Lovaas Blog - ABA Treatment for Children with Autism

Between The Races: Marty Seagraves

nospam@example.com (The Lovaas Institute) — Wed, 05 Nov 2008 06:40:10 -0500

By Jeff Feathers

Marty Seagraves is both a motorcycle enthusiast and the parent of a child with autism. In early 2008, he conceived of a way to spread awareness about the neurological disorder which affects one in 150 children here in the U.S.on two wheels. Its a method of which his son, Anthony (nicknamed AJ), who also loves anything with motors, surely approves, and with help from plenty of companies and friends, Marty built the Autism Cycle as a tribute to AJ and to kids similarly affected. Beginning with the Red Bull U.S. Grand Prix, the Autism Cycle has been visiting racetracks and events to raise money, spread awareness, and hand out information.

RRX: What inspired you to create the Autism Awareness motorcycle?

Marty Seagraves: Back in February, I was watching a NASCAR race and I saw the Autism Speaks puzzle piece on one of the cars, so I did some research on it in the motorcycle world. Being in northern California, I was trying to see how many events they had and all I kept coming up with was events in Florida or down South, not a whole lot going on in the Midwest. This saddened me because my son Anthony was diagnosed with autism at the age of 2 and he loves cars and motorcycles. So the idea came to mind to raise awareness with my Honda 2004 CBR1000RRit became the Autism Cycle. I just decided to invade the motorcycle world with an autism bike built specifically to target that area.

I sent out a mass email and that's how we ended up with the Autism Cycle parts list with everybody that's on it. It started out with Alfred Kobacker of OnCycles.com, he was the first guy who got back to me because his daughter is autistic also. He supplied us with the wheels, the shock, exhaust, triple clamp. He just went crazy for us. That's why we ended up with his daughters name and my sons name in the heart on the tail section, since he was the first one who really wanted to personalize it. Also, Scott Hultquist from Riff Raff Customs is a personal friend of mine, and he told me I could have whatever I needed. Me and Scott painted it together. He did all spraying, and I did all the layout and artwork.. Both of us combined did the whole thing.

Then on the autism side of things we have teamed up with organizations like Generation Rescue, which is Jenny McCarthys organization, the Lovaas Institute, Foggyrock, and Unlocking Autism. We have Treating Autism in the U.K. because their numbers are way higher than what we have diagnosed here in the United States; they're one child in ninety, whereas were one in 150, but the numbers are always changing. Then we have Autism.org, which is an autism collaboration and any of the heavy hitters in autism are involved with them. Then there's Autism Speaks, as well.

RRX: How are you using the bike to spread your message?

Marty Seagraves: We've been taking it to events since the MotoGP event at Laguna Seca in July. That was our first event, and we've done everything from car shows to autism walks [since]. We just teamed up with Altamont Raceway here in Tracy, California, so we can take it to events there also. Liberty Mutual Insurance is also a part of the Autism Cycle, and what happens is we give people an eight-by-ten of their kids or them sitting on the bike, and they donate five dollars to Autism Speaks for every insurance quote that we send them. As of right now we've almost raised a thousand dollars doing that. We've had probably 750 kids sitting on that thing, smiling from ear to ear. Were doing another autism walk the weekend of the eighteenth of October, which would be the last one for the year. We've done import car shows, custom hot rod shows all over the place really, just trying to open peoples eyes.

RRX: Is the bike going to be raffled off or sold eventually?

Marty Seagraves: It can eventually, but my main goal is trying to get a few of the corporations involved, and seeing if they can donate one so we can paint it up and then give it back to them and let them auction it off to raise money. I didnt want the bike to end up in someone's garage and not do what its intended to do. I thought about it, and [if it] ended up in someone's throne room or garage, the publicity would stop right there.

