the consequence more or less valuable to your child for a time than it would otherwise be. If such an experience (reinforcement) is positive each time the child uses a certain skill, he will be motivated to use it again in the process of overcoming that sandy wall.

Childhood Autism and aba - Charitable Foundation I'm Special Robert Schramm Childhood Autism and aba. Aba (applied behavior anlisis) therapy based on the methods of applied behavior analysis. Robert Schramm childhood autism and aba. Autism is a disorder that manifests itself in the abnormal behavior of a child. Childhood autism and the ABA. ABA (Applied Behavior Analysis). Applied Behavior Analysis Therapy Robert SchrammChildren's Autism and Ava aba applied behavior analisis therapy Buy the book Childhood Autism and Ava. Applied Behavior Analysis Therapy by robert schramm and other works in the book section of the ozon online store. Digital, print and audiobooks available.

filmy.urist-perm.ru

Autism Books Supported by the Exit Foundation

One of the big difficulties in solving the problems of autism in Russia is the acute shortage of books and other printed materials on autism spectrum disorders (ASD), which, on the one hand, would correspond to the latest scientific research in this area and the information in which would not be outdated, and , on the other hand, would consider those methods of correction and intervention in autism, whose effectiveness has been scientifically proven. This makes it difficult both to train and develop professionals working with children and adults with autism, and to inform parents about how their children can be helped.

Robert Schramm Childhood Autism and ABA. Applied Behavior Analysis Based Therapy”

A total of 1,000 copies of the book were distributed free of charge to more than 50 Russian organizations. At the moment distribution of gratuitous copies is stopped. You can buy the book using the links below:

Mary Lynch Barbera Childhood Autism and the Verbal Behavioral Approach

A total of 3,000 copies of the book were distributed free of charge among Russian state and public organizations. At the moment distribution of gratuitous copies is stopped. You can buy the book using the links below:

Tara Delaney "Developing Basic Skills in Children with Autism"

A total of 1,000 copies of the book were distributed free of charge by the Vykhod Foundation among Russian state and public organizations with the support of the Steps Foundation. At the moment distribution of gratuitous copies is stopped. You can buy the book using the links below:

Fred Volkmar and Lisa Weisner, Autism. A Practical Guide for Parents, Family Members and Teachers

A total of 700 copies of the book were distributed free of charge by the Exit Foundation among the participants of the international scientific and practical conference “Autism. Route selection. An additional edition of the book is currently being prepared for free distribution. The book is not available for sale. The release of new copies of the book will be announced later.

SMART BOOKS for a parent, a speech therapist, a teacher

5 entries to all entries

Robert Schramm: Childhood Autism and ABA. ABA: Applied Behavior Analysis Based Therapy

For more than half a century, evidence-based methods of ABA (Applied Behavior Analisis), or Applied Behavior Analysis have been successfully used around the world to help children with autism. This publication is the first in Russia that systematically talks about applied behavior analysis and allows readers to get acquainted with one of its most effective areas - the analysis of verbal behavior.
Robert Schramm, a certified ABA specialist, provides parents with methods and techniques to help correct any undesirable behavior of a child, regardless of the severity of the disorder, to understand how to control the process of teaching a child new skills and how to enable him to become more successful in life.
The publication is addressed to parents and interested professionals.

Encyclopedic Dictionary F.A. Brockhaus and I.A. Efron. - St. Petersburg: Brockhaus-Efron. 1890-1907.

See what "Schramm" is in other dictionaries:

Schramm- Schramm is a German surname. Known carriers: Schramm, Andrey Andreevich (1792 1867) lieutenant general, commandant of the Sveaborg fortress. Schramm, Claudia (b. 1975) German bobsledder, World Championship bronze medalist. Schramm, Leo Paul (1892 ... ... Wikipedia

Schramm- (Schramm) Konrad (August 21, 1822, Krefeld, January 15, 1858, St. Helier, Jersey, UK), leader of the German and international labor movement. During the Revolution of 1848 49 in Germany, he participated in the publication of democratic newspapers. In May 1849 ... ... Great Soviet Encyclopedia

Schramm Conrad- Schramm (Schramm) Konrad (21.8.1822, Krefeld, ‒ 15.1.1858, St. Helier, Jersey, UK), leader of the German and international labor movement. During the Revolution of 1848–49 in Germany, he participated in the publication of democratic newspapers. In May 1849 ... ... Great Soviet Encyclopedia

Schramm, Leo Paul- Leo Paul Schramm (German Leo Paul Schramm; September 22, 1892, Vienna November 30, 1953, Brisbane) Austrian-Australian pianist and composer. From the age of 10 he studied with Theodor Leshetitsky. At the age of 15 he went to Berlin, where his soloist career ... ... Wikipedia

Schramm, Leo

Schramm Leo Paul- Leo Paul Schramm (German Leo Paul Schramm; September 22, 1892, Vienna November 30, 1953, Brisbane) Austrian-Australian pianist and composer. From the age of 10 he studied with Theodor Leshetitsky. At the age of 15 he went to Berlin, where his career as a soloist and ... ... Wikipedia

Schramm, Andrei Andreevich- Andrey Andreevich Shramm Date of birth January 15, 1792 (1792 01 15) Date of death June 10, 1867 (1867 06 10) (75 years) Place of death G ... Wikipedia

Schramm, Norbert- Sports awards Figure skating World Championships silver Copenhagen 1982 Men's single skating silver Helsinki 1983 Men's single skating ... Wikipedia

Schramm, Claudia- Claudia Schramm Citizenship ... Wikipedia

Schramm, Fedor Andreevich- Fedor Andreevich Schramm ... Wikipedia

Several books in Russian about methods of helping with autism, written in an accessible language

A few years ago, finding books about autism was very difficult. At the same time, there were practically no books that would help parents who had recently learned about a child's autism to navigate. Fortunately, things are starting to change. These are just a few examples of books about helping children with autism in Russian. First of all, the list included books on methods based on scientific evidence, written in an accessible language and containing specific recommendations which parents can use in daily life.

Foundation Programs: Books about autism published with the support of the Exit Foundation

One of the tasks of the Vykhod Foundation is to contribute to the publication of the missing professional literature on autism in Russian and to distribute printed materials among specialists and parents

One of the big difficulties in solving the problems of autism in Russia is the acute shortage of books and other printed materials on autism spectrum disorders (ASD), which, on the one hand, would correspond to the latest scientific research in this area and the information in which would not be outdated, and , on the other hand, would consider methods of correction and interventions for autism, whose effectiveness would be scientifically proven.

