BeyondAutism podcast series: Recent Episodes
BeyondAutism
Our podcast series provides discussion around a range of topics, all underpinned by the principles of Behaviour Analysis. Hear our staff and guest speakers discuss research in the field of Behaviour Analysis, the practice it inspired at BeyondAutism, and the positive impact seen on the lives of the individuals involved. Much of our content is CEU-accredited, with each applicable podcast providing at least one Learning Credit for just £5 per CEU. Visit our website for more details: https://www.beyondautism.org.uk/professionals/research-and-learning/podcast-series/
In this episode, Head of Outreach Services, Matt Wicks, and Consultant Behaviour Analyst, Stacey Gent discuss Trauma Informed Care and how it can be applied to Behaviour Analysis. The article 'Towards Trauma informed Applications of Behaviour Analysis' by Rajaraman and Austin et al (2022) is used to explore the different applications and how things are being implemented at Tram House School.This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here. Or why not get 3 CEUs for the price of 2 here?If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.References:Rajaraman, A., Austin, J.L., Gover, H.C., Cammilleri, A.P., Donnelly, D.R. and Hanley, G.P. (2022). Toward trauma-informed applications of behaviour analysis, Journal of Applied Behaviour Analysis, 55, 40-61
In this podcast, Head of Outreach & Training, Matt Wicks, BCBA/UKBA (cert) and Head of Fast Responder, Hannah Smith, BCBA/UKBA (cert) discuss the concept of compassionate Behaviour Analysis. This concept is explored in the context of the new supervision standards of the UK Society for Behaviour Analysis.This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here. Or why not get 3 CEUs for the price of 2 here?If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.References:UK-SBA Competence Framework (2023) UKBAcert-Competencies-assessed-at-Supervision_final_27.03.2023.pdf (uk-sba.org)Hanley (2020) A Perspective on Today’s ABA from Dr. Hanley, A Perspective on Today’s ABA from Dr. Hanley | Practical Functional AssessmentTarbox, C., Tarbox, J., Lanangan Bermudez. T., Silverman, E. and Servellon. (2003). Kind Extinction: A Procedural Variation on Traditional Extinction. Behaviour Analysis in Practice
For World Autism Acceptance Week, we've recorded a special episode to talk about the work that we're doing in our services to make our education truly individual and inclusive.Seth Bolderow, Director of Education, is joined by Marta Martin Perteguer, Speech, Language & Communication Needs Teacher, Jessica Hargreaves, Occupational Therapist, and Russell Irving, Deputy Head of Post-19.The group explore a number of themes including supporting learners to lead an independent life; and what skills they need to be able to make informed choices for their future. Using examples from our own services, they explore our holistic approach to education, making sure learner voice is at the heart of all planning. Education should be different for each individual. As such, the group discuss how at BeyondAutism we have a range of different pathways for learners to choose based on their likes and aspirations to ensure they live a life of choice and opportunity.Useful resources mentioned in the episodeBeyondAutism Lunch and Learn series - join us for monthly sessions focusing on different topics around autism and inclusionClassroom resources - a range of helpful resources, from person-centred planning tools to visual storiesAbout autism - find more information about communication preferences, education options, behaviour and much more
In this podcast we discuss the purpose of the BeyondAutism Early Years' service with Sarah Larner, Behaviour Analyst. We cover the journey of the service and how the assessment process was developed to incorporate the key component of play skills.This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.Reference listGraph mentioned by SarahAnderson-McNamee, J. K., & Bailey, S. J. (2010). The importance of play in early childhood development. Montana State University Extention, 4(10), 1-4.Iadarola, S., Levato, L., Harrison, B., Smith, T., Lecavalier, L., Johnson, C., ... & Scahill, L. (2018). Teaching parents behavioral strategies for autism spectrum disorder (ASD): Effects on stress, strain, and competence. Journal of Autism and Developmental Disorders, 48(4), 1031-1040.Ingersoll, B. & Dvortcsak, A. (2019) From Teaching Social Communication to Children with Autism and Other Developmental Delays, Second Edition: A Manual for Parents. The Guildford Press. Jayanetti, C.