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How to Make Halloween a Treat for Kids with ASD

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Halloween tips for kids with autism spectrum disorders

There’s a lot about Halloween that can be tricky for kids on the autism spectrum.

The holiday is full of everything out of the ordinary: costumes, candy, and a certain amount of chaos. Routines get replaced with class parties, strange sights and sounds, and droves of costumed-kids roaming around trick-or-treating after dark.

The University of Alabama at Birmingham School of Medicine says recent studies indicate that five percent of children are affected by a sensory processing disorder. For kids with autism, as many as 80 to 100 percent experience sensory processing challenges, according to an article from JAMA Pediatrics. Challenges include being over-responsive or under-responsive to sensory input like bright lights, loud noises, or tight clothing. With the many opportunities for sensory overload that come with Halloween, the holiday can present a particular challenge for kids on the autism spectrum.

Experts say their biggest tip for making Halloween a success for kids with ASD is to prepare with some planning so your child is not caught off-guard. Here, we share six steps to help you plan.

1. Talk about it.

In the days or weeks leading up to Halloween, give your child some time to adapt to the concept. Read books and show pictures, movies, or cartoons that give them visual cues of what to expect. Start talking about people dressing up, decorations you see in your neighborhood, and what happens when kids go trick-or-treating.

Talking about these traditions can take some of the “scary” out of Halloween. It can be confusing when you’re suddenly hearing creepy music and allowing your child to take candy from strangers. A little prep can go a long way in easing their fears.

2. Try on the costume.

If your child is going to wear a costume, have them try it on well in advance to get used to the feel of it. Let them play in it for short intervals, and avoid costumes that are uncomfortable or get in the way of their mobility, breathing, or vision.

If clothing texture is an issue, consider something simple like a decorated hoodie, character pajamas, or an accessory they could wear over regular clothes, like a cape. Also do some sleuthing online by searching for “Halloween costumes for kids with autism” or “sensory friendly Halloween costume ideas.”

3. Role play the day.

Role play what it would be like to go trick-or-treating. You can even see if neighbors will let you ring their doorbell to practice the “trick-or-treat” skill a few days before Halloween. Talk about safety rules for crossing the street, and set boundaries on taking only one treat and not more than what’s offered. Bring a flashlight, and consider taking noise-cancelling headphones, in case your child needs them.

A trial run might also give you a sense of whether your child is comfortable dressing up and trick-or-treating. If they’re not up for it, consider whether an activity, such as decorating pumpkins or cookies at home, would be less overwhelming. After all, trick-or-treating is only one part of Halloween. Don’t feel the least bit guilty about opting out.

If you do opt to stay home, consider letting your child practice handing out candy at your own front door. Practice with a real piece of candy or healthy snack, and consider offering your child a piece as a treat.

4. Know your child’s limits.

You don’t have to walk the whole neighborhood to enjoy a Halloween outing. Try starting early, before it gets dark, and skipping houses with a lot of noise, crowds, or scary decorations.

Know your child’s limits—and your own limits. Maybe you need to go to just a few houses before you head home. Keeping your outing short may help your child avoid a meltdown—and may help you feel less stressed and overwhelmed.

5. Have a candy plan.

Once you get home, turn off your porch light to signal Halloween trick-or-treating is over at your house.

Have a plan for your child’s candy stash and how much they’ll be allowed to eat. If sugar before bedtime is off-limits in your house, consider letting your child trade in the candy for a toy or coins for their piggy bank, or a chance to do something else enticing like playing a game, listening to a song, or watching a show.

6. Adapt to your child’s and your own comfort level.

The most important thing is to create a plan and a Halloween environment that fits your child’s comfort level, in addition to your own comfort level. Remember: your holiday traditions can be unique to your family.

There’s no holiday better than Halloween to show that special days come dressed in different ways, and everyone has a place. If you play to your child’s strengths and know your family’s limits, you can set yourself up for a successful day that really is a treat.

Learn more on our blog about routine changes and avoiding meltdowns.

TSC: A Rare Genetic Disease with a 50% Autism Diagnosis

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Kari Luther Rosbeck, President & CEO, TSC Alliance, and Steven L. Roberds, PhD, Chief Scientific Officer, TSC Alliance join us for a discussion about Tuberous Sclerosis Complex (TSCA) a rare genetic disorder. This is an incredibly educational conversation on how this disease is identified and treated. About 50% of those diagnosed with TSC, will also have a diagnosis of autism. Even if your child is not at risk for TSC, the thoughtful approach to treatment and resources can be valuable for all parents. As Kari shared, “When people are ready, they need to know; what are the right questions to ask, what about genetic testing, what about medication, and how does that whole system work?”

