The province of Ontario provides funding to families of children diagnosed with Autism Spectrum Disorder. Recently, the Ontario Autism Program (OAP) has changed many times. To learn more, read Ontario Autism Program: a short history.
Who can get the OAP funding?
To access the funding your child must:
- have a diagnosis of autism (given by a qualified professional)
- be under the age of 18 years old
- live in Ontario.
To register for the OAP, you must complete and submit this Ontario Autism Program Registration Form.
Meanwhile, the current program is changing from a childhood budget model to a needs-based therapy model. Don’t worry, you do not have to register again for the OAP if you have registered before. The new program will hopefully begin in March 2021. So far, the province has not released any details of how the new program will work or who will determine each child’s therapy needs.
As the program continues to change, autistic kids fall into 4 categories:
- Behaviour Plan Budget (Legacy funding)
- Childhood Budget
- Interim One-Time Funding.
Side by Side Therapy can help guide you through the uncertainty that comes with changes in funding. Also, we work with you to make the most of your child’s funding.
What can be purchased with Ontario Autism Program funding?
OAP funding can purchase: ABA services, Speech Therapy, Occupational Therapy and respite services. Side by Side Therapy offers all of these services. OAP funds can be used to purchase materials and equipment that will benefit your child’s learning. In addition, families are able to purchase a desktop computer, a laptop computer, a tablet/iPad or a smartphone to help their child.
Also, in an effort to help families, Autism Ontario is creating an approved OAP service provider list. Side by Side Therapy BCBAs are on the approved provider list.
Schedule a no-charge consultation with Side by Side Therapy. Let’s discuss what services are best for your child using your child’s Ontario Autism Program budget.
Autism Spectrum Disorder (ASD) affects a great number of children and often these children have difficulty communicating and, in some instances, cannot verbalize their needs or thoughts at all. In addition to having an applied behaviour analysis team these children benefit from speech therapy.
This by no means, should suggest, that these children understand less, but rather, they just have difficulty expressing what they understand. Speaking is one of the most effective ways of communicating and it allows us to successfully interact and navigate our way through life. However, for many ASD children, they do not have this option and sadly, therefore, have a greater challenge to having their needs and wants understood.
How can Speech Therapy help?
If you are a parent of an ASD child that is non-verbal or struggles with communicating, this can be very stressful and overwhelming. It is important to know that there is help. To date, numerous tools and programs have been developed to aid in these communication and language development barriers. These are known as Alternative and Augmentative Communication (AAC) systems.
AAC is an alternative method of communicating, outside of traditional speech, that has been developed to assist children with communication and language developmental issues. These systems can be added to your child’s existing speech therapy programs, however, they can also introduce new and alternative ways of dealing with communication issues.
AAC is a way to provide your ASD child with the ability to relay their thoughts and needs through alternative ways that include the use of pictures, gestures, sign language, visual aids or speech-output devices such as an iPad or Tablet.
These AAC systems give your child access to their right to communicate and helps to ensure that their needs are being heard, taken into account and addressed. Every person deserves the right to share in the decisions surrounding their care and well being.
Sounds liberating, (not only for your child but for you, the parents and caregivers), doesn’t it? Taking the guesswork out of what your child is trying to communicate helps to reduce stress, for everyone, and opens up the opportunity to build stronger relationships between your child and the rest of their social and support network.
Here is a breakdown of the types of AAC – Unaided and Aided & Low and High Tech
Unaided systems – These systems don’t require the use of any equipment. Gestures, facial expressions, body language and sign language are some examples of unaided systems used to communicate.
Aided systems – These systems use tools or materials and can be either low-tech or high-tech. Some examples of low-tech are symbol boards, choice cards, communication books, alphabet boards or cards. High-tech examples include speech-generating devices (SGD) or communication devices and AAC apps on mobile devices.
Below I will further elaborate on four of the aided systems that I feel may be helpful with your ASD child’s path to achieving successful communication.
Picture Exchange Communication Systems (PECS) – This program is a tool to aid in communication with non-verbal ASD children. PECS is a program where pictures of desired objects are exchanged (such as clothes or food) as a way of communicating. These pictures can be photographs, digitally created images or hand-drawn pictures.
When a child wants something, they would hand a picture of the desired item to their communication partner (the parent, peer or care-giver) in exchange for the desired object. PECS begins with a basic request which will be extended to include sentences and eventually comments as well.
As with most things that are of value and worthwhile, this program can take a long time (months) to become independent. It also requires special training and materials and is able to be supervised by anyone who has taken the PECS training (usually speech therapists or BCBAs).
While some children will be able to pair a vocalization with the exchange, PECS itself does not teach the use of vocal language. Creating a ‘verbal’ child is not the goal but rather creating a ‘communicative’ child is the end goal.
