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Filling a Critical Need in the ABA Workforce BCI Announces Second Wave of Graduates from Bay Path University Partnership

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Filling a Critical Need in the ABA Workforce BCI Announces Second Wave of Graduates from Bay Path University Partnership

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FITCHBURG AND WORCESTER, MA… Thirteen Applied Behavior Analysis (ABA) Therapists enrolled in the Bay Path University on-site graduate and continuing education program at Behavioral Concepts (BCI) of Worcester, have graduated. 

The Next Generation of BCBAs 

BCI, a company of behavioral clinicians specializing in the care of children with Autism Spectrum Disorder (ASD) throughout Central Massachusetts, announced that 13 of their full-time ABA Therapists have earned Master’s degrees through Bay Path University and are now eligible to take the exam for Board Certified Behavior Analyst (BCBA®) certification and licensing.  

BCI is proud to announce the 2018 Bay Path University cohort graduates: Katie Branson, Justin Chambers, Brandon DiTullio, Bridget Healey, Katherine Lamoureux, Jocelyn Medas, Scott Morin, Sheri Morse, Abbey Nelson, Erica Stead, Cara Stevens, Katelyn Tierney, and Marissa Valentine. 

 This group is the second cohort graduating from Bay Path University’s on-site program at BCI. A third cohort running now, and the application process for the fourth cohort with a graduation date of 2020, is underway.  

“We are very proud of the BCI Bay Path students and very excited about the success of our partnership with BCI,” said Susan Ainsleigh, EdD, BCBA-D®, Director of Graduate Program in Applied Behavior Analysis; Associate Professor. “Together we are committed to preparing top-notch scientists and practitioners in the field of applied behavior analysis.” 

The Bay Path University program enables BCI staff members to get their classroom instruction from Bay Path University professors at BCI’s 345A Greenwood Street, Worcester location. The BCBA® is a master-level certification in the field of Applied Behavior Analysis and is issued by the Behavior Analyst Certification Board®. To be eligible for the BCBA® certification, a Master’s degree is required as well as 1,500 hours of supervised experience in the field. Students complete their required fieldwork at BCI’s Worcester or Fitchburg ABA Centers or working in Home and Community Services. 

As part of the program with Bay Path University, BCI underwrites 60 percent of the tuition cost. Students/staff who take part in the program commit to working for BCI for two years after receiving their BCBA®. 

“BCI has a unique partnership with Bay Path University to provide an onsite graduate program for our staff on the ABA career path,” explained Jeff Robinson, Ph.D., BCI Founder and CEO. “They on an upward trajectory and are the next generation of BCBAs who fill a critical need in the ABA workforce. Essentially, this program helps ensure that we continue to meet the fast-growing demand for assessment, behavioral, consultative and educational services for children with ASD and their families throughout Central Massachusetts.” 

PHOTO CAPTION:

Bay Path University graduates – (Back row left to right) Scott Morin, Bridget Healey, Justin Chambers, Erica Stead, Naja Smith, Sheri Morse, Katherine Lamoureux

(Front Row left to right) Cara Stevens, Jocelyn Medas, Abbey Nelson, Katie Branson, Katelyn Tierney. Not shown – Brandon DiTullio, Marissa Valentine

To learn more about BCI’s ABA career path, visit http://bciaba.com/careers/. 

For more information about Bay Path University, visit http://www.baypath.edu/. 

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 http://bciaba.com.  

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

About Bay Path University  

Bay Path University was founded in 1897. With locations in Longmeadow (main), East Longmeadow (Philip H. Ryan Health Science Center), Springfield (MA), Sturbridge (MA), and Concord (MA), Bay Path’s innovative program offerings include traditional undergraduate degrees for women, The American Women’s College on-ground and online, the first all-women, all-online accredited bachelor’s degree programs in the country; over 25 graduate programs for women and men; and Strategic Alliances, offering professional development courses for individuals and organizations.  Bay Path’s goal is to give students confidence in the fundamentals of their chosen field, the curiosity to question the ordinary, the leadership to show initiative, and the desire to make a difference.

The Importance of Swim Safety for Children with Autism

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As the summer heat settles in, many families head to pools, beaches become crowded and our time spent near the water becomes part of our routines. What seems like a standard summer activity for most, can be challenging for children with Autism Spectrum Disorder and their families.  Sadly, drowning after elopement is the leading cause in death in children and adults on the Autism Spectrum.  In fact, according to the National Autism Association (June 2016), the risk of death by drowning is twice as high for children with ASD than in the general population.  

