Aba-Indiavol.3 Issue 1

7/27/2019 Aba-Indiavol.3 Issue 1

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VOL. 3, ISSUE 1, 2013

1

December, 2012

Volume 2, Pre-conferenc

The third annual conference ofAssociation for Behavior Analysis

India was held at The Park Hotel,

in Kolkata on 8th and9

thDec2012. The program

received a tremendous response

,attended by over

200 participants, around 65% ofwhom were parents of children

with autism and other learning

disabilities. The rest of the

participants were behavioranalysts, special educators, mental

health experts, occupational

therapists, psychiatrists, studentsdoing MS in psychology etc.,

Dr. Neil Martin, PhD, BCBA-D,

Dr. Per Holth, PhD, Dr. Joyce

C.Tu, Ed.D., BCBA-D, Ms. SmitaAwasthi, BCBA, Dr. Geetika

Agarwal BCBA-D and Mr. Corey

RobertsonMS,BCBA

conducted

workshops in theareas of Teaching Play skills,

Teaching Social skills, Teaching

Joint attention, Managingchallenging Behavior, Power of

positive reinforcement and

Feeding disorders. There were 24

paper presentations supported byvideo studies on applications of

the principles of ABA to teach

skills to children on the autismspectrum.

We thank the sponsors whosegenerous funding made the event

possible along with the faculty

from overseas and India whocommitted time for this event.

Plans are already afoot for the2013 conference to be held in

Chennai in December. And then

there is the World Autism

Awareness Day ( WAAD) whicfalls on 2

ndApril 2013. Do

contact your regionsrepresentative ( seehttp://www.abaindia.org/executive-council.html#mis)

and find out how you can

participate in raising awarenessabout autism. Id urge you to

strongly consider becoming a

member and supporting our

ongoing campaigns and efforts. Ionly costs Rs. 1000 per year

(parents and professionals) and

will help us give you periodicupdates and engage you in our

efforts. Contact me [email protected] you canfurther enlist support of corporate

to raise funds for ABA Indias

campaigns to help children andfamilies with Autism itd be muc

appreciated too.

Presidents wordSridhar Aravamudhan, BCBA., Bengaluru

Affiliated to Association for Behavior Analysis International-USA

MARCH, 2013

Volume 3, Issue 1
http://www.aba-india.org/executive-council.html#mishttp://www.aba-india.org/executive-council.html#mishttp://www.aba-india.org/executive-council.html#mishttp://www.aba-india.org/executive-council.html#mismailto:[email protected]:[email protected]:[email protected]://www.aba-india.org/executive-council.html#mishttp://www.aba-india.org/executive-council.html#mis


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2

It gives me great pleasure to bring

to you the second newsletter of

India ABAI. The theme of thenewsletter is the 3rd Annual India

ABAI conference, Kolkata, India.

I was fortunate to attend, present

and also interact with fellowbehavior analysts in India. It was

especially heart warming to talk tothe parents and therapists who are

touched by this science. It was atestament to the universal nature

of this science and its wide spread

applications. This newsletter willrecap some of the highlights from

the conference. You can also visit

the India ABAI website for more

pictures and description.

This newsletter is also packedwith several articles. The opening

article by Ms. Amanda Kelly,

BCBA, focuses on selecting

evidence based treatment,something very important for the

parents and professionals to knowlikewise. Given the range ofpediatric feeding difficulties

experienced by children with

autism and developmentaldisabilities, Ms. Dawn Berg,

BCaBA, provided a great

introductory article on the nature

of feeding difficulties, someimportant signs and symptoms.

We then tackled another area of

significance- toilet training, byMs. Tammy Frazer, followed byan article on childhood apraxia of

speech, jointly written by

Ms.Svetlana Iyer and Ms. VaniRupela.

Following our philosophy of

bringing the professionals and

caregivers together, this newsletter

will regularly bring caregiverstories and contributions in the

section Parent Corner. For this

edition, we have a grandfather

writing about their journey in thefield of ABA. Finally, we close

with our ethics section and Ms.Sheela Rajaram, BCBA, provides

an excerpt from the ethics talk

during ABAI Seattle, 2012.

To make this newsletter more user

friendly, we have put together

several resources in the form ofwebsites, ipad apps etc.

We invite your submissions and

suggestion for the newsletters.

Happy reading and hope to see

you at ABAI, Minnesota, 2013

Sincerely,

Dr. Geetika Agarwal

3rd ABA-INDIA CONFERENCE

CONFERENCE , 2013

Smt. Mita Banerjee, Statecommissioner for the Persons with

Disabilities, West Bengal (Chief guesbeing felicitated at the inauguralceremony

International guests (From left to

right): Dr. Per Holth, PhD, Dr. Joyce

C.Tu, Ed.D., BCBA-D, Mr. Corey

Robertson MS,BCBA, Dr. Neil Martin,

PhD, BCBA-D and Dr. Geetika Agarwa

BCBA-D

ABA-India Founder Trustees andExecutive Council Members

EDITORS MESSAGEDr.Geetika Agarwal, BCBA., Atlanta, USA


3/19


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4

and to gradually alter these

antecedents /variables towards theterminal goal (eliminating in the

toilet).

Given the complexities that may

come with rearing a child with

autism, it is understandable that

many parents may encounterdifficulties in successfully

achieving urinary continence withtheir child. The following case

example is a demonstration of a

procedure that combined bothtraditional toilet training

procedures along with a procedure

to fade diaper use and transfer

stimulus control; a procedure thatwas necessary to teach urinary

continence for a child with autism.Sarah was an 8.5-year old girl who

was diagnosed with autism and

lived alone with her mother. Shewas receiving approximately 20

hours of intensive behaviour

intervention each week in her

home for the past 3 years howeverher progress was limited. Sarah

could ask for her basic wants and

needs by leading others, gesturing

towards items, or by using thePicture Exchange Communication

System (PECS). She couldperform some basic living skills

with prompting, imitation and play

skills were emerging and shecould follow some simple one-step

instructions that were paired with

gestures. Most skills/targets that

were introduced requiredextensive teaching; they were

often not retained and re-teachingof a skill was frequently required.