(2022, April 2). Autistic children wait up to five years for an NHS appointment. The ObserverKoegel, L. K., Koegel, R. L., Ashbaugh, K., & Bradshaw, J. (2014). The importance of early identification and intervention for children with or at risk for autism spectrum disorders. International journal of speech-language pathology, 16(1), 50-56.McGreevy, P., Fry, T., Cornwall, C. (2014) Essential for Living: The Assessment and Record of Progress [ARP] Manual. United States. Partington, J. W. (2006) The Assessment of Basic Language and Learning Skills (The ABLLS-R): Scoring Instructions and IEP Development Guide: Version 3.2. United States: Behavior Analysts. Parten, M. B. (1932) Social participation among pre-school children. The Journal of Abnormal and Social Psychology, 27(3), 243. Pasco, G. (2018). The value of early intervention for children with autism. Paediatrics and Child Health, 28(8), 364-367.Rodgers, M., Marshall, D., Simmonds, M., Le Couteur, A., Biswas, M., Wright, K., ... & Hodgson, R. (2020). Interventions based on early intensive applied behaviour analysis for autistic children: a systematic review and cost-effectiveness analysis. Health Technology Assessment (Winchester, England), 24(35), 1.Rogers, S. J., Dawson, G. (2010) Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement. United Kingdom: Guilford Publications. Skinner, B. F. (1957) Verbal Behavior. United States: Appleton-Century-Crofts. Strauss, K., Vicari, S., Valeri, G., DElia, L., Arima, S., & Fava, L. (2012). Parent inclusion in Early Intensive Behavioral Intervention: The influence of parental stress, parent treatment fidelity and parent-mediated generalization of behavior targets on child outcomes. Research i n Developmental Disabilities, 33, 688-703. doi: 10.1016/j.ridd.2011.11.008Sundberg, M. L. (2008) VB-MAPP Verbal Behavior Milestones Assessment and Placement Program: A Language and Social Skills Assessment Program for Children with Autism Or Other Developmental Disabilities : Guide. United States: AVB Press. Taylor, B.A., LeBlanc, L.A., & Nosik, M.R. (2019). Compassionate care in behavior analytic treatment: Can outcomes be enhanced by attending to relationships with caregivers? Behavior Analysis in Practice, 12, 654-666. doi: 10.1007/s40617-018-00289-3
In this episode Martin and Alex speak to Emma Price, Head of Tram House School, and guest speaker Andrew Edwards. They discuss bullying in the workplace, why it is so common for autistic people and how we can stop it.
This podcast contains conversations around suicide, mental health difficulties and details incidents of bullying
In this podcast we talk to Jessica Aviles BCBA, Chief Clinical Officer at PBSC. Jessica identifies how PBSC go way beyond the task list and how having rock solid behavioural foundations enable a dynamic and extremely effective, network activating behaviour analytical PBS service.
This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
Reference list
Allen, D. (1999). Mediator analysis: An overview of recent research on carers supporting people with intellectual disability and challenging behaviour. Journal of Intellectual Disability Research, 43(4), 325-339.
Bowring, D.L., Painter, J. & Hastings, R.P. (2019). Prevalence of challenging behaviour in adults with intellectual disabilities, correlates, and association with mental health. Current Developmental Disorders Reports, 6(4), 173–181.
Ghaemmaghami, M., Hanley, G. P., & Jessel J. (2021). Functional communication training: From efficacy to effectiveness. Journal of Applied Behaviour Analysis, 53(1), 122-143.
Gore, N.J., McGill, P., Toogood, S., Allen, D., Hughes, J.C., Baker, P., Hastings, R.P., Noone, S.J. & Denne, L.D. (2013). Definition and scope for positive behavioural support. International Journal of Positive Behavioural Support, 3(2), 14-23.
Gore, N.J., Sapiets, S.J., Denne, L.D., Hastings, R.P., Toogood, S., MacDonald, A., Baker, P.A., Allen, D., Apanasionok, M.M., Austin, D. & Bowring, D. (2022). Positive Behavioural Support in the UK: A State of the Nation Report. International Journal of Positive Behavioural Support, 12(1), 4-39.
Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L. A. (2014). Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments. Journal of Applied Behavior Analysis, 47(1), 16–36 https://doi.org/10.1002/ jaba.106.
