Therapy

For families that may have been put off the idea of running a full-time ABA programme, Risca Solomon explains how to run an effective part-time version

Get with the part-time programme

during the childs everyday life. ABA can also be used to teach

functional skills, such as toilet training, dressing, appropriate walking, appropriate behaviour in the community, social skills and independent living skills such as cooking and washing. A programme can be developed

Many people believe that using Applied Behaviour Analysis (ABA) as a therapy in autism must be in the form of a full-time, 40-hour a week, table-based, intensive programme. This is a misconception and can be off-putting to families who want to focus on key skills and specific behaviours without implementing a full-time programme.

ABA is used in a variety of contexts and in different ways to improve the quality of life of

individuals with autism and related conditions. Its used to create positive behaviour support plans that decrease challenging behaviour, all of which is achievable with a part-time programme.

It may start with a functional behaviour assessment, a process that seeks to identify the reason or reasons why a child has been displaying a particular behaviour. From this a comprehensive plan can be developed and everyone is trained to deliver this strategy

We have many parents who

are successfully running part-time programmes and seeing benefits for their child and family

Risca Solomon is a

Board Certified

Behaviour Analyst at

Skybound Autism

Therapies, www.

skyboundtherapies.

co.uk

www.autismeye.com 53Aut ism|eye Issue 18 2015

sales@rhinouk.com www.rhinouk.com

The Royal School for Deaf Children Margate caters for children who have hearing impairment and additional needs including emotional, behavioural or medical problems. We can also meet the needs of children with communication difficulties.

Our farm offers a range of programmes, work experience and apprenticeship placements.

At Westgate College we continue to build upon the knowledge and skills that young people have gained through their school education. Students have access to a range of qualifications and support appropriate to meet individual needs. We offer vocational and non vocational programmes from 19 yrs onwards.

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The Royal School for Deaf Children Margate & Westgate CollegeVictoria Rd, Margate, Kent CT9 1NB. Telephone/Textphone: 01843 227561 SMS: 07797 800015 Fax: 01843 227637 School email: enquiries@royalschoolfordeaf.kent.sch.uk Website: www.johntownsendtrust.org.uk

Part of The John Townsend Trust

What is ABA?Applied Behaviour Analysis (ABA) is the science of human behaviour and learning. ABA is used in a variety of contexts, including the justice system, business and developmental disabilities, including autism. The principles of behaviour analysis are used in the creation of therapy packages, including Positive Behaviour Support, the Picture Exchange Communication System (PECS) and Active Support.

and implemented for one functional skill or a number of skills, depending on the needs of the individual and the family.

An alternative to running a full-time ABA programme is running a part-time one after school or at weekends. We have many parents successfully running part-time programmes and seeing benefits for their child and family. Data was recently presented demonstrating that children could show meaningful improvement with 15 hours a week of intervention, either led by parents or volunteers, with a qualified behaviour analyst acting as a consultant on a four-to-six-weekly basis1.

Programme checklistBefore beginning a part-time programme, parents need to consider:l How much should they budget for running their programme? Some funding is available, for example from Caudwell Children, for eligible families.l Who will deliver it? Will the parents hire tutors, train volunteers or carry out the interventions by themselves? Volunteers can often be recruited from local colleges and universities, as many psychology or childcare students

rules if you will be using volunteers or therapists? These can include, for example, which rooms they can use with the child. You do not need to have a designated therapy room, since ABA can be conducted in various rooms and out in the community, depending on the target. l Which activities and items does the child like? Therapy should involve items and activities that are motivating, so having these readily available will be important.l If there is one available, parents may find it helpful to join a local ABA club such as Focus Liverpool (see Parents get Focused, above).

Many families may find ABA easier to implement than they thought, and to be very rewarding in the way it can improve their quality of life. It can be delivered in everyday environments to teach a variety of skills and to reduce behaviours that challenge. It can also tap into motivating situations and teach skills in context.

want to gain practical experience with children. Tutors have varying experience and different levels of training, as there is presently no standardised training or qualification for therapists other than that of Registered Behaviour Technician, which is a new qualification that very few people in the UK have. The cost of tutors therefore varies widely. Parents may choose to carry out the therapy themselves with direction from a consultant. l How many hours of therapy will they carry out per week? This can range from just a few hours to every evening after school and all day on a Saturday. l Who should guide the therapy? Parents should look for a Board Certified Behaviour Analyst or Board Certified Assistant Behaviour Analyst. The Behaviour Analyst Certification Board has a list of certified professionals on its

website, www.bacb.coml Which targets would be socially significant for them and their child? What would they like to see worked on first? Which are the most important targets for improving the individuals and the familys quality of life? These issues need to be discussed with the consultant. l How can the childs school be involved? It can be helpful to keep the school up to date on the targets that are being worked on and the procedures being used. Inviting the school to meet with the consultant or to attend team meetings or workshops can also be beneficial.l Should there be a list of house

www.autismeye.com 55Aut ism|eye Issue 18 2015

Therapy

Volunteers can often be

recruited from local colleges and universities, as many psychology or childcare students want to gain practical experience

Mine, all mine: ABA should involve items and activities that the child likes in order to create motivation

Tel: 01562 881320 www.sunfield.org.ukEmail: referrals@sunfield.org.uk

Sunfield is an independent residential special school and charity in the West Midlands. We have over 80 years of experience in offering Education, Care, Therapies and Family Services to young people aged 6 19 years, with complex learning needs, including autism.

You wont find a better special school who will take care of your child and really try and give them a sense of purpose and education. This is a really great place with great people who can help your child and the whole family. Parent

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Parents get FocusedBy Lorna Strong

When a group of Liverpool parents met with refusal from their local authority to fund effective therapy for their children with autism, they decided to take matters into their own hands.

They formed Focus Liverpool, which runs a Saturday school at the Alima Centre in Sefton Street. It provides training for volunteer therapists who are interested in behavioural therapy and developing childrens social and academic skills. The cost is 175 for 12 weeks.

There are plans to set up similar Saturday schools in other locations around the UK. The organisation is generating interest among parents in Yorkshire, South London, Manchester and Bridgend in Wales to offer this facility via their own Focus groups.

To find out more contact the group via its website: www.focusliverpool.co.uk

References1 Bond (2015): Changing the Perception of ABA in Practice: Meeting the demand and achieving meaningful outcomes with limited resources. Presented at the Experimental Analysis of Behaviour Group conference, London. l Caudwell Children: www.caudwellchildren.com