Speech Generating Devices (SGDs) or Voice Output Devices – These are hand-held electronic devices that when a child presses a button or flips a switch, the device will play pre-recorded words or phrases. These SGDs allow non-verbal people to communicate electronically. Therefore, in its most basic form, if a child would like a banana, they would press a picture of a banana and the device would then say “banana”, “banana please”, “I want banana” or I would like a banana, please” (or some other variation) in a pre-recorded human voice.
Three examples of apps that can be paired with designated devices or used on tablets or iPads to become SGDs are:
TouchChat HD with WordPower – Although this is one of the most costly communication apps on the market, this program offers a range of options that far outweigh the competition. Utilizing Its voice recording capabilities allows you to touch individualized set-up cells and the program will then conveniently speak.
LINGGO – This is a mobile app used on an iPad or tablet that’s currently in beta testing. It was created by a team led by a behaviour analyst in Toronto. The app lists words that are most used and relevant to the child’s daily needs, preferences and social activities. Linggo learns the language patterns of its users through machine learning. Linggo also aims to enhance literacy by transitioning the learner from using picture based communication to written words and phrases.
Linggo also encourages vocal speech in the learner with the optional time delay feature to allow time for the learner to vocalize before the app. One of the most exciting parts of Linggo is that it gathers data on the learner’s independent vs prompted communications which will help the speech therapy team fine tune the teaching program to achieve maximum learning and communication.
LAMP Words for Life – This is an AAC app that is available for the iPad. It is based on the motor planning theory of language acquisition. It utilizes pre-designed vocabulary pages that do not require much individualization or adjusting. This allows the user to transition between pages without having to re-learn the positions of previously acquired words. There is evidence to suggest that children can become more proficient AAC users using motor planning because there is less searching for icons and specific phrases or sentences become almost rote.
Now that you know about some of the AAC systems, implementation may be another challenge. Finding professional help can be useful and will play a very important role in your child’s communication development. It is important to work closely with a Speech Therapy team to ensure that you are using the correct AAC systems.
Some AAC programs can be quite costly, you want to be sure they are worthwhile and effective for your child’s specific needs. A Speech Therapy team will often include a Speech-Language Pathologist, a communication disorder assistant or speech therapy assistant. The Speech Therapy team will take into consideration which AAC is appropriate and valuable for your child and will be able to address the many questions you will have. Furthermore, they will create and implement a program that will work with your child at their current stage of communication development and capabilities.
Some advantages of AAC as described by users include:
- Improved ability to communicate
- Stronger friendships and relationships
- Increased ability for social interactions
- Improved independence
- Increased involvement in decision-making and autonomy regarding their lives
- A feeling of being respected
- Access to employment and volunteer opportunities
- An improvement in physical and mental health.
AAC systems have proven to be tools that can open up doors for your ASD child by empowering them to communicate their needs and wishes. Through the set-up of a well-designed communication program with the help of a Speech Therapy team, including the use of AAC tools and consistent practice, your child will find that a whole new world of opportunities can become available.
If you would like help developing your child’s communication skills using AAC or otherwise, please contact us to set up a no-charge consultation today.
Read Time: 5 minutes
Receiving a diagnosis that your child has Autism Spectrum Disorder (ASD) is not only scary but overwhelming too. There are so many questions and while there is a vast amount of research to turn to these answers often only result in further questions and possibly further confusion.
It is important to rely on your treatment team including a Board-Certified Behaviour Analyst in Toronto (BCBA) for support and guidance as they understand just how exhausting and challenging such a diagnosis can be. Working together will help with your child and family’s success both at home and at school.
Here are some helpful tips to try when your child gets an autism spectrum disorder diagnosis:
1. Become an Expert in your Child’s Needs, Likes and Dislikes
Each child with autism spectrum disorder is different and we need to embrace, understand and support their differences. This can be achieved through research and asking questions about autism spectrum disorder and more specifically your child’s individual needs. As each child is unique, you must remain open minded about their experience of having autism. Once you gain some knowledge you will then be able to ask insightful questions to help build the best treatment plan for your child.
The best place to start is with your child’s family physician, they will be able to refer you to an autism consultant who can work with you to develop a team. Your physician should also be able to provide you with useful resources such as finding the best Applied Behaviour Analysis (ABA) therapist or group including Board Certified Behaviour Analysts (BCBA) for your child. Remember finding the right therapist may take time and patience. There is no such thing as “one size fits all” in a treatment plan.
2. Find Help through Technology
As technology has become an integral resource within our society, it has become a very useful tool for parents of children with autism spectrum disorder. Firstly, a vast array of knowledge and research regarding your child’s diagnosis and treatment can be gained through the internet. Secondly, technology is also used as a resource for community building through social media including parenting groups and intervention discussion forums. Here there is an opportunity to seek the support and experiences from parents in similar situations and professionals in the field. These communities are amazing and can help one to realize they are not alone.