Learn more about TSC Alliance by visiting tscalliance.org
Interested in ABA therapy for your child? Contact us https://lrnbvr.com/contact
All Autism Talk (allautismtalk.com) is sponsored by LEARN Behavioral (learnbehavioral.com)

Autism and Picky Eating: Help Your Child Build Healthy Eating Habits

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By Ashley Williams, Ph.D., LABA, BCBA
Senior Clinical Director, BCI

Does your child only eat one brand of chicken nuggets or refuse anything other than a single flavor of yogurt? Do you pack the same lunch for your child, day after day after oh-so-tiring and monotonous day?

With the school year underway, now is the time to take a look at your little one’s eating habits to see what you can do to make mealtime a success. While picky eating is a common problem among all kids, the issue can especially challenge children on the autism spectrum. Here, I share a few strategies that can help. Keep in mind, though, that if your child’s picking eating interferes with their ability to take in enough calories or nutrients, you should reach out to your pediatrician right away.

Set a Goal

As a family, pinpoint what your goal is when addressing picky eating. What’s something specific you want to address?

Do you want your child to waste less? Do you want them to try new foods? Do you want to try more meals and recipes that all family members can enjoy together? Identify and set a specific goal. That way, you can figure out what strategies and steps you need to take to achieve it.

Think About Solutions

Take time to plan and think critically about the goal. For example, if you want to cut down on your child’s snacking, take a step back to consider what it is about snacking that concerns you. Is it that they won’t eat dinner? Or they fill up on foods that lack nutrition? In either case, consider what’s available as a snack. Is there a food you typically offer at dinner that you could offer as a snack? That way, if your child does “fill up” on the snack, that’s OK.

When evaluating your concerns regarding the behavior, be sure to look at a span of time, instead of just one meal or even one day. Give yourself enough time to establish a broader sense of their caloric intake and nutritional needs.

Consider Your Environment

When we think of picky eating, we often focus on the moments in which food is in front of the child. But many factors that influence behavior actually start before this.

Preparation and activity before a meal have a huge impact on the likelihood of eating, including the quantity and variety of food your child eats. Think carefully about the environment you’ve set up for meals and snacks at home. Variables include where your child sits, how you present the food, how much food you present, and more.

Limit Distractions

Regarding the physical setup, have your child sit at a table where they can focus on eating as the primary activity. Are there distractions?

While allowing screen time during snacks and meals may help your child stay seated, screen time can also detract from their attention to eating and to their own internal cues. These cues are important for your child to notice as they explore new foods and how much food to eat.

Aim to minimize distractions. Doing so will help you notice what scenarios lead to more success at mealtime.

Give Your Child Choices

Are you planning to have your child participate in preparing the food or choosing an aspect of the meal? Allowing your child to participate in the preparation and decision-making that go into the snack or meal can help increase motivation to eat the meal.

Perhaps your child can get out ingredients for the meal or hold the bowl while you stir. Allow your child to make small decisions along the way that build buy-in, without compromising the boundaries that you’ve identified for the meal.

For example, you may have decided that the meal will include some fruit at dinner (a food type that is often involved in picky eating). Allow your child some choice in getting to this outcome by letting them know, “We’re going to have chicken drumsticks with a small bit of fruit. Do you want blueberries or watermelon as the fruit?”

This provides boundaries, while still giving your child an opportunity to choose. It’s likely that having chosen blueberries, for example, will lead to a greater likelihood of eating them.

Let Them Serve Themselves

Another way of promoting choice and control is by allowing your child to serve themselves. Your child may not be ready to prepare the meal from start to finish, but they may be able to sprinkle toppings or help squirt dipping sauce on to their plate.

By allowing your child to make small choices throughout the preparation of the meal, you’re deciding what is served (such as tacos), with room for your child’s opinion and preferences to be considered.

Identify Sensory Issues

Some aspects of preparing and presenting food can tell us more about food selectivity and picky eating, and can provide us with more information for the future. In fact, you may discover that your child outright refuses certain foods or entire food categories.

Take a closer look at which foods are left on the plate or pushed away. Try to identify certain sensory and texture properties of foods that are often refused, such as squishy or tough foods.