Question answer. What is error-free learning and how can it be applied to children with autism?

One of the Applied Behavior Analysis (ABA) methods that has been successfully used in working with children with developmental disabilities is "learning without errors"

Using a learning system that assumes success will allow you to teach without coercion and prevent your child from trying to evade learning. Whatever reinforcer you use, it will be of more value to your child if the child receives enough support and help from you to work on the skill, which ultimately leads him to success in the learning process.

Fund news: The first Russian-language manual on ABA is in demand throughout the CIS

From Bryansk to Vladivostok, in Ukraine, Kazakhstan and Georgia, parents and professionals helping children with autism received free copies of the first ABA book in Russian from the Coming Out Foundation.

Applied Behavior Analysis (ABA), the “gold standard” for helping people with autism in many countries, is still an unknown curiosity in Russia. One of the reasons is not only the lack of systematic training for behavioral therapists, but the almost complete absence of books and other materials on modern ABA principles and methods.

Interview. Zuhra Qamar: “Through the strategies of applied behavior analysis, parents learn to understand the language of the child”

Conversation with the translator of the first Russian book on Applied Behavior Analysis (ABA)

In early 2013, with the participation of the Exit Foundation, a book by Robert Schramm, Childhood Autism and ABA, was published on the basics of behavioral analysis when working with children on the autism spectrum. We bring to your attention an interview with the initiator and author of the translation of the book, Zukhra Izmailova Kamar.

News of the Foundation: With the support of the Foundation, the first book on Applied Behavior Analysis (ABA) in autism was published in Russian

The first book in Russia about the most famous and effective method helping children with autism

The Vykhod Foundation supported the publication of the first Russian-language book on applied behavioral analysis: Childhood Autism and ABA. Therapy based on the methods of Applied Behavior Analysis. The book was published by RAMA Publishing (Yekaterinburg). Part of the circulation will be donated by the Vykhod Foundation to specialists and parents of children with autism.

Robert Schramm, Childhood Autism and the ABA. ABA (Applied Behavior Analysis). Applied Behavior Analysis Therapy - review by funmanager

Book for parents. For those who have children with a diagnosis. For those who have heard of a suspected diagnosis. Or I heard the opinions of several experts and they disagree (someone puts, and some do not). For those who refuse to accept the diagnosis, I ask you to read it, despite the word "autism" in the title. If you think your child is just wayward and characteristic, then in this book you will find ways to make your life easier.
I'll go over the book in detail, starting with the title.
Childhood autism, it is also early childhood autism, it is also an autism spectrum disorder characterized by impairments in communication and social interaction. Communication is the transfer of information from one person to another in the form of speech, gestures, facial expressions, postures. Autistic people have problems with the transmission of information in general, and this can be expressed in different ways - the lack of speech, gestures, inconsistency in facial expressions, the presence of speech that does not perform the function of communication (repetition of words, like a parrot - echolalia), inability to answer questions, differently worded. People are social beings, "social animals". From birth, the greatest interest in a person is the other person. If we are watching a movie and there are people in the frame, then we follow their actions, if we enter a room, then the first thing we pay attention to is the people in it. In autistics, this allocation of a person to the first place in the list of interests is initially violated. And this is the root of the problem of social interaction. Instead of their own kind, autistic people may be attracted to objects from the outside world, light and sound effects, or their own body. Autistic children have difficulty imitation, which is an important form of childhood learning. The sphere of interest is narrowing, time must be taken. And that's when stereotypes begin - the constant repetition of the same actions. Stereotypes can be expressed in varying degrees of severity and in different form. Often a mother tries to get her child involved in something, but when she is in fifth place on the list of interests, her proposed activities are ignored or protested.
AVA or Applied Behavior Analysis - applied (i.e. list of activities, curriculum) branch of behaviorism. Behaviorism is a direction in psychology that studies behavior - behavior. The translation is not entirely accurate, behavior is understood as a certain single human reaction, action. There is a plural of behaviors - human reactions, his actions. Behaviorism is concerned only with observable and measurable responses. A smile, a look into the eyes, a spoken word - all this can be seen and counted. Happiness, success, pleasure ("after visiting a psychologist, I became happier, more successful and learned to enjoy life") - this is not the scope of behaviorism. More precisely, there is another way of formulating the problem. If happiness is measured in travel per year, success in money, and pleasure in orgasms, for example, then behaviorism can help.
Why is ABA suitable for autistic people?. Human actions do not arise by themselves. For an action to occur, a cause is needed, and the action has a consequence. I am hungry (stimulus, cause) - I eat (action, behavior) - I feel satisfied (consequence). Autistic people have poor communication. But how do they get their way? Autistic mothers know what food will be and what toy their child will play with. Robert Schramm calls it "ABA language". For any action of the mother, they give out their consequences. Mom brought me to a noisy store - to fall on the floor and beat my head. Mom gave soup - spitting until vomiting. Mom gave cubes instead of a car - turn away and ignore. Autistics are consistent, like ideal educators. And mothers change their behavior. Don't go to public places, feed what they eat, buy the same toys and things. Schramm gives an example in a book about a mother who had to do 12 consecutive, well-defined actions in order for her child to go to bed. This method is the basis of ABA. By changing the consequences, we can control behavior. If the child is still small, he probably will not master the sequence of 12 actions, but he may well learn the sequence of 5-8 actions - this is enough to wash his hands and go to the toilet on his own.
What are the benefits of the book for parents? Establishing control over the situation. In the book, in detail, in 7 stages, it is written "the establishment of managerial (supervisory) control." This is the very first thing to do before teaching a skill to a child. The purpose of this control is to shift the interests of the child from his activities to the person. Without attention to the person learning is impossible. No teaching skills are needed to establish managerial control. You need to spend a lot of time with the child and know his interests. This is best handled by parents. And it is the parents who will then help other people (caregivers, defectologists, teachers, relatives) to influence the child's behavior in order to teach and reduce bad behavior.
More goodness in every sip of our latest drink The book contains the latest achievements in the ABA. It is a method of error-free learning and the active use of motivation. Now ABA is not only about laying out cards at the table and following instructions, but also about natural and spontaneous learning. These methods are easier to use at home. Schramm also writes about a new component of ABA - Verbal Behavior, verbal behavior. Well, how about a new one - back in 1938, Skinner's book of the same name was published. In it, he distinguishes types of speech: understanding the word "apple" and saying "apple" are different types. Both normal children and children with various disabilities first remember and understand the names of objects, and then they begin to say some words from what they remember. Open any book on speech therapy or defectology - first we develop a passive vocabulary, and as soon as we remember 200 words, then we will begin to speak 2-3 words. That is, the quantity of one type of speech turns into the quality of another. ABA therapists began to see that this does not happen in autistic people. Autistic people learn and understand many words, but do not try to speak them. VB deals with how to overcome this problem. The book is small, it has enumerations of types of verbal behavior with examples of use. For normotypical people, it is not a problem to use all 9 types of speech behavior. For autists, some of them are difficult. The information in the book helps you understand what to work on first. And most importantly, the modern ABA presented in the book is increasingly using proactive teaching methods. It is a move away from “training,” as the ABA used to be called, to education as a method of teaching alternative behavior. Well, the convention on the rights of the child is in force - no punishments are provided.
The king speaks We will separately consider the section of evoking speech in non-speaking children. In Schramm you will not find any mention of breathing exercises, articulatory gymnastics and others. Not because it is not important, but because in the United States, few works are devoted to the topic of preparing the speech apparatus for issuing sounds. In this sense, we are lucky, in Russia there are many specialists who write on this topic. After establishing guiding control, when the child looks into your mouth, and not at the spinning wheels of the machine, you can start working with domestic speech therapy aids.
This is not an advertisement There is very little praising ABA therapy and "inspiring examples" in the book. If you're looking for examples of how to use ABA, then read Katherine Maurice Hearing Your Voice. I want to note that Katherine wrote the book in the 80s and her book used slightly outdated methods. Schramm writes about such methods:

Making a child sit until they complete a task and receive a reward was a typical practice in traditional programs in the early stages of ABA development.

Finally, let's take a look at the bibliography. This book, published in Russia in 2017, is an abridged version of Schramm's book The Road to Recovery. Get the upper hand on autism." Full version not yet published in Russian. Other books from the bibliography too. One exception is Leaf and McEcan. Work in progress. The good news is that in the book "Work in Progress" all those points that are in Schramm's book are considered in great detail and carefully. With the exception of establishing management control. It is mentioned in the book by Leaf and McAchan as something taken for granted and accomplished. It can probably be considered a replacement for Schramm's complete book. The bad news is that there is a chasm between these books called "writing a study plan." Autism is a wide spectrum disorder, how to identify what a particular child needs at the moment? Robert Schramm advises: 1. Contact a certified ABA therapist for a program. You can find them in Russia. Or 2. Pass ABLLS-R or VB-MAPP testing. The first test was adapted into Russian, but the technique itself is complex and accessible only to professionals. In Moscow, they definitely do such tests in private ABA centers.
Of the books available to parents, I know only one - Kiephard How does your child develop?. With serious tests can not be compared, but it's better than nothing. And it is written specifically for non-professionals, so it is easy to use.

childhood autism and the ABA

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1 Robert Schramm and ABA ABA (Applied Behavior Analisis) therapy based on Applied Behavior Analysis methods

2 Robert Schramm Childhood Autism and the ABA Autism is a disorder in which a child behaves abnormally. But it is the child's behavior that is the only language, a system of complex codes, through which others can understand his intentions, desires, experiences. By carefully observing a child's behavior, carefully identifying the reinforcing factors in the environment, adults can not only learn to understand it, but also respond to it using the language of ABA (Applied Behavior Análisis), or Applied Behavior Analysis. ABA methods will help a child with autism adapt to reality, increase self-control and gain new skills - from everyday to academic. The book by Robert Schramm, a recognized expert in behavioral analysis, is a great opportunity to learn about the unique power of ABA, with which parents can overcome the communication and learning problems of children with autism and other behavioral difficulties. “This book is the first detailed professional source of knowledge about the most effective psycho-corrective method for autism. We are happy to support this very important publication, and we believe that it will not be the last.” Avdotya Smirnova, President of the Vykhod Charitable Foundation

3 UDC LBC 88.8 Sh85 Translated from English by Zukhra Izmaipova-Kamar Robert Shramm VB Teaching Tools Table of Contents Shramm, P. Sh85 Childhood autism and ABA: ABA (Applied Behavior Analisis) : therapy based on methods of applied behavior analysis / Robert Shramm; per. from English. 3. Izmailova-Kamar; scientific ed. S. Anisimova. Ekaterinburg: Rama Publishing, p. ISBN Evidence-based methods of ABA (Applied Behavior Analisis), or Applied Behavior Analysis, have been successfully used around the world to help children with autism for more than half a century. This publication is the first in Russia that systematically talks about applied behavioral analysis and allows readers to get acquainted with one of its most effective areas, the analysis of verbal behavior. Robert Schramm, a certified ABA specialist, provides parents with methods and techniques to help correct any undesirable behavior of a child, regardless of the severity of the disorder, to understand how to control the process of teaching a child new skills and how to enable him to become more successful in life. The publication is addressed to parents and interested professionals. UDC LBC 88.8 Preface to the Russian edition 6 Address to readers 9 Chapter 1. The road to a better 11 Chapter 2. What does the diagnosis of "autism" mean 20 Chapter 3. ABA language of autism 31 Chapter 4. How to recognize the goals of a child's behavior 38 Chapter 5. How to increase positive behaviors 45 Chapter 6. How to reduce problem behaviors 70 Chapter 7. Learning tools 98 Chapter 8. Types of verbal behavior 108 Chapter 9. How to increase the motivation of the child 117 Chapter 10. Learning without mistakes 129 Chapter 11. Breathe life into the learning process 137 Chapter 12 Teaching your child functional speech 143 Chapter 13 Basic techniques for analyzing verbal behavior 158 Chapter 14 Knowing what to teach 172 Chapter 15 Beating autism 176 Rama Publishing LLC, 2013 Robert Schramm, 2012 Michael D. Brown/Shutterstock .com, cover photo Conclusion 196 Captured ABA glossary 197 References and other sources 203 Index 207

