Cleveland ABA Therapy Strategies to Use at Home

Cleveland ABA therapy strategies to use at home

Parents are a key part of the puzzle when it comes to successful Cleveland ABA therapy for kids on the autism spectrum. Knowing how to work on the skills we target in therapy in a home setting is important for the sake of consistency, and helps those lessons to stick.

Applied Behavior Analysis, also known as ABA therapy, has been deemed the gold standard in autism treatment. It’s a branch of behavioral science that can be achieved either in-clinic or in-home by a trained therapist known as an RBT (registered behavior technician) and overseen by a Board-Certified Behavior Analyst, or BCBA for short.

It’s an evidence-based intervention predicated on the principles of behavior science, focusing on how people learn, behave, and change. A core foundation is what we call the “ABCs of Behavior.” That is, we study the antecedent, behavior, and then consequence – before determining what interventions will be most successful in addressing unexpected behaviors and promoting expected/helpful behaviors. Successful Cleveland ABA therapy helps improve kids’ quality of life, teaches them important life skills, and helps reduce disruptive behaviors.

As professionals, we’ve spent a great deal of time and dedication learning the science and strategies. That said, one of our key goals is to empower parents to implement similar tactics at home. Here, we detail a few of the basic strategies you can employ with your child across settings.

Positive Reinforcement

This is perhaps the most common strategy in ABA. Positive reinforcement is the idea that when something positive happens after a behavior (what we would refer to as the antecedent), it can have a positive impact on whether that behavior is likely to be repeated.

So a behavior followed by positive reinforcement is more likely to happen again – and continue happening.

Lots of parents use this strategy all the time with neurotypical kids. For instance, they do a chore, you reward them with an allowance. That motivates them to keep doing it.

ABA therapy Cleveland

With kids on the autism spectrum (or other conditions for which ABA therapy is prescribed), the reward usually needs to be more immediate, and perhaps more tangible. (Money is tangible, but its concept is a little abstract for some kids.) We may start small, especially for younger kids. Let’s say the LOVE blowing bubbles. If the goal is to get them to make a request for something, you immediately give them access to a few rounds of bubble-blowing after.

Depending on the targeted behavior and age/skill level of the child, there different reinforcement schedules we could choose from. These are:

  • Continuous schedule. The behavior is reinforced after every occurrence.
  • Fixed ratio. Behavior is reinforced after a certain number of occurrences (every 3, every 4, etc.)
  • Fixed interval. Behavior is reinforced after a certain amount of time (i.e., after 1 full week of expected behaviors).
  • Variable ratio. Behavior is enforced after varied number of occurrences (after one occurrence, then after four occurrences, then after two, etc.).
  • Variable interval. The behavior is enforced after a variable amount of time (after 5 minutes, then after 10 minutes, then after 2 minutes.)

You can discuss with your child’s ABA therapist what schedule they think would be most effective for targeting certain behaviors with your child.

Providing Prompts

Anytime you’re teaching your child something new, you can provide prompts. Lots of us do this naturally in parenting, but kids with autism and other conditions may need additional prompting to be successful.

There are many different kinds of prompts. For example, a physical prompt involves physically helping your child do something. A verbal prompt is telling your child something that will help them complete the task. If you provide a model prompt, you show them how to do it first. A visual prompt is a visual aid that helps your child complete the task. Gestural prompts are when you use body movements or gestures to help guide your child into completing something. Lastly, auditory prompts – like a stop watch or timer – that use noise can help support skill independence.

Cleveland behavior therapy kids autism

Some examples of prompts you can use at home:

  • Setting a timer to help your child transition from one activity to the next.
  • Providing your child with a visual schedule of the day’s routine, so they know what to expect.
  • Physically assisting your child with brushing their teeth.
  • Showing your child how to zip their coat.
  • Pointing to an object you want them to retrieve.

If you need some help with planning your prompts, our ABA therapy team can help.