As adults, we often forget that certain foods, particularly produce, don’t actually taste the same each time we eat them. A tomato purchased at peak ripeness in-season may taste very different from a similar-looking tomato past its prime off-season. For children, this may lead to refusal, often without a corresponding explanation as to why the food was refused. In the future, this could lead to even more refusal.

Of course, there’s not much we can do to minimize variability in produce, but this knowledge can help us understand some of the shifts in preference. And, just as our own food preferences change over time, so do our children’s. We may never know why hot dogs moved from the favorite list to the repulsive list. But a strategic approach to food goals that involves stopping and observing over a period of time, while limiting distractions and making choice part of your child’s eating routine, can make a real difference—and over time, help make family meals more enjoyable for everyone.

Looking for more tips on raising kids with autism? Dr. Temple Grandin shares some of what worked for her as a child in her latest conversation with us on All Autism Talk. Listen to the podcast.

Dr. Temple Grandin and Dr. Debra Moore – Navigating Autism

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Dr. Temple Grandin returns to the podcast to discuss her latest book, Navigating Autism, which is a collaboration with psychologist Debra Moore, who has done extensive work with children, teens, and adults on the autism spectrum. This episode highlights Dr. Grandin’s powerful personal insights and wisdom with practical support and help from Dr. Moore. In this lively conversation, Drs. Grandin and Moore delve into a number of topics, from how to teach your child basic skills to what you can do to identify and stretch your child’s strengths and interests. The authors also share their belief that many educators, parents, and caregivers underestimate their kids, and they offer advice on what parents can do to help their child reach their highest potential.

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).

Reframing Your Child’s Intense Interests as a Strength

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by Katherine Johnson. M.S., BCBA
Senior Director of Partnerships, LEARN Behavioral

The first child I ever worked with wanted nothing more than to play with Thomas the Tank Engine—all day. Over the years, teaching many different children on the spectrum, I experienced a dazzling array of special interests: animals, birthdates, the Titanic, horror movies, fireworks, constellations, dinosaurs, parades, American Idol, the “guts” of any electronic device. The variation was delightful.

One of the diagnostic criteria for autism is “restricted, repetitive patterns of behavior, interests, or activities,” according to the Diagnostic and Statistical Manual of Mental Disorder, the DSM-5. There’s no doubt that these preferred topics can be absorbing. When an autistic person is engaged in one of their favorite activities, it can be difficult to get them to want to talk about anything else. But while the powerful interests of people on the spectrum have often been called “restricted,” some research shows that people on the spectrum actually report having interest in more topics than people without an autism diagnosis.[1] 

Historically, our society has used negative language like “inflexible” and “obsessive” to describe the interests of people on the spectrum, and therapists have often focused on decreasing them, or using them exclusively to reinforce behavior. Autistic advocates and more recent research have started to change the minds of those who would reduce behavior simply because it is “repetitive” or “intense.”  In fact, it is becoming all the clearer that special interests can be an important and fulfilling part of autistic living and learning.

What do verbal autistic people tell us about their special interests?

By and large, autistic people speak of their special interests as something that brings joy to their lives.  Special interests can be calming, helping people cope with strong emotions and reducing stress.[2]  Thøger Kari Hass writes that his special interests differ from hobbies in that he can put hobbies on hold when life becomes overwhelming, while the opposite is true for his special interests. “When I’m going through stress or life changes,” he writes, “I literally need my special interests to stay functional.”[3]  While some complain that their fascination with certain topics can begin to eat up spare time, most autistic people feel “enriched, not controlled” by their interests.[4]

Are there other benefits to these interests? 

The fact that special interests bring joy and calm is certainly a persuasive reason to rethink old notions of how to approach them, but there are other reasons, too. In 2012, an article published in the Journal of Positive Behavior Interventions showed a significant increase in meaningful social interaction for three teenagers on the spectrum when social groups were created around their specific interests.[5] Since then, many others have followed suit, reporting that focusing on their special interests can help an autistic child shine, leading them to show more affect, use more complex language, and initiate conversation and organize their thoughts better, studies show. This makes sense, considering that a group of researchers at MIT are finding that listening to stories about their special interests actually activates key language regions in the autistic brain.[6]

Other studies have used special interests to improve cooperative play and to ease difficult transitions by integrating them into teaching, rather than by using them as reinforcers. One strategy is the use of “Power Cards,” which are cards that promote social skills by incorporating the autistic child’s special interests into the instruction.[7] [8]

Even more compelling is research that reveals that “special interests are tied to improved subjective well-being in adults with autism” and that adults engaging in their highly-specific activities had “increased satisfaction with social contacts and leisure time.” [9] And of course, an interest enjoyed as a child can become an expertise in adulthood—and can occasionally launch a career, such as with Temple Grandin, Clay Marzo, or Jennifer Cook O’Toole.