Although her mother and schoolpersonnel had attempted urination

training on many occasions in the

past using visual/picture taskstrips, first-then picture boards

and seating her on the toilet at

various times throughout the day,

she had not demonstrated anysuccessful urinary or bowel

eliminations while seated on the

toilet. During the baseline

assessment Sarah demonstratedthe ability to remain dry when in a

diaper for up to 3-hours at a time;

however, there was no consistentpattern / time of day in which she

eliminated. It was also observed

that when Sarah had not beenwearing a diaper she could retain

urination and very soon after a

diaper was put back on her, she

would fully eliminate in thediaper.

Initial toilet training occurred only

during Sarahs scheduled therapysessions; she was put into

underwear (no pants / skirts) at theonset of her session

(approximately 8:30 am) and

remained in underwear throughoutthe session unless the protocol

step stated otherwise. During all

non-therapy hours, Sarah

remained in a diaper. Trainingintervals during sessions were

initially set at 30 minutes, andtherapists were to ensure thatSarahs fluid intake was high

during the first hour of her

morning session. Upon thetraining interval elapsing,

therapists prompted Sarah to

request for the toilet using PECS

and she was physically guided intothe washroom. At this time,

therapists replaced her underwear

with a diaper pre-prepared initially

with a 2-inch hole (what we willcall modified diaper) cut into

the area on the diaper in which

urination would occur. This wasintroduced so that therapists could

see that urination eliminations

were occurring as well as to begin

the transfer of stimulus control /

fading procedure.

Despite the number of

strategies that are

available for toilet

training individuals

with developmental

disabilities, there are

some individuals that

present resistance to

being trained.

Initially, Sarah was only expected

to eliminate in the modified diapewhile being anywhere in the

washroom (e.g., bathtub, floor)she was not seated on the toilet athis time. Rather she was

provided the opportunity to look

moderately preferred books, as

identified by her mother, for up to3-minutes. If Sarah eliminated in

the modified diaper during this

time therapists immediatelydelivered a highly preferred item

book for approximately 1-minute

This item was reserved solely fortoilet training; Sarah did not getaccess to this item at any other

time. If no elimination occurred

within the 3-minutes, Sarah wasput back into underwear and

therapy sessions resumed. She

was prompted to request toilet

with PECS 15 minutes later inan effort to catch the eliminatio

before another 30-minute time

period had elapsed. This timeschedule was repeated until an

elimination success or accident

occurred.

Throughout the training and

during sessions, therapists were tpay close attention to Sarahs


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5

underwear at all times in order to

observe the immediate onset of anelimination accident. Upon

observing an accident, therapists

were instructed to implement an

interruption procedure in whichthe therapist rapidly clapped their

hands together and stated pee pee

in the toilet! in an effort to pausethe flow of urine (similar to the

startle statement as described by

Cicero & Pfadt, 2002) andsubsequently to guide her directly

into the washroom to proceed with

the current toilet target step. It

was important to establishaccidents in the beginning as

teaching trials versus failed

trials.

As Sarah was more reliably

eliminating in the modified diaperwhile anywhere in the washroom,

therapists were instructed to

immediately seat her on the toiletonce the diaper was put on her.

There was a decrease in the

number of elimination successes

throughout the next two weeks sotherapists were instructed to step

back to the previous step(eliminates anywhere in thewashroom wearing a modified

diaper); it was added that at the

onset of any elimination they wereto immediately guide / seat her on

the toilet to complete the

elimination. With this program

revision throughout the next fewweeks, Sarah began reliably

eliminating directly into the toilet

while wearing the modified

diaper. Given her success,therapists skipped the progressive

modified diaper steps four through

eight as indicated in Table 1 andbegan immediately seating Sarah

on the toilet without any diaper

upon entering the washroom at the

scheduled time interval, which she

tolerated without upset.

With continued successes, timeintervals were gradually increased

to 45 minutes at which point Sarah

was also beginning to

independently initiate / request to

use the toilet using PECS. Shewas also at times reported by her

mother to independently walk intothe washroom to use the toilet

within their home during non-

therapy time (unstructured time).Given her progress, timed toileting

intervals were discontinued during

therapy sessions; she continued to

request to use the toilet to urinateand was experiencing zero to near

zero accidents during therapysessions. Sarah remained in

underwear and pants / skirtsduring sessions; and

generalization to non-session

times was initiated with increasingdurations of time in underwear

while with her mother

immediately following therapy

sessions (e.g., 30 minutes, then 1-hour). Further generalization

occurred with school personnel toassist Sarah with toileting while inthis environment and it was

reported that she continued to be

successful with requesting,eliminating and remaining dry

both at school and as well as at

home throughout her day.

This case study illustratesthat a combination of

strategies can be used toeffectively toilet train

individuals with autism andthat some individuals may

require a more systematicapproach to acquire this skill.

When teaching urinary continenc

to individuals with autism anddevelopmental disabilities it is

important to examine variables,

including both the antecedent and

consequences, which may beimpacting a clients performance

Subsequently, as in this case

example, it is also important toindividualize teaching, implemen

and revise procedures as needed

so as to offer individuals greateropportunities to be successful.

Diaper Fading Steps

1. Modified diaper 2 inchesclienturinates anywhere in the washroom

2. Modified diaper 2 inchesclienturinates anywhere in the washroomand immediately seated on toilet

upon beginning elimination

3. Modified diaper 2 inchesclientimmediately seated on toilet upon

entering washroom


entering washroom


entering washroom


entering washroom

7. Client seated on the toilet uponimmediately entering the washroo

and underwear are removed


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6

A feeding disorder is identifiedwhen a child is unable or refuses

to eat or drink sufficient quantities

to maintain nutritional statusregardless of etiology. Among

children with autism, 45-80%

experience mealtime

difficulties that place them atrisk for severe nutritional and

medical issues. Furthermore,

33-80% of children with

medical, developmental, orother special needs exhibit

feeding problems.

Typically, children with

feeding difficulties exhibitstrong preferences for certain

foods (by type, texture, color

and/or packaging) and

consume a narrower quantityof food when compared to

their peers. Additionally,mealtimes are often difficult dueto elevated rates of disruptive

behavior such as crying, gagging,

vomiting, and throwing thingswhen presented with non-preferred foods.

The cause of pediatric feedingdisorders can be biological such as

a cleft palate, reflux or allergies. It

can also be the result of abehavioral learning history in

which maladaptive behaviors

allow escape from the meal orpresentation of the unwanted food.

