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Blog

Autism Awareness Staff Story #3

April 2, 2018 by Lauren Connors

#Lessonsfromourclients

I entered the field of ABA and was introduced to the world of autism nearly 15 years ago. The biggest lesson I have learned came about 6 years into my work with clients on the spectrum from a 6-year-old with ASD. He reminded me that sometimes the characteristics that lead to a diagnosis of autism are the very traits that make that individual unique and interesting. This individual enjoyed maps. We would say he perseverated on them. But studying maps brought him so much joy. He could name capitals and countries, rivers, and mountains. It was sometimes tiring for me to sit and listen, and it made me feel silly that he knew so much more than I did about geography, which, admittedly is not my strongest subject.

One day, he told me that he was sad that people wanted to “change” him, so he didn’t like maps as much anymore. He was afraid that if he didn’t like maps, he wouldn’t like anything. It turns out, he had overheard some adults talking about the desire to “cure” his autism and knew that his intense interest in maps stemmed from his diagnosis. This one conversation led me to the biggest epiphany in my career.

Our goal should be to help our clients to function in society in a way that will bring them the most success and happiness. We should strive to alleviate some of the major challenges they have in their lives due to their diagnosis. Our focus should not be on how to “cure” autism, but on how to help our clients to navigate a world that was not created with them in mind. Perhaps, our focus should also be on helping the world to change a little bit so that our clients and their many amazing characteristics can be embraced.

Tara Schmehr, M.S., BCBA, LABA
Behavior Analyst

Filed Under: Blog

Autism Awareness Staff Story #2

April 2, 2018 by Lauren Connors

#Celebrateeverymilestone

Two years ago, this month we were lucky to meet Max and his family. He was non-vocal, had physical disabilities, and was diagnosed later than usual. To many, the deck was stacked against him. We quickly learned that no matter how much that deck is stacked, we should always bet on Max.

Max had sessions every day. He worked hard. Harder than most kids we know. He made progress, sometimes slow, but progress nevertheless. The progress was and continues to be never more evident than when he is outside of his sessions. His family informs us whenever something big happens for him. Those are the stories that motivate us to keep going. It makes everything we do worth it. It is our most potent reinforcer. We have two years of these stories, so it was hard to pick our favorites. Here are just a few that made us so proud to be on Max’s team.

Julie: During Max’s first session I tried to get him to play with some toys, to no avail. His mom, seemingly defeated, mentioned that he liked his swing. So outside we went. Very quickly I realized that he not only liked the swing, he loved the swing. This was the most potent reinforcer I found all day, so I used it! I wanted Max to look at me. Just a glance. So, I held that swing until he looked right in my eyes. When he did, I gave him the biggest push on that swing. I stopped the swing, and he looked again, this time for longer! By the end of the session, Max was looking at me consistently. A few weeks later at his birthday party, mom told me that his family remarked on how much more “engaged” he was and was looking at them. That was one of my proudest moments with Max.

Max’s first time on a “big boy” swing

Anelise: One of my favorite memories of Max was Halloween. We both got dressed up and went trick or treating around his neighborhood with his family. It was incredible to see how eager he was to ring each doorbell and use his new communication device to say, “Trick or Treat.” A lot of what we had been working on was his waiting and requesting using his tablet, so seeing that translate over to a holiday tradition was so rewarding. Max’s excitement was evident-he ran from one house to the next and when it was time to go home, he wanted to keep going. Those are the memories that last a lifetime not only for the family but for the client and it was awesome to be a part of that.

Max flying like Superman on Halloween

Kendall: My favorite thing about Max is how he is socially with me, especially how we joke with each other. This is when you can see his personality really come out. When he’s jumping in the bounce house and it’s time for him to come out, he smiles and won’t come out until I get in there with him and bounce, all while laughing the entire time like he one-upped me! One Halloween I dressed up and was wearing a mustache. When I walked into his house, he wouldn’t talk to me because he didn’t recognize me. When I took my mustache off, he laughed and gave me a big hug. He knew I was playing a joke and he was able to understand and enjoy why it was so funny.