Given the impairment in cognitive functioning and language that is associated with ASD, several experts have hypothesized that children with Autism tend not to see water as a danger. Rather, their impulsivity and therapeutic love for the sensations of the water can take over.  However, a study published in the Journal of Autism and Developmental Disorders, provides an initial indication that children with ASD can develop skills to avoid drowning.  

What does that mean for us as parents and providers? It means exposure, precautionary measures, strategies and discussion. 

Here are a few tips and suggestions to consider: 

  1. Exposure: The earlier the better.  Sign up for local swim lessons which are offered at most recreational centers in surrounding areas.  Some specialize in adaptive programs geared towards children with special needs which can provide an individualized approach to learning to swim while building confidence and safety near the water. 
  2. Precautionary measures: If you own a pool or live near water, ensure the use of locks, gates and other barriers around these areas.  After using any small kiddie pools, large tubs, or water play areas, take a few minutes to empty these when done.  
  3. Strategies: Provide rules to your loved one with ASD.  Practice and review these rules prior to going near water and throughout a visit or trip to a pool or ocean. Present these rules and other strategies in a way that can easily be understood and reviewed often.  This can be done through the development of Social Stories™ outlining the expectations of what it means to be safe near water.  Provide replacement behaviors such as how to enter water and/or when it is safe to be in the water. Teach children to identify and respond to common safety signs related to water. Model appropriate behavior when swimming or near water.  
  4. Discussion:  Communicate with neighbors that own pools about your child, the local police department and your community.  As a parent, you are the best advocate for your child, especially your child’s safety.  Some police departments provide a safety plan or alert form which would allow for your child’s likes, fears and behaviors to be documented.  

With a few extra proactive steps and clear directives, a successful trip involving swimming isn’t out of question. Go enjoy the beach, plan to visit the local pool, but don’t forget the power of being prepared and communicating with your local support systems! 

Jessica Stott is Program Director at Behavioral Concepts (BCI). BCI has two locations, Worcester and Fitchburg, and provides Applied Behavior Analysis (ABA) services to children with autism and their families in central Massachusetts. BCI identifies and facilitates 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. For more information, visit https://bciaba.com. 

 

Sources: 

 Gray, C. (2018) What is a Social Story? Retrieved from https://carolgraysocialstories.com/social-stories/what-is-it/ 

 Centers for Disease Control and Prevention. (2016, April 28.) Unintentional Drowning: Get the facts. Retrieved from https://www.cdc.gov/homeandrecreationalsafety/water-safety/waterinjuries-factsheet.html 

 Alaniz, M.L., Rosenberg, S.S., Beard, N.R. et al. (2017). The Effectiveness of Aquatic Group Therapy for Improving Water Safety and Social Interactions in Children with Autism Spectrum Disorder: A Pilot Program. Journal of Autism and Developmental Disorders. 47(12) 4006-4017. doi.org/10.1007/s10803-017-3264-4 

 

BCI Directors Speak at ABAI Conference in San Diego

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FITCHBURG, UPTON AND WORCESTER, MA… Two Directors at Behavioral Concepts (BCI), a company of behavioral clinicians specializing in the care of children with autism spectrum disorder (ASD) throughout Central Massachusetts, will speak at the Association for Behavior Analysis International’s (ABAI) 44th Annual Convention which will be held at the Manchester Grand Hyatt San Diego and Marriott Marquis San Diego & Marina in San Diego, California, May 24–28, 2018.

Jill McGrale Maher, M.A., BCBA, LABA, Program Director at BCI’s Fitchburg location, will lead the workshop “Teaching Staff to Teach Social Skills Groups for Learners with Autism Spectrum Disorder” on Thursday, May 24, 2018.

Maher will also speak on the topic of “Teaching Staff to Effectively Teach Groups of Learners with Autism Spectrum Disorder” (assisted by BCI’s Katelyn Moisan) and on the topic “Making Significant Staff and Client Behavior Change Using Basic Strategies” (assisted by BCI’s Katelyn Moisan) on Saturday, May 26, 2018.

Maher, who is a Board-Certified Behavior Analyst (BCBA) and Licensed Applied Behavior Analyst (LABA), has more than 35 years combined experience in special education and applied behavior analysis, leading programs for children with autism spectrum disorders. She has presented papers at numerous conferences and invited talks across the country and has several publications.