Operant Extinction

This is the idea that a behavior that was previously reinforced (often unintentionally) can be decreased if we stop reinforcing it. Essentially, the goal is for your child to stop engaging in a certain behavior because they are no longer experiencing the same outcome as before. (Again, we’re focusing on changing the antecedent, or what happens immediately after the behavior.)

Keep in mind: All behavior is a form of communication. Your child communicates their wants, needs, and aversions with behavior. They may be trying to avoid certain non-preferred activities or foods. They may be wanting your attention. or they may be engaging in the behavior as a form of sensory input/avoidance. A behavior can be unintentionally reinforced when a child gets what they’re looking for by engaging in the behavior.

So let’s say a child has a temper tantrum that involves throwing themselves on the floor, screaming and crying. To quiet them down in a public place, you give them your phone. The child learns that engaging in screaming, crying, and laying on the floor, they are rewarded with game time. If you stop providing them with the phone when they engage in this behavior, eventually, the behavior will stop.

(Keep in mind, though: Temper tantrums are different than meltdowns, and may need to be approached a bit differently.)

Here’s another example. While seated in a grocery cart seat, your child kicks and hits you repeatedly. You get upset, use angry words and raise your voice. It continues to happen every time you go to the store. Eventually, you talk to your child’s ABA therapy team and determine the goal of this behavior is to get your attention. It doesn’t matter that the attention you provide is negative; you are still unintentionally reinforcing it. To achieve operant extinction, you must start to completely ignore this behavior. And then when your child is behaving in a way that is expected – lavish them with LOTS of attention and praise. By shifting the reward cycle, you can often change behavior.

Cleveland ABA Therapy Team Urges Consistency

The whole concept of rules and boundaries is based on the basics of behavioral science. In ABA, establishing rules – and then staying consistent – is imperative if you want to achieve better behavior.

Have a clear set of rules for each setting. These can start off very basic, such as “No hitting,” “No jumping on furniture.” But they can start to be more complex as your child progresses.

Break it down as much as needed. For example, it’s not just “house rules,” but “bathroom rules,” “bedtime rules,” “breakfast rules,” etc. Use visual schedules and auditory prompting, if need be. And then stay consistent. Kids who know what to expect are going to have an easier time behaving in a way that is expected.

If you have questions, our dedicated Cleveland ABA therapy team can help.

Therapy & Wellness Connection – your connection to a life without limitations – provides ABA therapy to children in Brecksville-Broadview Heights, Cleveland, Akron, and surrounding communities. We also offer summer camp, day programs, education services, vocational counseling and more. Call us at (330) 748-4807 or send us an email.

Additional Resources:

Treatments and Intervention Services for Autism Spectrum Disorder, U.S. Centers for Disease Control and Prevention

More Blog Entries:

5 To-Dos After Cleveland Autism Diagnosis, May 13, 2022, ABA Therapy Cleveland Blog

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Cleveland ABA Therapy Strategies

Cleveland ABA therapy

Approaches to Cleveland ABA therapy for children with autism can be varied depending on the provider. If your child is on the spectrum and you’ve been referred to behavior therapy by your pediatric specialist, it’s important to talk to the behavior therapy provider not only about the goals they have for your child, but the strategies they employ.

At Therapy & Wellness Connection, our strategies may need to be adapted for each child, but they primarily involve positive reinforcement.

The goal of our Cleveland ABA therapy services is to provide kids on the autism spectrum with the spills they’re going to need to be independent in all types of environments. We help lay the foundation, the building blocks, to help them learn – which in turn is going to help them not only function, but fully engage – whether that’s at home, in school, or pursuing their passions as they get older.”

-Jaclyn McClymont, Therapy & Wellness Connection Owner & Founder

The basics of ABA usually involve things like:

  • Learning to make requests
  • Waiting a reasonable amount of time to have that request fulfilled
  • Transitioning from one activity to another
  • Completing tasks
  • Accepting “No”
  • Following directions
  • Mastering skills relating to health, safety, and important tasks needed for learning

Typically, we start with a functional behavior assessment, which helps us determine which behaviors we want to target for extinction, and which we want to promote/encourage.