It is not uncommon for the

problem to morph from medicalinto behavioral. A child who

experiences discomfort when

eating will cry when presentedwith food and the parents natural

reaction is to remove the food,

thus setting up a behavioral

learning pattern that results infeeding problems.

Several researchers have

suggested that behavioral

mismanagement (i.e., inadvertentreinforcement of inappropriate

eating patterns) frequently

contributes to the onset and

maintenance of feeding problems(e.g., Babbitt et al., 1994; Palmer,

Thompson, & Linscheid,1975; Piazza et al., 2003). Forexample, as mentioned above, if a

caregiver uses negative

reinforcement by removing thefood or discontinuing a meal

following the child displaying

inappropriate behaviors regarding

eating (e.g. crying, gagging,hitting the spoon), the child is

more likely to engage in those

behaviors again whenpresented with less preferred

food items or behavioral

interventions have been

demonstrated to be effectivefor treating feeding problems

in children. A multi-

component treatment package

consisting of positivereinforcement and escape

extinction is the mostcommonly used intervention

for this problem (e.g.,Ahearn

Kerwin, Eicher, Shantz, &

Swearingin, 1996;Babbitt etal., 1994;Cooper et al.,

1995;Kerwin, Ahearn, Eicher

& Burd, 1995;Piazza, Patel,Gulotta, Sevin, & Layer,

2003). Non-Removal of the

Spoon is a common Escape

Extinction procedure in which th

spoon is held at the childs lipsuntil he or she accepts it. Thisprocedure is often paired with

positive reinforcement in which

the child gains access to preferred

stimuli for accepting andswallowing the bite of food.

Antecedent manipulations are alscommon in the treatment offeeding disorders. The variety,

texture or amount is often

manipulated to increaseacceptance or it can be blended

with a preferred food and the

Paediatric feedingdisordersDawn M. Berg, BCaBA, Feeding Program Supervisor,Florida, USA

Common signs and symptoms

of a feeding disorder include: Poor weight gain Feeding tube dependence Bottle or formula dependence Mealtime tantrums, or

mealtimes exceeding 40minutes

Distress and anxiety with newfoods

Inability to increase textures Inability or refusal to feed

oneself

Extreme pickiness (eating

fewer than 12 foods)
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2854063/#i1998-1929-2-1-43-b3http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2854063/#i1998-1929-2-1-43-b3http://www.ncbi.nlm.nih.gov/pubmed/1060592http://www.ncbi.nlm.nih.gov/pubmed/1060592http://www.ncbi.nlm.nih.gov/pubmed/1060592http://www.ncbi.nlm.nih.gov/pubmed/1060592http://www.ncbi.nlm.nih.gov/pubmed/8926224http://www.ncbi.nlm.nih.gov/pubmed/8926224http://www.ncbi.nlm.nih.gov/pubmed/8926224http://www.ncbi.nlm.nih.gov/pubmed/8926224http://www.ncbi.nlm.nih.gov/pubmed/8926224http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2854063/#i1998-1929-2-1-43-b3http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2854063/#i1998-1929-2-1-43-b3http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2854063/#i1998-1929-2-1-43-b3http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2854063/#i1998-1929-2-1-43-b3http://www.ncbi.nlm.nih.gov/pubmed/7601802http://www.ncbi.nlm.nih.gov/pubmed/7601802http://www.ncbi.nlm.nih.gov/pubmed/7601802http://www.ncbi.nlm.nih.gov/pubmed/7601802http://www.ncbi.nlm.nih.gov/pubmed/7592142http://www.ncbi.nlm.nih.gov/pubmed/7592142http://www.ncbi.nlm.nih.gov/pubmed/7592142http://www.ncbi.nlm.nih.gov/pubmed/7592142http://www.ncbi.nlm.nih.gov/pubmed/12858984http://www.ncbi.nlm.nih.gov/pubmed/12858984http://www.ncbi.nlm.nih.gov/pubmed/12858984http://www.ncbi.nlm.nih.gov/pubmed/12858984http://www.ncbi.nlm.nih.gov/pubmed/12858984http://www.ncbi.nlm.nih.gov/pubmed/12858984http://www.ncbi.nlm.nih.gov/pubmed/12858984http://www.ncbi.nlm.nih.gov/pubmed/12858984http://www.ncbi.nlm.nih.gov/pubmed/7592142http://www.ncbi.nlm.nih.gov/pubmed/7592142http://www.ncbi.nlm.nih.gov/pubmed/7601802http://www.ncbi.nlm.nih.gov/pubmed/7601802http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2854063/#i1998-1929-2-1-43-b3http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2854063/#i1998-1929-2-1-43-b3http://www.ncbi.nlm.nih.gov/pubmed/8926224http://www.ncbi.nlm.nih.gov/pubmed/8926224http://www.ncbi.nlm.nih.gov/pubmed/8926224http://www.ncbi.nlm.nih.gov/pubmed/1060592http://www.ncbi.nlm.nih.gov/pubmed/1060592http://www.ncbi.nlm.nih.gov/pubmed/1060592http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2854063/#i1998-1929-2-1-43-b3


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preferred food is slowly faded out

over time as the child has success.

Each child progresses at his or her

own pace. Some children begineating within a few days of

admission to a program, other

children progress more slowly and

it takes many weeks before theyeat.

articulation errors, and atypical

prosody. The American Speech

Language and Hearing

Associations technical report(ASHA, 2007) on CAS recognize

inconsistency of words in repeate

productions as one of theimportant signs of CAS. For

example, Say water may result

in woo, tee, tah, aiy onconsecutive trials. Thus, children

with CAS may have a much

stronger receptive vocabulary thaexpressive one. Another key

symptom is choppy, segregated

speech in which each syllable is

produced as if it were a separateword.

Symptoms change over time(Velleman & Strand, 1994), and

response to treatment needs to be

carefully examined in order toconfirm a diagnosis of CAS. A

challenge is that, the underlying

social communication deficit in

ASD may mask the motor speechdifficulties which include

problems with initiating speech,

sequencing speech sounds to form

words, and prosodic difficulties(Shriberg, Paul, Black, & van

Santen, 2011). Literature findingregarding this overlap are

heterogenous and a differential

diagnosis is difficult due to lack oconsensus in research. While it is

important to diagnose children

Childhood

Apraxiaof

Speech and

What It Means

for Children

with ASD

Svetlana K. Iyer, MS Ed, BCBA

and Vani Rupela, Ph.D.

