The ABA Speech Podcast - Easy Strategies For Parents and Professionals

“Rose speaks through the lens of the SLP and BCBA which is incredibly helpful in bridging the communication between the two fields. Rose keeps students' individual needs at the forefront of decisions on therapy targets and she incorporates autistic voices and has worked hard to keep therapy and training relevant to autistic learners. I appreciated her practical therapy ideas and sharing of materials to get started.” Jenny Blackman, SLPIntroducing ABA Speech’s newest course, Advanced Language Learner. A brand new 5-hour ASHA and ACE-approved course. Are your autistic learners struggling to break beyond their basic communication skills? Plateauing? This course is packed full of helpful, transformative content to bring your learners and your therapy to the next level.What can you expect to learn?-Effective assessments-Collaboration tips and techniques-Developing expressive and receptive communication skills-Strengthening social skills AND respecting individuality-IEP Meeting Tips-Effective group intervention-Guest Lecturer: Oliver Wendt, Matrix Training-Monthly group mentoring and support with access to the online community-Materials: Adapted books, no prep group activities, language book, leisure activity visuals, and so much more.Do not miss out on this one-time-only FOUNDERS pricing: $197 available for 1 week only!#autism #speectherapy What’s Inside:How to go from basic communication skills to skyrocketing speech and language growthWhat you can expect from ABA Speech’s newest course: Advanced Language LearnerInformation and materials for assessments, collaboration, IEP goals, group intervention, and more.Founders Price for a brand new ASHA and ACE-approved course.Mentioned In This Episode: Advanced Language Learner - Sign Up Today - ABA SpeechRegister for the Pyramid Educational Consultant’s Third Annual FUNctional Communication Conference on October 17th & 18thABA Speech: Home

“Rose, I’m not sure how to plan a session. I have 5 autistic students that I need to see for group therapy to work on social language instruction and I am not sure what activities to plan to help them remain engaged and work on their individual and social language goals.”I received this question in an email from one of my listeners! So today’s episode I am sharing my customizable framework for planning group therapy, along with some great resources, activity ideas, and freebies!Group Therapy FrameworkTools: SmartBoard or iPad for sharing visuals with groupQuestion of the DayTry a “Would You Rather” or other choice-based question.Have students come up to tally their choice, and encourage interaction with the next peerCheck out my Let’s Talk and Would You Rather resources for the SmartBoardLiteracy-Based ActivityRead an adapted book with real-life pictures, real-life scenarios (book should have one sentence, one picture - I have linked some I created but feel free to DIY your own!)Pull up book on large screen, smart board, or iPadRead TOGETHER, differentiate reading by having students read known sight wordsExtension Based ActivityExpand and dig deeper into the functional vocabulary related to the adapted bookTry a simple writing activity Another great idea is categorizing and labeling based on the bookLeisure Based ActivityA fun activity that our kids love and can be generalized at homeRelevant to use over the lifespanIdeas: Modified Uno, Modified Connect Four, The Grocery Store Game, YogaI have linked all of the resources and freebies I shared today that can be used in this customizable framework for planning group therapy sessions for autistic learners, be sure to check them out!#autism #speectherapyWhat’s Inside:A framework for planning group therapy instruction for autistic learners.Free activities for group therapy.What shared goals can you work on within group therapy?How can group therapy benefit all learners?How to facilitate peer-to-peer interaction in group therapy.Encouraging participation and social engagement in a group.Mentioned In This Episode: Fall Freebie Would You Rather by ABA SPEECHFarm Visit Adapted Book by ABA SPEECHGrocery Store PPTRegister for the Pyramid Educational Consultant’s Third Annual FUNctional Communication Conference on October 17th & 18thABA Speech: HomeStart Communicating Today – Waitlist – ABA Speech​​Help Me Find My Voice – EVERGREEN – ABA Speech