Hayes, S.C., Strosahl, K.D., & Wilson, K.G. (2014). Acceptance and Commitment Therapy: The Process and Practice of Mindful Change (2nd ed.). The Guilford Press.
Horner, R., Blitz, C., Ross, S.W. (2014, September). The Importance of Contextual Fit When Implementing Evidence-Based Interventions. Washington, DC: Office of the Assistant Secretary for Planning and Evaluation. Office of Human Services Policy –U.S. Department of Health and Human Services.
Kurtz, P. F., Boelter, E. W., Jarmolowicz, D. P., Jarmolowicz, D. P., Chin, M. D. and Hagopian, L. P. (2011). An analysis of functional communication training as an empirically supported treatment for problem behavior displayed by individuals with intellectual disabilities. Research in Developmental Disabilities, 32(6), 2935-2942.
LaVigna, G. & Willis, T. (2005). A positive behavioural support model for breaking the barriers to social and community inclusion. Tizard Learning Disability Review, 10(2) 16-23.
Parsons, M. B., Rollyson, J. H., & Reid, D. H. (2012). Evidence-based staff training: a guide for practitioners. Behavior analysis in practice, 5(2), 2–11. https://doi.org/10.1007/BF03391819
In this podcast Bobbie Stone (BCBA) and Andy Swartfigure (BCBA) explore the impact of teaching a student to tell the time, how it was approached and more importantly how it supported a more learner to be more independent.
This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
References discussed
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education, 779.
DiPipi-Hoy, C., Jitendra, A. K., & Kern, L. (2009). Effects of Time Management Instruction on Adolescents’ Ability to Self-Manage Time in a Vocational Setting. The Journal of Special Education, 43(3), 145–159.
Greer, R. D., & Ross, D. E. (2008). Verbal behavior analysis: Inducing and expanding new verbal capabilities in children with language delays. Boston: Pearson/Allyn & Bacon, 103-109.
Click here if you’d like to read the full case study.
Andy Swartfigure BCBA (Director of Services) interviews Jalpa Shah BCBA (ABA Supervisor).
In this podcast we explore the impact of teaching the basic learning to learn skill of imitation; and the role of prompting in order to achieve fundamental learning repertoires.
This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
References discussed
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. second edition. Upper Saddle River, New Jerse, Merill 1987
Carbone, V. J., Morgenstern, B., Zecchin-Tirri, G., & Kolberg, L. (2007). The role of the reflexive conditioned motivating operation (CMO-R) during discrete trial instruction of children with autism. Journal of Early and Intensive Behavior Intervention, 4(4), 658-680
Deshais, M. A., Phillips, C. L., Wiskow, K. M., Vollmer, T. R., & Donaldson, J. M. (2020). A comparison of imitation training using concurrent versus delayed prompting. Behavior Analysis: Research and Practice, 20(3), 132–147.
Fentress, G. M., & Lerman, D. C. (2012). A comparison of two prompting procedures for teaching basic skills to children with autism. Research in Autism Spectrum Disorders, 6, 1083–1090.
Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis in Practice, 1, 37– 43.
McGreevy, P., Fry, T., & Cornwall, C. (2012). Essential for Living. Orlando: McGreevy.
Soorya, L. V., Arnstein, L. M., Gillis, J., & Romanczyk, R. G. (2003). An overview of imitation skills in autism: Implications for practice. The Behavior Analyst Today, 4(2), 114-123.
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Andy Swartfigure BCBA (Director of Services) interviews returning podcaster; Amy Sarrasin BCBA (ABA Supervisor).
In this episode we explore the impact of self-injurious behaviour, and how practitioners have to find the balance between; safety, functional assessment and increasing repertoires.
This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
References discussed
BeyondAutism* (2020) 6-Week Assessment Report.
Carbone, V. J., Morgenstern, B., ZecchinTirri, G., & Kolberg, L. (2010). The Role of the Reflexive-Conditioned Motivating Operation (CMO-R) During Discrete Trial Instruction of Children With Autism. Focus on Autism and Other Developmental
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (Summer, 1994). Toward a functional analysis of selfinjury. Journal of Applied Behavior Analysis,27(2), 197-209.doi:10.1901/jaba.1994.27-197
Iwata, B. A., Pace, G. M., Dorsey, M. F., Zarcone, J. R., Vollmer, T. R., Smith, R. G., Willis, K. D. (Summer, 1994). The functions of self-injurious behavior: An experimental-epidemiological analysis. Journal of Applied Behavior Analysis, 27(2), 215-40.
