Male: Is there any age we think you start ABA’s?
Female: No.
Male: So you think you it could be use any age.
Female: Any age.
Male: I receive an email who said that their school system is going to stop when you reach age eight and the kid maybe could get some benefit if it was continued, right?
Female: No, no. with ABA.
Male: You know it should be convenient right?
Female: Oh it should be definitely continued. You know sometimes we do step away from academic, at a certain point starting moving towards more vocational goals because we want to start working on the quality of life and making sure that they can be the most independent person as possible and some certain point we do stop some of the academics and move towards vocational but it is still with encompass under an ABA format and within the discrete trial instruction.
Male: I met some of the other kids today here and they came up to me, they smiled, they slap their hand friendly and that was very impressive then. They were much decent. I see on the internet some video, I already mentioned the website, visual crying just to rape the kid like a monster. So these kids you would hardly know, that is the way of service, is that true?
Female: Well there are very different degrees of autism but we try to find an environment for that positive, it is reinforcing. In the beginning that might be difficult for them to come and they get upset because we are placing them in the internet and changing them lives.
Male: He said children owed by the way they have autism. They are not monsters, they have a --.
Female: And that is what they are taught of. They are children first. They are not autistic people than are autistic children, their children.
Male: And I notice, it is one work out, one kid and that is very impressive because it is continuous individual transmission scheme. Now the school system though offers something conservative, do not they? And on the next batch, some could be good, some could be bad, right?
Female: Yes. You know of the board of that schools may offer an hour ABA a day but like I said ABA and methodology should be in compass across their entire day. Not just in school but also at home and on the weekends and a grandma’s house and everywhere that child should be that the theories of ABA’s should be still available to them so even at grandma this house when Johnny does the right thing he should get reinforced. I like the way you shared your cookies with grandma today, that was very nice. Reinforcement is very you know probably --.
Male: Why is it reinforcement that is worse?
Female: Yes.
Male: And the kid does something really bad in that radius. How do we handle that?
Female: You know we look at behaviors as a function usually if our child are exhibiting some sort of behavior that is male adopted, we want to hopefully identify what is causing that behavior to occur in the first place. Sometimes our students do have behavior issues but they are frustrated. They are nonverbal, they can not speak, they can not communicate, they need to learn how I can get my needs and once met and if they can not communicate, imagine the frustration. If you could not tell somebody that you were hungry, all you need is to go to the bathroom over tired or not feeling well, imagine how frustrated you would be. So when a student engages in behavior, it is not that we say, oh that child is bad. We look at it as what is he trying to tell us. What can I do to alleviate some of these frustrations? Is he acting out because he is frustrated, is it a function he wants attention, are we not giving him enough attention, maybe we need to teach them appropriate way to get somebody’s attention. And then we will work on this is not the right thing to do. If you want my attention, this is what we should do. And we will work on increasing your appropriate skill instead of just focusing on the now adopted behavior at hand.
Male: Do we teach the parents how to cope the kid care and so other control they could probably get someone to loosen the kid like this togethe
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