What is it that develops speech production in our learners? Today, Tamara Kasper, BCBA and SLP, is sharing some really great and specific information on how speech production and reinforcement differs between typical developing children versus children with autism.Speech Sound ProductionIn typically developing children, speech sounds are reinforced differentially and automatically when making sounds that sound like words. For example, they get a cookie when they make a sound that sounds like cookie or they get happy, hugging excitement when they say something that sounds like mama or dada. Naturally, typical children are encouraged by the sounds and interactions in their environment and want to match the sounds made by the people they value in their world. This is where self-correction and refinement comes in because they will notice and hear how their sounds may sound different from the adults around them. In non-typically developing children, specifically those with autism, they are more sensitive to social stimuli and are less likely to be affected by the attention of their parents or guardians in regards to their sounds. So the traditional, automatic reinforcement to make and refine sounds is not occurring. Additionally, these learners will not likely notice how their sounds sound different from those around them, leading to no self-correction as sound production continues. Therapy for Speech Sound ProductionTamra shares her assessment and criteria for determining readiness for working on speech production. She collects metrics from the VB-MAPP, indicating responses, manding rate and variety, instruction cooperation development, and echoic repertoire. The scores and data from these metrics will relay whether a Natural Environment or Structure Teaching therapy is appropriate for these students. Within these systems, Tamra discusses the programs she uses. She shares today a little bit of her rubric on how she assigns these programs based on the needs of the child and assessment criteria. If you’d like to learn more about Tamra, you can find out more about her work and some video tips at Northern Speech Services. Additionally, if you’d like access to her therapy rubric discussed today and other resources, you can reach her via email.#autism #speectherapyWhat’s Inside:Acquisition of speech production in typical vs non-typical children.Do typically developing children shape sounds to match those in their environment?How do we know when an autistic learner is ready for speech sound production in therapy?Assessment and Criteria for determining therapy training for sound production.Training programs for natural environment and structured teaching therapy.Mentioned In This Episode:tkasper@centerautism.orgNorthern Speech Services ABA Speech: HomeStart Communicating Today – Waitlist – ABA Speech​​Help Me Find My Voice – EVERGREEN – ABA SpeechSeptember 13th FREE Webinar 8-9 pm EST registration linkSeptember 14th Free Webinar 8-9 pm EST registration link

Nothing can cause more stress than an IEP meeting looming in the future. But it doesn’t have to be that way. Stephanie DeLussey, IEP coach and veteran special education teacher, joined me on the podcast today to share some tips and suggestions for making IEPs not only painless but more productive. Goal SettingSMART goals are a big buzzword in the education community, but what does it mean? Stephanie breaks down the acronym;Specific -Is the goal individualized and a direct skill, no generalizations?Measurable - Can the goal be tracked with data?Attainable - Is this goal realistic for the student?Relevant - Is this goal relevant to the student's needs, capabilities, and grade level?Timebound - Is the goal given a realistic timetable to be met by the student?Objectives and benchmarks are often used interchangeably when discussing goals, but they are not the same. Objectives are larger skills broken down into smaller skills and goals. A Benchmark looks more like the Annual IEP Goal but is broken into steps to achieve it. As Stephanie called it, ‘same staircase, different way to climb it’.Every state's guidance when it comes to skills can be very different, some have State Standards, some have Common Core, some have Essential Elements. Depending on even your district or your individual school, whether you include these in your IEP goals or not. Stephanie explains how this relates to the IDEA Federal Law, state laws, and local recommendations.Stephanie’s Top Two Tips for IEP Preparation: 1. Send Draft IEP - Stephanie recommends always sending home a draft IEP including the present levels of baseline data and the proposed goals. This levels the playing field for the caregiver, and provides much more collaboration between guardian and education team.2. Consult the General Ed Teacher -  Recognizing that there can be animosity between special education and general education teachers, Stephanie encourages collaboration and to work together on IEP accommodations to create individualized and classroom specific modifications.You can find out more about Stephanie via Mrs. D’s Corner for educational resources and The Intentional IEP for IEP support.What’s Inside:Tips for IEP Development.What is a SMART goal?The difference between objectives and benchmarks.How are state “standards” used in IEP goals?Does state testing affect IEP goals?Stephanie’s top two suggestions for IEP meeting preparation.Mentioned In This Episode: The Intentional IEPMrs. D's CornerABA Speech: HomeStart Communicating Today – Waitlist – ABA Speech​​Help Me Find My Voice – EVERGREEN – ABA SpeechSeptember 13th FREE Webinar 8-9 pm eastern registration linkSeptember 14th FREE Webinar 8-9 pm eastern registration link