We started out not knowing anything, and now were actually taking donations for Autism Speaks, and its just been a whole long process. Were learning at every show. I've had post cards made up so we can hand those to people with all the information on it. My main deal was getting people to the websites, but there's so much information on those sites. If I can lead them in the right direction because I've had ladies who are totally distraught, with no idea where to go [for information] and what to do with their children. I've been to all the sites and I'm working to get the information into other peoples hands so they can apply it to their life. I just wanted to open peoples eyes a little bit and inspire them to do stuff on their own. I'm just an average guy who happens to have a child with autism.

The main motivation for all this is for the kids. The more I see and the more I'm around it, I know I'm doing the right thing. Until you get involved in it, you don't really realize all that can be done.

Accessible and Effective Behavior Therapy

nospam@example.com (The Lovaas Institute) — Fri, 24 Oct 2008 17:50:08 -0400

By Vince LaMarca, M.A., BCBA, Editor
Lovaas Institute - Indianapolis

I read with interest the article from the Associated Press concerning autism and insurance laws http://ap.google.com/article/ALeqM5iT3S7GDQdN8H8DfSkpTf58lqVCKAD93U0F7O0

As a behavior analyst for the Lovaas Institute in Indianapolis for the past 9 years, I have seen behavior therapy move from a treatment (prior to the insurance mandate of 2001) that I typically provided to families of doctors, lawyers, and businessmen, to a treatment that I now provide to a variety of families including teachers, retail store employees, and police officers.

Let’s be clear. The autism mandate has allowed the most effective treatment for children with autism to become accessible to families at all income levels.

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Letter to Editor

nospam@example.com (The Lovaas Institute) — Thu, 23 Oct 2008 19:36:03 -0400

Note: Recently, Dr. Tristram Smith was misquoted in a MSNBC article by the Associated Press (http://www.msnbc.msn.com/id/27276558/). We have reposted his response to this article below:

The article, “Parents Press States for Autism Insurance Laws,” quotes me as saying that the evidence for applied behavior analysis (ABA) after the age of 6 or 7 years is “sparse.” Actually, I said there are many studies showing that ABA is effective for children for autism at all ages. Toddlers and preschoolers benefit the most, and the intensity of ABA intervention should diminish as children progress and enter school. However, studies show that ABA is still valuable for older children and adolescents. For example, it can be used to design specialized classrooms, support inclusion in other educational settings, and address particular areas of need such as social skills. These services are vital to children with autism and their families, and they deserve our support.

Tristram Smith PhD
Associate Professor of Pediatrics
University of Rochester Medical Center

Behavior Plans in School Settings

nospam@example.com (The Lovaas Institute) — Wed, 27 Aug 2008 19:39:00 -0400

By Vince LaMarca, M.A., BCBA, Editor
Lovaas Institute - Indianapolis

As every teacher and paraprofessional knows, behavior challenges that arise at school cannot always be approached the same way they are handled at home. Some strategies available at home are difficult to implement at school. For example, ignoring a tantrum at school can make it difficult for other children to concentrate. Equally, the school setting may not be suitable for incorporating the same types of reinforcement that have been effective with a child at home. Although not all strategies used in the home setting can be applied to the school environment, the same thought process used in home behavioral treatment programs may be used to find effective solutions in the classroom. Below are six key steps to determining an effective behavior intervention.

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Incorporating Learning at the Grocery Store

nospam@example.com (The Lovaas Institute) — Fri, 18 Jul 2008 12:37:00 -0400

By Keri Spence
Lovaas Institute - San Diego

A frequent comment I hear from parents is that there is just not enough time in the day to set aside for learning. So, how can parents incorporate learning opportunities into their busy daily schedules? A trip to the grocery store is a routine family chore that may provide an opportunity. The following suggestions would be appropriate for a child who can follow simple instructions and has shown his parents that he can handle a short trip to the store. It would also be important that he has learned ahead of time to follow visual instructions.

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ABA Treatment for Children with Autism: Scientific Language vs. Parenting Behavior

nospam@example.com (The Lovaas Institute) — Thu, 03 Jul 2008 15:21:00 -0400

Two recent experiences got me thinking once again about the relationship between scientific terminology and parenting.