Wherever possible, our Cleveland ABA therapy team will work to ensure that the “why” of what we’re learning makes sense to the child. So if the goal is for them to be able to put on their own jacket, we avoid initiating that task randomly. We do it, for example, to prepare to go for a walk or some other task.

We offer our services both in-home and in-clinic. In both cases, we try to use as many real-world examples as possible. So for example, if we’re trying to teach a child how to get ready to eat lunch, we want to give them opportunities to do things like choose their spoon from a kitchen drawer, as opposed to pointing to a flashcard of a spoon.

Understanding Antecedent-Based Interventions

One technique we frequently employ in our Cleveland ABA therapy sessions involve antecedent-based interventions.

To explain how this works, it’s helpful to understand how ABA therapy views learning. That is, we focus on a three-stage process referred to as the ABCs of behavior (Antecedent –> Behavior –> Consequence). The antecedent looks at what happens immediately before the behavior, what triggers it. Then we analyze the behavior itself. From there we look at the consequence, or what happens immediately after that may be enforcing it (intentionally or unintentionally).

For example, let’s say your child has major meltdowns while you’re making dinner. The antecedent may be their own hunger. The behavior is their meltdown. This may be unintentionally reinforced by a consequence of giving them a high-sugar snack, right before dinner.

As ABA therapists, we look at whether the behavior can be modified by altering the antecedent or consequence. We may modify the environment to reduce triggers. We may identify when bodily needs are triggering the behavior (hunger, fatigue, overstimulation) and work to address those. For example, a child who is overstimulated may need a movement break/exercise/quiet time at certain times of the day or when certain things are happening – to be able to better cope and avoid meltdowns.

In addition to modifying the child’s learning environment, another antecedent-based intervention is to give a child choices. Rather than asking a child to complete a worksheet, we may give them a choice: Worksheet A or Worksheet B. Having a choice helps children to feel more confident and in-control – and increases the odds they’ll complete the task, rather than defiantly saying no.

Finally, we may engage children using motivating items, such as a toy, a favorite food, or a game/activity.

Consequence-Based Interventions and Extinction

And we also look at altering the consequences, or reinforcement. Parents and other caregivers sometimes unintentionally reinforce unexpected behavior with a “consequence” like time out or verbal admonishment that actually gives the child what they want (a break, attention, etc.). They may not necessarily see it as “negative,” even if it’s carried out in that context.

Redirection is one that we use frequently. It’s when we distract a child from a problem behavior, drawing their attention to a more appropriate solution/behavior.

Therapy & Wellness Connection – your connection to a life without limitations – provides ABA therapy to children in Brecksville-Broadview Heights, Cleveland, Akron, and surrounding communities. We also offer summer camp, day programs, education services, vocational counseling and more. Call us at (330) 748-4807 or send us an email.

Additional Resources:

Applied Behavior Analysis, Autism, and Occupational Therapy: A Search for Understanding, July/August 2016, The American Journal of Occupational Therapy

More Blog Entries:

ABA Therapy Explainer: What’s a Functional Behavior Assessment? March 9, 2022, Cleveland ABA Therapy Blog

ABA Therapy

ABA Therapy Explainer: What’s a Functional Behavior Assessment?

When your child starts ABA therapy, there are a lot of vocabulary words and acronyms that seem to get thrown around, and it can take some type to truly get a grasp on it all. Functional Behavior Assessment, or FBA, is the one we’re going to focus on here.

A Functional Behavior Assessment is one of the primary ways our behavior therapy team works to identify a certain problem behavior, and then we develop a plan to address them – ultimately eliminating them or at least reducing them to a point they aren’t so prevalent.