When it comes to parents advocating for their child’s education there can be so much to navigate, many times parents don’t even know their legal rights. Amanda Selogie and Vicki Brett are attorneys and founders of The Inclusive Education Project, a non-profit organization that educates families on special education rights. If you have a child receiving in school therapy or you're a school based provider, you may have heard the term IEE. But what is it? An IEE is an Individual Education Evaluation performed by a qualified person not employed by the school district. This evaluation is a legal right detailed in 34 CFR § 300. 502.The purpose of IEE is to service the child. Not the parent. Not any providers. Not the school district. This is why these can be such a great tool. Parents might seek these out if a child’s education plan is missing critical assessments or if there is a disagreement in the analysis of any assessments. The idea is to get a full scope and understanding of a child’s abilities and needs to best inform their education and any interventions or services. When requesting an IEE it's important to look at what’s the concern with the current assessments, and what is the goal an IEE can help achieve?If you’re a school based provider, do not be offended about the request for an IEE. The need for an IEE does not mean a therapist, or provider is not doing their job. There are certain limits that can prevent authentic results, such as access to limited assessments, testing environments, and sometimes a damaged rapport. The benefit of an IEE being conducted by a non-school district employed provider means that often the evaluator has different, more complex qualifications and expertise. Meaning, the evaluator can assess and analyze across disciplines. An IEE evaluator can offer fresh perspective, new environment, and more variety in assessment options. When we’re determining an education plan for a child, more information is ALWAYS better. The more everyone knows about a child's needs and abilities, the more detailed and purposeful goals can be made. Amanda and Vicki are doing great work spreading awareness of parents rights for their children’s education. You can reach them at their website, social media, or via email.#autism #speectherapyWhat’s Inside:What is an IEE?How can therapists use and embed information from an IEE?How to utilize an IEE within an IEP?What legal rights do families have in their child's education?What are the benefits of an IEE?What reasons might a child need an IEE?Mentioned In This Episode: Inclusive Education Project @inclusiveeducationproject - InstagramInclusive Education Project - Home | Facebookadmin@iepcalifornia.org ABA Speech: HomeStart Communicating Today – Waitlist – ABA Speech​​Help Me Find My Voice – EVERGREEN – ABA Speech

There is so much opportunity for communication in our students' natural environments. But how can we use this intentionally and build our therapy plan around it? Dr. Cindy Gevarter, BCBA-D and assistant professor in the Department of Speech and Hearing Sciences at the University of New Mexico, joins me to discuss real world applications for naturalistic communication training in your therapy sessions.Assessments:When beginning therapy sessions for students, assessments are important for understanding students skills, goals, and needs. Dr. Gevarter listed several of her preferred assessments for naturalistic communication training that we have talked about on the show many times!Communication MatrixVB-MAPPEarly Start Denver ModelPlanning:Naturalistic communication is not random play, when preparing for a session keep in mind opportunities, routines, and priorities that are typical for your student. But you can’t just wing it. Dr. Gevarter recommends planning with an Activity Matrix: skills and goals associated with activities and embedded strategies. Follow through with developmental extension, parent coaching, and an environment set up for natural communication. A lot of the strategies and planning we discuss apply directly to 1 to 1 sessions, but Dr. Gevarter elaborates on how to plan for dyads and group settings by intentional peer to peer interaction or typical routines such as circle time or an art activity.Data:In a natural environment, we can’t pause a student while we record data. Dr. Gevarter suggests simplifying your data for quick observations. You may try using a rating scale or other shorthands that you can understand when noting responses, and goal planning. Remember that this is informal data collection used to inform your sessions, don’t overcomplicate it!Why Natural Environment?I often find parents in in-home sessions surprised that our therapy isn't taking place at a table with structured activities. While there is a time and a place for the table, there is a major benefit to utilizing a student's natural environment. When participating in natural play or natural environment activities, students are seeing and receiving natural reinforcement from their communication. They can actually see and experience the benefit of communication.#autism #speechtherapyWhat’s Inside:How can we adapt the natural environment of our sessions for communication?How to use an embedded approach for natural communication.Using naturalistic training in 1:1, dyads, and group sessions.Real world opportunities for your next therapy session.How to simplify data collection for observation in a natural setting.What are preferred assessments for naturalistic communication training?Mentioned In This Episode: Cindy Gevarter, Ph.D., BCBA-D Collaborative Autism GrantProject SCENESABA Speech: HomeStart Communicating Today – Waitlist – ABA Speech​​Help Me Find My Voice – EVERGREEN – ABA Speech