Many children with Autism

Spectrum Disorder (ASD) are

non-oral communicators andhave great difficulty acquiring

speech despite adequate cognitive

ability and communicative intent.

This inability to communicatemay create a high level of

frustration and lead to aggression,

self-stimulation and/or self-injury. Some children with ASD

may have certain speech

characteristics that are consistentwith a motor speech disorder

called Childhood Apraxia of

Speech (CAS).

The word Apraxia comes from

praxis which means plannedmovement. The brain sends

signals to the articulators (jaw,

tongue, lips, palate) regarding the

sequence and timing ofmovements for the accurate

articulation of words. Children

with CAS have difficulty with

some or all of these processesdespite having no obvious oral

muscular deficits. Symptomsinclude atypical vocalizations,

difficulties in syllable

productions, persistent non-

developmental and inconsistent

A childs progress will

depend on a number of

factors, including, but not

limited to (a) his or herfeeding history; (b) the extent

to which the child has oral

motor issues, which impacthis or her feeding; and (c) the

extent to which the child has

ongoing or emerging medicalissues (e.g., vomiting).

While the incidence of

feeding disorders is high

among children with

developmental disabilities,

research has shown us that a

behavioral approach to

treatment is an effective way

to treat food refusal and

selectivity.


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with ASD, one must be careful not

to overly diagnose it either. Thereare currently no comprehensive

prevalence data on CAS alone or

the ASD-CAS overlap, although it

is suspected to be rare (Shriberg etal., 2011).

How does knowingwhether your child has

overlapping ASD-CAS

help?

Such overlap may mean that

communication may take longerand be more difficult to acquire

and one type of approach may not

be sufficient. It is important to

note that no two children withASD or CAS are alike--they are an

extremely heterogeneous groupand different parts of a childs

phonological and phonetic system

may respond to various types of

treatment approaches that targetdifferent aspects of speech

production. (Dodd & Bradford,

2000). A well-trained clinicianshould, therefore, use their

knowledge of motor learning the

sound hierarchy, and have a good

understanding of motivation andreinforcement (have a basis in

Applied Behavior Analysis). A

combination of techniques is oftenneeded in order to create a

treatment plan for a child with

CAS-ASD based on his/her

individual strengths and needs.

It is vital to understand that,

because the very nature of CAS,communication pressure (asking

them to speak on command) canmake it much harder for the child

to speak. They are much more

likely to successfully produce a

word if it is:

a sound effect (e.g., animal or

vehicle noise) rather than a

real word

accompanied by action (e.g.,

saying whee while going

down a slide)

embedded in a familiar verbal

routine (a song, predictable

book, etc.)

produced simultaneously with

another person

produced simultaneously with

another communication

modality: sign language,

gestures, mime, pointing to a

picture, etc.

produced without eye contact.

So, where does one

begin?

Consult a qualified speech

language pathologist for an

assessment of the childs motor

speech skills. He or she maysuspect CAS initially and the

diagnosis may be confirmed with

time; CAS cannot be diagnoseduntil the child produces words

orally. Traditional language

therapy focusing on vocabulary

and grammar fail to work withchildren having CAS. However,

many of the techniques of speech

therapy incorporate procedures of

Applied Behavior Analysis(ABA). ABA is based on the

principles of antecedent-

behavior-consequence, whichare translated into various

procedures of reinforcement,

shaping, fading, chaining,

extinction, etc. that can be

applied to change behavior, such

as speech production.Theseprocedures, if systematically

applied in conjunction with

appropriately sequenced steps ofmotor learning and speech sound

can lead to improvements. The

childs interests, however, must b

taken into consideration whenselecting target sounds, words or

their approximations to teach. If

the activity (the production of aspecific sound sequence) is not

relevant to the childs interests,

incorrect speech or none is likelyas the motivation is lacking.

Cooperation and repeated practic

is likely when the therapist uses

the childs current motivation andrelevant reinforcement. For

example, if the child enjoys

blowing and popping bubbles at

the moment, he is more likely topractice the bah (as an attempt

to say bubble) sound over and

over at that time. ABA therapistslook for naturally occurring or

contrived establishing operations

(motivation) and utilize them

effectively to enhance learning. Iaddition to ABA procedures,

numerous treatment programs tha

are appropriate to CAS may be

found. Children with ASD andCAS need intensive and frequent

practice, as an important aspect omotor learning is repetition. Usin

multisensory and gestural cues

help children understand the targ

speech movement. Targetselection of speech stimuli is of

utmost importance in CAS. One

needs to begin with simple

combinations of words such as

moo, mow, ma etc. and thengradually increase the hierarchy o

difficulty. Certain motor learningprinciples need to be borne in

mind such as providing feedback

to the child regarding theutterance. Its principles are roote

in theories of motor learning that


9/19

9

require knowledge of results and

knowledge of performance asimportant prerequisites to

learning. This means that the child

needs to know whether or not

communication has been achieved.For example, if the child says o

non-meaningfully, one may sing a

song that ends in o such asiyaiyao from a popular rhyme,

thus converting it into an

intraverbal response. However,withholding the desired object or

toy until a perfect response is

obtained is not advisable because

this type of communicationpressure will make speech

productions more difficult and it

will frustrate the child. Therefore,

successive approximations are notonly acceptable, but advisable.

Repetitive practice will help the

child learn a motor pattern. If thepattern is incorrect initially, it can

be shaped gradually through

feedback, cueing, practice, and

reinforcement.

Many treatment programs havebeen listed in the literature. One

such program isP.R.O.M.P.T(Prompts for Restructuring OralMuscular Phonetic Targets),

which is a certified training

program for therapists developedby Deborah Hayden in the 1970s.

It is a technique used in

restructuring the speech

production output of children andadults with a variety of speech

disorders (Hayden, n.d.).

PROMPT incorporates specific

tactile cues that tell the child whatthe movement feels like. Since

many children with apraxia

demonstrate reduced tactile andproprioceptive processing (Ayres,

2005), theoretically PROMPT

should improve the childs ability

to make sense of the

somatosensory input by addingtactile cues. These are also easier tofade as the child becomes moresuccessful. Oral Placement Therapyfocuses on developing skills in the

placement ofarticulators(Rosenfeld-Johnson, 2012). It

progresses from exercises thatbring oral awareness and reducethe tactile sensitivity of the oral

mechanism to building adequate

strength and stability throughfeeding, then onto functional

sounds for speech clarity. It is

important to note, however that

strength is not an issue forchildren with CAS. Furthermore,

while feeding activities may

increase oral awareness to someextent, they will not directlyimprove speech (Watson & Lof,

2008). Therefore, one should not

spend an enormous amount oftime and resources on it and forget

to focus on functional speech.

