The ABA Speech Podcast - Easy Strategies For Parents and Professionals

We focus a lot on therapy for young learners, but what about when they grow up? Support for older autistic learners and adults is so important. In this episode, I interviewed Jared Stewart, autistic adult, professional, and BCBA. For many, characteristics of autism may not be apparent until life demands exceed their skill set. He shares his experience in the school system, how bullying, and the skill demands affected him. He finished his 7th-grade year with a refusal to return to school and spent the next year doing correspondence school from his bedroom. He began school again at the start of 9th grade with the realization that everything he wanted to do was on the other side of education. Jared talks about a calendar planner one of his teachers helped him create that really changed the way he managed school, giving him a new sense of control. At that point, he learned that he could learn the systems of success. Creating systems is a really great tool for autistic individuals and with the mastery of these, anyone can learn to do bigger and better things. From his first-hand experience as a high school student to college student, Jared has excellent insight on the needs for public school support and beyond. Focusing on strengths and building up the confidence of your autistic learners is key to their success as they move from school to the real world. Additionally, helping learners understand their unique challenges and working on them is important too. Masking is a hot topic in the autism world today, Jared shared his take on what he calls authentic masking as an important skill to connect your authentic self with your neurotypical community. Jared pointed out that we often forget that autism is a developmental delay. As autistic individuals get older, brain development begins to catch up to neurotypicals and they can really do some powerful things. He sees it first hand with his work at the Scenic View Academy, a residential academy in which autistic adults live, work and get paid for their work. The school customizes plans for students that last on average about 2-3 years. In this program, they learn all the skills to function and keep themselves safe in daily life physically, mentally, emotionally, and sexually. This was a great chat about focusing on the transition mindset when preparing autistic learners for beyond public school.  Jared is so knowledgeable and passionate about helping others. If you’re interested in the Scenic View Academy you can find out more information online or if you’d like, you can get in touch with Jared who is happy to help in any way he can.#autism #speechtherapyWhat’s Inside:Making school more impactful for all learners.How to help older students understand their strengths.How we can frame how we will support older students.How to identify the areas students might need support after school and why.Mentioned In This Episode:Don’t miss Pyramid Educational Consultants’ Second Annual FUNctional Behavior Conference on April 4th and 5th, 2022! Pyramid’s international team of behavior analysts, and dually certified speech pathologists, led by Andy Bondy and Lori Frost, the developers of PECS, have created all new and expanded content that includes a broad range of practical information related to the field of behavior analysis. Day one will focus on content related to educational programming and program development. Day two of the virtual conference will present information related to behavior analysis and communication. Earn up to 8.0 BACB CEUs including one ethics and one supervision credit when you attend the full virtual conference. To learn more about attending the FUNctional Behavior Conference on April 4th & 5th,  visit pecsusa.com!ScenicView Academy

As Speech-Language Pathologists, it can be overwhelming to create a therapy plan for learners with no speech at all. Where do you get started? In this episode, I talk with Terri Smith. She is an SLP and the founder and owner of Bluebird Speech Therapy and Consulting Services.Help Me Find My Voice and Start Communicating Now are two courses I offer online for professionals and parents. Terri shared with me how she found ABA Speech and has attended and utilized these resources. She describes her takeaway from these courses as a “Road Map” for therapy with autistic or nonverbal learners. These courses provide real actionable tips, step-by-step ideas for therapy, and most important assessments that focus on communication skills that are crucial for nonverbal learners.Requesting is an important skill that Terri focuses on in her therapy. She finds that this gives her learners power by realizing their communication means something! Additionally, it's all about the fun, child-led activities built into social and gameplay that make a big difference, especially when working with nonverbal students. One rule she works by is planning therapy based on learners' developmental age, not their chronological age.Terri works with students with autism to support functional communication and behavior strategies through play-based activities. As a consultant, she also supports other professionals in the field. Oftentimes, SLPs and BCBAs work together simultaneously with families and clients. Even myself as both can sometimes disagree on treatment plans. It’s important to remember when it comes to speech that the SLP is the expert, but also to