Going through the process step-by-step helps our Cleveland ABA therapy team to get to the source of the behaviors so that we can start introducing replacements. The problem with trying to tackle a problem behavior without an FBA is that then you lack the “why.” WHY were they engaging in that behavior in the first place? Every behavior has a function. Trying to effect the extinction of a behavior without first figuring out its function is going to create a gaping opportunity other difficult behaviors to take root in its place. An FBA helps us figure it out first.

FBAs can be used in IEPs or as part of an ABA program. We only initiate them when the behavior has become an impediment. We’ll be looking at it as a team – in collaboration with parents too – to assess whether it’s urgent (is there a risk of harm to self or others?), whether there’s an underlying medical reason, whether it’s cyclical, and if it appears to be new or if this is a long-standing issue that has maybe just gotten worse. Finally, we want to know if this is something that is happening on a consistent basis. If it was a random, one-off reaction to a substantial – and uncommon – change in the environment, we probably don’t need to develop a plan to treat that, though we may note it. In cases where there may be multiple unexpected and detrimental behaviors, we’re likely to target them one at a time, beginning with the one likely to have the most significant adverse outcomes.

Akron ABA therapy

Akron ABA Therapy Insight: Introducing a Child With Autism to New Foods

Some people call it “picky eating.” Others call it “selective eating” and struggling with “food aversions.” Any way you slice it, lots of kids go through it. It’s an especially significant challenge for children with sensory processing issues, as is the case for many on the autism spectrum. Our Akron ABA therapy team (and our occupational therapy team, as well) can offer insight into how to help your child gradually overcome some of their food aversions and incorporate a more varied, healthier diet.

Akron ABA Therapy Tips to Tackle Picky Eating

Selective eating can take a lot of different forms. Every child is going to be different, so it’s best to consult with your child’s ABA therapy and/or occupational therapy team before initiating any of these strategies, particularly for a child on the autism spectrum.

That said, here are a few ways we might advise introducing new foods and/or increasing the variety of foods your child eats at home.

  • Pair non-preferred foods with preferred foods. Try putting the food they won’t eat on the same plate with a food they love. If they’re having a hard time even tolerating that, put a “no thank you” plate or bowl next to their eating plate. This way, they still have the opportunity to see, smell, and touch the food, which is really the first step toward getting it anywhere near their mouth. But continue to encourage them to try it. Let them see you eating – and really enjoying – it.
  • Change up food consistency. If your child consumes lots of liquids but struggles with solids (due to sensory issues and not oral motor function, which is a whole separate issue that should be addressed with feeding/swallowing therapy), try blending some non-preferred foods into liquids. Or if your child loves popsicles, try making them out of certain fruits you would like to see your child eating more of. Offer thin apple slices instead of apple sauce or whole apples. If your child tolerates the different texture, you can slowly experiment with others.
  • Alter the size of the food. Sometimes big pieces can seem visually overwhelming as much as the taste or texture of the food itself. Maybe your child isn’t going to gobble up a huge piece of broccoli, but they might bird-peck at some bite-sized pieces. You can always slowly increase the size as your child eats more of it. (If your child is very picky about the size/shape of the foods they eat, try starting by slowly mixing it up with their preferred foods; get them used to tolerating changes on their plate.)
  • Mix foods together. If your child is super into applesauce but you’d like them to eat yogurt, try mixing the tiniest bit of yogurt into the applesauce. See how it goes. If your child loves pizza but loathes vegetables of any kind, try mixing the tiniest bit of cooked, blended vegetables into the pizza sauce. If they tolerate it, you can slowly (very slowly) change the ratio.
  • Dish up positive reinforcement. Set up a preferred food or positive activity ahead of time. Then encourage your child to take a tiny bite of the non-preferred food. Don’t make it a battle, but if they do it, immediately give them their preferred food/positive activity and heap on a big helping of praise.
  • Model. Don’t underestimate the power of modeling good eating habits. Have the foods you’re hoping your child will eat in the house and regularly available to all family members. Make sure your child sees you and others in the home modeling healthy eating behavior.
  • Take it slowly. Lots of kids take time to get used to certain foods. Consider there were lots of things you couldn’t stomach when you were a kid that you may love now. (And maybe a few that still make you cringe.) Kids on the spectrum and other picky eaters need more time than most to incorporate different foods into their diet. Often, taking a bite is too much to ask to start. Begin by having them play with it, tolerate it on their plate, smell it, lick it. With no pressure and lots of positive reinforcement, you can slowly encourage them to try new foods one morsel at a time.