4 Preface to the Russian edition Preface to the Russian edition How to teach children? How to teach them to dress, use a spoon and fork, say thank you? What needs to be done so that the child behaves well at a party, shop, kindergarten? These questions arise for all parents, and especially for those who are raising a child with atypical development, such as autism. This question is also of interest to psychologists, who put it somewhat broader: how does a person learn in general. There is no single answer to this question so far. Different psychological schools respond to it differently, based on the theoretical premises on which they are based. One of the areas of psychology in which the theory of learning has been created is called behaviorism. Behavioral scientists have formulated basic principles that describe the functional relationship between behavior and other factors. Knowing how behavior works has allowed researchers to develop tactics to change behavior. This, in turn, led to the emergence of a direction called Applied Behavior Análisis (ABA), or applied behavior analysis, a scientifically based approach to the study of environmental factors that influence socially significant behavior and the creation of technologies that allow behavior to change. Behavior in this case refers to any interaction of an organism with its environment. Reading, walking, speaking, baby babbling are all examples of behaviors to which ABA techniques can be applied. Applied behavioral analysis is currently very widely used when working with children with atypical development. It has proven to be effective in teaching such children a wide variety of skills: self-care, academic skills, speech, etc. In Russia, this approach is little known and almost never used. Moreover, experience shows that both parents and professionals often have prejudices about ABA. As a rule, this is due to two points. The first is the opinion that the learning process is likened to training. In fact, this statement is unfair. If you think of, for example, A’s and D’s at school, parents’ smiles when a child cleaned the room well, or their displeasure after a Kids Fight, it becomes obvious that people almost always use rewards or punishments to regulate the behavior of others. Another thing is that rewards or punishments are far from working. They do not always work the way we would like. Scientists involved in ABA, having studied the laws of behavior, have created -7-

5 CHILDHOOD AUTISM and ABA techniques that allow you to change behavior, avoiding failure. The second point is related to the application of punishments. This is indeed a very important question from many points of view. I must say that at present a large number of teaching methods have been developed that make it possible to do without the use of punishments. Moreover, the ethical principles of the ABA do not allow the application of punishments until it has been proven that the use of other methods is ineffective. It's never about physical punishment. If punishment in a particular case is considered necessary, then it is always safe and does not infringe on the dignity of the child. These and other doubts will be removed after a closer acquaintance with the ABA. Robert Schramm's book is practically the first guide to applied behavior analysis in Russian. Designed for parents, it is written in simple and easy to understand language to help you master the basics of ABA. The book doesn't just offer techniques to teach new skills or get rid of unwanted behaviors. The book teaches to understand the child because only by understanding, you can help. Natalia Georgievna Manelis, Ph.D. psychol. Sci., psychologist at the Center for Psychological, Medical and Social Assistance to Children and Adolescents, Moscow City Psychological and Pedagogical University, editor-in-chief of the journal Autism and Developmental Disabilities Behavioral Theories 2. In this book, I deliberately simplify the definitions of complex concepts and avoid lengthy theoretical discussions. At the same time, when explaining the reasons for using teaching techniques, I use terms such as “willingness”, “desire”, “trying”, “awareness” and “control”. Although some of these terms have nothing to do with "behavioral" terminology, I hope they will help make the scientific text understandable to any reader. Parents and teachers, faced with the specific definitions used The concept of "therapist" is given in the meaning of "trainer" - a specialist who teaches the child and provides assistance to parents. Sometimes the term "therapist" is used in the same sense. Note. ed. (further without notes). Here and below, under the word "behavioral" the author means the theory of behaviorism and the methods adopted within its framework (see further explanations in the text). -9-

6 CHILD AUTISM and ABA ABA professionals to analyze behavior and create programs for children are often confused and do not accept our science. Indeed, our parents and educators lack practical guidance in which scientific principles would be adapted to their daily lives. Without such guidance, we as professionals are unable to effectively educate those who need our help, and this in turn hinders the education of many children who need it. And if we want our science to help parents become teachers of their own children, we must, first of all, become good teachers for parents in teaching the basics of behaviorism. Chapter 1 better life it is a journey that encourages us to constantly seek better ways. We are looking for good schools for our children, we strive to find true and reliable friends, reliable ways to earn money, in general, we learn to keep our hectic life under control. Having achieved success, we become more persistent in repeating the type of behavior that will lead us to the desired result again. Conversely, we try to avoid those types of behavior that have proven ineffective in achieving our goals. This is the basic concept of behaviorism. Once a child is diagnosed with autism, it's like you're on a journey. This journey is, in fact, a search for new ways to help the child acquire the skills necessary for a fulfilling life. True, for those who live far from big cities and do not have the opportunity to communicate with parents who have the same problems, this is a lonely journey along a deserted road in the steppe with a couple -11-

7 CHILD AUTISM and ABA roadside signs. For those who live in the center of large cities, the road, on the contrary, is overloaded with signs and signs in all directions. In both situations, it is difficult for parents to raise their children without feelings of loss, fear, and guilt. In other words, no matter how you solve your child's problems, you will always feel like you haven't done everything you could have done. This is fine. Just remember that parents cannot control the causes that lead to autism, and there is no reputable source that claims otherwise. In the late nineties, as a specialist in inclusive education, I worked in California with children with various types of disorders. For six years I studied the most modern teaching methods and became a master in the education of children with special needs. At the same time, I felt that all my experience and all my knowledge was not enough for me to confidently help children with a diagnosis of autism become more successful. I knew there was something incredibly special that was meant just for these kids. Time passed, but I could not find those really effective ways that would really help these children become more successful. My vain attempts to become a saving beacon that would instill 1 Inclusive education is accessible to all (in this case, children), including children with disabilities, children with disabilities or special needs The road to a better hope in parents, hurt me. I wanted to help children grow, learn and succeed in life. I tried to find better ways, and all I could think of was, "I just don't know what else I can do." During my time in California, I was greatly influenced by one amazing child. Aaron was an unusually intelligent but troubled seven-year-old boy with autism. I was assigned to help Aaron adjust to a regular first grade class. Like many other parents of children with autism, Aaron's parents wanted their child to complete a general secondary education. They couldn't bear to see him suffer in a support class or school. Aaron's parents believed that he needed to study in a place where the learning process would not be easy, where high demands would be placed on the boy, and where classmates would become a model for their son. Parents understood that these were the key conditions for the successful development of their son in spite of his social skills and behavioral characteristics. When Aaron was passionate about what he found interesting, he was sweet and smart like any other kid. The problem arose at school when he was asked to do something he didn't want to do. Under pressure from the outside, this little boy turned into a Tasmanian devil. He could destroy any program developed by Na Mi without ^UD if he was not interested in it. To help Yim Wu, I used all sorts of tricks and techniques - 13-