Experience 1: At the beginning of an initial consultation, I recommended that at least one of the parents conduct some of the 1:1 therapy for at least the first six months. The parents were hesitant and stated they didn’t want their child to see them as teachers who put lots of demands on him. They just wanted to “be the parent.”

Experience 2: I attended a follow up consultation with a child who has a brother and sister. When the child and team went to the therapy room to practice a few programs, the brother and sister came rushing in afterwards. The mom laughed and said that the brother and sister don’t think it’s fair that her other son receives so much attention and gets to have so much fun with the instructors. They want to participate too.

Continue reading "ABA Treatment for Children with Autism: Scientific Language vs. Parenting Behavior"

Continuing Progress for Children with Autism Through ABA Research

nospam@example.com (The Lovaas Institute) — Thu, 29 May 2008 18:41:15 -0400

I just finished attending the 34th annual ABA convention, this year held in Chicago. 3394 participants from 23 countries presented research and discussed issues, all of which were open for critique by other behavior analysts. Just a few of the various topics for discussion included: marriage and divorce, economics, workplace environments, bullying at school, and interventions for children with autism. Perhaps the most enlightening talk I heard was from Dr. Per Holth of Norway who demonstrated how behavioral descriptions of joint attention are helping develop and refine effective strategies for teaching these critical skills to children with autism.

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The Language of Applied Behavior Analysis and Children

nospam@example.com (The Lovaas Institute) — Wed, 28 May 2008 17:42:00 -0400

In my last post, I referred to some amazing feats of children (such as learning to talk) as “another step in the ongoing chain of more complex behavior.” I’m well aware that some people are offended by such descriptions. This is unfortunate. Behavioral language is not meant to diminish the accomplishments of humanity any more than scientific language diminishes the incredible beauty of the universe. Every behavioral consultant I have ever known has had tears come to their eyes on at least one occasion after witnessing a child learn something new, do something others would have once thought impossible. When this has happened to me, I am also fully aware that it is precisely because of the objective language of behavior that procedures were developed which made the incredible accomplishment for which I am about to cry, quite possible.

I’m interested in any moments others would like to share that they have been able to celebrate because of the use of behavioral treatment.

By Vince LaMarca, M.A., BCBA, Editor
Lovaas Institute - Indianapolis

Why Applied Behavior Analysis Works With Young Children

nospam@example.com (The Lovaas Institute) — Wed, 21 May 2008 15:27:35 -0400

I have lost count of the number of times that I have worked with a child who showed inconsistent abilities with a skill who quickly became consistent once behavioral treatment was started. At the age of 5, one girl I taught had a very limited vocabulary. She had made minimum progress on all of her speech goals because she wouldn’t consistently repeat any words. At the age of 4, one girl I worked with had made no progress at school in her ability to string beads. And at the age of 3, one boy I worked with used only 3 vocal approximations to request and typically did not repeat any other words.

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Applied Behavior Analysis and Autism in the News

nospam@example.com (The Lovaas Institute) — Fri, 09 May 2008 20:35:43 -0400

I seldom see a newspaper article about a child learning to read through the use of phonics. I guess that’s not surprising. Most people know that phonics is an effective method to teach someone to read. There’s nothing that makes it especially interesting enough to make the news. As Autism Awareness month ends, I noticed that I seldom saw newspaper articles about children with autism learning new skills through behavioral treatment. Most articles or TV coverage I saw focused on the latest medication, diet, or novel intervention that has made a big difference in one child’s life. Again, I guess that’s not surprising.

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Utilizing ABA in Extracurricular Activities

nospam@example.com (The Lovaas Institute) — Mon, 28 Apr 2008 20:00:00 -0400

Jennifer LaMarca
Lovaas Institute - Indianapolis

Programs for children with autism utilizing the Lovaas Model of Applied Behavior Analysis typically require a minimum of 6-12 months of one-to-one in-home teaching in order to teach the child the prerequisite skills they need to partake in a group setting. As many of the children progress from basic to more advanced and complex learning programs they are gradually integrated into group settings in their local communication and the teaching procedures become less structured.

