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An Honest Look at the Full Experience of Autism with Russell Lehmann

May 12, 2022 by Amanda Neuhouser

Motivational Speaker and Poet Russell Lehmann joins us to share his perspectives on autism and the human condition. Having spent most of his life in isolation, Russell has found his voice and independence in recent years. His passion for erasing stigma and stereotypes about autism is shared through his moving, spoken-word poetry. As Russell shares, “I like to say you hold up a mirror to anybody, and that’s what autism looks like. I don’t expect anyone to be able to tell that I have autism just by looking at me. But hopefully, someday they won’t be as shocked to find out.”

All Autism Talk (https://www.allautismtalk.com/) is sponsored by LEARN Behavioral (https://learnbehavioral.com).

Filed Under: Podcast Tagged With: All Autism Talk, autism, autism acceptance, Autism Activist, autism awareness, Autism Podcast, Autism Poetry, Diagnosis, Inspirational, Motivational, Motivational Speaker, Podcast, Poetry, Russell Lehmann, Series, Speak Up, Spoken Word, Stereotypes, Stigmas, Strength

Voices for All: Sam Krus – An Interview Discussing Gender Diversity

April 22, 2022 by BCI

First off, let’s talk about gender identity.  How do you identify?

I identify as floating between more of a masculine view and a gender-neutral view. If I was going to put a label on that, the closest I’ve heard is demi.

Now of course, gender identity is different than gender expression. Can you tell me a little bit about your gender expression?

I’d say my gender expression comes more with whatever accessories I have with me or how I decorate my house. Clothing-wise, I dress for practicality and male clothing is more designed for practicality rather than decorative purpose so I generally dress more “male.” But I have some feminine-tinged decorations around the house. My big aesthetic is horror, folklore, and mystery (not violence).  [Sam turns the camera to show me a well-organized closet and shelving system filled to the brim with a bright assortment of costumes.]  I have a lot of things based around ghosts and creatures. I’m interested in strange anatomy, not the act of doing harm. How bodies move, the forms of a body, the wings, the features.

I also carry a lot of toys in my car for work, like child-appropriate things that I feel like anybody could play with; I like to have these items with me. It makes me feel like I’m passionate about my job and also, I can zone out and [play with] them. That’s how I establish my aesthetic more than what I wear.

One thing [about my gender expression] that’s my actual body is my long hair. It’s partially a feminine thing but also a gender-neutral thing. On me, it doesn’t look feminine, so it’s blending both. My gender expression is how I surround myself with objects, and I pick objects that are not specifically gender coded…but if they are gender coded, they’re more coded toward feminine. Like the fashion dolls, but those have a component of horror and mythology, which I don’t view as being a gender-coded subject.

How does being gender-expansive affect your life?

It affects my life mostly in my interests and how open I am. I feel like I have to pick and choose what parts of myself I’m going to share; whether that’s going to be welcomed or not. It only affects me fairly mildly, I know for other gender diverse people it affects them more. For me [the question is], “this is something I like, is this something I keep to myself or something I share with somebody else?”

I have interests that are not considered masculine. For instance, in the other room, I have a shelf full of dolls. That’s something that I used to feel was inappropriate.

These barriers are fading with these new generations, but there are autistic adults that have things that are not viewed as age-appropriate interests. There are these set boundaries of what is appropriate for you to be interested in that you transgress. Your interests and the boundaries that you transgress go hand-in-hand with being gender diverse and being autistic.

How did you first recognize that you were demi, or gender-diverse?

A big thing that made me realize that I was gender-diverse was that I watch a lot of cartoons, a lot of shows with younger people. I like shows where there’s an all-girl cast; I identify with them a lot more than shows where there’s an all-male cast. [How an all-girl cast relates to each other is] how I want to talk to people. Because that’s more of an intimate, caring viewpoint. I wonder if that’s going to come off as weird or especially because I’m a man, is that going to come off as sexual and therefore threatening. I wonder how to approach people, because I want to approach people in a very caring way; but do I need to stamp that down? Sometimes, I’m meaner than I feel like I should be in terms of jovial insults to balance it out. I think, “I’m being too considerate, too genuine, I have to call you an idiot now. Oh, wait, was that too harsh to call you an idiot?”

