Conestoga Behavioral Services

11/17/2024

We had a great time presenting at NYSABA! Thanks to everyone who was able to attend.

11/11/2024

"Skinner was concerned with constructing, or building repertoires, not with eliminating errors. ...errors are not necessary for learning to occur. Errors are not a function of learning or vice-versa nor are they blamed on the learner. Errors are a function of poor analysis of behavior, a poorly designed shaping program, moving too fast from step to step in the program and the lack of the prerequisite behavior necessary for success in the program."

Jesús Rosales-Ruiz, 2007, p.3 (paraphrasing B.F. Skinner from 1968)

11/01/2024

Come check out our talk at NYSABA in a few weeks!

10/17/2024

A behavior chain is a series of individual actions that are linked together to form a routine.

🔗 Imagine these actions as "links" in a chain, with each occurring in the presence a specific cue in the environment that not only serves as an occasion for the next action, but also to strengthen (reinforce) the previous one.

For instance with toothbrushing, picking up the toothbrush (cued by the site of the toothbrush) is reinforced by the toothbrush being in hand, while also serving as the cue to pick up the toothpaste.

🚀 Applying the concept of chaining can be instrumental in modifying habits, teaching new skills, and enhancing learning processes, making it a valuable tool in both personal development and therapeutic settings.

10/14/2024

🤔 Ever feel like teaching new skills to your kids is a steep mountain to climb? It can be overwhelming for both you and them.

🌟 Imagine breaking down that mountain into small, manageable steps, making every learning moment a success and a boost of confidence for your child by starting where they can be successful.

🔗 That's where the concept of shaping comes in! By using a series of attainable steps, it transforms learning into an enjoyable journey rather than a daunting task. Start making learning fun and effective today!

09/20/2024

We’ve been sharing a few quotes from a recently published article by Timothy Liden and Dr. Jesús Rosales-Ruiz.

The article is titled: Constructional parent coaching: A collaborative approach to improve the lives of parents of children with autism.

The paper describes a mentoring program that helped parents get more of what they wanted out of their lives, rather than being consumed by their stress.

When you want to change your own behavior or help someone else change their behavior, where should you start?

Often, we focus on what is wrong or lacking. This leads to slow progress and dead ends because if you focus on what is wrong, you have nothing to build on.

The constructional approach takes a different approach.

As Liden and Rosales-Ruiz write,
“The constructional approach uses a client’s strengths and assets as a starting point.”

If you can find a small kernel of success, you have something you can grow and build on.

Here are several questions that you can ask when you are looking for a good starting point:

— What is a small something that you could do now?
— In what situations is the “problem” not a problem?
— What resources or supports do you have access to?

Reference: Liden, T. A., & Rosales-Ruiz, J. (2024). Constructional Parent Coaching: A Collaborative Approach to Improve the Lives of Parents of Children with Autism. Behavior Analysis in Practice, 1-18.

05/10/2024

This upcoming ABAI talk in Philly is highly recommended!

11/21/2023

This one is for all of our wonderful Behavior Technicians and all the other dedicated Para educators and therapists out there!

Somewhere out there,
there's a Para,
a Teacher's Aide,
a Para-Educator,
a Para-Professional,
a Behavior Technician.

Somewhere out there,
there's a Para wiping a nose.
A Para wiping tears.
All for the love of a child.

Somewhere out there,
there's a Para pushing a wheelchair around 3rd base.
A Para cheering and yelling, "go straight."
All for the love of a child.

Somewhere out there,
there's a Para repeating a math problem,
a Para sharpening a pencil,
All for the love of a child.

Somewhere out there,
there's a Para showing a student how to go through the lunch line,
and how to make new friends.
All for the love of a child.

Somewhere out there,
there's a Para teaching a student the box step, so he can ask a girl to dance.
A Para reminding students to be kind.
All for the love of a child.

Somewhere out there,
there's a Para teaching a student how to tie their shoes,
or change their clothes.
All for the love of a child.

Somewhere out there,
there's a Para repeating a zoom lesson.
A Para cleaning a classroom.
All for the love of a child.

Somewhere out there,
there's a Para making games out of homework.
A Para striking clever deals to see progress.
All for the love of a child.