Phonetic placement

This is a method that uses verbal

information to instruct the child

where to place jaw, tongue, lip inthe mouth to produce the

necessary movement.

Prosodic facilitation : This is a

way to use melody and rhythm toprovide more indirect input on

movements, which is often more

successful. Music also provides

opportunities to practice variedand exaggerated intonation

patterns, simple sound effects, and

early developing sounds and

words within the types of lower-pressure contexts that facilitate

speech in children with CAS. The

Kaufman Speech to LanguageProtocol(K-SLP) is a method to

practice syllable shape gestures

and using approximations toward

whole words (simple to complex)(Kaufman, 2012). For example,word pasta may progress fromapproximations like ah-da, pah-da, pah-ta, pas-ta, to finally

pasta. The K-SLP incorporatesABA/ VB procedures, PROMPT

techniques, and melody withsuccessive approximations ofwords (Kaufman, 2012).

Speech is a highly skille

fine motor activity and it

may take a long time to

develop. In that time,

children need to have a

means of communication

Providing access toaugmentative and

alternative

communication (AAC)

systems may be necessary

for some children in

order to reduce the

frustration due to lack of

speech.

Note that correct models of wordshould always be given even

though approximations are

accepted. Children learn fromwhat they hear (via implicit

learning) and they will not learn

the correct forms of the words

unless they hear them consistentl(Vihman & Velleman, 2000).

Children with ASD are not as

good at implicit learning as otherchildren (Mostofsky, Goldberg,Landa, & Denckla, 2000), so this

is especially important for them.

Speech is a highly skilled fine

motor activity and it may take along time to develop. In that time

children need to have a means of


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10

communication. Providing access

to augmentative and alternativecommunication (AAC) systems

may be necessary for some

children in order to reduce the

frustration due to lack of speech.SStudies (Waller, 1998; Morgan,

2007) show that children who

have intact ability to communicatedespite the lack of verbal speech

have decreased frustration and

increase their ability tocommunicate more effectively

using some form of AAC. The use

of AAC does not decrease the

likelihood that the child will talk;in fact, it usually appears to result

in increased speech (Millar, Light

& Schlosser, 2006).In conclusion,

it is quite challenging for parentsand the child when confronted

with CAS as well as ASD. As a

parent, one must choose thetherapy method by studying the

evidence carefully and deciding

what works best for their own

child. However, with earlyintervention and the right

combination of therapy, time, and

patience, appropriate verbal

behavior can be developedeffectively.

References:

American Speech-Language-HearingAssociation (2007). Childhood

Apraxia of Speech [TechnicalReport]. Retrieved fromhttp://www.asha.org/docs/html/TR20

07-00278.html.

Ayres, A. J. (2005). Sensoryintegration and the child:Understanding hidden sensorychallenges. Los Angeles, CA:Western Psychological Services.

Dodd, B. & Bradford, A. (2000). AComparison of three therapy methods

for children with different types ofdevelopmental phonological disorder.

International Journal of Languageand Communication Disorders,

35(2), 189-209.

Hayden, D. A. (n.d.). Helpingchildren become risk-takers withtheir speech and communication.

Retrieved fromhttp://www.apraxia-kids.org/site/apps/nl/content3.asp?c=chKMI0PIIsE&b=788451&ct=464171

Kaufman, N. (2012, April) TheKaufman Speech to Language

Protocol: Observational ResearchStudy. Presented at TeachingChildren With DevelopmentalDisabilities to Speak: CurrentResearch and Best Practice,

Philadelphia, PA.

Millar, D. C., Light, J. C.,& Schlosser, R. W. (2006).The impact of augmentative

and alternative communicationintervention on the speech

production of individuals

with developmental disabilities:A research review.

Journal of Speech, Language,and Hearing Research, 49, 248-264.

Morgan, A., & Vogel, A. (2007).Intervention for developmental

apraxia of speech. TheCochrane Library, (2). RetrievedSeptember 23, 2007, from Cochrane

database ofsystematic reviews.

Mostofsky, S. H., Goldberg, M. C.,

Landa, R. J., & Denckla, M. B.(2000). Evidence for a deficit

in procedural learning inchildren and adolescentswith autism: Implications for a

cerebellar contribution.Journal of the InternationalNeuropsychological Society, 6, 752-759.

Rosenfeld-Johnson, S. (2012, April).

Oral Placement Therapy to

Accelerate Speech Acquisition.Presented at Teaching Children WithDevelopmental Disabilities to SpeakCurrent Research and Best Practice,

Philadelphia, PA.

Shriberg, L. D., Paul, R., Black, L.M., & van Santen, J. P. (2011). TheHypothesis of Apraxia of Speech in

Children with Autism SpectrumDisorder.Journal of Autism and

Developmental Disorders, 41, 405-421.

Velleman, S. L., & Strand, K. (1994Developmental Verbal Dyspraxia. In

J. Bernthal, & N. W. Bankson (Eds.Child phonology: Characteristics,assessment and intervention with

special populations (pp. 110-139).New York: Thieme.

Vihman, M. M., & Velleman, S. L. The construction of a first phonolog

Phonetica, 57, 255-266.

Waller, A. (1998). Evaluating the usof TalksBac, a predictivecommunication device for

nonfluent adults with aphasia.International Journal of Language &

CommunicationDisorders, 33(1), 45-70.