Maher joined BCI in 2017. She holds a master’s degree in human development and completed coursework towards her Ph.D. in developmental and child psychology from the University of Kansas. Maher is a state certified special education teacher as well as an adjunct professor at Endicott College and has previously taught at Worcester State University. She is a member of ABAI, the Berkshire Association of Behavior Analysis and Therapy (BABAT), and the Association of Professional Behavior Analysts (APBA).

Candice Colón-KwedorCandice Colón-Kwedor, Ph.D., BCBA-D, LABA, Director of Professional Development and Research at BCI’s Worcester location, will speak on the topic of “Response Interruption and Redirection Treatment Integrity Considerations” on Saturday, May 26, 2018.

Dr. Colón-Kwedor specializes in the assessment and treatment of severe challenging behavior in children and adolescents and has 13 years of experience providing consultative services and clinical services in the private school and residential setting. She joined BCI in 2017. Dr. Colón-Kwedor serves as adjunct faculty at the University of Massachusetts Amherst and previously held a similar position at Endicott College. More recently, she was elected to serve on the Board for the Berkshire Association of Behavior Analysis and Therapy (BABAT). Dr. Colón-Kwedor received her doctoral degree from Western New England University and obtained a Master of Science in Applied Behavior Analysis from Northeastern University. She is a Board-Certified Behavior Analyst (BCBA-D) and Licensed Applied Behavior Analyst (LABA) in the state of Massachusetts.

She is a member of ABAI, BABAT, and the Association of Professional Behavior Analysts (APBA). Dr. Colón-Kwedor’s research has been published in the Journal of Applied Behavior Analysis. She is also a contributing author to a BCBA supervision reference manual and has served as a guest reviewer for The Analysis of Verbal Behavior and Behavioral Interventions.

To learn more about the ABAI conference, visit https://www.abainternational.org/events/annual-2018.aspx.

For more information about BCI, visit https://bciaba.com/.

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

BCI Rebrands and Announces New Logo and Website

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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.

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

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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

Behavioral Concepts, Inc. Appoints New Director of Center Based Services in Worcester

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HUDSON, MEDWAY AND WORCESTER, MA… Behavioral Concepts, Inc. (BCI), a company of behavioral clinicians specializing in the care of children with Autism Spectrum Disorder (ASD) throughout Central Massachusetts, has named Jessica Stott, M.S., BCBA, LABA, as Director of Center Based Services in Worcester.

Stott specializes in staff and parent training, consultative services, and program development and will oversee these services in her new role as Director of Center Based Services in Worcester.

Stott has provided Applied Behavior Analysis (ABA) based services to children with disabilities for more than 10 years. She has returned to the BCI team after serving as District BCBA for Groton-Dunstable Regional School District for three years.  For five years previous to working in the public sector, Stott held the position of Senior Clinical Coordinator on BCI’s senior management team, where she provided clinical services within public education. Additionally, Stott is a former adjunct faculty for Endicott College.

Stott received a Bachelor of Science in Psychology from Endicott College in Beverly, MA and a Master’s degree in Applied Behavioral Analysis from Simmons College in Boston. She is a Board Certified Behavior Analyst (BCBA), a Licensed Applied Behavior Analyst (LABA) in the state of Massachusetts.

She is a member of the Association for Behavior Analysis International (ABAI).

A native of Medway, MA, Stott resides in Hudson, MA.

About Behavioral Concepts (BCI)

Behavioral Concepts (BCI) provides Applied Behavior Analysis (ABA) services to children with autism and their families in central Massachusetts. BCI identifies and facilitates 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.

 

Sources:

“Movers & Shakers for Jan. 7, 2018.” MetroWest Daily News, Framingham, MA, MetroWest Daily News, Framingham, MA, 6 Jan. 2018, www.metrowestdailynews.com/news/20180107/movers-amp-shakers-for-jan-7-2018.

“Movers & Shakers for Jan. 7, 2018.” Milford Daily News, Milford Daily News, 6 Jan. 2018, www.milforddailynews.com/news/20180107/movers-amp-shakers-for-jan-7-2018.

