ABA: Applied Behavioral Analysis
In plain English, figuring out which things are rewarding for your child, and then using that information to make your goals rewarding for your child. ABA is probably the most studied and best attested method of teaching children with autism at this time. By applying ABA techniques, up to 50% of the students in several studies eventually became indistinguishable from their peers. As one might expect, there is enough information on ABA online to fill many books. Rather than reiterate it here, let me just give you a link to some helpful ABA downloads and additional information. http://www.lovaas.com
Further confusing the matter is the fact that because ABA's principles of learning are critical to making progress with your child, they are integrated into many of the approaches below, such as PRT and VBA. We prefer the VBA method ourselves, and have found an excellent book on it; what it is and how to implement the program. We are excited to make this book available to you here. Also see our free stuff page for additional information and downloads.
DIR:
Developmental, Individual differences, Relationship-based approach to autism.
See Floortime, below.
DTT: (Discrete Trial Training)
This is working with a child on a specific concept by using repetitive drill, typically at a table. Done right this is a great way to introduce concepts and begin to work with your child, but if this is all you do, it really will not prepare him for real life, and it will make your job as a teacher more difficult than it needs to be.
Echoic/Echolalia:
A speech pattern that simply echoes what was said without any understanding. For instance when you ask your child, "Do you want a cookie?" "Want a cookie!" could be an answer, but may also be only an echo. To test this ask, "Do you want a cookie or broccoli?" If he can tell you "Cookie" he is not being echoic. However, if your vegetable-hating child answers, "Or broccoli." this is something you'll want to work on. (In this instance, we would try giving the child the broccoli, prompting him to think through what he just said!) Keep in mind that just being verbal is great progress, even if you do now have to deal with echolalia. Also remember that echolalia is a normal phase of development, though you will need to work through it if it persists.
Errorless Learning:
This is teaching in such a way that the child never makes a mistake.
It sounds odd, but is really a great way to introduce new skills. If your child cannot discern A from B, then there is really no point in reprimanding him for picking the wrong one. Instead you can start by only giving him A, telling him, "This is A" instructing him to touch A, and rewarding him for doing so. Gradually you will increase the difficulty, putting out A and B and telling him to touch A while you push it very near him so that he looks at and reaches for it. Continue to reduce your prompts and he will soon understand what you want him to do. By teaching errorlessly at the beginning, you will be able to avoid setting your child up for failure.
FFC:
Features, functions, classes
Many autistic children do not think of things as having parts, attributes or fitting into categories. Features: door, wheels, tail, ears… Functions: cutting, driving, eating… Classes: zoo animals, vehicles, children…
Floortime:
An approach to treating autistic children that emphasizes following the child's lead and interests to target new developmental milestones. See http://www.floortime.org I would add that we personally think this, much like RDI, is a helpful approach, but only when used in conjunction with a good VBA type program. Floortime will help you to make good use of your child's downtime, but without focused instruction as well, you will not make as much progress, or proceed as rapidly as when both methods are used in balance.
Gf/Cf: Gluten Free/ Casein Free diet
According to http://www.autismwebsite.com 65% of the 1446 families who tried this treatment found it helpful for their children. It is drastic and can be difficult, but many families find it worthwhile.
Intraverbals:
Talking about things that you cannot see; conversational skills
For instance, if you are talking about lunch while driving home, that is an intraverbal because your child's words are based on your words, rather than on what is happening around him. However, if he is talking about lunch while eating it that is not an intraverbal as the discussion was stimulated by the lunch he is eating, and not by your words. Another example of beginning intraverbal skills is having your child fill in the blanks, "Old McDonald had a ____" "Farm!"
Mands:
Mand, as in demand or command. To us this is one of the more amusing technical terms, mand simply means to request something. Why we can't simply call it a request, I don't know!
NET: Natural Environment Training
This is just teaching in the midst of daily life. IE, instead of only drilling coin values, take the child shopping. Rather than sitting at the table to drill functions, telling the child at breakfast, "Get me something to eat cereal with." At the beach – "You'll need something to dry off with." In our experience, this is best paired with the drill method, as the drill method gets the child to understand the terms, while the NET method gets them to think and use those terms in daily life.
OCD: Obsessive Compulsive Disorder
This is classified as a psychiatric disorder most commonly characterized by obsessive, distressing, intrusive compulsions. (tasks or "rituals") For instance, the child may find it impossible to put socks on unless they are able to perfectly complete a certain ritual. The good news is that this can be worked through, though the process will probably be upsetting for the child at first.
Prompts:
Clues and cues that help your child find the answer
Many different prompts may be used appropriately for teaching:
Imitative/echoic prompts:
"Do this." (While you are clapping) and the child claps. Or "Say clapping" and he responds, "Clapping."
Gestural prompt:
Telling your child to touch blue, while pointing to the blue car.
Verbal prompt:
Asking for the toy kangaroo with a clarification, "Give me the kangaroo. It's gray."
Positional prompt:
Making the correct answer easier to pick than the wrong one. When asking for the big ball, place it closer to your child than the small ball.
Physical prompt/ partial physical prompt:
Placing your hands over their hands and helping them clap. Or placing a hand on their knee to help them learn to pedal.
PRT: Pivotal Response Training
A practical concept of simply teaching core issues first. For instance, in picking the first word you will teach them to say, make it something they constantly want – be it juice, music or their favorite toy. That way the use of language will be inherently rewarding, speeding up the whole process for both of you.
RDI: Relationship Development Intervention
Like Floortime, we do think this is a helpful program when used in conjunction with other methods. See Robert Schramm's explanation of the relationship between RDI and ABA/VBA here: http://www.timberdoodleautismcenter.com/pdfs/erecover3.pdf
SD's: Discriminatory Stimulus
Another overcomplicated term, this is the signal you give that leads to the child's response. IE when you say, "Come," and your child gets up and comes to you; the SD was "come." If you were to point to an animal and ask, "What is that?" and your child answered, "Cat," then both the point and the question were the SD's for the response of "cat."
Tacts/tacting: Labeling
Typical toddlers will spend a lot of time eagerly pointing out and talking about the things they recognize in their environment. Because autistic children generally do not do so, this is something we must work to foster in them.
VBA or ABA/VB: Verbal Behavior Analysis
Based on ABA, (see above) this form of therapy integrates many things teachers have learned since the early days of ABA, focusing on verbal/communication skills used in context, and throughout life. This approach has been the cornerstone for our work with Krissy. Read more in Robert Schramm's free article here, or read his helpful book, for sale here, or try this website: http://www.autismusaba.de/lovaasvsvb.html
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