Kennedy, C. H. (2005). Single-case designs for educational research. Boston: Pearson A&B.
McGreevy, P., Fry, T., Cornwall, C. (2012) Essential for Living, USA: Patrick McGreevy
Sundberg, M.L. (2008) VB-MAPP Verbal Behavior Milestones Assessment and Placement Program: A Language and Social Skills Assessment Program for Children with Autism or Other Developmental Disabilities. Guide, AVB Press.
Click here if you’d like to read the full case study.
In this episode, Martin discuss the impact job loss can have on people with autism, and some strategies to use when in that situation. He explores the importance of routine and seeking support when needed. He talks to Hazel, the parent of an adult with autism, and Richard, a Vocational Advisor.
We're happy to announce that we've recently been listed as number 5 in the Top 15 UK Autism Podcasts by Feedspot.
In this episode, Alex and Martin discuss the different types of jobs and how suitable they are for people with autism. They interview PJ, a paramedic from the USA, and Emily, a teacher from London to get their views and thoughts on the topic.
Andrew Swartfigure BCBA, Director of Services, talks with Bobbie Hasselby, ABA Supervisor at BeyondAutism, and Tom Bailey, Head of Therapies at BeyondAutism.
Difficulties around food can develop in children and are more prevalent in children diagnosed with developmental disorders. In this podcast we discuss ways in which we can reduce these difficulties following the case of one 7-year-old boy in particular.
This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
References discussed
Bachmeyer, M.H. (2009) Treatment of selective and inadequate food intake in children: A review and practical guide. Behav Anal Pract; 2(1): 43–50.
Christopherson, E.R., & Hall, C.L. (1978) Eating patterns and associated problems encountered in normal children. Issues Compr Pediatr Nurs; 3: 1–16.
Williams, K.E., Gibbons, B.G., & Schreck, K.A. (2005) Comparing selective eaters with and without developmental disabilities. J Dev Phys Disabil; 17(3): 299–309.
click here if you’d like to read the full case study.
At one time or another Behaviour Analysts may utter these words. In this engaging podcast, Leah Fennema Hall, BCBA (Director: Lux Consulting) speaks to Andy Swartfigure, BCBA (Director of Services, BeyondAutism).
In the episode we discuss the application of Behavioural Science in Organisational Behaviour Management and how to be an OBM practitioner. Leah talks to her fascinating applications in a diverse field and how the behavioural contingencies work in large scale environments.
This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
References discussed
Human Competence by Thomas Gilbert
Improving Performance: How to Manage the White Space on the Organization Chart by Rummler and Brache
Performance Management by Aubrey Daniels
Paradox of Organizational Change by Maria Malott
The New Mager Six Pack by Robert Mager (6 books)
For World Autism Awareness Week we've recorded a special podcast episode. Richard LeRoy (Deputy Head of Park House School), Emma Price (Deputy Head of Tram House School) and Elizabeth Robinson (Head of Post-19) got together to discuss what we mean when we talk about an 'ideal week'. Amongst other things they discuss:
- the importance of pupil voice in empowering our learners
- how choice for the learner is central in everything we do
- some innovative ways the teaching staff have approached the pandemic
Because of an issue at the time of recording there is some poor sound quality in this episode.
In this episode, Alex explores whether Brexit will offer more job opportunities for disabled adults due to less workers coming over from overseas and what the pros and cons could be of Britain leaving the EU. Alex is joined by Victoria and Quinn, equality officers at trade unions, the FDA and TUC to discuss their thoughts on the topic.
In this episode, Alex and Martin discuss why having a job is so important for people with autism and learning difficulties. They also speak to a number of colleagues from BeyondAutism to get their views on a questionnaire they shared with staff on autism and employment earlier in the year.
In this episode, Interns Alex and Martin, discuss the difficulties faced by people with autism and learning difficulties when applying for roles. Speaking with David Anthony (Head of Research and Learning) and Emily Ross (Specialist Vocational Advisor) they cover applications, interview process, and how we can make this easier and more comfortable for the future.