Autism Gazette. http://autismgazette.com/asdnews/milforddailynews-com-movers-shakers-for-jan-7-2018/

“Movers & Shakers. Jan. 7, 2018.” Westborough News, Westborough, MA http://westborough.wickedlocal.com/news/20180107/movers-amp-shakers-for-jan-7-2018

“Inbox [Jan. 13-20]: News and notes from the Girl Scouts, You Inc., UniBank and more.” Worcester Sun. https://worcester.ma/2018/01/inbox-jan-13-20-news-and-notes-from-the-girl-scouts-you-inc-unibank-and-more/

Navigating the Holiday “Stressors”

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The holidays are upon us, with family members, friends and neighbors from far and wide gathering in celebration to share a meal, exchange gifts and enjoy being together. But, for children with Autism Spectrum Disorder (ASD), holidays can truly be overwhelming as there is often sensory overload and the routine that they find comfort in is altered.

There are a lot of different strategies that can help children and families with ASD navigate what can be a stimulus-filled time of year:

  1. Keep the schedule consistent. Many families like to do things “on the fly”. This is simply not going to work, as children with ASD often do not do well with change. They need consistent structure similar to what they are accustomed to at school or through the behavioral center or home-based services.
  2. Set up a visual activity schedule. Picture cards of daily events work well or written lists for children who can read. Parents may put them in a list or on a calendar. Others need something a little more involved, where the event is added to the calendar and reviewed every single day leading up to the event. For example, if the grandparents are arriving for a visit on Thanksgiving, post pictures of the grandparents on November 23rd on the calendar along with a list of all of your family’s planned activities. This gives a visual representation of the things that will occur when the grandparents visit. Additionally, review the calendar and corresponding pictures daily.
  3. Make use of “surprise” icons. Teach your child ahead of time to prepare for a surprise by using special icons, such as a question mark, on the calendar. Essentially, your child will gain the understanding that a new event – a surprise – will happen when the “surprise” icon appears. By using this type of visual schedule and cue, holiday activities that may not yet be named, and which is not typically part of his/her day, become part of the planned routine. The “surprise” icon can also be used when a very unexpected event occurs.
  4. Practice going to a place beforehand to reduce anxiety. For example, the entire family is looking forward to attending a holiday concert where your niece will perform as a solo pianist. First, be sure to add this event to your child’s visual activity schedule. Next, if possible, visit the venue so your child is familiar with almost every aspect of the event – from the roads you will travel to get there to the auditorium itself.
  5. Role play and rehearse. Whether the grandparents are coming for dinner or you’re attending that concert, do some role-playing and go through the motions of being there ahead of time. Practice what to say to the grandparents. When to sit quietly and when to clap during the concert. It may also help to make a video and narrative of the process and watch it with your child prior to the event. Someone once said to me, “No one is going to know how many times you’ve practiced being there.” It’s true. The more your child and family practice being there, the smoother the event will go, the more comfortable your child will be, and the more socially skilled your child will appear.
  6. Create a social story. A social story tells your child what will happen in detail at an event – who will be there, what to eat, what to do, and what happens after. You can follow up this social story with a contingency that says if they follow through, there is a reward afterwards, such as playing video games when the event is over.
  7. Allow extra time. Rushing is never good. A misplaced shoe or car key can throw off even the most carefully made plans. Note the amount of time it takes to get to/from a place when you practice going and factor in plenty of extra time.
  8. Bring along activities. Be sure to bring along a bin of activities so that your child always has something to do in the car, at someone’s house and so forth.
  9. Avoid holiday shopping with your child. It rarely proves successful – whether you’ve carefully planned a shopping expedition or you want to make a “quick stop” at the department store for a last minute gift on your way home. It’s best to do your shopping when your child is otherwise occupied.
  10. Keep holiday activities the suitable length for your child. Estimate how long your child can be appropriate and not anxious, and plan for an amount of time that is LESS than that. Don’t plan for your child to do things that he/she doesn’t do at any other time of the year, for example, sitting at a table for a meal. Make sure that what you are expecting at the holiday usually happens at home on a regular basis. Don’t be afraid to make exceptions, such as allowing your child to use an iPad at the table so you can sit and enjoy your meal and adult company while your child is occupied.

What if you’ve anticipated all potential stressors and taken some (or all) of these steps and things still go awry? Don’t be discouraged. It’s counterintuitive if one event goes wrong to never try again. Keep trying. Above all, keep things as predictable as possible, as this will set your child up for success.

Jill McGrale Maher is Director of Behavioral Concepts, Inc. (BCI) Fitchburg location. BCI has two locations, Worcester and Fitchburg, and serves children with autism from communities within a one-hour radius of its Worcester location. For more information, visit www.bciaba.com.