Lastly, and perhaps most importantly, technology holds a critical use for autism spectrum disorder children that have communication difficulties and is used as a tool to remove this barrier. AAC (Alternative and Augmentative Communication) gives a voice to children who cannot speak using tablets or computers with specialized apps that utilize text or image to speech technology. These are sometimes called SGD (Speech Generating Devices).
3. Get Intervention as Soon as Possible
Parents that feel that their child might have autism spectrum disorder should speak with their child’s physician as early as possible to investigate a diagnosis. Don’t allow your child’s doctor to dissuade you or convince you to ‘wait and see’. With an early diagnosis and then prompt invention parents are able to start working towards helping their child to address interfering behaviours and increase communication skills.
Intervention is most effective in younger children. If your child’s interfering or challenging behaviour (e.g.: outburst in public) is addressed and dealt with early on, then the hope is that through reinforcing positive or desirable behaviour, the child will eventually be independent in the future in the same situations. Positive outcomes are possible for older children as well, so don’t give up if your child is older when they begin to receive treatment.
4. Ensure your Child’s Treatment is a Family Affair
An autism spectrum disorder diagnosis not only affects the diagnosed child but it affects the entire family. It’s therefore necessary that the therapy plan includes siblings’ and parents’ opinions and experiences. Since schedules and rules set out in the plan will put expectations on the entire family, their input and buy-in is imperative for the success of the program.
It is also vital that family members are involved in the treatment plan to ensure that generalization occurs. This means that your child is able to demonstrate all the skills they are learning in new settings and with new people instead of only with the treatment team. It may become a balancing act for you, however with support, consistency and careful consideration and execution of the therapist’s recommendations your day-to day routines will become less overwhelming.
5. Trust your BCBA, Treatment Team and the Process
As mentioned, finding the right BCBA and program can be a difficult journey, however, once this is accomplished you will soon see that you are on the right path. As your child is unique in their needs you must remain optimistic and open-minded. There will be necessary tweaks and adjustments along the way and through trial and error, you will certainly see positive changes.
Finding a team that suits your family’s needs and expectations is extremely important. You will also need to ensure there is a constant flow of communication between your family and your child’s BCBA so that modifications can be implemented and changes made whenever required.
6. Celebrate the Successes
As you continue to fill your toolbox with more tips and knowledge it will open the door for greater success. At times there may be a lot of growth and positive changes and at others, there may be little or none. It is important to stay focused on the positive and reflect on the successes and celebrate them frequently. Continuing to stay on course and provide consistent routines and expectations for your child. The more you celebrate the successes the more likely it will be that you feel good about your child and family’s future.
7. Make Safety a Top Priority
The challenges and long-term responsibilities that come with an autism spectrum disorder diagnosis can be additional stress placed upon an autism parent. To help ease the sense of being overwhelmed it is important to get organized and put proper measures into place for a “just in case” situation (for example, looking into life insurance for family members). As children with autism can engage in more dangerous behaviour (wandering, mouthing and self- injury) a safety plan is essential.
It is necessary to develop a plan to address these safety risks with your treatment team. For example, you should ensure that your child always carries or wears identification, especially if they are a wanderer. A simple google search will yield many options for safety tools for your child with autism spectrum disorder.
8. Work on Establishing a Good Sleep Routine
One of the challenges many children with autism spectrum disorder face is difficulty sleeping. Poor sleeping can exacerbate some of the challenging behaviours associated with autism such as impulsivity, compulsions, hyperactivity and physical aggression. Good sleep hygiene is vital to providing your child with quality restful sleep.
Keep in mind a few things while creating a routine, for instance: maintaining consistent times for going to bed and waking up; how much light is in their bedroom while they’re trying to sleep; ensuring your child has enough play time during the day and not too much screen time prior to bed; perhaps instituting a wind-down quiet period before bed; taking sensory issues into account, i.e. itchy pajama’s, white noise etc.
If your child has recently received an ASD diagnosis and you are looking for ways that the Ontario Government can support you, please know that changes to the Ontario Autism Program are in the process of being established. They are working towards creating a new “needs -based and sustainable autism program”. Eligibility for this program has the following criteria:
To register for the Ontario Autism Program, your child must:
- be under age 18
- currently live in Ontario
- have a written diagnosis of autism for a qualified professional
Your child’s written diagnosis must include:
- your child’s full name and date of birth
- the date of your child’s assessment
- a statement indicating that the child meets the diagnostic criteria for autism spectrum disorder
- the qualified professional’s name and credentials
For registration information please contact the central intake and registration team at:
The site notes that if you have registered in the Ontario Autism Program before April 1, 2019 you do not need to register again. As well, they mention that once your registration is complete, your child will be added to their waitlist and you will receive a letter from the ministry when it is time to complete further steps to receive funding.