Therapy & Wellness Connection – your connection to a life without limitations – provides ABA therapy to children in Cleveland, Brecksville-Broadview Heights, Akron and surrounding communities. We also offer summer camp, day programs, homeschooling, alternative schooling, virtual therapy and education, vocational counseling and more. Call us at (330) 748-4807 or send us an email.

Additional Resources:

SOS Approach to Feeding

More Blog Entries:

Sensory Meltdown vs. Tantrum: What’s the Difference? Akron OT Explains, Jan. 20, 2021, Akron ABA Therapy Blog

Brecksville ABA therapists

ABA Therapists: Helping Your Child With Autism Transition Back-to-School

Summer vacation has FLOWN by far too fast this year! Soon, we’re going to start seeing those bright, yellow school buses rolling through our neighborhoods as the new school year begins. Our Brecksville ABA therapists know this has been a unique and trying few years for many kids – and families. As it is, transitioning from summer break to another school year can be especially challenging for children on the autism spectrum.

A key goal for our pediatric ABA therapists and occupational therapists at Therapy & Wellness Connection is to help facilitate smoother back-to-school transitions. These can undoubtedly be difficult, but preparing ahead of time can make for a much easier ride into the next school year.

ABA Therapists’ Tips to Transition to Back-to-School

Some strategies you may consider implementing:

  • Talk to your child – a lot – about what to expect in the coming school year. This can truly go a long way in reducing your child’s anxiety.
  • Get a visual calendar. Some kids on the spectrum struggle with anxiety about when school will start and the changes you discuss will become reality. Just getting a simple calendar and physically crossing off the days will give your child something they can better conceptualize.
  • Start practicing your school year routine. Start by waking him/her up a bit earlier than what they’ve become accustomed to over the summer. Do a few practice runs of what your morning routine will be before they leave for school. Having a visual schedule for this might be helpful as well – noting everything from waking up to brushing teeth to getting dressed to eating breakfast to getting on shoes and coat.
  • Ask to take a tour of the school. Reach out to the school principal or your child’s IEP team. You might not get to meet the teacher, but at the very least, maybe you can arrange a tour of the building so your child can get acquainted with all the important spots (library, bathrooms, main office, playground, cafeteria, gym, etc.). Consider taking pictures that you can use for visual schedules or social stories throughout the year, if need be.
  • Discuss emergency procedures ahead of time. Lots of children on the autism spectrum struggle with sensory issues related to noise volumes and unexpected breaks in routine. But of course, schools have fire drills and tornado drills as a matter of safety. Talk about this ahead of time with your child’s teacher, IEP team and your child. Point out where they will go and what will happen. Maybe keep headphones in a handy spot in case the noise of the alarms is too overwhelming.
  • Make a visual daily school schedule. Lots of teachers of younger students already do this, but if you’re child is a bit older, they may not. Creating a general, visual schedule of what occurs in a typical day may go a long way in reducing anxiety.
  • Send the teacher a note explaining a bit about your child – their strengths and weaknesses, sensory struggles, dietary restrictions and most effective reinforcements. Maybe your child can even help. This will be invaluable for the teachers and other staff. Make sure to include positive things about your child. Providing copies to the principal, aides, therapists, bus driver, music teacher, gym teacher, art teacher, etc. can be very helpful when it comes to the strategies they use to educate your child.
  • Allow them to take their favorite sensory item with them the first day or even week. Kids coping with sensory overload can find great comfort in certain objects (fidget spinners, squish toys, stress balls, etc.). If that’s true for your child, consider allowing them to take one of their favorite items with them – and make sure your child’s teacher, bus driver, aides and others are aware of it and why your child has it.
  • Meet the bus driver. If at all possible, see if you can take a quick tour of one of the school buses.
  • Write a note of thanks. If the first several weeks go well, let the teachers and other staff know how much it means to you that they’ve helped facilitate a smooth transition!