Watson, M. M., & Lof, G. L. (2008)Epilogue: What we know about non

oral motor exercises.Seminars in Speech and Language,29(4), 339-344.
http://www.asha.org/%20docs/html/TR2007-00278.htmlhttp://www.asha.org/%20docs/html/TR2007-00278.htmlhttp://www.asha.org/%20docs/html/TR2007-00278.htmlhttp://www.apraxia-kids.org/site/apps/nl/content3.asp?c=chKMI0PIIsE&b=788451&ct=464171http://www.apraxia-kids.org/site/apps/nl/content3.asp?c=chKMI0PIIsE&b=788451&ct=464171http://www.apraxia-kids.org/site/apps/nl/content3.asp?c=chKMI0PIIsE&b=788451&ct=464171http://www.apraxia-kids.org/site/apps/nl/content3.asp?c=chKMI0PIIsE&b=788451&ct=464171http://www.apraxia-kids.org/site/apps/nl/content3.asp?c=chKMI0PIIsE&b=788451&ct=464171http://www.apraxia-kids.org/site/apps/nl/content3.asp?c=chKMI0PIIsE&b=788451&ct=464171http://www.apraxia-kids.org/site/apps/nl/content3.asp?c=chKMI0PIIsE&b=788451&ct=464171http://www.apraxia-kids.org/site/apps/nl/content3.asp?c=chKMI0PIIsE&b=788451&ct=464171http://www.apraxia-kids.org/site/apps/nl/content3.asp?c=chKMI0PIIsE&b=788451&ct=464171http://www.apraxia-kids.org/site/apps/nl/content3.asp?c=chKMI0PIIsE&b=788451&ct=464171http://www.asha.org/%20docs/html/TR2007-00278.htmlhttp://www.asha.org/%20docs/html/TR2007-00278.html


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12

Selecting Evidence-

Based Treatment as

part of a multi-

disciplinary team:

A question often explored iswhether or not behavior analysts

can participate in treatments with

questionable empiricalsupport. The short answer is

yes, but under certain

circumstances. Though behavior

analysts always have theresponsibility to recommend

scientifically supported, most

effective treatment procedures

(BACB, 2010, 2.10a), we may bea part of teams that select alternate

treatments. As long as no blatantrisks or detrimental effects areevident, and after we have

presented a behavioral alternative

to other procedures or methods(BACB, 2010, 9.01), we may

decide to be part of a team that

employs alternate treatments.

When encountering a situation

where the treatment selected is not

the one recommended, behavioranalysts may agree to participate

once they clearly define the goals

of treatment, operationaldefinitions of key terms, criteria

for mastery, criteria for

reevaluation, a measurement

system and the dimensions to bemeasured (Zane, 2012).

Individuals, who are affiliated

with the delivery of non-

behavioral interventions, arestrongly encouraged by the BACB

to include a written disclaimer in

materials in which both behavioraland non-behavioral interventions

are recommended. The suggested

description should read as follows:These interventions are not

behavior-analytic in nature and

are not covered by my BACBcredential (BACB, 2011)

Remember, behavior analystsdesign programs that are based on

behavior analytic principles

(BACB, 2010, 4.0); and we

develop treatment componentswith technological descriptions

while collecting interobserver

agreement (IOA) and conductingfidelity checks to assess and

prevent procedural drift (Cooper,

Heron, & Heward, 2007).

Keep in mind that simply

because something is acceptedpractice does not assure that it is

right (Kitchener, 1980 in Alberto& Troutman, 1995). People

have inevitably engaged incarrying out unethical

interventions following orders

from others. Even with ethicalguidelines, no set of rules can

encompass all

possibilities. Educators and

consultants must be prepared toengage in ethical and moral

behaviors, even when theiractions are in conflict withguidelines or instructions (Alberto

& Troutman, 1999). In such

situations, it is

important for us to

remember that our best

resource may be one

another.

References

lberto, P., & Troutman, A. C.(1999). Applied behavior analysis

for teachers (5th ed.). Upper

Saddle River, N.J.: Merrill.

Executive Council for the

Association of Behavior Analysis(2012, August 1) Retrieved from

www.abainternational.org/aba/in

ex.asp

Foster, S. L., & Mash, E. J.

(1999). Assessing social validity

in clinical treatment research:Issues and procedures. Journal o

Consulting and Clinical

Psychology, 67, 320-331.

K Bailey, J. S. & Burch, M. R.

(2011). Ethics for BehaviorAnalysts, Second Edition. New

York, NY. 2011.

Cooper, J. O., Heron, T. E., &

Heward, W. L. (2007). Appliedbehavior analysis, 2nd ed. UpperSaddle River, N.J.: Pearson

Prentice Hall.

Kelly, A. N. (2012, August 28).

Applied behavior analysis.

Retrieved from

www.behaviorbabe.com

Kitchener. (1980). P. Alberto & A

Troutman (Eds.), Appliedbehavior analysis for teachers (5t

ed.). Upper Saddle River: Merrill

Zane, T. (August,

2012). Maintaining Fealty to theScience: Evidence-Based Practic

in the Delivery of ABA Services.

Unpublished paper presentation a

the Endicott Institute forBehavioral Studies Ethics

Conference, Beverly,Massachusetts.


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13

Our story actually began when mysecond granddaughter Roshneewas born. By nature I am a child

lover. I can handle new born with

comfortable ease of a mother. Iplay with them and enjoy their

company. In Roshnee I noticed

that she wont look at the rattle,

wont look at the light whenpointed and whatsoever sound I

make she wont look at me in the

eyes. Simultaneously her mother [a doctor by profession] will say

this girl is hiding something in

her and will reveal some times

later we all laughed.

Roshnee grew like any othernormal child, all mile stones were

age appropriate. Once when not

even 2, when she first observed

Cranes [Saras in Hindi] at a zoo

she raised her hands high up andsaid Crow itte Bade (italic words

in Hindi) [Crows are so big].

We also saw some unusual patternin her behaviors. She would take 2

glasses and will transfer water

from one to other without spilling

a drop. We were amazed. Shewould walk for over a Kilometer

[still below 3 yrs.] without asking

to be lifted and we marveled at her

stamina. On the pavement shespotted a metal knob head used by

municipality to mark location of

underground tap and would goround and round and we joked that

she is mother earth going round

the sun. In the house she hardly satand always kept walking from one

room to the other throughout the

day. We considered her a very

active child. She however neverresponded to her name as if she

didnt listen but she turned

immediately on hearing just a faint

crackling sound of the wrapper ofsome toffee or metallic sound of a

coin dropping. She never cried ifsome other child took away

anything she was busy with. [I

wouldnt say she was playing

with, because she didnt seem toplay, let us say she was just

handling it]. She wouldnt be

attracted towards other children.Slowly it dawned on us that this

was not usual pattern andsomething was terribly wrong

somewhere. Her mother learnt itwas Autism.

What ? Autism ?? What is

that?