When to intervene? 

Limiting special interests simply because they involve a different focus or greater intensity than those of their peers is no longer the prevailing practice. Even when an interest produces challenges, such as interrupting or monologuing, interventions can target those problem behaviors connected to the special interest without discouraging the interest itself.[10] [11]

When interests are interfering with a person’s ability to access school, work, or desired social groups, intervention may be appropriate. But again, accessing other environments or expanding interests can be targeted, while simultaneously maintaining time and space for the person’s special interests.

For me personally, one of the most rewarding experiences of my decades of work with children on the spectrum is the privilege of seeing the adults they become. When they were small, our goals were focused on achieving certain levels of language or daily functioning. But when I encounter a former client now, my measure of success is largely wrapped up in their sense of happiness and fulfillment—two things that are often connected to the “restricted” interests they showed as children. One of my former clients owns her own Etsy shop, crocheting and beading items for her dozens of buyers, and echoing her childhood love of beads and crafting. Another works for the transit system, building train schedules—and living exactly the “dream job” his parents joked about when he was three and could lovingly recite every stop of every numbered bus in his town. A third loves to post critiques of restaurants online, taking me back to his second-grade lectures on Italian cheeses.

Redirecting or attempting to de-intensify an autistic person’s favorite topics used to be assumed to help them connect better with neurotypical peers. Now that evidence to the contrary is emerging, it is difficult to argue that this practice is in their best interest. It seems fitting that the extraordinary enthusiasm autistic people have for specific subjects can be leveraged to further enrich their lives. As I’ve witnessed firsthand many times, these passions can help them learn, de-stress, connect with others, and perhaps most importantly, experience pure joy.

For more tips for parents and caregivers, read “How Books Can Help Kids with Autism Build Language.”

[1] Jordan CJ, Caldwell-Harris CL. Understanding differences in neurotypical and autism spectrum special interests through Internet forums. Intellect Dev Disabil. 2012 Oct;50(5):391-402. doi: 10.1352/1934-9556-50.5.391. PMID: 23025641.

[2] https://www.sciencedaily.com/releases/2017/02/170201092629.htm

[3] Why Special Interests Are Important for People on the Autism Spectrum | The Mighty

[4] https://www.spectrumnews.org/features/deep-dive/the-benefits-of-special-interests-in-autism/

[5] Koegel R, Fredeen R, Kim S, Danial J, Rubinstein D, Koegel L. Using Perseverative Interests to Improve Interactions Between Adolescents with Autism and their Typical Peers in School Settings. J Posit Behav Interv. 2012 Jul 1;14(3):133-141. doi: 10.1177/1098300712437043. PMID: 24163577; PMCID: PMC3806136.

[6] https://mcgovern.mit.edu/2020/03/02/embracing-neurodiversity-to-better-understand-autism/

[7] Campbell, A., & Tincani, M. (2011). The power card strategy: Strength-based intervention to increase direction following of children with autism spectrum disorder. Journal of Positive Behavior Interventions, 13(4), 240–249. https://doi.org/10.1177/1098300711400608

[8] Gagnon, E. (2001). Power cards: Using special interests to motivate children and youth with Asperger syndrome and autism. Shawnee Mission, KS: Autism Asperger Publishing

[9] Grove, R., Hoekstra, R.A., Wierda, M. and Begeer, S. (2018), Special interests and subjective wellbeing in autistic adults. Autism Research, 11: 766-775. https://doi.org/10.1002/aur.1931

[10] Fisher, WW, Rodriguez, NM, Owen, TM (2013) Functional assessment and treatment of perseverative speech about restricted topics in an adolescent with Asperger syndrome. Journal of Applied Behavior Analysis 46: 307–311.