Can you tell me more about your fashion dolls? 

As a kid I liked dolls. Getting a toy from McDonalds, if the choice was the car or the Barbie, I wanted the Barbie. I liked that they had arms and legs that I could manipulate, I was more of an action figure person. Besides McDonald’s, I was never interested in them on my own, but as an adult in 2014, I came across Monster High dolls. The idea is that they’re based on monsters from folklore as teenagers and they each have something with their body they have to deal with. The Frankenstein girl, her body occasionally falls apart. The doll from the black lagoon has a skin condition where she constantly has to moisturize or she dries out. They all have an inconvenience that they have to deal with, they’re just accepted for who they are. For me that’s a very autistic narrative, very living-with-a disability narrative.

Tell me about being a gender-diverse BCBA:

And then when it comes to gender diversity, that comes into effect more with interests…. If my kid likes vacuums, I will bring my vacuum…. If my kid likes fairy tales, mythology, or magic, I will go to the library and get 11 books on fairies, and we’ll just go through them together and pick out our favorite creatures. There have been a couple of times where parents have wanted their kids to stop being interested in what they’re interested in and be interested in something more “gender appropriate.” I had to think about how I would approach this to defend my client without revealing too much about myself. I’m a man working with children and there’s a stigma about men working with children, with queer people working with children, with homosexuals working with children. I feel if I’m revealing too much about myself or not enough, there could be a misinterpretation, they might view me as a danger to their child when I’m just trying to defend them. Fortunately, I haven’t had to deal with it too much.

Tell me about being an autistic BCBA:

Primarily, being autistic is what comes into play when I’m working with the kids, and more often, with the parents when I don’t necessarily come into conflict, but I come in to decisions that need to be made, and how I approach things. When that comes in as a general rule, I never let any parents know that I’m autistic because I don’t want to set myself up as an example of what their kid is going to be or create the illusion that I’m an expert in autism.

So…you are autistic and work to support people who are autistic…but you don’t consider yourself an expert in autism?

The thing is that when I was younger, I tried to be an expert in autism, and I realized how much pressure I was putting on myself, undue pressure, because autism is such a wide thing. I tried to make myself a representative and I realized that it was kind of out of guilt for being autistic, where I was like, “I’m sorry I’m this way, let me be as easy to understand, let me be a lesson.”  Only in my adult life did I kind of realize that, so I’m trying to un-do that pattern of behavior.

Because it took a toll on your mental health?   

Right. And because it’s stressful. And because it’s not true. No doctor, people assume that an expert knows absolutely everything. And nobody knows everything about autism. We barely understand it.  There’s like 400 genes that affect it, and we don’t know how they affect it, they just do. And we know some techniques that we can use to help people learn what they normally would not be able to learn, we know some of the symptoms, but the definition is always changing. Autism is that something you can’t really be an expert in, you can just be knowledgeable.

Sam Krus is a BCBA in Waukegan, IL who practices in Kenosha and Madison, WI. Sam enjoys fashion dolls, podcasts, making costumes, role-playing games, board games, and reading when they have the time and energy. 

Filed Under: Blog Tagged With: ASD, Autism and gender identity, autism spectrum disorder, Autistic, BCBA Position, Behavior analyst, Demi, Gender diverse, Gender diversity, Gender expansive, Monster High

BHCOE Accreditation: Understanding How Quality Care is Measured in ABA

April 12, 2022 by BCI

Sara Litvak, Founder & CEO of Behavioral Health Center of Excellence, the only ABA-specific accrediting body joins us to discuss the different ways quality is measured in the accreditation process. This discussion delves into the importance of not only clinical standards but the needs of clients and their families. As Sara shares, “We are here as a support for parents who are receiving ABA. We aim to ensure their needs are protected and that all patients get excellent care.”