Having gone round the world

never heard what Autism was. Butwhen it happened I took as

something which will be set rightwith age. But her mother knew

better. One day I overheard mydaughter [ Roshnees

mother]talking to her elder

daughter that Roshnee had aproblem and that she will not be

able to play with her as she had

always wanted to with her

younger sister and added thatwhatever be the case she was her

daughter and she loved her and

accepts her as she was. The

importance of these words andtotal acceptance of my daughter o

Roshnee and her Autism came to

us thick and fast. Till then we---my wife and Iand my daughter

her husband and their two

daughters were living nearby butseparately. At that stage, we took

some far reaching decisions. We

decided to live together so that w

could devote our full time toRoshnee.

Roshnees parents would pursue

their career which for doctorsanyway starts late. I would wind

up my business. Roshnees parenreposed full trust in us in the

handling of Roshnee without

which we couldnt have moved

much ahead. We decided to

learn more about

Autism.

By this time many more featuresof Autism showed up. Roshneestopped speaking. She will only

pull us towards what she wanted.

Her sleeping pattern had gonehaywire. She would not sleep till

or even 2 AM and would get up

early say by 6 in the morning and

still remained fresh like a lark.

Early intervention was providedthrough those who knew what

Autism was.When Roshnee was 4

years , we learnt that one Smita

Awasthi from Dubai, frequentlycomes to Kolkata[ where we

live]and provides input to parents

having kids with Autism and thather next visit was due after about

GRANDPARENT

SPEAKS

Shishir Kant Mishra


14/19

14

6 months and that then she was in

Lucknow. We got in touch withher and rushed to Lucknow with

Roshnee. In the train she was up

as usual till 1 AM and making all

sort of sounds which forced meand my wife to take turn in

standing with her in the train

lobby. At our first meeting withMs. Awasthi we were impressed

that Roshnee sat with her and

enjoyed sitting there and after along time she spoke bubble

while working with Smita. After 6

to 7 days intervention for one hour

each day we did notice somesubtle changes in her which after

so many years are difficult to point

out but at that time appeared huge.

Ms. Smita told us many things like

a.This technique is called AppliedBehaviour Ananlysis [ABA in

short].

b.We should try to keep the child

as happy as possible.

c.Smita flattered me by saying [I

dont know how she got it] that I

was a natural child lover and that Ishould play with her as much as

possible.

d.We should always be in control

and not the child, which meantthat if we say anything to the child

to do, then child MUST do it and

we shouldnt give up till child

doethat, even if it meant makingchild do it hand-on-hand way.It

looked all very well and pleasing.

However, real eye opener wasduring our return journey toKolkata. Roshnee was still up till

1 AM but she kept herself

confined to her berth and her noiselevel [babbling] was sufficiently

low so as not to disturb fellow

passengers.We then knew that

ABA was the route that we will

take. I joined many yahoo groupsdealing with Autism, learnt from

opinions/experience of many

mothers, and attended all

workshops on ABA held inKolkata by Ms. Smita and others.

Having our own NT(Neurotypical)children and a

grandchild prior to Roshnee wewere practical enough NOT to see

everything with the glasses of

Autism and have been lucky that

this has paid off. We did notattribute every action of Roshnee

to Autism or sensory issues and

compared any new behavior with

that of our NT children. Like most

children with Autism, Roshneewas a picky eater. She would eat

only 3 to 4 items and nothingmore. But we knew this was the

case with our NT children, whom

we cajoled, forced, and made themeat other things too. We adopted

same method with Roshnee

against the advice of many parents

on Yahoo groups and NOTaccepting it as sensory issue.

We will put a new item inRoshnees mouth and she will spit

it out. We will again put it and she

will spit it out. We will continuedoing it forcing it till she will gulp

[remember Smitas advice---we

should be in control not the

child!!]. The result is todayRoshnee eats every thing we give

to her, perhaps is convinced now

that we will not give her poison.

Over the years we had our short

stints with GFSF diet, which wasperhaps effective but almost

impossible to follow strictly with

our North Indian food habits. Wealso had our weak moments when

we changed her name on the

advice of a numerologist, visitedsome temples, prayed to God but

never let go of the ABA based

intervention.We continued

steadfastly with ABA withoutwavering and believed that Race

against Autism is a marathon and

not a sprint, meaning thereby thatresults will come but slowly.

Another advice Smita had given

later on that we should keep

Roshnee as busy as possible. We

made it our endeavour to follow iinspite of our growing age. But

writing on this subject will mean

another article.

Our motive has been to makRoshnee as much

independent and skillful aspossible so that her quality o

life improves. We believe

that Autism is for life but

with proper intervention andtraining, life of a child with

Autism need not be a burdenon the caregiver. It can be

turned into an asset and a

caregiver will be happy to

have her around. This is ourgoal we wish to achieve

before we [her parentsincluded] close our eyes.


15/19

15

The symposium titled

Behaviorists Behaving Badlywas presented by a panel ofaccomplished Behavior Analysts,

Dr. Mary Jane Weiss, Dr. Jon

Bailey, Dr. Paul Dores and Dr.Thomas Zane.

The crux of the symposiumfocused on the issue of Behavior

Analysts (BA) using Fad or

Pseudo scientific Treatments

while steering away fromscientifically supported

interventions. The BA Code of

Conduct and its relation toEvidence Based Practices (EBPs)

was frequently referenced in the

presentation. The somewhat

strained relations between ethicsand EBPs are particularly apparent

in the intervention/treatment of

Autism Spectrum Disorder (ASD),

where many treatments lackempirical support. There seems to

be a strong need, more so nowthan before, to adhere to ethical

guidelines and evaluate the impact

of non-behavioral treatments.

Ethical challenges in the field ofBehavior Analysis have impeded

good quality behavioral practice

and in the words of Dr. Dores,

ABA has become a technique ofits own rather than Applied

Behavior Analysis.

As a Behavior Analyst, one cannotwalk away from merely assessing

the behavior, without proposing a

behavior change plan. This leadsinto Dr. Zanes proposal for

systematic and tangible change to

minimize bad behavior among

BAs. The proposed changes rangefrom increasing course sequence

criteria for BACB eligibility to

mandatory Continuing Education(CE) credits on EBPs.

In concluding the content

of this talk, it would be

apt to infer that todays

generation of BAs have

the advantage of leaning

on well-researched and

within-context guidelinesfor responsible conduct.