Julie, Kendall, and Max at the ARC 5K in 2017

We often hear people who work in other fields say, “I have a thankless job.” We are very lucky to have a thank FULL job. Parents often thank us for the work we do, and we are grateful. However, today we want to turn that thanks around to our friend, Max. We are thankful that you have taught us that no matter what difficulties present themselves, that with hard work and a smile, you will always persevere.

Written humbly and with thanks,

Anelise Hackenson
ABA Thereapist

Kendall Dardy-Jones
ABA Thereapist

Julie Bazinet, M.Ed., BCBA, LABA
Behavior Analyst

Filed Under: Blog

Autism Awareness Staff Story #1

March 29, 2018 by Lauren Connors

#celebrateeverymilestone 

For the last 10 years, working with individuals with learning differences and helping families has been a significant part of my life and purpose. What interested me the most in the field of Applied Behavior Analysis when I first started was the focus on measurable progress. Children with autism may face challenges with functional skills, communication, self-care and social skills. Children with autism may also exhibit behavioral challenges that require intervention. Behavior Analysts develop programming to address these concerns. Using Applied Behavior Analysis, we are able to evaluate the effectiveness of the interventions we implement and adjust the plan as needed based on data collected. In this way, we can make a more meaningful impact on the lives of our clients and help them meet their goals.

Sometimes what may appear to be a small milestone to one family is a triumph to another family. As Behavior Analysts, we celebrate with families as their child hits a milestone, whether it is saying their first word, using a picture to communicate what they want, trying a new food, sitting successfully for a haircut or making a new friend. There is no goal or milestone too small that it isn’t worthy of a true celebration (and sometimes confetti and a dance party just because!).

The children I have had the honor to work with during my career have taught me far more about life than the textbooks I had to read and classes I had to take when training to be a Behavior Analyst. These courageous kiddos have taught me the real meaning of resilience, determination and how to find joy in everyday life.

Kara J. Guy, M.Ed., BCBA, LABA
Behavior Analyst
Behavioral Concepts (BCI)

 

Filed Under: Blog

A Series of Stories on Autism Awareness & Acceptance by Our Staff

March 28, 2018 by Lauren Connors

In recognition of Autism Awareness & Acceptance Month, our staff have reflected on their experience working in the field of Applied Behavior Analysis and wrote some stories to share with you! These stories will focus on our client’s milestones as well as invaluable lessons that our clients have taught us as people. 

#celebrateeverymilestone 

No matter how big or how small, all of our client’s milestones are worth celebrating. However, someone unfamiliar with autism spectrum disorder may not recognize a success when they see it. Therefore, we would like to tell some stories to help bring awareness to ASD, how ABA can help, and what we define as a milestone for a child or young adult receiving our services. For example, to the average person, a simple word utterance may be overlooked. To a family of a non-verbal child, it’s one of the happiest days of their lives.

#lessonsfromourclients

We learn from our clients just as much as they learn from us. As an ABA provider, we could talk endlessly about the effectiveness of Applied Behavior Analysis in working with children with autism. Instead, we would like to take some time to talk with you about the many gifts our clients give us every day. A few things you can expect to hear include “patience, the ability to not take life too seriously, to laugh more, flexibility, and understanding.”

Education supports awareness and awareness supports acceptance. We hope by sharing these stories, we will support greater understanding of autism spectrum disorder and ultimately greater respect for the wonderful people we have the privilege of working with each day.

Enjoy the series!

Thank you,
The staff at Behavioral Concepts

Filed Under: Blog, Uncategorized

BCI Appoints Four New Program Coordinators

March 14, 2018 by Jessica Stott

Worcester Center

Have you heard or met any of our new Program Coordinators from the Worcester Center Team? This past November, we had our three previous program coordinators, Kerrianne Pelletier, Nichole Lopez and Kaitlynn Donovan transition into new positions within BCI. Our warmest regards to all three of them for their contributions to the Worcester center and well wishes as they begin their new positions as behavior analysts- congratulations!

Our newest members come with a collective 18 years of service within the BCI family, a creative edge with personalities full of spunk and leadership!