continue to have that professional dialogue. Regardless of the points of disagreement when a professional is passionate about something it is obvious that their intention is just what's best for the learner.Every student we see is very different with very different needs, it is important for therapy to match that and change client to client. This is such a great interview in which Terri and I talk about some great tips, tools, and guidelines for getting started with therapy, as well as the big difference my online courses can make!What’s Inside:How can ABA Speech online courses help SLPs and other professionals?Where to get started in intervention.How you can help your students communicate.How to bring fun into therapy.The assessments and roadmap for beginning therapy.Mentioned In This Episode:Thank You To Our Sponsor: Don’t miss Pyramid Educational Consultant’s Second Annual FUNctional Behavior Conference on April 4th and 5th, 2022! Pyramid’s international team of behavior analysts, and dually certified speech pathologists, led by Andy Bondy and Lori Frost, the developers of PECS, have created all new and expanded content that includes a broad range of practical information related to the field of behavior analysis. Day one will focus on content related to educational programming and program development. Day two of the virtual conference will present information related to behavior analysis and communication. Earn up to 8.0 BACB CEUs including one ethics and one supervision credit when you attend the full virtual conference. To learn more about attending the FUNctional Behavior Conference on April 4th & 5th,  visit pecsusa.com!Pecsusa.combluebirdspeechtherapy@gmail.com Bluebird Speech on Facebook Facebook: @TerriSmithSLPInstagram: @BlueBirdSpeechABA Speech: HomeABA SPEECH Your Autism Resource 

I always love to get parents' perspectives but it’s not often I get to hear the unique view of a parent turned professional. In this episode, I interview Emily Estades, my friend, graduate student, parent, and SLP.  Emily is the mother of two children, her daughter, the oldest, has a dual diagnosis of Autism and Rett Syndrome, and her son with Anxiety and ADHD. Her journey started with her daughter's many appointments, meetings, and therapies, eventually inspiring her career as an SLP.Prior to dealing with speech therapists for her daughter, Emily remembers speech therapy as something kids got pulled out for in the middle of class but not much else. Through attending therapy with her daughter, she got an inside look at what it really was and she began to question and learn. She feels that the time period in which they were first attending therapy with their new diagnosis was a transitional time for the profession and her initial experience was really affected by this. Everyone was working in the best interest of her child, but it felt like they were learning right alongside them. That has really influenced how she works with families now as an SLP. Trying to keep an open mind, provide support wherever she can, and provide information and resources if they are wanting to learn too. Emily really gets it as a parent and SLP. As someone who attended IEPs on the other side of the table long before she became a professional, I wanted her advice on how providers can keep parents as a vital part of the team. She had some great tips!How can providers lead parent-inclusive IEP meetings?•Be mindful of the perspective and language you are using with the parent.•Be compassionate and be empathetic, parents are doing the best they can.•It is the professional's job to build the bridge between home and school or home and therapy.•Not everyone likes to be called mom and dad. Give them their identity, use their name or ask for their preference.•Do not doubt parents when they talk about positive behaviors that are happening at home. •Take that opportunity to learn and build rapport. •Encourage parents to take part in the team, provide videos, write in the daily notebook, etc.•Build rapport and be gentle. Diagnosis is only the beginning for a parent, this is the hardest thing for them to talk about.These are some great things to keep in mind for professionals out there wanting to be sure their parents are included. And for parents, remember these are things you and your family deserve, be sure to advocate for them during IEP meetings. Emily is a dear friend and it was great to hear her perspective on this. You can learn more about her and her practice at The Inspired SLP.#autism #speechtherapy What’s Inside: A unique parent perspective at the IEP table.Tips for professionals on leading a parent inclusive meeting.Tips for parents from diagnosis to advocacy.The parent and professional journey of Emily Estades, The Inspired SLPMentioned In This Episode:www.theinspiredslp.netinspiredslp@gmail.comABA Speech: HomeABA SPEECH Your Autism Resource FREE Masterclass- Best Strategies in 2022 To Reach Your Autistic Students