For More Information:

BHCOE.org 

https://www.bhcoe.org/resources/

https://www.facebook.com/BHCOE

https://www.instagram.com/bhcoe/

https://twitter.com/bh_coe

All Autism Talk (allautismtalk.com) is sponsored by LEARN Behavioral learnbehavioral.com

 

Filed Under: Podcast Tagged With: aba, ABA Accreditation, aba therapy, ABA Treatment, All Autism Talk, autism, Behavioral, BHCOE, Client Care, Clinical Standards, Excellence, Family Care, Family Resources, Health Center, Podcast, Sara Litvak

Voices for All: Ash Franks Talks about Supporting Autistic People While Being Autistic and Her Role on LEARN’s New Neurodiversity Advisory Committee

March 31, 2022 by BCI

In September 2020, LEARN convened a group of neurodivergent staff to form our Neurodivergent Advisory Committee. The committee reviews and gives feedback on matters relating to neurodiversity and other person-centered ABA topics and was instrumental in the content, messaging, and visual design of LEARN’s Neurodiversity Values Statement. We asked Ash Franks, a member of the Neurodivergent Advisory Committee, to share her thoughts with us.   

 

HI, ASH! FIRST, I’D LIKE TO ASK YOU WHAT IT MEANS TO YOU TO BE AN AUTISTIC PERSON SUPPORTING OTHER AUTISTIC PEOPLE? 

Supporting other autistic people while being autistic means listening to what they have to say, however they communicate it, whether it be through an AAC device, sign language, PECS, or verbal language. It also means giving them breaks if they need it, and allowing them to use tools to cope (e.g. stuffed animals, headphones, weighted blankets, etc.). Looking back on my experiences as an autistic child has been very helpful in trying to help children who are at AST.

HOW DOES BEING AUTISTIC INSPIRE YOUR WORK IN ABA? 

Being autistic allows me to see different perspectives and ideas compared to neurotypical people, as they tend to think differently than I do.

TELL US A LITTLE BIT ABOUT THE NEURODIVERGENT ADVISORY COMMITTEE AND HOW IT WORKS. 

Basically, we are trying to re-vamp ABA materials through a more neurodivergent-friendly lens, so we can make our treatment as effective as possible. Having autistic people and other neurodivergent people look at ABA therapy through their eyes allows them to explain what works and what doesn’t work. This way, we can work to have treatment be as effective, safe, and as fun as possible for everyone involved. Having BCBAs see the autistic perspective is important because we have direct experience with what worked for us growing up versus what didn’t and might be able to help streamline the treatment to be as effective as possible.

CAN YOU GIVE ME AN EXAMPLE OF SOME FEEDBACK YOU HAVE GIVEN IN YOUR ROLE ON THE COMMITTEE? 

I tend to give feedback on the more artistic and creative side of things, as I am very geared towards having an eye for creative things in the world.

FROM YOUR PERSPECTIVE, WHY IS IT SO IMPORTANT TO INCLUDE AUTISTIC PERSPECTIVES IN OUR FIELD? 

Including autistic people in ABA is super important because we need to account for neurodivergent perspectives to make treatment as effective as possible. Since I am autistic, I can give a firsthand account of what has personally worked for me throughout my life, and what hasn’t. I myself was never in ABA therapy growing up, but I did other types of therapies that I also have found helpful from time to time.

WHAT ARE SOME OTHER PLACES IN OUR SOCIETY THAT YOU THINK IT WOULD BE HELPFUL TO LISTEN TO THE AUTISTIC PERSPECTIVE?

I think listening to autistic perspectives in the workplace would be very helpful. I think having a quiet room for staff that has sensory toys specific for staff would be very helpful, also maybe including a comfy place to sit with a weighted blanket would be good too. Another place it would be helpful to listen to autistic people is when it comes to shopping at malls, since malls can be overwhelming for most autistic people. I know some stores have “quiet” shopping hours where they reduce the lighting and turn off the music, and I really wish more places would do this.

ASH, THANK YOU FOR YOUR THOUGHTS AND FOR THE EXCELLENT WORK YOU’RE DOING ON THE NEURODIVERGENT ADVISORY COMMITTEE!

 

Ash Franks is a Behavior Technician for Learn Behavioral. Ash works in AST’s Hillsboro, Oregon location. Outside of work, she enjoys photography, cooking, video games, and spending time with family and friends. 