8 CHILDHOOD AUTISM and ABA Road to the best I've ever met, including expert advice from every stripe I could find. I read every behavior manual I could get my hands on. Unfortunately, new knowledge only confirmed mine again and again; powerlessness in this situation. Any plan designed to help the boy learn something, Aaron was able to destroy if he did not feel like following it. Finally, I came to the same conclusions as other experts: Aaron cannot study in the general education system and should be transferred to a special class. It was a crushing blow to my self-confidence. What kind of specialist in inclusive education could I call myself after I had to tell parents that their child could not study in the general education system? To improve my skills, I began attending classes and trainings designed to help educate children with autism. I learned the PECS-Picture Exchange Communication System and tried it out with some of my students with some success. I studied the program "Treatment and Education of Autistic and Related Communication Handicapped Children" (TEACCH: Treatment and Education of Autistic and Related Communication Handicapped Children) and also more or less successfully began to use it in my work with my wards. I have studied a play therapy developed by Sidney I. Greenspan (MD) called "Floortime Games" -14- and have also started using it with some of my clients with some success. However, the occasional positive results I managed to get led me to believe that I was still learning how to use tools to learn how to build walls or make doors I knew it wouldn't be enough for me or for the kids I wanted to help If I really wanted to be a craftsman in the business I have chosen, I must find someone to teach me how to build a complete house.In order to do something for these children, I must become a "carpenter."Finally, my search led me to Applied Behavior Analysis 1 (Applied Behavior Analysis, ABA) and then to the method of analysis of verbal behavior (Verbal Behavior Analysis, VB) as a component of ABA. For many years, ABA as a scientific direction was known in the autism world either under the name "behavior modification", or as The Lovaas method. However, it is more accurate to say that Dr. Lovaas and others were among the first to use ABA methods to help people diagnosed with autism. The principles upon which Dr. Lovaas built his program were developed by BF Skinner (B F. Skinner) and published in his book Behavior Applied Behavior Analysis, or ABA for short, the Russian name for the ABA method. This is an applied branch of science in which the principles of behaviorism are applied to improve social meaningful behavior. The abbreviation ABA will be used for this term in the rest of the text.

9 CHILDHOOD AUTISM and ABA The Way to Better Organisms (The Behavior of Organisms, 1938). Although Dr. Lovaas has done much to introduce others to applied behavior analysis as a method of teaching children with autism, compared to today, the application of behavioral principles in the early development of ABA was often crude and inappropriate. Time and scientific advances have brought significant changes to the way these early methods and procedures are applied. And despite the fact that many behavior modification specialists in the seventies and eighties used unacceptable procedures and left a negative imprint on everything related to the world of ABA, this scientific direction has steadily developed over the past decades. With the revision and improvement of old learning techniques and strategies, our understanding of how autism affects children's development and how we can influence autism has changed significantly. As ABA has developed, so has the efficiency of its use. Today, this scientific direction only slightly resembles the ABA of yesteryear. The general curriculum has been replaced by individual and direct learning, the use of uncomfortable techniques by positive reinforcing procedures. Instead of isolated classrooms, we are now recommending more natural learning environments. However, regardless of any technical improvements, Skinner's principles have remained unchanged and are the theoretical basis for applied behavior analysis. Parents who were accustomed to early ABA methods often refused to opt for new methods. While all the evidence for the effectiveness of new methods of teaching children socially acceptable behavior and learning habits was available, parents preferred to deal with procedures that aroused resistance and looked unsightly. Many families who used ABA methods found them effective, while there were families who felt the results were not worth the effort. In recent decades, there have been significant changes in the ABA, and today we can say with confidence that applied behavior analysis is the right choice for almost all children with autism and autism-like disorders. First of all, we are talking about the development of a method for analyzing verbal behavior as a component of ABA. The Verbal Behavior (VB) Method 1 is both an ABA philosophy and a series of teaching techniques based on ABA principles for children to acquire language skills. In addition, the potential of ABA programs has been greatly expanded by VB educators Dr. Jack Michael and others, including Dr. James Partington and Dr. Mark Sundberg, who developed a series of new techniques In the rest of the text, this term will be abbreviated as VB. -17-

10 CHILDHOOD AUTISM AND ABA A road to a better place for children with speech delays to basics and failures. No matter where the fuck DI^!^ that Skinner's book "Verbal Behavior" (Dr. Skinny ya you and your child, never "Verbal Behayioo", 1958). ^ life is a road, and on this road n ^ ^ ^ In a fairly short period, from the end of nine. answers to all questions. I hope that hereinafter the words "child", "children" will be used in the sense of "with autism". From the early 1900s to the early 2000s, verbal analysis could get you through your difficult work, and it could be that behavioral searches as a method became universally accepted would become a good guideline in the ongoing treatment of autism in the United States. There has been a significant leap forward in working with children 1. One of the main reasons for this success is the involvement of parents as the main teachers of their children. For too long, parents have been waiting behind the scenes, watching the distance between their children and society widen, while they have thousands of opportunities every day to interact with their children in order to teach them acceptable social and communication skills and ultimately help them to achieve significant success. If your child's therapist or teacher does not use ABA principles in their work, they are likely not familiar with advances in this area. If he uses ABA but doesn't include verbal behavior analysis with your child, then he doesn't know the latest research to support it. Dealing with autism is not easy. You and other smart and caring people will have to go through success,

12 CHILDHOOD AUTISM AND ABA What a diagnosis of autism means Even if your child exhibits at least a list of specific behaviors, they are more likely to be diagnosed with autism. I also note that the listed signs of developmental delay should be noticed before the age of three and not be associated with Rett syndrome 1. If the child demonstrates some of these types of behavior, but is able to speak in early age , he is more likely to be diagnosed with Asperger's Syndrome. There is currently no blood or genetic test that can determine if a child has autism. Autism is diagnosed when a child has specific behaviors. But can you tell if a child has autism without using a physical test? How can you tell if a child is cured? The answers to these questions are simple: if a diagnosis of Autism Spectrum Disorder (ASD) is made as a result of the “checkmarks” in the list of presented types of behavior, then it is clear that if the child no longer shows this or that behavior, he will no longer considered a child with autism. Does this mean the child is cured? Or that he's not sick? Or maybe he never had autism at all? These questions are often asked about children who have 1 Neuropsychiatric hereditary disease, occurs almost exclusively in girls; manifestations are similar to those of autism, but the disease has a different origin and requires other methods of treatment and correction. Note. scientific ed decreased the manifestation of signs of autism and who became more adapted to life in society. For me, these questions are not important, it's a waste of time and energy. What is important is that we started working with a child who was diagnosed with autism and who, until that moment, could not directly communicate with others, play and show those simple behaviors that have helped all of us become more or less successful and prosperous. . And when this child, after a while, does not confirm the diagnosis made by medical luminaries, and begins to possess, if not all, then most of the necessary skills, I will be convinced that this is the result that should be taken into account. When you think of a child with autism, imagine him on a beach surrounded by a giant wall of sand. This wall is uneven in height, has many cracks, and is high enough in many places that the child cannot see the outside world beyond. For most adults with autism (those who can express their feelings in books or lectures on the subject), the world inside the wall is like a refuge from the confusing and unpredictable outside world. And the wall itself is a kind of barrier between the child and the rest of the world. Now let's try to imagine that different sections of the wall are different skills that your child needs to master. To successfully interact with the outside world, he must have the skills that will allow him to rise -23-