Is ABA therapy the right choice for your autistic child? Today Rebecca Shellito, mother, wife, nurse, and non-profit organizer join me to share her family's autism journey. Rebecca’s son Nico received his autism diagnosis shortly before his third birthday and by 4 years old he was in full-time ABA therapy. They were incredibly lucky to find a local provider, covered by insurance that they were comfortable with. I know some clients and friends personally that drive to see their preferred provider outside of their local area. Wherever your provider is, comfortability is key.  Speak up. Ask questions. Don’t stop until you feel comfortable. ABA comes with so many logistics and scientific terms. As a parent, it can feel like a foreign language and be both overwhelming and intimidating. Rebecca took my online course, Help Me Find My Voice, early on in Nico’s ABA journey, and she said it changed the game. The course gave her the confidence to interact with Nico’s therapists and truly understand everything that was happening. No longer did she feel like a sidebar they had to break things down for but more of an active participant in her son’s therapy team. Starting full-time ABA at the age of 4, Nico is now 9 and has seen some real progress. Beginning in a developmental preschool and then regular preschool with an ABA aide, he has now fully moved into a traditional elementary school. Nico is in 3rd grade and participates in general education for half his day and a more restrictive environment in special ed the other half. Rebecca plans to enroll him in some ABA after-school programs and playgroups in the future. No matter how prepared you are, getting the diagnosis of autism for your child can be overwhelming. Rebecca shares some great advice for parents and families just beginning their journey with autism and ABA. You can learn all about the great things she’s doing through her non-profit Uniquely Nico, where she supports parents and autistic children.#autism #speechtherapyWhat’s Inside:Is ABA the right choice for your autistic child?How to find the right provider for ABA therapy?How progress through ABA can transform your child’s life?How the Help Me Find My Voice course can help families.Mentioned In This Episode:Uniquely NicoUniquely Nico on FacebookUniquely Nico on InstagramABA Speech: HomeABA SPEECH Your Autism Resource Best Strategies in 2022 To Reach Your Autistic Students

Assessments are extremely necessary for understanding the skill set of your learner, setting goals, and making meaningful progress. As a therapist, administering these assessments can be so overwhelming and frustrating, especially when your students have complex needs and are not able to meet the standardized completion. Today, I am sharing my top 5 tips and strategies for autism assessments to make assessments a positive tool in your goal setting for therapy. 1. The Functional Communication Profile - RevisedA readily available, informal but thorough assessment. I love this assessment because it looks at a student's ability to attend to a task, receptive language, expressive language, and social language. The FCPR gives a great baseline for your student's overall speech skills. Most speech therapists have it right in their therapy office, it’s been around for a while and it is available through a variety of distributors. 2. VB-MAPPThe Verbal Behavior Milestones Assessment and Placement Program really streamlined my process for my students who were autistic or had complex communication needs. The information that a VB-MAPP will give you is so necessary for goal setting. It’s broken into three developmental levels, Level 1: 0-18 months, Level 2: 18-30 months, and Level 3: 38-40 months. 3. Informal ScreenersIn my ASHA-approved programs Start Communicating Today and  Help Me Find My Voice, I include informal screeners. These have been put together based on my 20 years in the field and what I find helpful to look at. For students with complex needs, these screeners help take a clear look at foundational skills. Also for older students, these screeners can facilitate questions like what have we tried before and how did that go? This is a great supplement for the road map to progress alongside formal assessments. 4. ObservationObservation makes up a gold standard assessment. Spontaneous communication can be notated just on pen and paper. This can be during structured or unstructured time, preferably both, so you can understand the different modes and attempts for the students' communications in different settings. The most valuable information comes from the questions, what does my student look like as a communicator in these different areas?5. Parent or Team InterviewTalk to the team of teachers working with the student and talk with the parent. Sometimes teachers are the lead on a case and may be sending home forms that include really valuable information. Also, talking to the parents is crucial because it's important to understand where they are coming from and what their concerns may be. Communication with the team will also facilitate understanding progress being made across the students' environment.#autism #speechtherapyWhat’s Inside:Top 5 tips and strategies for an autism assessment.How to get a robust assessment for goal setting. How to build a step-by-step road map for meaningful progress for your learners.Mentioned In This Episode:ABA Speech: HomeABA SPEECH Your Autism Resource 