Additional services and support are provided by the Ontario government for children with special needs, these are listed below:
- Healthy child development programs, including:
- Rehabilitation services delivered by children’s treatment centres
- Special needs resource teachers in child care settings
- Special Services at Home program
- Assistance for Children with Severe Disabilities program
For more information please visit: https://www.ontario.ca/page/ontario-autism-program
If your child was recently diagnosed with autism spectrum disorder, please connect with us. We can help you navigate these distressing times.
Read time: 5 Minutes
As a parent raising a child with autism spectrum disorder, you are faced with many difficulties and daily challenges which require adjustment in your parenting skills to include flexibility, patience, understanding and strength. You need to become very aware of your child’s specific needs while all along ensuring your own wellbeing and mental health.
It is important to realize that no two children with autism (as with all children) are the same. This therefore requires you to have the flexibility and open-mindedness to try numerous strategies and techniques to find the best fit for your child and family. This discovery may take some time and will include ups and downs, however, with persistence and the help of your child’s team you will find the path that will provide the direction necessary to seek positive change.
Here are 10 helpful tips to try with your child with autism:
1. Don’t make comparisons
Every child is unique and faces their own challenges. It is important to not compare your child with siblings or classmates. All children develop at their own pace and react to situations differently. Situations that don’t cause one child to bat an eye might be devastating for another. Comparing your child’s behaviour to that of others can cause your child to feel guilty for something that might be out of their control.
2. Help your child realize when they need a break
When your child with autism starts to feel frustrated, it is important for them to be able to identify their emotions and to be able to access the tools that will help them to calm and regulate their emotions. You can teach your child the tools they need in order to seek a break in a calm, comfortable and safe environment. This break will provide a safe place to allow them to calm down whichever way works best for them. This skill is crucial for all children but specifically for children with autism.
3. Listen to your child calmly and do your best to understand
Dealing with any young child can be quite difficult and trying to rationalize with them often is not successful, this is especially true of children with autism where there are language skill deficits. This ongoing challenge often leads parents to become frustrated and overwhelmed.
As a parent, it is crucial to maintain calmness (regardless of how difficult the situation becomes) to prevent escalation in the child’s behaviour. If you can calmly understand your child’s perspective you may then be able to adjust your methods so that you’re working with our child instead of against them.
4. Help your child apply new skills to different situations (generalization)
Many children with autism don’t generalize their learning, meaning that they cannot apply a skill in novel situations. They might be able to use the bathroom at home but seem unable to use a public washroom, for example. It is important to practice the same skills in different situations and through repetition. Your child will eventually learn to apply them more easily regardless of the circumstances.
5. Keep an open mind
Our life experiences dictate our perspective and how we view the world. This simple fact can get in the way of understanding our child’s experiences. Neither yours nor your child’s beliefs are wrong. It is therefore important that you as a parent of a child that looks at the world differently is open-minded. Through tolerance and acceptance, you will be better able to understand your child’s point of view as well as acknowledging that there are alternatives and various approaches to helping them.
6.Maintain a sense of humour
Some of your child’s behaviours may not initially (or ever) fit within societal norms and may be perceived as unconventional. As mentioned earlier, these are only perceptions that we have been taught, if you were to look at the difference with an alternative lens using humour, you’ll likely find that you are bothered less and feel less judged.
7. Never underestimate how much your child understands
There is a difference between receptive language (what we understand) and expressive language (what we can communicate with words, sign language, picture exchange or augmentative communication). Many children with autism have difficulty with expressive language while their receptive language falls within normal development. This means that they cannot express all the things they understand. There may appear a lack of understanding but this is likely not the case.
8. Look into Applied Behaviour Analysis (ABA) therapy
As mentioned, it is important to be open-minded and this involves looking into therapeutic methods and techniques to help your child. ABA therapy has been established as one of the most effective methods in working with children with autism. It is important that your ABA team is lead by a BCBA (Board Certified Behaviour Analyst). You should investigate the ABA providers in your area because not all people practice in the same way. ABA should be individualized to the child so if you’re concerned about a specific aspect of your child’s ABA therapy, you should feel confident to bring it up with your provider.
9. Work with the school and be an advocate for your child’s needs
School plays a large and critical role in your child’s development. Your relationship with the school is important as your child will require additional services, support and programs. These additional resources can and should be provided through the educational system. If you feel that the school is not recognizing your child’s additional needs or working with you for your child’s betterment then you need to advocate for them. You know what is best for your child and it is up to you to convey your needs and concerns. Ongoing communication and feedback will help keep you and the school on the same page and will align every player on your child’s team.
10. Take a break yourself and seek support
Raising an autistic child may come with many challenges however on the flip-side it comes with many rewards. You need to remember to be kind to yourself, know you are an amazing parent doing your best in a demanding situation. You need to ensure that you are in a place that you can handle and manage all that is needed of you. Don’t take everything onto yourself, reach out to your support network frequently. Seeking help will take care of yourself and in turn you will be the best parent you can be.