Introducing Miss Abbey 

Abbey joined the BCI team working within the center based after school and social skills programming from it’s very beginning back in 2015. She brings a dynamic approach with her eclectic vibe and calm demeanor. She is passionate about supporting our youth and teen groups, specifically focusing on the development of positive relationships, personal mindfulness and promoting functional adaptive skills.

Turning to Miss Courtney 

Courtney started with the BCI team as an ABA Therapist providing in home and center-based services to children and adults with unique learning profiles. A natural leader, she brings an easy-going yet confident attitude in her interactions with our clients and staff. Her experience with a wide range of ages is a true asset as she leads groups starting with functional preacademic skills all the way through the continuum of skills necessary to promote independent life skills.

Talking about Miss Julie 

Julie joined the BCI team working within our home based and center services as an ABA Therapist. Her background in performing arts is evident in her innovative approach to program development and her enthusiastic manner when interacting with our younger clients. Her artistic edge adds a youthful and creative approach as she directs groups to target functional skills across the entirety of our intensive day programming.

Meet Miss Emily 

Emily started with the BCI team as an ABA Therapist and has worked across a variety of settings including playgroups, daycares, public schools, home, and community-based, as well as within our early intervention services. Emily’s fun-loving attitude combined with her hands-on experience brings an essential component to our day and after-school services. She has a passion for behavior change and seeing the skill development in our clients.

With Abbey’s style, Courtney’s leadership, Julie’s creative edge and Emily’s hands-on experience, our center is made up of a well diverse and highly effective team. To learn more about each program coordinator, come for a visit and see the team in action!

Filed Under: Blog, News Room, Uncategorized

Interested in Learning More about a Career In ABA?

February 23, 2018 by Lauren Connors

Read our Q&A with Tiffany Bellina, Behavior Analyst and Director, ­­­about her career experience working in the field of Applied Behavior Analysis. 

Q: For those of us unfamiliar with ABA, would you mind explaining it? Tiffany Bellina

A: Behavior analysis is a scientifically validated approach to understanding how behavior is learned or affected by the environment.  Applied behavior analysis (ABA) systematically uses the science of behavior to solve socially significant behavior problems. It has been shown that consistent ABA intervention can significantly improve various skills such as: communication, academic skills, hygiene, grooming, domestic skills, social skills, executive functioning skills, and job competence. Consistent ABA intervention can also effectively decrease challenging behavior such as aggression or self-injury or behavioral excesses of concern such as repetitive speech.

Q: How did you come to work in the ABA field?

A: 10 years ago, I was working at a residential program when a friend of mine reached out to me to about an ABA Therapist position at Behavioral Concepts. She knew I had experience working with people with developmental disabilities and that I had an interest in working with children. After she told me about the job, I figured I should apply. The rest is history.

Q: Did you have prior experience working in Applied Behavior Analysis?

A: I did not have experience specific to ABA and was not sure what to expect. BCI provided me with comprehensive training.

Q: What did you find most rewarding about working directly with children as an ABA Therapist?

A: It was extremely rewarding to know you were helping children to become more independent by developing critical skills such as social, communication, and daily living skills.

Q: Can you give me an example of a time that you were able to make a difference in a child’s life?

A: I had a non-verbal client whose parents told me that he likely would never speak. Despite incredible challenges, a year later he was talking in multiple word utterances.

Q: What advice would you give to someone who is interested in the field of ABA?

A: It is a great career. Beyond the intangible rewards such as the satisfaction of seeing your client succeed, an ABA therapist at BCI can make between $20-$23 dollars an hour depending on their educational level. It is a great job for anyone who enjoys working with children and has an interest in special needs. ABA is a great career path for anyone interested or majoring in Human Services, Psychology, Education, or related degree paths.

Q: If someone decides to become an ABA therapist is there formal education required?

A: Some college coursework is required to become an ABA therapist.

Q: What could a potential employee expect in their role as an ABA therapist?

A: You’ll work one-to-one with clients under the supervision of a Board-Certified Behavior Analyst (BCBA). You’ll implement a specific treatment plan that addresses the child’s behavioral management, activities of daily living, social skills, and community skills. You’ll work in a variety of environments including a center, a child’s home, and in the community.

Q: How did you become a BCBA?