Part 3 of 3. In the final part of this episode Alex and Martin look back on their previous interviews and round up the conversation.
Part 2 of 3. In the second part of this episode, Interns Alex and Martin, speak to two more guests, Connie and Jennifer (Living with NLD), about their experiences over the last year and the impact Covid-19 has had on them and others with autism and learning disabilities.
Part 1 of 3. In this episode Interns, Alex and Martin, speak to Youtubers, Andy Burns (IndieAndy) and Daniel Jones, (The Aspie World) to get their take on the last year and the impact it has had on people with autism.
Andrew Swartfigure BCBA, Director of Services, talks with Jordana Lyons, ABA Supervisor at BeyondAutism, Taylor Christensen, OT at BeyondAutism and Tom Bailey, Head of Therapies at BeyondAutism.
In this podcast we examine the role of the multidisciplinary team in teaching emotions and self management whilst trying to answer how do we really know that we are teaching the right emotion to a learner at the right time.
This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
References discussed
Kopp, C.B. (1982) Antecedents of self-regulation: A developmental perspective. Dev Psychol; 18(2): 199–214
Prizant, B.M., Wetherby, A.M., Rubin, E., Laurent, A.C. & Rydell, P.J. (2006) The SCERTS model: A comprehensive educational approach for children with autism spectrum disorders (Volume 1: Assessment). Baltimore, MD: Paul H. Brookes Publishing Co.
Williams, M.S. & Shellenberger, S. (1994) "How does your engine run?" A leader's guide to the alert program for self-regulation. Albuquerque, NM: TherapyWorks, Inc.
Zones of Regulation curriculum, L Kuypers, 2011
EFL
VB-MAPP
In this podcast we talk to Dr Antonio Harrison (Coach Doc) about how diverse behaviour analysis application can be and how Dr Harrison has made many inspiring applications in sport, coaching and well being.
This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
References discussed
Harrison and Pyles, 2013, The effects of verbal instruction and shaping to improve tackling by high school football players, Journal of Applied Behaviour Analysis, volume 46, pp518-522
Andrew Swartfigure BCBA, Director of Services, talks with special guest speaker Nick Barratt of the Barratt Behaviour Change Consultancy.
Nick speaks to us about the do's and dont's of being a Behaviour Analyst in non-behavioural settings. He has some invaluable insight about bringing behaviour analysis into services that may have rejected it in the past. As an added bonus Nick also reflects on wellbeing during this time of increased working from home and the mental health challenges we are all facing.
This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
Andrew Swartfigure BCBA, Director of Services, talks with Rebecca Lowes, ABA Supervisor at BeyondAutism, Taylor Christensen, OT at BeyondAutism and Tom Bailey, Head of Therapies at BeyondAutism.
When necessary health care needs are more important than preferences. How do you begin to approach oral care when the individual finds it aversive? We explore how this was achieved and how beginning to teach autonomy through escape mands can support desensitisation.
This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
References discussed
Bishop, M.R., Kenzer, A.L., Coffman, C.M., Tarbox, C.M., Tarbox, J. and Lanagan, T.M. (2013) Using stimulus fading without escape extinction to increase compliance with toothbrushing in children with autism. Res Autism Spectr Disord; 7(6): 680–686.
Carter, L., Harper, J.M., & Luiselli, J.K. (2019). Dental Desensitization for Students with Autism Spectrum Disorder through Graduated Exposure, Reinforcement, and Reinforcement-Fading. J Dev Phys Disabil; 31(2): 161–170.
Diab, H.M., Motlaq, S.S., Alsharare, A., Alshammery, A., Alshammery, N., Khawja, S.G., & Shah, A.H. (2016). Comparison of gingival health and salivary parameters among autistic and non-autistic school children in Riyadh. J Clin Diagn Res; 10(10): ZC110.
Lewis, C., Vigo, L., Novak, L., & Klein, E.J. (2015). Listening to parents: a qualitative look at the dental and oral care experiences of children with autism spectrum disorder. Pediatr Dent; 37(7): 98E–104E.
Loo, C.Y., Graham, R.M., & Hughes, C.V. (2008). The caries experience and behavior of dental patients with autism spectrum disorder. J Am Dent Assoc; 139(11): 1518–1524.
