Nexus Solutions for Autism of Oklahoma

07/01/2019

Continued: Part Two of our diagnosis process posts… If you are beginning to wonder if your learner is developing at the same rate as their peers or siblings, have a conversation with their regular doctor. Now that you have done that, they can help you navigate developmental milestones and rule out other potential issues. There may be testing such as hearing, vision, motor testing, or neurological exams. Once they have finished, they might recommend you visit a more specialized doctor (like a child psych) to run diagnostic testing. Getting an Autism diagnosis is often a pre-requisite to receiving ABA service coverage through insurance. That’s where we can help. See post 3 for more info on the next steps of the process.
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06/26/2019

This will be a three-part post covering how to start the conversation and process surrounding Autism diagnoses. For part one, read on to get some answers. What are some common, early symptoms of Autism that may shoot up some flags? Not responding to one’s name, delayed speech, poor fine and/or gross motor skills, routine sensitivity or lack of flexibility, poor eye contact, sensory issues… There are so many symptoms that fall on the Autism Spectrum and may or not turn out to be something you should address. If you see one or more of these and feel it impacts your life or the life of your learner, bring it up to your doctor. See next post for more info…
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06/24/2019

Tell them what TO do instead of what NOT to do. This is a big one for some of our behavior analysts. It can be incredibly helpful for a learner to receive instructions for what they should be doing at a time that they are engaging in a problem behavior rather than a reprimand with an unclear message. Think about it - If you tell a learner “Don’t run into the street!”, that could mean they can now jump, hop, roll, skip, walk, scream, dance… The possibilities are endless! Communicate to them clearly with what to do so they: One,they know what to do now! And two, the attention is being drawn to the appropriate behavior you are looking for. Simple, but effective!
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06/12/2019

! Here is a from January 2018 on what to expect from ABA once you give us that first call.

06/11/2019

This post is for teachers and parents alike, and it is all about TIME OUTS. When are they appropriate? For the most part, time outs are only appropriate punishments for behaviors NOT maintained by escape. What we mean by this is that if you are trying to punish (or reduce) a behavior that is caused by the learner’s desire to leave some activity, then time out is giving them exactly what they want! They will continue to engage in problem behaviors such as screaming, crying, aggression, and running away if they have learned that these behaviors lead to time out. Time out for them is free time to get away from whatever it was that they were doing. Instead, consider bringing the activity they want to leave with you to the time out location, or consider what other functions may be influencing this behavior. Sound complicated? Never fear, that is why BCBAs are here. Call us for functional analyses anytime.
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06/06/2019

Haircuts, dentist visits, trips to the doctor – all of these are everyday events that can be downright traumatic for your learner (and thusly – YOU!) How can ABA help? There are a few ways to tackle the issue, as usual. It comes down to what works best for your individual kiddo, so talk to a behavior analyst. Maybe practicing similar behaviors they will see in these events at home will help prepare them. For example, putting your fingers in their mouth and having them lay down with a bib on while you do it gets them a little mentally prepared for the dentist. For haircuts, mimicking the action of scissors cutting hair while they sit with a blanket over them can get them ready. Mental preparation is often key, so using photos of the actual place you are going (thanks, Google Maps!) as well as stock images of the event can help build a Social Story. Try it out, or better yet, let us do it!
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05/29/2019

Here is a classic, tried-and-true method for changing undesired behavior for learners who are motivated by attention. Say for example that your learner speaks out in class without raising their hand. Try drawing attention to the students who do raise their hand and use what is called specific praise. Say something like “Thanks for raising your hand!” or “Nice hand raising!” and gauge the reaction from the non-hand-raiser. If they start to see a pattern of attention for a very specific behavior and especially if you stop responding to speaking out of turn, that will make for rapid behavior change. Specific praise may sound awkward at times, but it is a powerful tool. ABA therapists are used to saying things like “I love your pooping on the potty!” or “Nice job saying my name!”, so let us help you develop your new specific praise mantra!
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05/24/2019

Do you know a learner that is easily distracted, especially during times like homework? Here are some tips to reduce confusion, stress, and distractions: Use softer lighting, take any items off the work surface, reduce noise entirely or use soft background music, set timers, and close windows and doors. By reducing visual and auditory distractions, softening harsh stimuli, and providing clearer expectations, you may see an increase in attention and reduction in off-topic behaviors.
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05/22/2019

https://ilasd.com/

Check out this resource for questions related to ABA's relationship with insurance!

Resources related to accessing intensive behavioral treatments, such as ABA , for autism, developmental disabilities and mental health disorders for all stakeholders: individuals with ASD/DD/MH and…

05/20/2019

A fun infographic about speech-language pathology in schools! Call today if you want us to work with your SLP on a global therapeutic approach.

https://www.facebook.com/26971470317/posts/10156210840870318/

05/20/2019

Teaching tips ahead! Ever heard of Tell-Show-Do? It can be a good rule of thumb for teaching a new skill. First, you TELL them what you want them to do. If they don’t quite get it, then SHOW them while you repeat the instruction. This may mean gesturing or fully modeling the skill. Wait a few seconds to see if they get the idea, and if not, move onto DO. This time, don’t repeat the instruction and go straight for physically prompting them to do it. This form of teaching fosters independence since it gives them time to do it on their own before you jump in to help them.
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05/15/2019

Hey, we heard you just got a new full-time job, AKA POTTY TRAINING! It takes time, dedication, and consistency to train your learner to use the toilet independently. In behavior analysis, we have an empirically-based method for teaching your learner to potty train and we are happy to work with you to carry it out both in and out of our sessions. But here is a fun tip to help you in the meantime… A good rule of thumb is that reinforcement/rewards for pooping in the potty should be 3x the size of reinforcement/rewards for peeing in the potty. Super fun, right?
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