A: As much as I loved being an ABA therapist, I knew I wanted to do more. I decided to go back to school to pursue my master’s degree to become a Board-Certified Behavior Analyst (BCBA). On my own, I identified and completed an online program and went on to become a BCBA, then a Licensed Behavior Analyst in Massachusetts.

Q: Knowing you are involved with BCI’s college partnerships and provide supervision to students in Bay Path’s Master’s program in ABA, would you mind telling me about the onsite graduate program?

A: Sure! After I graduated, BCI developed a partnership with Bay Path University to provide on-site graduate classes to full time staff working as ABA Therapists where they earn a master’s degree in Applied Behavior Analysis. BCI pays for 60% of the tuition costs which makes it affordable for a lot of people.  Upon graduating, BCI hires you as a Board-Certified Behavior Analyst with a competitive salary and an extended benefits package that boasts many options including tuition reimbursement.

Q: Do you have anything else you would like to share with potential candidates?

A: I have been very fortunate to gain my knowledge and experience from a company that has helped me grow professionally in a career that has brought such joy to my life. I would highly encourage anyone interested in this field to learn more by visiting our website at www.bciaba.com/careers/become-an-aba.

 

 

Filed Under: Blog

BCI Rebrands and Announces New Logo and Website

February 14, 2018 by Lauren Connors

FITCHBURG AND WORCESTER, MA… Behavioral Concepts (BCI), a company of behavioral clinicians specializing in the care of children with Autism Spectrum Disorder (ASD) throughout Massachusetts, has rebranded and unveiled a new graphic identity and website.

BCI’s extensive rebrand, which has been in the works since early 2017 and recently completed, involved understanding the company’s culture and unique value proposition. The rebrand better represents the organization’s expertise, comprehensive services and community leadership – all which is reflected through a new graphic identity, collateral, tagline and the launch of a new website.

Jeffrey R. Robinson, Ph.D., founder and CEO, engaged the marketing and branding expertise of Bob Lodi, Rock Pixel Scissors of Uxbridge, MA to assist with the rebrand.

BCI has updated their original logo, which used symbolism such as primary colors for children and puzzle pieces for autism. Although the new logo bears some resemblance to the previous logo, it is an evolution of their prior “Sun” logo, where the sun’s rays have been moved inside the C and shown in a contrasting lime green color. Dr. Robinson used the sun symbol to represent giving families a sense of promise and hope, as well as transition from darkness into light. In the new logo, the sun symbolizes light and hope, as well as becoming MORE.

The company also has a new tagline of “Discover more. Learn more. BE MORE.”

“Given the right tools, resources and environments, children with autism can learn and grow. Through early intervention, home based therapies, afterschool activities and social-skill groups, BCI helps children BE MORE,” explained Dr. Robinson.

BCI has launched a new generation of their website, which includes a new URL, https://bciaba.com.

The site was developed using the latest responsive techniques and contains new content and photography. The website boasts an innovative, elegant design, and simple navigation which enables visitors to access content quickly. BCI’s site was reorganized to better focus on the solutions they offer, their expertise and recruitment of critical staff necessary to provide services to families affected by autism.

New and improved components of bciaba.com include a “How We Can Help” section that outlines their specialty early intervention services and ABA centers. Their enhanced “Careers” page highlights job listings, internships, professional development, research and success stories. Special components that have been added to the website include an online application for intake services, an employee portal and an E-Store. A BCI blog offers information, tips and news for families, providers, and others.

He continued, “The entire rebrand process was quite involved and included an in-depth analysis of our goals and company culture, as well as positioning for anticipated growth. Our rebrand reinforces our commitment to be the best in the profession by providing the highest level of service and support to children and their families.”

About BCI

Behavioral Concepts (BCI) provides Applied Behavior Analysis (ABA) services to children with autism and their families in central Massachusetts. We identify and facilitate effective personalized instruction that allows children to discover more, learn more, and be more – increasing their independence and enhancing their quality of life at home, in school, and in the community. BCI is a Massachusetts Department of Public Health approved provider of specialty ABA services for early intervention. BCI also provides center, home-based, and afterschool services through private and public health insurance. The organization was founded in 2002 by Dr. Jeffrey R. Robinson. Further information on BCI is available at https://bciaba.com.