13 CHILD AUTISM and ABA above the top of this wall. The lower part of the wall represents the skills that the child has acquired with little or no help. These, depending on how autism affects the child, include, for example, the ability to pull your hand to something that he wants to receive, or the ability to cry, throw tantrums, lose his temper, hit himself in order to achieve your attention or make you leave it alone. A highly motivated child with a reasonable level of development in some abilities will sometimes climb the middle part of the wall, demonstrating skills such as pointing or using one or more words. Finally, some parts of this sand wall will be so high for your child that he will not be able to overcome them on his own, without your help. The essence of this metaphor is that it shows the need for the ABA program and the Verbal Behavior Analysis (VB) method to work in sync in order to help the child consistently overcome all the difficult sections of the wall and find himself in the outside world. To understand the methods of applied behavior analysis means to understand how to systematically and consistently use reinforcement (Reinforcement, S R) or, in other words, how to create the necessary motivation. To overcome more difficult sections of the wall, the child needs to really desire this, that is, be sufficiently motivated. Proper motivation can be created by inducing words or actions that will temporarily change the value of the consequences of each act (behavior). In other words, it is a condition that makes the consequence more or less valuable to your child for a time than it would otherwise be. For example, water is generally more valuable to us on a hot, sunny day than on a cool, windy day. At the same time, the water itself does not change; your attitude towards water, which was influenced by the conditions, becomes different: it became too warm around, or even, perhaps, there was a threat of dehydration. Motivation is an important factor in the education of children with autism, and the better you learn to manage the environment to create motivation, the better you will be able to show your pedagogical abilities. Fighting autism is like a tug-of-war: to beat the disease, you must hold on to your end of the rope by involving an important ally in your child's environment. Most likely, at present, the environment is a significant partner of autism - it is filled with things that distract you from the main goal. However, you can make the environment your ally. After all, only by rethinking its meaning, you can understand the child and properly motivate him. And then the child will be in the tug of war on your side, and not on the side of autism. Only by conscious control of the environment

14 CHILD AUTISM AND ABA What an autism diagnosis means by the environment, you can be sure that the child will constantly help you in your attempts to educate him. (See Chapters 5 and 6 for more information on how to better understand a child's world and make it your learning partner.) The goal of any good ABA/VB program is to identify the child's natural desires and use them in the learning process. To do this, a list of stimulating conditions of the child's favorite and desired activities, objects, toys and treats is compiled. By adding new, more acceptable subjects and activities to the already known, we can make them more desirable for the child, and move the less acceptable to the bottom of the list as the least important for him. If we recall our analogies, then motivation can be compared to water. Having filled the inner world of the child with water so that he can rise and get as close as possible to the top of the sandy wall surrounding him, we will help him get over it. In other words, motivation will be the force that allows the desires and abilities that the child needs to acquire the skills you teach him to manifest. We consider the verbal behavior analysis method as a tool that helps motivate the child at the initial stage of acquiring new skills, and ABA methods as a whole as a stimulating system that encourages the child to use these new skills again and again. As a discipline, Applied Behavior Analysis aims -26- to study and apply the methods of ABAAAB to help people achieve success in the broadest sense of these words. One of the key concepts of applied analysis is the reinforcement of the most important ABA principle, which has been used successfully for a long time. Reinforcement is what happens after a behavior occurs and increases the likelihood of that behavior happening again in the future. Everything we do is part of our behavior, including learning new skills. In the image with the wall, the behavior will be the child's attempt to leave his own world and overcome the wall, and the reinforcement of the experience that he gains when he succeeds. If such an experience (reinforcement) is positive each time the child uses a certain skill, he will be motivated to use it again in the process of overcoming that sandy wall. That is, the reinforcement of a certain behavior creates the motivation for the child to try and show the skill again when the right situation arises. It is motivation that becomes the driving force that encourages the child to demonstrate the skill again and again. And reinforcement over and over again creates the conditions for internal motivation to become stronger than external. The balance of motivation and reinforcement leads to an increasing desire of the child to perform the skill in relation to which they were consistently applied. I note that the wall that surrounds your child does not consist of solid rock, it is loose, which -27-

15 CHILD AUTISM and ABA is both a challenge and a blessing in teaching a child. The problem may be that through the cracks in the wall, the child can reach the reinforcements without making any effort to use the skills you are teaching. If the cracks are left unfilled, there will be a "leak of motivation" and the child will not have enough incentive to strive for success. Fortunately, the sand fills up the cracks, making them invisible, and allows motivated child"Jump" over the wall to the expected reinforcements, destroying the upper part of the wall along the way. The wall becomes lower and easier to overcome, and the next time it will be a little easier to demonstrate the displayed skill. ABA/HC programs use the principles of motivation and reinforcement to encourage your child to perform new and increasingly difficult skills in order to increase the desire to repeat the skill in the future and make it less difficult. Each time the child overcomes some part of the wall, it becomes easier for him to jump over it in the future. Sand, crumbling from above, fills the cracks in the lower part of the wall and this is another plus of using reinforcements: motivation does not flow away, and it is easier to motivate the child to master new skills. Perhaps all of the above gives you the impression that we are talking only about children with autism. In fact, I have described how each of us learns. From birth, we are surrounded by barrier walls of different heights, which we have to overcome through the development of more and more complex skills. Only in this way can we become full members of society. And only in this way will we be able to destroy the walls, no matter how high they turn out to be. Someone will be able to do it better and faster, also because their walls are lower. Someone will have a wall so high that there will be no chance to get over it. However, most often the walls surrounding us are uneven: somewhere above, and somewhere below. A child with autism is no different from other children. He just needs to be helped to overcome the more difficult sections of the wall with the skills that society considers mandatory. The inability to independently overcome the wall is directly related to the insufficient level of development of skills in those areas that were listed at the beginning of the chapter: social interaction, communication and behavior (the child has repetitive and stereotypical behavior patterns and limited specific interests). It is the lack or insufficient development of skills in these areas of life that are signs of autism. Autism is a broad spectrum disorder that is affecting a growing number of people. Autism affects a child's ability to communicate and interact in different life situations, including educational ones. If children are not taught, they will remain at the mercy of autism until they completely lose contact with others. If parents and teachers are not trained, they will -29-