[11] Smerbeck A. The Survey of Favorite Interests and Activities: Assessing and understanding restricted interests in children with autism spectrum disorder. Autism. 2019;23(1):247-259. doi:10.1177/1362361317742140

 

Spotlight on Diversity in ABA: An Interview with Angela Parker

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Passionate about improving the lives of kids with autism and their families, Angela Parker works as a board certified behavior analyst (BCBA) for Autism Spectrum Therapies (AST) in California’s San Gabriel Valley region. She and her team of 17 are committed to the consistent, ethical use of the programs AST and LEARN provide. In this interview, she discusses her experiences in ABA and her involvement with AST and LEARN’s Diversity, Equity, and Inclusion (DEI) Plan, a longstanding commitment to fostering a culture that embraces what makes us each unique.

Q: WHY DID YOU GET INTO ABA?

A: I took a course during undergrad called “Through Another’s Eyes,” where I volunteered at a company that hired adults who were disabled prior to age 18. It changed my worldview, and I stayed on longer to complete an internship there. Following graduation, I started as a 1:1 paraprofessional in a school district and learned how to run a Discrete Trial Training (DTT) session. Realizing how much I loved these two experiences, and how much I loved working with this clientele, I decided to look into working full-time in ABA.

Q: WHAT DOES DIVERSITY, EQUITY, AND INCLUSION (DEI) MEAN TO YOU?

A: Diversity helps me understand someone else’s perspective. Diverse representation on my team and caseload teaches me various aspects of cultures I may not have been otherwise exposed to. Inclusion encourages me to be more aware, to look at how environments can and should create safer spaces, depending on—and regardless of—background. Equity reminds me that I should make sure I develop these safe spaces for my clients, for the staff I mentor, and for the colleagues with whom I interact.

Q: WHAT IS THE MOST CHALLENGING ASPECT OF WORKING IN A DIVERSE ENVIRONMENT?

A: It’s ensuring I am culturally competent regarding the people I interact with daily, which involves being mindful of the impact my actions have on those around me.

Q: WHAT IS YOUR APPROACH TO UNDERSTANDING THE PERSPECTIVES OF COLLEAGUES OR CLIENTS FROM DIFFERENT BACKGROUNDS?

A: I tend to ask clients or staff questions so I can learn if they are doing something I have never been exposed to or am not familiar with. An example that sticks with me is a time I worked with a Hindu family celebrating Diwali. I was curious about what the various decorations symbolized, if the family would need to take time off for festivities, how the holiday was developed, and its importance in their culture. Learning about all of this not only helped me in my role but also taught me something new.

I also tend to check in with parents regarding social skills and if, in their culture, certain skills are acceptable skill to teach. For example, a Nigerian client shared how expectations of children when responding to adults in their culture counters typical Western responses, such as the Western habit of looking at adults in the face. Another family shared that it is not customary for children in their culture to ever call their parents by their first names or know parents as anything other than ‘mom’ or ‘dad.’

Q: WHY IS DEI IMPORTANT IN ABA?

A: DEI is important in ABA because as clinicians, we want to promote inclusivity across any background or way of life. I try to focus my practice on being mindful of every client and family’s situation. This involves being as sensitive as I can to promote success, while also understanding potential limitations. I try to model for my staff how to be culturally curious and respectful of family dynamics. And I always remind them that just because we’ve had an experience with people of a certain background, it doesn’t mean a new family with the same background will respond or have the same cultural preferences. Everyone is unique, and it’s our job to respect that.

Q: TELL ME ABOUT A TIME WHEN YOU ADVOCATED FOR DIVERSITY AND INCLUSION.

A: Once, on an outing with a client to practice tolerating using hand-drying machines, my client had a difficult time with the noise. A staff member asked us to leave because my client was having a tantrum. I asked the parent if they were OK with me speaking to the manager for them, which they were. After session, I returned to the store to speak to the manager and explain what we were doing. The manager understood, and moving forward, the staff always greeted us, and the parent felt more at ease because they did not feel as judged by the staff during our daily outings.

Q: WHAT’S SOMETHING MOST COLLEAGUES DON’T KNOW ABOUT YOU?

A: Most people know that I come from a large family (four sisters and two brothers), but they don’t know that I come from a blended family. I say I have six siblings, but in reality, others may say: ‘Oh those are your step-sisters, your half-sisters, your adopted brother. They’re not really your siblings.’ Statements like this can be extremely harmful, because growing up, we never labeled one another that way. It was even harder because my one full biological brother looks like the complete opposite of me. I have my mother’s light features: light eyes, light skin, light hair, while my brother has my father’s features: dark hair, olive skin, dark eyes, because we are multi-racial. Statements questioning family relations create divides and identity issues that aren’t necessary. All I ever think when this happens is: ‘This is just my family, and I am surrounded by love. Is that not enough?’