Shabani, D.B., & Fisher, W.W. (2006). Stimulus fading and differential reinforcement for the treatment of needle phobia in a youth with autism. J Appl Behav Anal; 39(4): 449–452.
Stein, L. I., Polido, J. C., Mailloux, Z., Coleman, G.G., & Cermak, S.A. (2011). Oral care and sensory sensitivities in children with autism spectrum disorders. Spec Care Dentist; 31(3): 102–110.
Click here if you'd like to read the full case study.
Essential for Living is a detailed and ground-breaking curriculum. Its authors, Dr Patrick McGreevy and Troy Fry, explain to Andy Swartfigure, BCBA, Director of Services, the concept behind it and the reason it is such an effective tool for special education.
This podcast is ACE accredited, providing 1.5 Learning credits. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
References discussed
Essential for Living
For more information on how to purchase the Essential for Living handbook and additional resources, visit Talking Autism.
Andrew Swartfigure BCBA, Director of Services, talks with special guest speaker Dr Merrill Winston, Vice President and Director of Program Development at Professional Crisis Management Association.
Dr Winston explores the use of prompts, when they are more likely to be needed, but more importantly; how they must be recognised and how they can be faded through appropriate reinforcement.
This podcast is ACE accredited, providing one Ethics credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
References discussed
Professional Crisis Management Association
Andrew Swartfigure BCBA, Director of Services, interviews Amy Sarrasin, ABA Supervisor at BeyondAutism and Tom Bailey, Head of Therapies, BeyondAutism.
In this podcast we explore the impact of effective person centred and multi- disciplinary working and how working effectively can mean that children can move to less intensive provisions.
This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
References discussed
Dettmer, S., Simpson, R.L., Myles, B.S., & Ganz, J.B. (2000). The Use of Visual Supports to Facilitate Transitions of Students with Autism. Focus Autism Other Dev Disabil; 15(3): 163–169.
Havlik, K. (2015). Visual Schedules: A Practical Guide for Families. Retrieved April 9, 2019
Hume, K., Loftin, R., & Lantz, J. (2009). Increasing Independence in Autism Spectrum Disorders: A Review of Three Focused Interventions. J Autism Dev Disord; 39(9): 1329–1338.
Click here if you'd like to read the full case study.
Andrew Swartfigure BCBA, Director of Services, with BeyondAutism, talks with Liz Burns, ABA Supervisor at BeyondAutism and Michelle Frangos, Head of Pastoral at BeyondAutism.
In this podcast we explore the impact of effective person centred and multi-disciplinary working and how working effectively can mean that children can move to less intensive provisions.
This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
References discussed
Fox, L., Dunlap, G. & Crushing, L. (2002) Early intervention, positive behavior support and transition to school. J Emot Behav Disord; 10(3): 149–157.
Koegel, R.L., & Koegel, L.K. (1990) Extended reductions in stereotypic behavior of students with autism through a self-management treatment package. J Appl Behav Anal; 23: 119–127.
Freeman, J.L. (2016) Transitioning Children with Autism from One-On-One Discrete-Trial Settings to Special Education Classrooms (online). ProQuest LLC. Dissertation. https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3473&context=dissertations
Kuypers, L. (2013) The Zones of Regulation: A Framework to Foster Self-Regulation. Sensory Integration; 36(4): 1–3.
Sundberg, M.L. (2008) VB-MAPP Verbal Behavior Milestones Assessment and Placement Program. A Language and Social Skills Assessment Program for Children with Autism or Other Developmental Disabilities. Concord, CA: AVB Press.
Click here if you'd like to read the full case study.
Andrew Swartfigure BCBA, Director of Services, talks with special guest speaker Ryan O’Donnell BCBA, The Daily BA.
In this podcast we examine the complex issue of multi-disciplinary working in the field of Behaviour Analysis, navigating the worldwide issues in this area and how the links between formal BCBA training and practice do not necessarily prepare practitioners for the real world of professional interactions.
This podcast is ACE accredited, providing one Ethics credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
References discussed
Brodhead, MT (2015). Maintaining Professional Relationships in an Interdisciplinary Setting: Strategies for Navigating Nonbehavioral Treatment Recommendations for Individuals with Autism. Behav Analysis Practice; 8: 70-78.