Check out the resources page to find links to valuable information about autism spectrum disorder.
Read time: 7 minutes
There are so many terms and acronyms that you’ll be encountering when you enter the world of applied behaviour analysis. It can be very confusing, especially because some of the words that are commonly used in ABA are used with another meaning in common language. I’m going to give the definitions in terms of children but they can be applied to anyone (adult or child).
Applied Behaviour Analysis Definitions of Common Words/Phrases:
ABA Therapy: Applied Behaviour Analysis is the application of the sciences of learning and behaviour to teach, increase or decrease behaviours that are meaningful to the client and their family.
ABLLS-r (The Assessment of Basic Language and Learning Skills – revised): This is a tool that is used as an assessment, curriculum guide and skill tracker when doing applied behaviour analysis. It was created by Dr. James Partington. Similar to the VB MAPP, it tests whether the child has specific language skills. The skills that are measured are sequenced from easiest to most difficult. There are 25 domains, some of which include: expressive language, receptive language, writing, imitation, fine and gross motor skills.
Accuracy: How close to the target something is or how correct it is.
Acquisition Target: A target that is currently being taught. This is a behaviour or skill that has not been learned yet.
Adjusted Age: This refers to the age of your child based on their due date. For example, if your child was born 6 months ago but was 2 months early, they would have an adjusted age of 4 months. Doctors or therapists will sometimes use adjusted age when speaking about the development of your child. People usually stop referring to adjusted age when the child is around 2 years old.
Antecedent: In applied behaviour analysis an antecedent is what happens before a behaviour. Think of it like the trigger for the behaviour.
Aversive: A stimulus that your child finds unpleasant or bothersome. Aversives can be used as a punisher to decrease behaviour or the removal of an aversive can be used as a reinforcer to increase behaviour. Your therapists should not be using aversives in your child’s programming without having a discussion with you and gaining your consent.
Behaviour: This is what the child does. Behaviours have to be measurable and observable.
Behaviour Intervention Plan (BIP): This is a plan that will target the reduction of challenging behaviour for your child. They should always include: a specific definition of the behaviour, antecedent strategies, reactive strategies, a replacement behaviour and a mastery criteria.
Board Certified Behaviour Analyst (BCBA): This is a masters or PhD level therapist who has completed the requirements (specific courses, over 1500 hours of work experience and passed a credentialing exam) of the Behavior Analyst Certification Board.
Chaining: In applied behaviour analysis chaining is when a skill is broken down into steps and then the steps are taught in isolation then brought together to form a longer sequence (or a chain). You can forwards chain (teach the first step then the second and so on), backwards chain (prompt all steps except the last, then prompt all steps except the last two and so on) or you can teach the whole chain (fade prompting across each step of the chain at one time).
Chronological Age: This refers to the amount of time your child has been alive. Even if they were born prematurely, this is the number of days/months/years that they’ve been on the planet.
Clinical Supervisor (CS): In Ontario, a CS is the BCBA who is responsible for overseeing your child’s ABA program. They make clinical decisions (decisions about what and how to teach) and collaborate with you and the rest of your child’s team in supporting your child as much as required.
Consequence: In applied behaviour analysis, this is what happens immediately after a behaviour. Consequences are neither good nor bad, they simply follow a behaviour.
Deprivation: When your motivation for something is really high because you haven’t been exposed to it in a long time. When you stop using or consuming something your desire, your need for that item grows.
Developmental Age: This is the age at which your child demonstrating most of their skills. Doctors and researchers have set all of the developmental milestones to specific age windows. For example, most children learn to speak in two-word sentences at around 18-24 months. Your child’s developmental age is the age at which they’re functioning emotionally, physically, cognitively or socially. Developmental age is not always correlated to chronological age.
Discrete Trial Training: This is a method of presenting the child with small segments of learning that are repeated, known as trials. Often the skill is presented in 5 or 10 trial blocks. The blocks are repeated a few times a day until the child can demonstrate the skill without prompting.
Discriminative Stimulus (SD): In applied behaviour analysis this is the demand, request or question that elicits a specific response. The presence of an SD signals the availability of reinforcement.
Duration: The length of a behaviour.
Echoic: A verbal operant meaning repeating. When the speaker repeats what they heard from someone else. For example, when a father says “bedtime” and the child repeats “bedtime”. In applied behaviour analysis programs, echoics are usually one of the first language goals targeted.
Expressive Language: This describes our ability to use language, gestures and writing to express ourselves.