For another story from our series, Spotlight on Diversity in ABA, read “An Interview with Giovanna ‘G’ Bosco.”

An Outsider’s Path to Feeling Embraced as a Hispanic-American-Autistic

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Dana Trick is on the cusp of the Millennial generation and Gen Z. She feels in between when it comes to a lot of things: being high-functioning and autistic, being white and mixed race, being adult and not-quite-grown-up.

Sometimes, she writes about those worlds colliding. She has written that “the most infuriating and biggest myth surrounding the autism spectrum is that most people believe it only affects Caucasian boys.”

In an essay she penned last year for The Art of Autism, Trick said she doesn’t really like misconceptions she sees as doing more harm than good. She has been on the receiving end of lots of labels herself.

In addition to being autistic, she is a first-generation Mexican-Canadian-American. Her coming of age has meant not only finding a way to manage her autism but also finding a way to feel embraced by her Hispanic heritage.

Finding Her Identity

Autism is under-diagnosed in the Hispanic community. The Centers for Disease Control has identified inequities when it comes to being autistic and Hispanic. Latino families face barriers when it comes to diagnosis and access to healthcare, especially if they are low-income or don’t speak English as their primary language, the CDC says.

Growing up in Moorpark, Calif., Trick did not feel any of those inequities. There was no language barrier or immigration stigma. She was diagnosed on the autism spectrum around the time she started school, just like some of her peers.

“I am mainly white-passing,” she says. “So, I haven’t much received any inequities in my diagnosis and treatment.”
But she has had trouble finding autism representation that reflects her identity. As a teen who loved watching television, the people she saw who were autistic, like the white, male, fictional physicist character Sheldon Cooper on “The Big Bang Theory,” did not look like her.

“I only had a few representations as a Mexican-American and fewer ones that I liked,” Trick says. “Recently, I’ve seen more non-white and female representation of autism, such as Abed from ‘Community’ and Entrapta from ‘She-Ra.’ I feel that my Mexican-American identity and my autistic identity are fighting over each other to be me.”

Adapting to Her Culture

Trick is aware of the realities of being a high-functioning autistic person in her culture. Over the years, she’s learned to adapt.

“Mexican-American family gatherings are always big and chaotic,” she says. “There were a lot of sounds coming from practically everyone in the house. I mostly had to hide in a somewhat quiet room until I was called, or we were leaving.”

As an adult, she tries to interact more with her relatives, though with varying results. When they speak Spanish, she says she feels like “a white friend of the family” who doesn’t understand. When things get too loud, she finds her own happy space.

“I mainly read with headphones on and hear snippets of some conversations and sometimes give my input if they are interesting,” she says. “My relatives know by now that I like routine, and our outings try to be planned and organized to the best they can, but I became more flexible with routine over time as long as they are not sudden.”

Accepting Herself

Trick, who was a history major, loves books, comics, and cultural heritage. In her quiet, introverted way, she says she likes to seek out others who are mixed heritage and autistic, because the support is cathartic.

“I think acceptance of the self is best,” she says. “And learning your heritage and your autistic community and learning how to love and be yourself all the time is the best way to cope.”

 

Dana Trick recently received her associate’s degree in history from California State University. She volunteers at her local library and works part-time at Chumash Indian Museum in Thousand Oaks, Calif. She loves writing poems, short stories, fairytales, and comics about being an outsider to everything. She sometimes writes about autism.

 Want to know more about LEARN’s commitment to Diversity, Equity and Inclusion? Watch our video.

Addressing the Cultural Needs of Families with Autism

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Corina Jimenez-Gomez, faculty at Auburn University, and Lauren Beaulieu a behavior analyst for 20 years join us to discuss the importance of culturally responsive services in ABA. Along with their extensive work educating others in this area, they each bring their personal experiences to this important conversation. Corina is a mother and Venezuelan native now living in Alabama. Lauren also shares insights she has gained from her marriage to an Italian immigrant. There is so much rich information about how professionals can take responsibility and action to better serve families. One bit of advice offered to those just beginning their careers was, “Do a self-assessment and then get the training and focus on those soft skills that we tend to ignore in masters programs. Focus on relationship building. You may have to step outside your program to get that.”

Training: https://institute.centralreach.com/pages/cultural-competency-in-applied-behavior-analysis​​​​​​​

Interested in ABA Services for you 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).