Finally, don’t be afraid to ask for help. If you have any questions about how to ensure your child has a smooth transition into the 2021-2022 school year, our Brecksville ABA therapists and occupational therapists are available to help you find solutions!

Therapy & Wellness Connection – your connection to a life without limitations – provides ABA therapy to children in Cleveland, Brecksville-Broadview Heights, Akron and surrounding communities. We also offer summer camp, day programs, homeschooling, alternative schooling, virtual therapy and education, vocational counseling and more. Call us at (330) 748-4807 or send us an email.

Additional Resources:

Helping kids with autism transition back to in-person school: 10 tips, UC Davis Health

More Blog Entries:

Brecksville ABA Therapist Insight: Autism and Self-Injurious Behavior, June 21, 2021, Brecksville ABA Therapy Blog

behavioral regulation ABA

Study: Behavioral Regulation Difficulties Linked to Sleep Problems Among Kids With Autism

A new study found that difficulty sleeping – a common problem for children on the autism spectrum – is associated with behavioral regulation difficulties later in childhood. This longitudinal study drives home the importance of helping families address the sleep problems kids with autism have as early as possible.

Of course, this isn’t entirely shocking news to our Brecksville ABA therapy and occupational therapy team. It’s been well-established that getting high-quality sleep is key for everyone’s general health. A child who isn’t well-rested (just like any adult) is going to be cranky and more tantrum-prone. Still, the research sheds additional light on how vital it is for doctors and therapists to provide the support and tools to help children with autism struggling with sleep issues. In turn, this may help foster improved behavioral regulation as they get older.

The analysis, published in the journal Sleep and reported Spectrum News, is one of the first studies to look closely at the long-suspected connection between executive function (mental skills that include the ability to manage one’s own behavior to achieve certain goals) and poor sleep quality among children with autism.

Of course, many kids have sleep troubles the first few years of life. These too are associated with lower executive function, but these typically resolve after a few years. Children with autism are known to be more likely to suffer from long-term sleeping problems, which many researchers had previously opined were connected to poor executive function.

This study, which began in 2005, followed 217 children with autism, starting between the ages of 2 and 4 and then again several years later. The children’s executive function, as reported in surveys by parents and teachers, were evaluated four times when they were between the ages of 7 and 12.

What they found was severe sleep troubles were linked with reduced ability to regulate behavior. Interestingly, other types of executive function (ability to order their own thoughts, reflect on them, etc.) didn’t appear to be tied to sleep trouble.

Further, researchers concluded the age at which sleep disturbances occur can make a difference. For instance, kids who struggled to fall asleep between the ages of 2 and 4 didn’t have any behavior regulation issues a handful of years later. But when kids were taking a long time to fall asleep when at the ages of 6 and 7, they showed noticeable behavior regulation issues the following year. As for why this is, study authors opine it may have something to do with the fact that many kids between the ages of 2 and 4 wake up frequently, whereas older kids typically don’t.

It’s important to note the study doesn’t clearly indicate a causal relationship between poor sleep and reduced executive function, though that is what many researchers suspect. It’s probable, though, that executive function is impacted by a variety of factors, sleep patterns included.

Our Brecksville pediatric occupational therapists have several strategies we can share to help your child with autism get a better night’s sleep. These include addressing sensory seeking or avoiding behavior (weighted blankets, looser pajamas, developing bedtime routines and social stories, etc.), managing the child’s physical environment and helping families adjust their schedules to make for smoother transitions.