Filed Under: Blog Tagged With: aba, aba therapy, applied behavior analysis, ASD, autism, autism spectrum disorder, Autism support, Autistic, behavior technician, neurodivergent, Neurodiversity

Understanding the IEP Process and How to Best Advocate for Your Child

March 30, 2022 by BCI

Mo Buti, an advocate and instructional expert for people with autism joins us to take a deep dive into the IEP process. She shares details about all the people that make up the team and how parents can best prepare and advocate for their child. As Mo shared, “It’s so important that communicate well and build relationships with your team. Even if you disagree, it makes the process so much more successful.”

For More Information:

https://www.aiepautism.com/

You can also email Mo Buti at mobuti@hotmail.com

 

Interested in ABA services for your child?

Contact Us: https://lrnbvr.com/contact

 

All Autism Talk (allautismtalk.com) is sponsored by LEARN Behavioral learnbehavioral.com

Filed Under: Podcast Tagged With: AllAutismTalk, autism, autismadvocate, Autismpodcast, ChildAdvocate, EducationalResource, HelpforParents, IEP, individualizededucationplan, individualizededucationprogram, ParentResources, SchoolResources

Selecting an ABA Graduate Program

March 17, 2022 by BCI

Graduate school is not something to be entered into lightly. A graduate degree is a big financial investment and requires a great deal of your time for about a 2-year period. It also prepares you for the next stage in your career. Choose your program wisely to set yourself up for success! Here are some important things to consider before you make the big leap:

1)     ONLINE OR IN-PERSON?

Do you want to take your classes online or in-person? If you prefer to take classes in-person, think about commuting time, parking logistics, and be sure to get find out their Covid-cancellation policies. If you want an online experience, inquire about whether the program is synchronous (students attend online class with the professor at a set time), asynchronous (classes can be done on your own time), or a combination of the two. Graduate school will be one or your highest priorities for a couple of years, so find a program with a format that works for your learning style.

2)     PASS RATE

Graduate programs sometimes post their “pass rates,” or the percentage of their graduates who pass the BACB exam. The pass rate is not the be-all end-all, but it’s one indication as to how effectively the program prepares graduates to take the certification exam.

3)     CLASS TIMES

When classes are in-person or synchronous, the course schedule will directly affect the times you are available to work. If you have a set schedule at work, be sure the class times won’t affect your availability. If you’re looking for a job that will help you meet the BACB experience requirements, knowing class times allows you to give potential employers accurate availability.

4)     FIELDWORK: PART OF THE PROGRAM?

In order to sit for the BACB exam, you will need a degree and a certain amount of supervised fieldwork (check the BACB website for the specifics). Some graduate programs include fieldwork supervision as part of their course of study and others don’t. Programs that don’t support fieldwork are considerably cheaper, but students should understand that they will be responsible for finding their own supervisor. This may mean paying a BCBA to provide supervision, which makes the tuition savings less significant. Before choosing a program, take time to become familiar with the BACB fieldwork requirements and understand what the graduate program does and does not provide.

5)     FIELDWORK: WHAT TYPE?

If the program you’re considering includes supervision, find out which type. The BACB allows applicants to do Concentrated Supervised Fieldwork (1,500 hours) or Supervised Fieldwork (2,000 hours), but most universities only support one of these options. Please note that these hours are subject to change per the BACB.

6)     FIELDWORK: SITE

Will the organization you work for be able to fulfill the requirements that the graduate program requires of their field sites? You don’t want to get into a graduate program only to realize it’s not compatible with where you work. Find out if any of your colleagues have gone through the program you’re considering so you can get the scoop on how well the program fits into your job site.

7)     FINANCIAL

Beyond looking at cost-per-credit and total tuition, you should also ask for cost estimates of books, materials, and fees. Keep all relevant costs of the various programs you are considering in a spreadsheet for easy comparison. Also, be sure to ask what scholarships, grants and discounts are available. At LEARN, we value our employees’ desire to pursue higher education. That’s why we’ve partnered with universities across the country to help make education for our employees more affordable and accessible.

Choosing to go to graduate school is a monumental decision that will open a lot of doors for you. Select your program carefully to ensure that it’s a fit for you and a great investment in your career!