16 CHILDHOOD AUTISM and ABA unwittingly motivate and reinforce the child's increasingly problematic behavior. However, if you learn to understand your child's motives and master the principles and techniques of ABA/HC, you will help him reduce unwanted behaviors and achieve greater success in life. Chapter 3 ABA Language of Autism Individually designed ABA or Applied Behavior Analysis programs can be viewed as a specific plan. The fact is that certain types of behavior correspond to certain consequences, and if your reactions to the behavior of the child (consequences) are predictable and consistent, then they are understandable to the child. Accordingly, the child begins to understand you better. Your presence begins to have a calming effect on the child, he is less likely to get upset and becomes more open to interaction. Most children and adults with autism love computers for their understandable “language”. ABA can be compared to a computer in terms of the degree of orderliness of actions and reactions. To successfully work or play on the computer, the child needs to select the desired command. By pressing a certain button, he gets a predictable result, whether it will be listening to music or just the desire to turn the computer on or off. The main thing here is -31 -

17 CHILD AUTISM and ABA ABA language of autism you will feel the ability to teach. You can start by making small changes in your child's life that will help him make meaningful choices about more diverse behaviors. However, without a clear understanding of ABA principles, your interaction with your child will not be systematic enough, which will cause your child to misunderstand your requirements. If your behavior is confusing and inconsistent, your child will most likely prefer to spend time not with you, but in his own invented world, finding in it the order and control that he needs so much. As a consequence, he will plunge deeper into the world of autism. As you and your family learn the principles of ABA, your child will find that you understand and will be open to talking to you. The child will be able to feel comfortable in the circle of relatives, whose behavior was previously so annoying. Now he will begin to strive for communication, and the more he tries, the easier it will be for him to find himself in society. So, communication with a child, based on the principles of ABA, or, otherwise, taking place in the language of autism, is comfortable for the child, because he understands you, your language of interaction with him and your behavior. This means that he will not look for ways to avoid you. Life will be amazing and joyful. I have never met a child with autism who was not able to use the principles of behavior in the most unexpected and difficult situations to achieve your goals. But I know a lot -33- consistency, ease of use and lack of uncertainty. Using a computer mouse gives the child a sense of control over the situation. The computer will not start playing music if it does not receive a special command, will not tell the child when he should turn off the computer. He does not command, he answers commands, and he does it with enviable constancy. If you want to be understood by your child, your language must be extremely clear, concise and consistent in both words and actions. Yes, the same as the language of the computer. And if you offer your child certain behaviors with specific and understandable consequences for each option, your behavior will be understandable to your child. And if you can give your child clear and specific instructions on what to do and how to do it, with clear, specific and permanent consequences for his actions, the child will have a sense of order and control over the situation when interacting with you. As a result, the child will be less likely to seek control of the situation in other, less desirable ways. It should be noted that a parent who is able to quickly analyze the situation and give the child the instructions necessary to obtain the desired response may have a greater influence on the child's behavior than a programmed machine. As a parent of a child with special needs, if you study ABA/HC principles and strategies, you

18 CHILDHOOD AUTISM and ABA The ABA language of autistic parents who behaved in an unexpected way, obeying the ABA language that was manifested in their child's behavior. For example, one mother of a child with autism had a bedtime ritual that went on every night for half an hour. The procedure was always the same and looked something like this: the mother carried the child to the bedroom on her own shoulders. He agreed to sleep in only one pajama: blue pants and a bright orange T-shirt. Then she straightened the blanket and sang a lullaby. Before the end of the song, the child asked his mother to bring water, and she brought a glass of water from the bathroom. It was always the same glass filled to the brim; the child, having drunk exactly half, asked his mother to fill it again. Then she had to put the glass on the bedside table and read the last chapter of the book “The Little Engine That Could. ". The child helped his mother hold the book and turn the pages. When the last page was turned, mom had to say: “Ko-o-o-o-o!” Then she kissed him, wished him good night, left the room, closed the door and waited, standing outside the door, for the child to call her. Then she opened the door, looked into the bedroom, and the child wished her good night. And only then did he fall asleep. And what is wrong here? Why do parents fall under such control? Many will say that they have no choice. They believed that there was no other way. Whether or not this example seems strange to you, this is a very typical situation where parents, not understanding the ABA language, are under the influence of the child. If you are familiar with such a situation firsthand, then your child definitely subordinated you to himself. Do you allow your son or daughter to choose their own clothes, even if they wear the same T-shirt three days in a row? Does a child in your family decide whether he will sleep between his parents every night, even if he is already twelve years old? Have you really been trained so that you know exactly when and how you are allowed to feed your baby? Does your child know how to have you follow him around and pick up anything he drops on the floor? Did your son convince you that there is only one way home from school or only one right way to the park? Have you made sure that you can only talk on the phone and work at the computer when it is asleep? Each of these examples shows that the child is applying ABA principles to you using his innate, natural abilities. ABA is an understanding of how causes and consequences can influence behavior. So, dressing a child in the “wrong” pajamas, you will face the consequences of this act. If the child screams and hits himself in the head, it means that you have just been made clear that you made the “wrong” choice. If you ignore this message and continue to put the "wrong" pajamas on him, you can get another consequence of the child banging his head against the wall. Naturally, you do not want your child

19 CHILDHOOD AUTISM and ABA suffered, so to protect him from himself, you can change your behavior and put him in those old blue pajamas. Your behavior will be rewarded: the child will become calm, smiling and obedient again. Once this procedure is repeated several times, you will suddenly notice that each time you choose the “right” pajamas for the child. Have you noticed how your child was able to change your behavior using ABA principles? If you cannot respond in the same language that he understands, you will have a good chance to develop your own ritual, reminiscent of the situation with a mother putting her son to bed. Conversely, if you understand and accept the principles of ABA, you will be able to answer the child in the same language, and then (if, of course, you are consistent and predictable), he will understand what you are talking about. The conciseness, clarity and consistency of your instructions will allow the child to predict your actions. He will be comfortable, because he will be able to control his environment. This means that he will not need to try to gain comfort and control in ways that are undesirable for you. Your child understands and applies ABA principles. When you answer him in ABA, both of you will be much more comfortable communicating with each other. And comfort will increase as the child feels more and more confident in the society around him. Children who grow up in a calm and predictable environment that they can control are happier and more willing to communicate with others. Only when the child wants to constantly communicate with you, you can begin a full-fledged training. This chapter is not intended to endorse scientifically proven ABA/VB principles. There are hundreds of different studies proving the effectiveness of the ABA technique. These studies can be found in scientific journals, links to which you will find at the end of the book. It is not the purpose of this chapter to prove the effectiveness of ABA principles. This is my own experience of why ABA is such a powerful tool for helping a child with autism. Do the examples above resonate with what you already know about your child? Have you noticed how your child is using ABA principles to manipulate you and others in their environment? Have you noticed how autism controls you? If so, keep reading and I'll show you how you can use ABA/VB to turn your child's behavior to your advantage. -36-