I always joke that it is my mission to meet all the unicorns out there, the dually certified SLP and BCBAs, as there are less than 500 in the world. Today I am talking with Dr. Teresa Cardon and Dr. Lina Slim both SLPs and BCBA-Ds. We are focusing on a subject that it a hot topic but near and dear to my heart, collaboration. Too often I see and hear problems between SLPs and BCBAs in therapy, IEP meetings, etc. But we need to be communicating and collaborating for our clients! Dr. Cardon and Dr. Slim share their perspectives on what barriers exist that are making these relationships so difficult. First and foremost is communication, frequently there is not respectful, humble, and open communication between these two providers. Additionally, specialty specific jargon is thrown around that can confuse and frustrate other professionals who arent “in the know”. Interpersonal skills, self-reflection, and bias awareness are really key to keeping communication productive. Try going into every conversation with your professional team of other specialties with the understanding that no one is wrong, we just see things differently. We also discuss logistical differences such as philosophy and theory. Your philosophy as a therapist can really impact your practice and how you view other providers. Whether you approach with a behavioral, developmental, or social theory will really guide your thinking and reception of collaboration with differing points of view. Dr. Lina Slim shares with us the ideas of the Four Domains of Authentic Interprofessional Culturally Aware and Responsive Collaborative Practice. Cultural Sensitivity and ResponsivenessCultural CompetenceCultural HumilityCultural ReciprocityWe are in agreement that collaboration has to be more common practice in our fields. Working together will benefit the health and educational outcome of the clients we serve. It is necessary, because it is simply not possible for one person to have all the answers. We have got to start teaching this practice before our new therapists enter schools and facilities! Dr. Slim and Dr. Cardon both share how they are advocating and encouraging this in the field through there work in this great episode!What’s Inside:Why is collaboration important for SLP and BCBAs?Common barriers in SLP/BCBA collaboration?The Four Domains of Authentic Interprofessional Culturally Aware and Responsive Collaborative Practice.Can your theory of practice affect your ability to collaborate?Why medical jargon is negatively affecting collaboration?The importance of respect and humbleness in collaboration.Mentioned In This Episode: TCardon@thechicagoschool.eduLinaslimtop@gmail.com ABA Speech: HomeStart Communicating Today – Waitlist – ABA SpeechHelp Me Find My Voice – EVERGREEN – ABA Speech

Starting preschool for both typically and non typically developing students is a big step, and there are a lot of important factors to consider. Dr. Katie Walton of Ohio State University oversees the Nisonger Center, an Inclusive Preschool Program. This center works with students with and without disabilities from birth to age 5.What is Inclusive Preschool Programming?Inclusive in short means that it includes all students, regardless of learning needs. What this looks like can vary from practice to practice. Some schools might just incorporate all learning types and work to meet all needs and others might focus on special needs services while incorporating typically developing children. Early intervention practices, while important for specific needs, are actually best practice teaching that can benefit any and all students, especially in a preschool setting. Assessments, Planning and Goal SettingPlanning and goal setting are essential for any classroom and any student. At the Nisonger Center they use a curriculum based assessment, APES, for daily planning for all students. Therapists and providers within the school will do individual assessments for needs and goals setting within IEP teams for students who require additional support. Additionally, important for any preschool program is a robust social and emotional skill plan. The team at Nisonger works hard to set functional goals, on what social and emotional skills look like in action, versus checking a box on a goal list. Dr. Walton also shares about the really great collaborative loop from their preschool team to public schools, for IEP goals and transition. This is such a huge benefit for school based providers and families for a full understanding of a child’s needs and abilities. Are you a parent considering preschool programs for your child?It can be confusing, overwhelming, and hard to know what's right when looking for a program for your preschool aged child. Dr. Walton provides some questions for parents to consider and ask their prospective programs.What does the day look like? Curriculum, schedule, structure.How are daily schedules and activities adapted for different learning needs?What are the discipline policies? How are behavioral problems handled? Is there an emphasis on positive reinforcement and strategies?Bring your child: How do they interact with your child? How do they respond to your child's normal behaviors? How does your child respond to the environment?An Inclusive Preschool Program has so much to offer both children with and without disabilities. Whether you’re a professional working in a preschool or a parent ready to place your child in the right school, consider the ideas we’ve discussed in today’s episode to ensure the best practices are being used for your child and their unique needs!#autism #speechtherapyWhat’s Inside:What does Inclusive Preschool Programming actually mean?What should parents look for in a preschool program?How inclusive programming can accommodate a wide variety of learning needs.How preschools work with public schools on planning and goal setting for students.What assessments might be used in an inclusive preschool setting?Setting functional goals: What do interactions and skills actually look like in practice?How early intervention practices can benefit students both with and without disabilities.Mentioned In This Episode: Nisonger Center Early Learning ProgramStart Communicating Today – Waitlist – ABA Speech​​Help Me Find My Voice – EVERGREEN