Filed Under: Blog Tagged With: ABA graduate program, BACB exam, BACB fieldwork, BCBA exam, BCBA Position, Concentrated Supervised Fieldwork, Graduate degree, Graduate school, In-person classes, Master’s in ABA, Online classes, Scholarships, Supervised Fieldwork

MYTH: Nonverbal or Nonspeaking People with Autism are Intellectually Disabled

March 10, 2022 by Ronit Molko

RONIT MOLKO, PH.D., BCBA-D
STRATEGIC ADVISOR, LEARN BEHAVIORAL

Just because someone is nonspeaking, does not mean they’re non-thinking. Around 25 to 30 percent of children with autism spectrum disorder are minimally verbal or do not speak at all. These individuals are referred to as nonverbal or nonspeaking, but even the term nonverbal is a bit of a misnomer. While nonspeaking individuals with autism may not speak words to communicate, many still understand words and even use written words to communicate.

Nonspeaking individuals with autism utilize a variety of augmentative and alternative communication (AAC) methods. These range from no-tech and low-tech options such as gestures, writing, drawing, spelling words, and pointing to photos or written words, to high-tech options like iPads or speech-generating devices.

There are several reasons that an individual with autism may have difficulty talking or holding conversation that are not related to intellectual disability. The disorder may have prevented the normal development of verbal communication skills. They may also have conditions such as apraxia of speech, which affects specific brain pathways, making it difficult for a person to actually formulate and speak the words they’re intending to say. Some may also have echolalia, which causes a person to repeat words over and over again.

While these conditions prevent many individuals from speaking, it does not mean they cannot learn, understand, or even communicate. There is a pervasive misunderstanding about this among the general population due to a lack of education. It is often wrongly assumed that anyone who has difficulty speaking is intellectually disabled.

This misconception can be particularly harmful when held by medical professionals. In the 1980s, as many as 69 percent of people with an autism diagnosis had a dual diagnosis of mental retardation, which would now be labeled intellectual disability. By 2014, that number had declined to just 30 percent, as researchers improved the diagnostic criteria for autism and a fuller picture of the disorder emerged.

Researchers are still working to try and improve diagnostics and better distinguish nonspeaking autism from intellectual disabilities. As Audrey Thurm, a child clinical psychologist at the National Institute of Mental Health in Bethesda, Maryland says: “We have to figure out who has only autism, who has only intellectual disability and, importantly, who has both intellectual disability and autism. That’s millions of people who could be better served by having an accurate distinction that would put them in the right group and get them the right services.”

It’s important to challenge the perception that those who do not speak cannot think. Not only do we risk failing to give them the proper supports and services, but we also undermine their individuality, ingenuity, creativity, and humanity by failing to see them as they truly are. Just because they are not talking does not mean they do not have much to tell us.

Filed Under: Blog Tagged With: AAC, alternative communication, apraxia, ASD, augmentative communication, autism, autism spectrum disorder, communication skills, echolalia, high-tech, ID, intellectual disability, intellectually disabled, low-tech, no-tech, nonspeaking, nonverbal

Current Autism Research and Why Families May Want to Participate

March 7, 2022 by BCI

Pamela Feliciano, Scientific Director of SPARK (Simons Powering Autism Research) the world’s largest autism research study. Dr. Feliciano joins us to share her thoughts on the recent change to autism statistics from the CDC, the value of participating in research, and the information that can be accessed (or declined) for those who do. As she shared, “SPARK’s ultimate goal is to power research to help people with autism live their fullest lives.”

For More Information:

Sparkforautism.org

Interested in ABA services for your child? Contact Us: https://lrnbvr.com/contact

Interested in a career in the ABA field? Apply Now: https://lrnbvr.com/apply-now

All Autism Talk (allautismtalk.com) is sponsored by LEARN Behavioral (learnbehavioral.com)

 

Filed Under: Podcast Tagged With: All Autism Talk, autism acceptance, autism awareness, Autism Research, CDC, Early intervention, Family Resources, Pamela Feliciano, Research Study, Science, SPARK, Spark for autism

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