Behavior Analysis Center for Autism - BACA

BACA provides ABA therapy to help children with autism.

Archives for September 2021

10 Top-Performing Podcast Episodes About Autism

by

In a year when the pandemic kept many families at home and on their screens, many Americans turned to podcasts to fill their downtime. At LEARN Behavioral, we’re no exception.

We recently reached our 100th podcast milestone on All Autism Talk, where we’re connecting the autism community one podcast at a time. In celebration of today—International Podcast Day—we’re launching a new podcast with Temple Grandin discussing her latest book, Navigating Autism: 9 Mindsets for Helping Kids on the Spectrum. We’re also bringing you 10 of our highly popular episodes:

1. Temple Grandin – Parenting Kids with Autism

In one of our most-listened-to podcasts, Temple Grandin, PhD, an American scientist and animal behaviorist who has been a trailblazer for people with autism, shares advice for parents raising kids on the spectrum. Drawing from her experiences growing up with ASD, she talks about everything from sensory overload and excessive screen time to the need for more 1950s-style “old-fashioned methods of parenting” full of “teachable moments.”

2. Female Life on the Spectrum – Insights from Jennifer Cook O’Toole

Jennifer Cook O’Toole was diagnosed with Asperger’s syndrome at age 35 and is raising three children on the spectrum. She’s the author of seven award-winning books, including Autism in Heels: The Untold Story of a Female Life on the Spectrum. In this engaging and, at times, humorous podcast, she explains why diagnosis has been widely missed in girls and women.

3. Addressing the Cultural Needs of Families with Autism

Corina Jimenez-Gomez, PhD, a behavioral scientist at Auburn University, and Lauren Beaulieu, PhD, a behavior analyst for Newton Public Schools in Massachusetts, team up on this podcast to talk about cultural competency and the importance of cultural responsiveness in ABA. They bring personal experience to the conversation, with Corina sharing stories of her experience as a mom and Venezuelan native, now living in Alabama, and Lauren discussing her marriage to an Italian immigrant. Both say relationship-building is an important part of navigating what can sometimes feel like a clash of cultures.

4. Early Identification of Developmental Delays in Children – Dr. Sharief Taraman

Dr. Sharief Taraman is a neurologist at Children’s Health of Orange County (CHOC). In this episode, he discusses how diagnostic screening can help identify developmental delays in children. Early identification and diagnosis, he says, can help families get the right treatment right away.

5. What to Expect from ABA Service Providers – with Dr. Hanna Rue

Hanna Rue, PhD, Chief Clinical Officer at LEARN Behavioral, eases parents’ minds in this conversation about what they can expect when it comes to applied behavior analysis (ABA) providers. How do providers apply our understanding of how behavior works to real situations? How do they help increase behaviors that are helpful and decrease those that are harmful for learning? Listen in to learn more.

6. The Role of Genetics in Autism, Explained

Wendy Chung, MD, PhD, director of clinical research at the Simons Foundation Autism Research Foundation, works as a molecular geneticist and physician and is something of a genetic detective who traces an individual’s symptoms to a particular genetic anomaly. In this podcast, she breaks down what we know about the causes of autism.

7. Autism Resource Mom – Autism Support and Information from the Best Expert, a Mom

A mother’s intuition and drive to advocate for her kids can make her the best expert when it comes to her child’s care. That’s something Debora Smith understands to the core. She’s raising a son on the autism spectrum, and she founded Autism Resource Mom, a nonprofit organization that helps families navigate the complex world of autism. Listen in to find out how she’s turned her passion into helping others.

8. Autism, Aggression, and Self Injury – Exploring a Mother’s Journey with ECT

More than a decade ago, Amy Lutz and her husband, Andy, struggled with a predicament no parents want to face: how could they safely keep their autistic 10-year-old son living at home any longer, considering his violent rages? Amy, a founding board member of the National Council on Severe Autism, discusses their exploration of the controversial procedure of electroconvulsive therapy, or ECT.