Extinction Burst: A rapid escalation in the frequency, intensity and/or duration of a behaviour once the reinforcement for this behaviour has been removed. Usually, the pattern during extinction is that there is a small reduction in the behaviour, a big spike and then the behaviour disappears completely. There is something known as spontaneous recovery, which can happen after extinction is used. The child will test the waters and re-engage in the challenging behaviour that has previously been extinguished. By sticking to the plan and not reinforcing the behaviour, spontaneous recovery is usually short lived.
Extinction: When you intentionally stop reinforcing a behaviour with the goal of reducing that behaviour. For example, if you don’t answer the phone when someone calls, they will eventually stop calling you. Often leads to an extinction burst.
Fine Motor Skills: These are the skills that require movement and coordination of the small muscles of the body, specifically the muscles of the hands. Cutting, writing and pointing are all fine motor skills.
Functional Analysis or FA: This is a highly specialized process that BCBAs use to determine the function of the behaviour targeted for intervention. By manipulating reinforcement the BCBA will see if they can influence the behaviour. By controlling the reinforcement for a behaviour, you’re able to determine the function of the behaviour and can create function based replacement behaviours. One specific type of FA is called IISCA (Interview Informed Synthesized Contingency Analysis), it was created by Dr. Greg Hanley.
Functional Behaviour Assessment or FBA: This is a process for hypothesizing the function of a behaviour that is being targeted for intervention. In an FBA the BCBA does some or all of the following: observes the behaviour, completes interview style questionnaires and takes data.
Generalization: When your child is able to demonstrate a skill using novel materials, with novel people and in novel environments. All ABA skill acquisition programs should have generalization steps built into the program because generalization does not always happen automatically.
Gross Motor Skills: These are the skills that require movement or coordination of the large muscles of the body, specifically the muscles of the arms, legs and trunk. Walking, running and sitting are all gross motor movements.
Intervention: This the strategy that will be used by the team to change a behaviour or teach a skill. Intervention is another word for program.
Intraverbal: A verbal operant meaning conversation. When the speaker responds to another person’s language in a conversational way. For example, if someone asks you “What’s your favourite colour?” your response “Red” would be an intraverbal.
Latency: In applied behaviour analysis, this is the time between when an instruction is given and the beginning of the behaviour.
Maintenance: When a skill or behaviour is able to be demonstrated long after it was originally taught and with less reinforcement than was used during teaching. Sometimes a skill will be ‘moved to maintenance’ this means that the child will be asked to demonstrate the skill on a regular basis to avoid losing it. Often there is a maintenance schedule that the applied behaviour analysis team will use to practice the learned skills so that they are not forgotten.
Mand: A verbal operant meaning request. When the speaker uses a word to make their needs known. For example, saying “apple” when you want to eat an apple. Mands can be requests for objects, people or attention. Mands can also be requests for the removal of something you don’t like.
Mastery: The requirement for something to be considered learned. Mastery criteria are always set before the behaviour is taught. Often in applied behaviour analysis programs mastery criteria is 80% correct (or above) over 3 consecutive days with different instructors and novel stimuli.
Natural Environment Teaching (NET): A form of applied behaviour analysis where learning occurs naturally or incidentally in the child’s typical environment. Examples of programs that are best run in the NET are tooth brushing or feeding programs run at a family table during meal times.
Negative Reinforcement: When something is removed from the environment that makes a behaviour more likely to happen again in the future. In applied behaviour analysis, negative reinforcement is not the same as punishment.
Neutral Stimulus: Something in our environment that does not affect our behaviour. We have not associated that object or event with anything else.
Positive Reinforcement: When something is added to the environment that makes a behaviour more likely to happen again in the future.
Program: The specific strategies that will be used to change a behaviour or teach a skills. Each skill should have it’s own program description. Program is another word for intervention.
Prompt Hierarchy: These are the graduated steps that a therapist will use to methodically remove support for a child to be able to perform a skill independently. Having a prompt hierarchy in place is important in order to ensure that all team members are using the least intrusive prompt required. An example of a most to least prompt hierarchy is: full physical, partial physical, verbal, gestual, modeling, pointing, gaze and no prompt (independent).
Prompting: These are the strategies that are used to help a child learn a new skill. Generally, BCBAs will put a prompt hierarchy in place to guide the therapists in how to support the child.
Punisher: Anything that makes a behaviour less likely to happen again in the future.
Punishment: A procedure that is used to decrease the likelihood that a behaviour will happen again in the future. Punishment weakens behaviour. Your child’s therapy team must gain your consent before implementing punishment procedures in their applied behaviour analysis programming.
Rate: This is how many times a behaviour is displayed within a specific time frame. Rate is always described in relation to time. For example, 7 incidents per day or 2 incidents per minute.
Ratio: This is the number of responses required before a reinforcer will be delivered. It is possible to have either a fixed ratio (for every 5 responses reinforcement will be delivered) or a variable ratio (on average reinforcement will be delivered every 5 responses – sometimes it is delivered after one response and other times it is delivered after 9 responses).