If you’ve been listening for any amount of time, you know that I am all about keeping therapy fun and functional. In this episode, I have some great examples of games for your therapy or at home with your child that you can put into practice right away. These games are all about leisure skills. We spend the majority of our lifespan participating in leisure skills so it is so important to work on these skills with our learners. Two of the best assessments for identifying and understanding the needs for leisure skills with your students are the Assessment of Functional Life Skills and the Functional Communication Profile Revised. Both of these have direct sections and questions that pertain directly to leisure skills as life skills and clue you into what your learner needs to work on. Observation is also key. My favorite thing to do is take a look at my students' gym classes and see their communication, leisure, and social skills at work in a less structured setting. When planning for therapy you really have to ask, what skills can we work on in therapy that will help them with their overall engagement, peer interaction, social skills, and most importantly their joy and happiness? Modified leisure skills are so fun to work on and really make a difference beyond therapy and into their shared time with family and for older students when they join the general community. What we do every single day is important. Not just in therapy but also when they go home with their family.  Today I share a few of my favorite modified games for working on leisure skills. I go into how I make them accessible for my students and where to find resources for these games. Many of these games highlight skills like turn-taking, imitation, duration of the task, direction following and so much more. Activities and Games for Leisure Skills:Modified ScrabbleModified UnoDouble UpGrocery Store GameThe Game GalYogaLifting WeightsListening to MusicThese are just some examples of really functional and exciting ways to take on social and leisure skills. I really urge you to take a look at your therapy and the skills you’re working on and ask yourself, why am I working on this? What purpose do the skills and activities you’re currently working on serve? What we are doing every day needs to transcend beyond the classroom and be important across their lifespan!  #autism #speechtherapy What’s Inside:—What are modified leisure activities? — Why are leisure skills important? — How are your therapy practices transcending the classroom? — How do skills build across the lifespan? — Can therapy be fun and functional? — How can therapy activities be generalized for family time?Mentioned In This Episode:Social skills for students with autism - MODIFIED UNOSocial skills for students with autism - Modified ScrabbleSocial skills for students with autism- The Grocery Store GameSocial skills game for mixed groups - ABA SpeechWord Generator - The Game GalABA Speech: HomeABA SPEECH Your Autism Resource

As we close out the year, I wanted to highlight my most popular episode. This week, I’m re-sharing Episode 3, where I break down IEPs and discuss everything that goes into creating goals in speech therapy for autistic learners.Setting IEP goals for autistic learners can be incredibly difficult, especially when you’re working with emerging communicators. At the beginning of my career, assessment tools were limited and I found out along the way the goals I set for my students were unclear and hard to measure. Assessment, collaboration, and functional goals are all important pieces of the puzzle for setting up your student and the therapy for success. Standardized tests are commonly used in the classroom, but they are so tricky because they often do not give us the snapshot of skills we need for autistic learners. Assessment tools I recommend if you have access are the VB-MAPP and the Functional Communication Profile. If you don’t yet have access or need to start on a more basic level, I like to look for specific early learner skills. These are those small basic skills that lead to learning bigger skills and tasks. These are measurable communication skills that start in even really young learners such as labeling, verbal imitation, intraverbal skills like filling in the blank, matching, and group listening.  When you have brought all the pieces together, it’s time to set the vision for their communication programming. I have 5 questions for you to ask as a part of my practical and systematic approach to establishing functional goals for your autistic learner. What behavior are we targeting?Is it appropriate for our client?How is this goal specific?Is the goal observable?What does mastery look like?No matter the skill level, the age, or the context of your therapy practice, this approach will help you consider all the important pieces behind each goal. If you’re a parent, this can help you know what questions to ask your therapist and IEP team to ensure the right goals are being observed and measured for your child. As a part of this episode, I have included a downloadable link for my IEP Goal Bank, be sure to check it out as you work with your team and parents to set specific, actionable IEP goals for your autistic learners.#autism #speechtherapyWhat’s Inside:Strategies for embedding parents’ concerns into their child’s IEP goals.Examples of what a specific, observable goal looks like in the classroom.My recommendation for assessment tools for autistic learners with limited or emerging communication.What skills should we be looking at in our autistic learners?Mentioned In This Episode:IEP Goals for Students with Autism - ABA SpeechWorking with toddlers and preschool aged autistic learners- learn more about our Start Communicating Today Autism CourseWorking with school aged autistic learners- learn more about our autism course- Help Me Find My Voice ABA Speech: HomeABA SPEECH Your Autism Resource