Somewhere out there,
There's a Para lying awake at night.
A Para anxious about a new day.
All for the love of a child.

Somewhere out there,
There's you.
A Teacher's Aide.
A Para-Educator.
A Para-Professional.
A Behavior Technician.

The backbone.

The silent force that moves quickly and quietly through the school.
THIS IS MY SHOUT OUT TO YOU!!!!
You are forgotten by many,
But most importantly,
a HERO to some.

For those who are,
or who ever have been,
A PARA.
I know you do this each and everyday,
all for the love of a child.

Copied and pasted. Feel free to do the same.

11/16/2023

Shoutout to all the incredible dads out there, playing a crucial role in their child's neurodiverse journey. Your unwavering support, patience, and unique understanding contribute to a world where autism and ADHD are embraced with love and joy. 💙👨‍👧‍👦 "

09/06/2023

As a wonderfully timed follow up to our last post on assent, check out this new article on the topic! These authors emphasize the importance of planning programs that allow for participants to have multiple ways to obtain the outcomes they seek.

https://link.springer.com/epdf/10.1007/s40617-023-00850-9?sharing_token=8xYxqWXSRkfHXz2TuAuXwfe4RwlQNchNByi7wbcMAY6W1HiCMNkTrUbt2bWxQhWm1FipOt_d1nFaE_e8J0EmclcaE2-BX-lcC_lgGuqgzFVgsi-zRJwfUAbnYDIgjl9KEMy4qUS8MQEuMcWZdEE7mGDzQEJUA2HRZWWu_Nnvdgg=&fbclid=IwAR16wBvc7gkcuQC9FpwXXC0r0fUstcNhobfOncPK8XiLa-j7pA4sV_N2wG4_aem_ATdlYdSlGl0W_SiZEh0RlTaXHwtfh81-9Fd7AOaKwAq90QwhMIpTXfasfhiBKsdjAHk

08/01/2023

We would like to invite you to a free webinar on August 10 with Cameron Scallan, BCBA, and Dr. Jesús Rosales-Ruiz.

In this webinar, Cameron and Jesús will discuss their recently published article: “The Constructional Approach: A Compassionate Approach to Behavior Change.”��

We’ll talk about what it means to be compassionate, what it means to be constructional, and why all of this matters.

The webinar will be held on Thursday, August 10, 2023 from 2:00–3:30 p.m. Central Time.

You can find more information, including registration information and a link to the article, on our Behavior Explorer website:

https://behaviorexplorer.com/explorations/compassion-webinar/

Please share this email with friends or colleagues who would also be interested in attending. ��

We hope you can join us.

07/29/2023

We practice assent-based learning, which includes willing participation from our learners in all programs. If we don’t have assent, we adjust the program. True assent must also include the ability to opt out of the program, particularly if we are interested in the child enjoying the program and for the skills acquired through the program to be useful to the child in different contexts.

Some children need to know they can say No before they can really say Yes.

They need to know that they aren’t being forced to be here, that they are free to go, and therefore, they are also free to stay. Knowing that they can leave makes it possible for them to join in.

Unfortunately this isn’t how we raise children in mainstream parenting culture. In fact, a lot of mainstream parenting is predicated on the assumption that we shouldn’t let them say no, because they might take up the opportunity to do so. ‘We just don’t give them the option!’ say parents breezily, apparently without hearing the controlling overtones. We tell them what is going to happen without giving them the option of it not happening. We put them in places where they have no escape. We pressure them to make sure they join in, come with us, have a go – and we shame them if they don’t.

We put such value on saying Yes, and very little on the skill of saying No. Children who say No a lot are called oppositional, pathological, defiant, resistant or difficult. Their very No’s are seen as a problem, and sometimes more pressure is put on, which just makes it even less likely that they will say Yes.

For children learn by trying things out, which includes saying both No and Yes. They learn their limits by experimenting with them. They learn what they can manage by getting it wrong. They learn to make decisions by making decisions, both good and bad. They can’t do this if we restrict their choices to joining in, because we don't like the idea of them choosing not to.

They can’t risk saying Yes, if they know that once they have done so, they won’t be able to say No.

Illustration by Eliza Fricker (Missing The Mark)