Receptive Language: This describes our ability to understand the words that are spoken to us.
Registered Behaviour Technician (RBT): This is a credential offered by the Behavior Analyst Certification Board. An RBT is a person who practices applied behaviour analysis under the close and ongoing supervision of a BCBA. RBTs are not allowed to practice independently (without supervision) because they have not met the standards set by the BACB for that level of work.
Reinforcement: A procedure that is used to increase the likelihood that a behaviour will happen again in the future. Reinforcement strengthens behaviour.
Reinforcer: Anything that makes a behaviour more likely to happen again.
Response: An observable and measurable behaviour. Often applied behaviour analysis folks talk about response classes, or groups of behaviour that fit into a category.
S-Delta: A stimulus whose presence indicates that a behaviour will not be reinforced. For example, an “out of order” sign on an elevator will decrease the likelihood that you’ll push the elevator call button.
Satiation: When your motivation for something is really low because you’ve been exposed to it too much. This happens when you use a reinforcer too frequently or in amounts that are too big.
Schedules of Reinforcement: The frequency that reinforcement is delivered. There are fixed and variable schedules as well as ratio and interval schedules. Fixed Interval (FI) schedules provide reinforcement for the first example of the target behaviour after a predetermined amount of time has expired. Fixed Ratio (FR) schedules provide reinforcement after a specific number of correct responses (think of a token board). Variable Interval (VI) schedules provide reinforcement after an unpredictable amount of time has passed. Variable Ratio (VR) schedules provide reinforcement after an unpredictable number of responses have been given.
Scrolling: Rotating through a set of answers when you don’t know the specific answer. For example, if you showed your child an apple and asked “what’s this?” If your child was scrolling they would say “Orange, ball, tomato, apple”. This happens if the prompting procedure is not applied correctly. Scrolling can happen with any of the verbal operants, not only tacting/labeling.
Self-Injurious Behaviour (SIB): Actions that the child does that cause injury to themself. Hitting oneself, biting oneself and headbanging are examples of self-injurious behaviour.
Stims/Stimming: Self-stimulatory behaviour. These are some of the repetitive or stereotypic behaviours that a person with autism might engage in. For example, hand flapping, rocking and repeating movie scripts are all stims. Some people with autism report that they engage in stimming because they’re either under or over responsive to sensory stimuli and it helps to balance them.
Tact: In applied behaviour analysis this means a label. When the speaker names what they see or perceive in the environment. For example, smelling pie and saying “pie” or hearing a dog barking and saying “dog”.
VB MAPP (Verbal Behavior Milestones Assessment and Placement Program): This is a curriculum assessment that is based on Skinner’s Verbal Behaviour. It was created by Dr. Mark Sundberg. Similar to the ABLLS-r it tests whether the child has specific language skills. The sections or domains of the assessment are based on Skinner’s verbal Operants. The assessment is divided into 5 parts: Milestones Assessment, Barriers Assessment, Transition Assessment, Task Analysis & Supporting Skills and Placement & IEP Goals.
Verbal Behaviour: A branch of applied behaviour analysis based on the work of B.F. Skinner. Skinner identified verbal operants or different parts of our language, each serving a different purpose or function. There are many verbal operants but the basic ones are: mands, tacts, echoics and intraverbals.
If you’re embarking on your applied behaviour analysis adventure and would like to discuss anything with us, please contact us for a no-charge 30 minute consultation.
Parent/caregiver coaching is designed to empower parents to address their child’s challenging behaviour. Strategies and protocols are developed on an individual basis to meet the needs of your family while being based in applied behaviour analysis.
This program is a series of coaching sessions between you and a behaviour analyst. Your child may or may not be present for the session. You will be asked to collect data on the target behaviours and this will be analyzed with your therapist. Our BCBAs are OAP approved Clinical Supervisors and this program meets the Ontario Autism Program eligibility criteria.
Steps in Parent/Caregiver Coaching
We begin by meeting to discuss your family situation and to develop a list of goals that you would like to achieve through the parent coaching. Goals can be based on present challenges you’re facing or potential challenges that you can foresee. Lindsey will ask you to collect some baseline data to gather more information about what is currently occurring and to help guide the coaching process. We will also agree upon the frequency of parent coaching sessions.
- Plan Development
Following the assessment we will develop your parent coaching plan. Similar to a behaviour intervention plan for your child, you will receive a written coaching plan that lays out specific targets for intervention, replacement behaviours, data collection and teaching protocols. You will also receive sample data sheets to help guide your data collection.
- Training and Implementation
We use a Behavioural Skills Training model to teach you how to implement the new skills you’ll be learning. The four steps to this model are: teach, model, rehearse and give feedback. You will have an opportunity to practice the new skills with Lindsey before you implement them with your child.