Is autism really different in girls and is that affecting reliable diagnosis? I had the opportunity to chat with Robin Roscigno, founder of AuTEACH, former teacher pursuing her PhD, and autistic mother to her autistic daughter. As she speaks from her education background and personal experiences, Robin gives a really great insight on a deeper look into how we are evaluating and educating autistic students. The CDC website reads that autism is 4 times as common in boys as it is in girls. Why are we still saying that? Is it more common in boys or are their crucial elements being missed when it comes to diagnosing females? The thing is autism is not different in girls, it just presents itself differently.When looking at autism in girls, we are talking about internalized experiences vs. externalized behaviors. With girls, a lot of their repetitive thoughts or fixations are happening internally, or they present in somewhat typical female expectations. This could be a little girl playing the exact same scripted play scenario multiple times daily for weeks with no deviation or insensibly organizing and caring for her barbies. At the core, if the behavior is an “expected” or “traditional” female activity within normal gender roles, parents of girls can expect to get push back on an autism diagnosis. Boys and girls are socialized very differently and in fact many of the hallmark signs of autism can be disguised as socialized behavior for women. This makes it easier for girls with autism to hide their symptoms and prevent a reliable diagnosis.Social skills and navigating social situations can be an area where autistic girls are ill-equipped. Robin highlights the typical socialized behaviors of how girls interact with one another and it can be very difficult for girls with autism to operate within that. Her reminder for parents and teachers is to stop assuming children don’t want to socialize. In fact, it can involve a lot of shame and internal pain, especially when the student has a desire to be a part of the group. To combat this, Robin talks about a whole school approach. This means not only talking to students with disabilities but to students without disabilities as well.  It’s not that one group has all the social skills and one none, it’s that they have different skills and they can learn on both sides. It’s an opportunity for double-sided empathy.Robin shared some great suggestions and potential resources for parents of girls with signs of autism. Taking data at home and finding a reputable doctor are some key points for making an evaluation fair and accessible regardless of gender. Advocate for your child and what you as a parent are seeing that raises concerns is so important. You can find out more about Robin and AuTEACH on her TikTok, Instagram, YouTube, and on her website. This was an awesome chat, I hope you got something great out of today’s episode!#autism #speechtherapyWhat’s Inside:Characteristics of autism in girls.Guidance for providers working with autistic girls.Advice for parents with female children and autism concerns.Why are girls not receiving autism diagnoses as readily as boys?Is autism different in girls?How to get a fair autism diagnosis for girls.Mentioned In This Episode:AuTeachAuTeach (@auteachofficial) • Instagram photos and videosAutism Education (@auteach) TikTokAuTeach - YouTube

Wow, Episode 050! This is amazing. I want to start by saying thank you for listening, this so far has been an incredible experience. 1 year ago, my own kids had a snow day and I had just finished up my podcasting course. I was super nervous but I came into my little walk-in closet and pressed record. Throughout these last 50 episodes, I have learned so much and I want to share with you these important lessons. #1 - Nathan Morgan, Episode 16Nathan taught me that the autism community prefers the term autistic, rather than a person with autism. School for a long time has taught people their first language with all disabilities, but this has really changed and autistic people are letting their voices be heard. It's still important to ask people their preferences, but the majority of the community aligns with that language. #2 - Chris Wenger, Episode 17Chris shared the quote, “How you do anything, is how you do everything”. I had never heard this before but it gave me pause, and really taught me to stop rushing through even the little things, and give my best. #3 - Braxton Baker, Episode 20Braxton uses a framework of 5 Ps for reflection on IEPs. These are Process, Purpose, Possibilities, Progress, Peace. Focusing on the person at hand and these “Ps” is so important, and I am so glad he shared that!#4 - Dr. Mary Barbera, Episode 8Mary shares her personal experience and journey in the autism world beginning with her son’s diagnosis in the 1990s. She has a book, podcast, and some incredible online courses that really help parents be their child’s best advocate and work on so much more than speech. This perspective is so important as a professional, to hear from parents and their stories. She is a great friend and mentor.#5 - Kate Grandbois, 32Kate and I discussed The Communication Bill of Rights. This is an incredible resource located on the ASHA website. This is such a powerful tool that anyone can access and it really reinforces the work we do as professionals.