While the school setting is one of the most important group environments we want the children to learn and thrive in, there are other groups that may function either as stepping stones to ease a child's transition to the school environment or as extra curricular activities for a child already in school. Such group activities include, but are not limited to, gymnastics, soccer, Gymboree and Kindermusic, library, zoo, and museum classes. When a child is enrolled in any such group activity, we recommend that an instructor from the in-home program accompany the child to help facilitate the transition to group routines and instructions, promote generalization of skills acquired at home to the new environment, and to encourage interaction with other children.

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Teaching Social Skills to Children with Autism

nospam@example.com (The Lovaas Institute) — Tue, 15 Apr 2008 19:40:00 -0400

By Vince LaMarca, M.A., BCBA, Editor
Lovaas Institute - Indianapolis

Teaching social skills to children with autism is an area of behavioral treatment that is continuously evolving, perhaps more than any other area. The Journal of Applied Behavior Analysis alone frequently includes articles discussing the teaching of interactive play skills, the development of creativity and spontaneity, and the development of conversational skills. These articles are now free to the public on the website, http://seab.envmed.rochester.edu/jaba/. (Begin with a "full-text search" or go directly to the "Table of Contents" section).

While the social skills programs at the Lovaas Institute are both numerous and complex it may prove helpful to become familiar with some general basic steps.

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ABA Treatment for Older Children with Autism

nospam@example.com (The Lovaas Institute) — Fri, 04 Apr 2008 18:36:00 -0400

By Mariko Okano, M.A., BCABA
Lovaas Institute - Los Angeles

Research conducted as part of the UCLA Young Autism Project (Lovaas, 1987) focused on treatment for "younger" children under the age of 4 years. Treatment for children with autism often lasts longer than a few years, and oftentimes programming and intervention goals change as the children grow older. How can we teach and prepare older children to be successful in school, home, and community settings?

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Autism Awareness Month - Changes and Challenges

nospam@example.com (The Lovaas Institute) — Tue, 01 Apr 2008 18:39:55 -0400

April is Autism Awareness month. When I look back on my experiences with children and families in the past 13 years, I am amazed by the changes that have taken place. Before, families used to tell me they had never heard of autism before their child was diagnosed. Now, many families have heard of autism but have difficulty finding a specialist who can make a diagnosis in a timely manner. Before, school districts used to question the validity of the use of applied behavior analysis for treating children with autism. Now, many school districts I work with accept the usefulness of applied behavior analysis but question the level of expertise needed in order to implement these techniques.

One thing that hasn’t changed, though, is the incredible commitment of parents to finding the best support for their sons and daughters. I’m thankful to all the families who have told me the Lovaas Institute has been part of that support, and I am certain that we will also continue to change as we strive to find what support works best for each family and child with autism.

I would be interested to hear what changes or new challenges others have seen in their experiences with autism across the years.

By Vince LaMarca, M.A., BCBA, Editor
Lovaas Institute - Indianapolis

Parent Collaboration is Critical to Success in ABA Treatment for Autism

nospam@example.com (The Lovaas Institute) — Thu, 27 Mar 2008 19:21:00 -0400

By Vince LaMarca, M.A., BCBA, Editor
Lovaas Institute - Indianapolis

As explained on our website, the Lovaas Model of Applied Behavior Analysis provides two general types of treatment: clinic-based services and consultation services. In either service, a thoroughly trained senior staff member is assigned to a family as their consultant/supervisor. While a consultant provides expertise in behavior therapy, parents also play a crucial role in the development of a behavioral treatment program.

Parents are the ones who know their child best. We need to access that knowledge and be familiar with a family's daily routines in order to provide the best behavioral treatment program. Programming is not meant to become a checklist of skills to complete. Such a mindset is why critics will protest that behavioral treatment isn't functional. These critics would be right, if it weren't for the many parents and consultants who, from the beginning, make treatment relevant to their particular family and child's life.

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