BCI is part of the Learn It family of companies, a national organization dedicated to helping all children succeed in school and life. Learn more at http://learnitsystems.com/family

Source:

“Autism Services Agency BCI Rebrands.” Worcester Business Journal, 14 Feb. 2018, www.wbjournal.com/article/20180214/HEALTH/180219978/autism-services-agency-bci-rebrands.

Filed Under: Blog, Coverage

Social Skills Tips for Children with ASD on Valentine’s Day

February 7, 2018 by Jill McGrale Maher

In the weeks prior to Valentine’s Day, classrooms, stores, and commercials are covered in hearts, cupid cutouts, and other decorations in an array of red, pink, and purple, with messages of relationships and love. Valentine’s Day creates mixed reactions, emotions, and pressure for people of all ages, including adults and teenagers. For children with Autism Spectrum Disorder (ASD), Valentine’s Day can create an array of emotional confusion. Yet, it can also provide parents and teachers the perfect teaching opportunity about social skills and social relatedness, better enabling these children to relate to their peers over the shared interest of this special day.

The first step in making Valentine’s Day a successful teaching opportunity, as well as a success of its own, is to identify your child’s fears and deficits in the area of social skills and to help untangle the emotions involved. Interviews or questionnaires can help identify areas of need with many children, while direct observation can be more beneficial to others.

Areas that can be difficult for children and teens with ASD include, but are not limited to:

  • Nonverbal cues/body language – with regard to attending to others, reading nonverbal social cues and determining how to adjust behavior accordingly, discriminating between boredom and welcoming cues, sarcasm vs. sincerity, respecting others’ belongings, personal space, personal hygiene, odd facial expression; odd mannerisms, and manners
  • Dealing with anger/frustration – with regard to defining anger, identifying causes for anger, identifying strategies to deal with anger
  • Dealing with anxiety — identifying causes, situations, triggers for anxiety, and identifying strategies to deal with anxiety
  • Conversation – as far as greeting; introductions; interrupting; active listening; getting to know interests of others; starting, maintaining, ending, and “repairing” conversations; calling and texting friends
  • Building and maintaining relationships — finding friends, sharing friends, what to talk about, respecting others opinions, avoiding peer pressure, empathy, sharing personal information, sportsmanship, conflict resolution, teasing, bullying
  • Dating — defining what a date is, when and how to ask someone on a date, reading signals, sexual harassment, dating do’s and don’ts
  • Spending time with groups of friends/peers
  • Dealing with school and family demands — what demands are reasonable, dealing with frustration, working cooperatively, dealing with stressful situations, negotiating, strategies

As with all skills that we teach our children with ASD, social skills require specialized teaching. Every child with ASD is different, but there are many methods that can work in individual, group and self-instructional teaching formats. One way is to use your child’s preferred interest (i.e., superheroes, video games, Legos) to help in Valentine’s Day by creating cards. Or, give your child the chance to help in selecting the type of candy or snack or to accompany their Valentine’s Day cards. Many schools have Valentine’s Day parties, so it is important for parents to find out from their child’s teacher what the schedule will be so that you can prepare your child with a timeframe and practice the routine.

Visual schedules can be very successful, including any changes in actual scheduled events, different people that may be present, changes in furniture, etc. Social stories may be helpful. Purchase a social story or create one of your own including a review of what will happen, with pictures if possible. Reviewing a social story several times prior to the event can be very helpful for many children. If your child is on a special diet, parents may want to notify the teacher ahead of time so that your child can be included. Teach your child about different situations that may happen on Valentine’s Day by role-playing exchanging Valentine’s cards or treats. Role-play and rehearse everything including personal space, eye-contact, voice volume, and turn taking. For older children, parents can discuss with their child the purpose of Valentine’s Day and provide more detail. Roleplay how to react to different situations that may occur. Several days prior to an event, role-play and rehearse exactly what is expected. It can be very helpful to actually visit where the event will take place, as well. For teens who may have a date, review everything including hygiene, manners, what to say, conversation starters, endings, how to save a conversation, etc. Roleplay as much as you can.

Source: Bay State Parent Magazine

Filed Under: Blog, Coverage

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