Therapy & Wellness Connection – your connection to a life without limitations – provides occupational therapy to children in Cleveland, Brecksville-Broadview Heights, Akron and surrounding communities. We also offer summer camp, day programs, education services, vocational counseling and more. Call us at (330) 748-4807 or send us an email

Additional Resources:

Autistic children’s sleep problems linked to behavioral regulation issues, July 5, 2021, Spectrum News

More Blog Entries:

How Occupational Therapy Can Help Treat Children With Sleep Problems, Feb. 15, 2020, Brecksville Occupational Therapy Blog

 

Akron ABA therapists

ABA Therapists Can Help With Autism Food Aversions

Mealtimes are awash in rich sensory experiences, with an array of smells, temperatures, textures, sounds, tastes and interactions. Most people enjoy mealtimes and sharing these experiences with loved ones. But our ABA therapists recognize that for children on the autism spectrum, mealtimes can present significant sensory challenges, leading to stress, sensory overload and meltdowns. Difficulties with communication can pose additional challenges for everyone.

Of course, it’s not uncommon for any child to be picky at times, but kids on the autism spectrum may be highly sensitive not just to something’s flavor, but its texture, shape, smell and color. They may have a strong preference for a very small selection of foods, and might even have an overwhelming need to eat those same foods on the same plate or in the same place at each meal.

You may notice that people with autism sometimes develop their own strategies to limit their sensory input during mealtimes. They may become:

  • Overly selective in their foods.
  • Inflexible in their mealtime routines.
  • Refuse to eat/eat limited amounts.
  • Prone to escape (elope, cover their ears, eyes, nose and/or mouth).
  • Repetitive in their behaviors to self-soothe.
differential reinforcement

ABA Therapy Insight: Differential Reinforcement, Explained

Differential reinforcement is a technique use by our Akron ABA therapy team to reinforce the behavior we want to see while not reinforcing the behavior we want to extinguish. It works well for children on the autism spectrum when applied appropriately and consistently, but it can work well for people of all ages and ability in other ways too.

For instance, let’s say a teacher in an elementary school classroom wants the students to stop shouting out the answers and raise their hands instead. She could admonish every student who calls out, or she might be more effective by not providing those who do with any attention at all. Meanwhile, she reinforces the preferred behavior of raising your hand before speaking by only calling on/praising those students who do so (i.e., “Nice job raising your hand, Tyrone. What’s your answer?”).

A teacher who uses this technique is essentially using the differential reinforcement method that we use in ABA therapy.

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Akron ABA Therapy Tips on Planning for Tough Transitions

Let’s face it: Change is hard for all of us sometimes. But transitions from one thing to the next can be especially challenging for children with conditions like autism spectrum disorder, ADHD, ODD and others. Our Akron ABA therapy team has some tips for helping kids move successfully from one activity to another in various settings throughout the day.

Why are Transitions So Tough for Some Kids? 

Transitions occur naturally – and often – at home, school and on the job. They are any kind of disruption to a person’s activity, setting or routine that requires that person to stop the activity in which they’re engaged, move to another location and start a new task. This is especially difficult if it’s time to move from a preferred task to a non-preferred task.

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ABA Therapists Talk the Power of Positive Reinforcement

One of the most effective strategies our Akron ABA therapists utilize in therapy is positive reinforcement.

If you think about it, most of us respond well to this. We do things all the time in our everyday lives, anticipating the benefits we’ll receive. A teenager may work odd jobs in order to buy tickets to a concert. An adult may do yard work on the weekends because he or she likes the personal satisfaction of seeing their lawn looking nice. Students finish their homework so they can have the reward of playing video games afterward.

When they receive that positive reward, it “reinforces” their behavior. It makes them more likely to put in the work next time for the payoff they’ll get.

As our ABA therapists can explain, it’s the same with children who have autism and are receiving ABA therapy, although the goal, reward and process may look different.