9. Making Social Skills (and Minecraft) More Accessible for Kids with Autism

As a single father, Stuart Duncan has been all about his kids. His oldest son has autism, and Stuart noticed that kids on the spectrum need a space online where they can play games without getting bullied. So, the Canadian dad quit his job to create Autcraft, a Minecraft server for kids with autism. His virtual community has given people on the autism spectrum the self-confidence to socialize on a safe gaming platform.

10. Medical Insurance for Autism Treatment – Understanding the Changing Landscape

Will your health insurance cover your child’s autism treatment? In this podcast, Amy Weinstock, Director of the Autism Insurance Resource Center at the University of Massachusetts, breaks down tools that can help families find out whether they are covered.

Find dozens of more episodes from All Autism Talk wherever you get your podcasts, including Apple Podcasts, Google Podcasts, Spotify, Stitcher, Amazon Music, or on LEARN Behavioral’s website at www.learnbehavioral.com/allautismtalk.

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

by

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

by

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

by

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

by

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

by

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).

How to Manage a Career, While Raising a Child with Autism

by

When Laura Brompton’s son, Bertie, was a toddler going through the assessment and diagnosis process for autism spectrum disorder, she says she needed a job she could do without needing to be emotionally invested.

She wanted to be able to walk out and leave work at the door.

“I didn’t have the emotional capacity to juggle Bertie’s needs with a job that would need me to focus my mind,” she says. “Bertie’s needs were the priority.”

She wondered how she could ever manage the stress of a career while raising a child with autism. She knew caring for her son would be demanding and expensive. She wanted to be fulfilled in her own work and be fully engaged as a parent. She knew some semblance of a work-life balance was going to be tough to achieve. But she was willing to adapt. So, she trusted her instincts and persevered until she found the right fit.

“When Bertie started school, I realized that I had a lot more time on my hands,” she says. “The job I was working in was weekends and early mornings, but I wanted to find something that would fit into Bertie’s school day so that I was always home when he was, and so I could take him to and from school.”

She wanted the same thing many parents juggling career and family do: a stable routine.

“For me, the best solution was to also work in a school,” she says. It was a change in her career path, but it was a way for her to strike a balance between work and home life. It gave her the freedom to be available when she needed to be.

Her son is almost 6 now, and she has found her niche working in a school and running “Bertie’s Journey,” a blog on Facebook documenting the frequent highs and occasional lows of Bertie’s life on the autism spectrum and their family’s day-to-day life in the United Kingdom.

While she doesn’t claim to have all the answers, she says these tips helped her transition:

1. Talk to your employer.

Finding an understanding employer is key to having the flexibility you need as a special-needs parent.

Academic studies, such as, “Daily Experiences Among Mothers of Adolescents and Adults with Autism Spectrum Disorder,” from the University of Wisconsin-Madison, have looked at daily stressors parents experience, and researchers concluded that these parents need more support from employers.

“Make it clear to your employer that you have a child with autism spectrum disorder, and there may be times where that has to come before your work,” Brompton says. That opens the door to clear communication about expectations. And it opens up the opportunity for additional emotional support at work, where your employer understands the challenges you face.

2. Find a job you enjoy.

If you find joy in your work, it will reflect in the rest of your life, Brompton says. “It will help in so many ways and allow you a bit of time to be yourself.”

If you can’t find joy in your work, you may find yourself in a category researchers refer to as “parental burnout”—a phenomenon that can have serious negative consequences because a work-life balance seems so out of reach. Researchers see it as kind of a dying battery. When you can’t recharge, the whole family feels your zapped energy.

3. Establish routines.

Having good routines in place makes all the difference in keeping everything on track, Brompton says. Like many kids on the autism spectrum, her son thrives on routine. So she worked on establishing a consistent schedule. The Centers for Disease Control and Prevention has some tips here about how to create consistent routines for your own family.

“Getting to work and caring for a child with ASD can be a tricky mix,” Brompton says. “Having a set routine will make this run a lot smoother.”

4. Don’t take on more than you can handle.

Even before the COVID pandemic, women took care of almost twice the load as men when it came to shopping, cooking, cleaning, and taking care of kids and parents in the household, a McKinsey Global Institute study found. And many women are burning out. Last year, a Women in the Workplace study indicated that one in four women are considering leaving the workplace or downshifting their careers.