The social setting of our world is ever-changing and developing, for autistic individuals it can be hard to understand and keep up with the skills to navigate it! Dr. Ali Arena is an SLP, BCBA who specializes in social skills. While Dr. Arena works primarily with autistic adults, she shares some great tips that can be applied across the lifespan. As a provider, working on Social Skills requires a strong and trusting relationship with your client. Dr. Arena shares about how she has learned about her clients interests and hobbies and allowed them to be the expert in the conversation. She also reminds therapists to create connections and rapport before diving into their interests because these connections become genuine. Another tool Dr. Arena uses in her therapy are dyads, she finds peer group practice between neurodivergent individuals can be really impactful in understanding social cues and norms.Masking is something autistic individuals in the community are really speaking out against. Dr. Arena agrees that being true to yourself and not changing are important. I reference what a previous guest had called camouflaging, as a tool to follow societal rules. Sometimes as an adult, you just need to know how to talk to your boss or your professor in college. Following social rules can be necessary for autistic adults and that's where Dr. Arena comes in. Her clients come to her to repair social communication, either for work, relationships, or other problems they might be having. It’s not masking but rather building, learning, and refining new skills.From focusing on REALISTIC social situations for all ages to helping autistic adults with romantic relationships, Dr. Arena has some great tips for therapists, parents, and any professional working with autistic individuals on social skills. You can find out more about her at her website or on Instagram.#autism #speechtherapyWhat’s Inside:Navigating constantly changing social skills.How to adjust mindset after social rejection for autistic individuals.Coaching relationships for autistic adults.Masking vs Camouflage in a nuanced society.How to encourage realistic communication and connections.Mentioned In This Episode: Dr.Ali - Connection Creator (@connectingwithali) on Instagram Ali Arena Communications: HomeABA Speech: HomeStart Communicating Today – Waitlist – ABA SpeechHelp Me Find My Voice – EVERGREEN – ABA Speech Use coupon code SUNNYSALE75 and save $75 off Start Communicating Today and $75 off Help Me Find My Voice. Offer ends July 31st. 

Have you ever felt like an assessment didn’t truly tell the story of your child? Shellie Bader is an SLP with a really incredible and valuable career. Today she is sharing all about Dynamic Assessment and how we as Speech Therapists can use this to enrich and drive speech therapy.Oftentimes, formal and informal assessments are not comprehensive enough to determine the “story of the child”. Dynamic Assessment is a qualitative assessment we are able to use, to get the bigger picture. It is an alternative or supplemental assessment, with a method that provides the ability to understand what a student can learn. This tool can help determine whether a child has a learning difference or a learning disorder, and how a child learns and is specifically helpful with students who use English as a second language or have other special circumstances. Where do you start with intervention when it seems like everything should be a goal? Along with Dynamic Assessment comes a Mediated Learning Experience. In which the therapist picks a skill that is relevant or important to the child. This learning potential observation occurs over one session, so the therapist can determine the abilities of the child within the learning process.When completing a Mediated Learning Experience, the information collected can drive you directly to the creation of IEP goals. Through working on a skill, the therapist will actually be able to see the prompts that are successful, the supports needed, the targets a student struggles with, and how the skill should be scaffolded. A Dynamic Assessment and a Mediated Learning Experience is another tool for your SLP tool belt to help determine how a student learns specific skills while always working on meaningful, functional skills for the student and their independence. If you’re interested in finding out more or talking with Shellie Bader, you can reach her via LinkedIn or email!#autism #speectherapyWhat’s Inside:How can we have tools that will drive the road map for intervention?How can we help students increase their functional communication skills, independence, and joy?What is Dynamic Assessment?How can SLPs use Dynamic Assessment in the therapeutic and evaluation process?What is the distinction between a learning difference versus a learning disorder?What is a mediated learning experience?Mentioned In This Episode: Shellie Bader, M.A., CCC-SLP - LinkedInShellieSLP@gmail.com ABA Speech: HomeStart Communicating Today – Waitlist – ABA Speech​​Help Me Find My Voice – EVERGREEN – ABA Speech To receive 75$ OFF BOTH of these courses in the month of JULY, use code SUNNYSALE75.