- Monitoring and Updating
We will closely follow your implementation of the strategies provided in your coaching plan. We will review the data you collect. We will work with you to troubleshoot any issues that arise during the implementation of the coaching plan.
Sometimes changes to the plan are necessary. We will work with you to optimize the strategies that are included in your coaching plan.
A main goal of this service is to empower you to generalize the skills you learn with a specific challenging behaviour to other challenging behaviours that may arise in the future.
Read time: 2 minutes
Hello, my name is Lindsey Malc. I’m the founder and Clinical Director of Side by Side Therapy. In 2013, I became a Board Certified Behaviour Analyst. I have spent my entire career working with children with special needs and their families. I have extensive experience in clinical as well as community settings. I have worked primarily with autistic children but have considerable experience working with typically developing children with challenging behaviour as well.
I graduated with a Master of Applied Disability Studies degree from Brock University. I also hold an Honours Bachelor of Social Work degree from Lakehead University. I worked for many years at Zareinu Educational Centre (now known as Kayla’s Children Centre). At Zareinu, I held many positions, from classroom assistant to Behaviour Analyst. In my 14 years at Zareinu, I was fortunate to learn from a trans-disciplinary team of therapists who were passionate about helping our students achieve their maximums. Working with Psychologists, Speech-Language Pathologists, Occupational Therapists, Physiotherapists, Social Workers, Special Education Teachers, Early Childhood Educators and Recreational Therapists provided me with a very well rounded understanding of and respect for these vital disciplines.
How I, Lindsey Malc, can help your child and family
I offer 4 services based on your family’s needs.
I will help you better understand how you and the environment are impacting and maintaining your child’s behaviour. Using Applied Behaviour Analysis, I will provide you with alternatives and help guide you to effective ways that you can change your child’s behaviour. Looking at the antecedents, behaviours and consequences will be the starting point for this service. We will meet weekly or biweekly and will discuss what has happened since our last meeting. I will ask you to take some data because it can be difficult to remember everything and then analyze the information and identify patterns.
I work with private schools or daycares to identify the function of challenging behaviour and to develop intervention plans that will be effective and easy to implement. Individual programs or class-wide behaviour interventions can be developed. Realistic data tracking and follow up are provided. These meetings can happen weekly, bi-weekly or monthly depending on your needs.
If your child with autism or other developmental disability is struggling with a specific skill or skill set, I can develop a targeted intervention to address this need. I would develop the intervention and teach you or a caregiver how to implement it. We will meet weekly or bi-weekly. Manageable data collection would be an integral part of this intervention with the goal of empowering you to implement the same strategies to address future goals as they arise.
If you’re looking for a comprehensive ABA Therapy program, to address all areas of your child’s development I can be the Clinical Supervisor for your child’s ABA program. I qualify as a Clinical Supervisor for the Ontario Autism Program and am listed on the OAP provider list. I will complete a curriculum assessment and develop all of the teaching programs and targets for your child’s ABA program. I am happy to work with you to develop your child’s treatment team and to train the staff in all of the behavioural interventions that they will be implementing. Supervisions would occur either weekly or monthly, depending on the supervision structure of your ABA team.
If you are pursuing BCBA or BCaBA certification, I am also available to supervise all of part of your experience hours.
I would be happy to discuss your ABA Therapy programming needs. Please don’t hesitate to contact me.
Call me: 1-877-797-0437
Thanks for your time and I look forward to working with you to address your child’s special needs.
Lindsey Malc, BCBA
The following links and downloads might be helpful in your autism spectrum disorder journey:
The Behavior Analyst Certification Board is an international organization involved in the credentialing of behaviour analysts in North America. The board works to protect consumers of behaviour analysis by establishing, promoting and disseminating the professional standards of applied behaviour analysis. The BACB credentials 4 designations: BCBA-D, BCBA, BCaBA and RBT.
Applied Behavior Analysis: A Parent’s Guide was created by Autism Speaks. The parent’s guide walks parents through the basics of applied behaviour analysis and provides you with a solid foundation of information.
The Ontario Autism Program is a provincially funded support program for children diagnosed with autism spectrum disorder under the age of 18 years who live in Ontario. The program is currently undergoing systematic changes and updates will be posted on the provincial website as they become available. The province is moving towards a needs based program but currently, children under 6 years old are eligible to receive $20,000 annually and children over 6 years old are eligible to receive $5,000. There is a waitlist for funding so it is integral to apply as soon as possible after your child is diagnosed with autism spectrum disorder.
The Ontario Autism Coalition is a grassroots advocacy coalition of parents, autistics and professionals who are dedicated to improving access to funding and resources for people with autism within the province of Ontario. The coalition began in 2005 and is presently one of the biggest advocacy groups in Ontario. On the OAC website you can find numerous resources and access to links to support groups on Facebook.