#6 - Crystal Sanford, Episode 39Crystal shares the importance and supports an advocate provides for parents. It was great to learn as a professional what exactly an advocate does because it can be such an area of contention in the IEP room. Since this episode, I have actually signed up to start doing advocacy work and will be offering it very soon as a service through ABA Speech. #7 - Kayla Chalko, Episode 41Kayla is a play-skill expert. In this episode, we discussed play milestones, including pretend to play and at what age that is supposed to happen. One great thing she reminded me of is to take away the need to be perfect. Your lesson or activity does not have to be perfect to be helpful or effective.#8 - My walk-in closet makes the best recording studio! If you want to see where I am recording, be sure to check out the recording of this episode on YouTube.#9 - You can’t do it alone. Not as a professional, not as a parent, not with anything. Special thanks to my business mentor, my amazing assistant, all of my wonderful guests, my social and graphic design helpers, as well as the audio production team who makes my show sound amazing!#10 - There is still so much to share. I have so much planned for the future and episodes that will absolutely blow your mind.This is a wonderful opportunity to hear a variety of perspectives that are truly so important. I have always loved to talk, so this podcast has been perfect for me. I love people, I love being around them, I love helping them. This show is an extension of what I really love to do personally and professionally. Thank you again so much!#speechtherapy #autismWhat’s Inside:How did I get started with this podcast?Lessons I have learned throughout the last 50 episodes.Life lessons for myself.A special thanks to all wh

Dr. Megan Miller is a thought leader in the field of behavior analysis and special education. In this interview, she and I discussed the Early Start Denver Model and its importance to early learners. Play is such a critical piece to communication and this model sets up parents and providers to build joint attention skills. Imitation is such an important skill, many individuals  look to this as a way to learn things and copy skills. However, it is so much more, it is a skill in which communication begins. If we are missing that piece, higher level communication is not going to take place. Where does imitation most naturally occur? Social interaction. Joint attention activities are often child led activities and this is where the most AHA moments occur. If natural social interaction isn't developing, parents often don’t initiate unintentionally, they instead substitute their interactions with “formal” language practice. It’s really critical that parents learn to be silly and have fun engaging in a social or play format. It can sometimes be difficult, and it definitely requires a certain element or attitude, but when you’re really into it the kid responds.Many parents may be intimidated by play based social activity. What is great about the Early Start Denver Model, provides a framework for joint activity routines. The first part is to observe the child to find out what they are interested in. The second is developing the routine, early on this involves imitating the child’s play. The third part is creating variety in the routine, so once you're engaged in an activity the child has started, the adult changes it up. This might mean throwing a ball instead of rolling it, or even just rolling it fast instead of slow. Just small little changes in the play the child is already interested in, which opens up so many opportunities for language and communication for the child to direct the activity. The last part is the closing, preparing to end the activity with a child and move on to the next thing. Whether it's birth-3 or older, professionals and parents alike have to set aside our intentions or vision for the interaction with the kids. Dr. Miller brings up a great point about how aversive it can be if kids are always redirected to play the way the adult wants, because communication really begins with the child’s preference and slowly teaches flexibility. Oftentimes we miss the obscure playful interactions non-neurotypical students may be showing us because we have these ideas of what “fun” should look like, and with that we miss great opportunities for communication with the child. There is so much information online, as well as providers who practice very differently, which can be a good thing but also has some negatives. Parents have certain ideas about structured, table centered activities and can at times not understand the purpose of play based interactions in therapy. Dr. Miller drives home that  research is there for naturalistic communication and that it comes from spontaneous play. The Early Start Denver Model book backs up the need and importance of social activity and this can be used to help parents and even providers understand the need and importance of play. Dr. Miller’s advice is for more people to understand that students who are not neurotypical do not have to communicate the same way as neurotypical individuals. She says, “We are more comfortable, learn better, and are less stressed when we are accepted”.  My wish is that we can all spontaneously communicate in a way that makes sense to us, so I find that so profound! Be sure to check out Dr. Megan Miller and all her work with the Do Better Movement! #autism #speechtherapyWhat's Inside: The Early Start Denver Model. How important the Early Start Denver Model is to early learners.Where imitation mostly occurs.