20 How to Recognize a Child's Behavioral Goals Chapter 4. How to Recognize a Child's Behavioral Goals I often ask parents who have just started learning ABA/HC theory what they find most difficult in teaching their child new skills. First on the list is the problematic behavior. No matter what impact autism has on a child's life, there will always be a type of behavior that a parent, teacher, or therapist sees fit to change. It is important for parents to understand what has a positive effect on the child's choice of a particular type of behavior before they make any attempt at teaching. I think most of you will agree that each of the basic learning skills is a set of specific actions. If you don't know how to positively influence your child's choice of a particular activity, you won't be able to positively influence the entire skill acquisition process. To better understand how to help your child avoid ineffective or problematic behavior, you need to understand the goals behind each type of behavior. The only way to positively influence your child's behavioral choices is to identify the purpose behind those choices. If you can't do this, you won't know how to influence behavior. Many parents say that their children often do things for no apparent reason. But after careful study, behind every action of the child, you can find the intention. If you do not understand what this intention is, then you do not have the necessary skills. Experts distinguish four possible goals of behavior: to get something from someone (socially mediated positive behavior), to avoid what is initiated by someone else - for example, occupation or communication (socially mediated negative behavior), to get something desired (automatic positive behavior), remove something unwanted / avoid something unwanted (automatic negative behavior). The last two goals were not linked to the participation of other people. To understand what the intention (goal) is, you need to quickly answer three questions: 1. What exactly did I not like about this behavior? 2. What happened prior to the behavior? 3. What happened immediately after the behavior began? The first question is designed so that you focus on exactly the behavior/action that -39-

21 CHILDHOOD AUTISM and ABA How to recognize the goals of a child's behavior would like to change, not on the child himself. It is difficult to notice a change in the behavior of a "bad" child, besides "creating problems", "not trying to try", "autistic". I deliberately enclosed in quotation marks all these general phrases that do not reflect the real act. It is much easier to work on a specific action, such as "ran away from mom", "does not respond to his own name", or "throws a plate on the floor during dinner." The second question is designed so that you can see if there is an antecedent, that is, something that precedes the manifestation of a behavior / act, which can be considered as its cause. For example, every time you put a certain sweater on a child, he bites himself. By understanding the previous stimulus (a sweater was put on the child), you can easily change the manifestation of behavior (biting yourself). In addition, answering this question, you can easily guess the purpose of such behavior. For example, in a situation where a child throws a plate on the floor immediately after the father answers the phone, you can understand that the purpose of this behavior is to try to get the attention of the father. Or if the child constantly claps his hands, refusing to respond to the sound of his name, this may mean that the purpose of the behavior is self-stimulation. The situation when a child leaves the room as soon as mom takes his toothbrush may lead you to believe that the behavior was used in order to avoid an unpleasant brushing procedure. The third question is the most difficult, but also the most important, and therefore requires a correct answer. . What is the consequence that reinforces the behavior in question? Once you determine what has changed in the child's environment after the behavior (act), you can calculate the reinforcing factor that increases the chance of such behavior in the future. Here are some examples of what you could do to change a child's problem behavior, given the knowledge of the underlying goals of the behavior. Attention (first goal). If a plate thrown on the floor was used to get the father's attention, the father should not show attention the next time the plate falls on the floor. However, he should give the child maximum attention when he behaves properly during meals. Evasion (second target). If the plate was thrown on the floor in order to avoid following an instruction (for example: "Say bread" ), then the goal of the behavior is evasion. In this case, the father should not reinforce the behavior by continuing to insist on the same or a similar instruction. If the child followed the instructions, the father can reinforce obedience by reducing the demands for a certain amount of time. Self-stimulation (third goal). Self-stimulation is a behavior whose purpose is -41 —

22 CHILDHOOD AUTISM and ABA self-excitation. Self-stimulation does not depend on whether the child is in the room alone or in the company of others. It is not easy to influence such behavior, since it is reinforced by natural arousal and you cannot stimulate it artificially. If the reason for throwing the plate on the floor is because the child likes the sound it makes, you need to find a way to reduce the sound effect, which is an automatic (without the intervention of another person) reinforcement of the behavior. Here are some actions you can take: buy a rug or rug, replace your plate with a plastic or paper one. Discuss any possible options that will help you reduce the sound effect that reinforces the cymbal tossing on the floor. Also, by allowing the child to experiment with specific or similar sounds at appropriate times, the child's desire to do so at the dinner table can be greatly reduced. So, when you ask yourself these three questions and determine the purpose of the child's behavior, you will understand what can be done to bring positive changes in behavior. However, the only way to know for sure that your plan is sound is to put it into practice and record your observations. Only in this way it will be possible to understand how much the manifestations of undesirable behavior have decreased over time. Don't expect your child to change his behavior right away. However, even if the child's behavior changes for the better, this is not a real positive result and does not mean that the plan will be successful in the end. Temporary improvements in behavior are great, but don't take these changes as an indication that the unwanted behavior is a thing of the past and that you won't encounter it in the future. So, the only way to determine whether or not the occurrence of problem behavior has actually decreased is to make constant observations and record their results. After a period of observation, you will be able, based on objectively collected data, to conclude whether the frequency of manifestation of undesirable behavior has decreased or not. Only then will you be able to figure out whether your intervention is having the desired effect. Usually one to two weeks is enough to determine if the plan is working. If the behavior continues or happens more frequently after a week or two, you should stop, rethink your possible goals, and move on to a different tactic. Attention! If you observe certain unacceptable behavior that you have no control over, or if you have to deal with aggressive behavior that endangers the life and health of a child or other people, you should immediately seek professional help. Your best bet is to find a certified ABA (qualified