Brompton says she has learned when to say when. Sometimes, managing the balance between a career and raising a child with special needs can be overwhelming, she says. Sometimes you need a support system.

“If things get too much,” she says, “reach out to people.”

Laura Brompton says her most important role is “mum to Bertie,” who was diagnosed with non-verbal autism, among other diagnoses, in 2018. She blogs at @bertiesjourney on Facebook.

Looking for more tips about balancing a career while raising a special-needs child? Read “Perspectives: Support Women in the Workplace During the Pandemic.”

9 Types of People Who Should Apply for an Entry-Level ABA Job

by

Looking for an entry-level yet meaningful and growth-oriented job? Like many, you may not know about the growing field of applied behavior analysis (ABA), a therapy based on science—and used to help people with autism spectrum disorder (ASD) learn and grow. The entry-level position for ABA is called a behavior technician, and most jobs require no prior experience.

What does a behavior tech do? As a behavior tech, you would work one-on-one with children and young adults with autism to help them build skills and become more independent. You would also be part of a team of clinicians and caregivers working to help individuals achieve unique goals and reach their potential.

Are you a good fit for a job in ABA? Read on to see if you recognize yourself in any of these nine descriptions:

1. You want to make a difference.

New behavior technicians are often blown away by the progress their clients make.  Nothing is more gratifying than knowing that your work leads to positive change in the lives of kids and families. 

2. You love children.

Many ABA jobs involve working with children. If you love children and enjoy making them smile and seeing their progress, this might be the job for you. In most ABA jobs, your training is provided at no cost, so loving children is the only requirement.    

3. You like variety at work.

Work as a behavior technician is never boring. ABA positions may be located in any of number of environments, whether in an individual’s home, workplace, school, or community—or in one of our Learning Centers. For instance, you might work with a child at home to build turn-taking skills by playing a game or practice making requests through imaginary or pretend play. Likewise, you might venture to the grocery store with an older child or young adult to practice selecting food and going through the check-out line. Whatever the case, there is no end to the types of skills you may teach, from imitating words to ordering a meal and making change in a restaurant!

4. You’re interested in special education, psychology, speech and language pathology, occupational therapy, or physical therapy. 

You don’t want to start a degree program until you’re positive it’s the field for you.  Working as a behavior tech gives you excellent experience working directly with a population of children you might encounter in any of the above fields. As a bonus, hiring managers in education and other specialty services love to see an ABA background on an applicant’s resume.

5. You want to change your field or career.

ABA training is provided on-the-job. In most cases, you don’t need to come in with any special knowledge or training—only a great attitude and a willingness to learn.    

6. You’re a current or former paraprofessional or instructional aide in a school.

Some people gravitate to education but realize that working in a classroom is not for them. ABA allows you to work with fewer children more closely in a variety of settings, not just a single classroom or school. For this reason, you have more flexibility over your schedule and can often work part-time or full-time.

7. You’re independent and enjoy a supportive work environment.

As a behavior technician in an ABA setting, you typically receive written instructions on what to do, plus regular support from your supervisor, a board certified behavior analyst (BCBA). Most days, however, you also lead teaching sessions on your own, giving you an ideal mix of support and independence.

8. You want to find meaning in your work.

There is nothing more fulfilling than supporting a person in gaining independence or helping children find their voice. Behavior technicians do important, meaningful work each and every day, and often experience a strong sense of fulfillment. 

9. You’re curious and enjoy learning—and want a career with growth potential.

Ongoing learning and problem-solving are essential parts of any ABA career, including a position as a behavior technician. As a behavior tech, you can continue in that capacity or take your career to any number of next levels, starting with a position as a managing behavior technician. From there, with a bachelor’s degree, you could become an assistant behavior analyst—and then work toward your master’s degree, while serving as a clinical fellow. Once you earned a master’s degree, you could become a board certified behavior analyst (BCBA), and work your way to a managing BCBA or even a clinical director. The sky is the limit.

As more people enter the fast-growing field of ABA, either as a behavior technician for the long-run or as a stepping stone to another professional career, ask yourself whether you fit the bill—and, if so, visit our careers page and search “behavior technician” to apply for a job today.