There is no excuse for

not maintaining loyalty to

the science!

OR

Excerpts from ABAI SeattleSheela Rajaram, M.ADS(ABA), BCBA, Toronto, Canada

RIGHT

WRONG


16/19

VOL. 3, ISSUE 1, 2013

16

UPCOMING EVENTS

RESOURCES FOR PARENTS AND PROFESSIONALSA number of teaching materials are available for you. However choosing the right one can be a daunting task. We

have handpicked a few for your easy reference

USEFUL APPS BOOKS

CDs"The Different Shades of Autism"video produced by the

Veronica Bird Charitable Foundation Darold A. Treffert,

M.D. In addition to being an exceptional resource for

introducing educators, professionals and parents to

Autism, "The Different Shades of Autism" is a terrific way

to introduce Autism to family and friends.

Lynn M. Hamilton, Bernard Rimland. Facing

Autism: Giving Parents Reasons for Hope andGuidance for Help

A Work in Progress: Behavior Management

Strategies & A Curriculum for IntensiveBehavioral Treatment of Autism by Ron Leaf,

John McEachin, Jaisom D. Harsh, RonaldBurton Leaf - Very good information and isgood to use as a compliment to the Assessment

of Basic Language and Learning Skills

Sundberg, Mark, L., Ph.D. and Partington,

James, W. Ph.D. Teaching Language toChildren with Autism or Other DevelopmentalDisabilities

Partington, James, W. PhD., and Mark L.Sundberg, Mark, L. PhD. The Assessment of

Basic Language and Learning Skills (ABLLS)

Maurice C., Greene G., Luce, S. (1996).

Behavioral Intervention for Young Childrenwith Autism: A manual for parents and

professionals by 24 contributors.

ISBN:0890796831

Lovaas, O. I. (1981). Teaching

Developmentally Disabled Children: The MeBook,

Austin, Texas 78757, 1- 512- 451- 3246 1-512- 451- 3246 . ISBN: 0936104783(paperback, 250 pages, University Park Press,

1981).

Keenan, M., Kerr, K.P., & Dillenburger, K.(2000). Parent's education as autism therapists:

Applied behaviour analysis in context.London: Jessican Kingsley Publishers.

:A self-paced training program forhttp://www.helpuslearn.com/

ABA

:An ecommerce website sellinghttp://www.especialneeds,com/

almost all teaching materials required for an early to advancedlearner.

http://appliedbehavioralstrategies.wordpress.com/author/applied

:The website of Missy and Rebeccabehavioralstrategies/

contains information on a wide range of topics including

inclusion, feeding, seizures to family related topics.

:Amanda Kelly, BCBA provideshttp://www.behaviorbabe.com

detailed information on a variety to topics related to ABA along

with options to download datasheets and other materials.

http://www.______

Able AAC is a value priced, easy to use Augmentative and

Alternative Communication (AAC) solution for iPad, iPhone

and iPod touch designed specifically for individuals who have

difficulty speaking or are nonverbal. Also built in to the

application is a configurable home/school daily schedule list,

reminder list, checkable task list,reward/motivational system,

video and audio learning system. There are free and paid

downloads available,

check out more at www.ablevox.com
http://www.helpuslearn.com/http://www.helpuslearn.com/http://www.especialneeds%2Ccom/http://www.especialneeds%2Ccom/http://appliedbehavioralstrategies.wordpress.com/author/appliedbehavioralstrategies/http://appliedbehavioralstrategies.wordpress.com/author/appliedbehavioralstrategies/http://appliedbehavioralstrategies.wordpress.com/author/appliedbehavioralstrategies/http://www.behaviorbabe.com/http://www.behaviorbabe.com/http://www.ablevox.com/http://www.ablevox.com/http://www.ablevox.com/http://www.behaviorbabe.com/http://appliedbehavioralstrategies.wordpress.com/author/appliedbehavioralstrategies/http://appliedbehavioralstrategies.wordpress.com/author/appliedbehavioralstrategies/http://www.especialneeds%2Ccom/http://www.helpuslearn.com/


17/19

17

ABAI 39th

ANNUAL

CONVENTION :

Minneapolis,

Minnesota

May 24-28th

2013

ABAI SEVENTH ANNUAL

CONFERENCE :

Medira, Mexico

Sunday, October 6Tuesday, October 8, 2013

ABA-INDIA 4th

CONFERENCE, 2013

Chennai, Tamil Nadu

December14- 15, 2013

RECENT EVENT:

WORLD AUTISM

AWARENESS DAY,

CHENNAI

APRIL 2, 2013WeCan, an NGO in Chennai, Tamil Nadu

had partnered with city corporates,

retail and media for Light It Up Blue

campaign.

RECENT EVENT:

WORLD AUTISM

AWARENESS DAY,

BENGALURU

APRIL 2, 2013ABA-India joined with a number of other

organizations in conducting an awareness

event in Cubbon park, Bandstand Lawns

from 4-6pm.

U comin events in 2013


18/19

18

List of professionals and their contact information by City/State

BENGALURU

Name Certification Status Email Address Phone

Sridhar Aravamudhan BCBA [email protected] 9538001515

Smita Awasthi BCBA [email protected] 8600507070

Svetlana Iyer BCBA [email protected] 9686509424

Radhika Poovayya BCBA [email protected] 9845018302

Suruchi Sancheti BCBA [email protected] 9980135754

Kinnari Bhatt BCaBA [email protected] 9945805019

Jeyameena Dhanabalan ABA professional [email protected] 9986687675

Tasneem Hegde ABA professional [email protected] 9900312067

Karuna Kini ABA professional karuna.kini@behaviormomentu

m.com

9844043651

CHENNAI

Gita Srikant BCaBA [email protected] 9840023867

Sharada Rajaram ABA professional [email protected] 9840049209

DELHI

Alpa Mahansaria BCBA [email protected] 09312142713

Priyanka Babu BCaBA [email protected] 09873080117

KOLKATA

Julianne Bell BCBA [email protected] 9836941777

Sunetra Dasgupta ABA professional [email protected] 9903200581

MUMBAI

Kamini Lakhani BCaBA [email protected] 9167512819

Razia Ali ABA Professional [email protected] 9987617616;

7666617616

For details visit: http://www.aba-india.org/professionals.html

List of rofessionals in India


19/19

19

GUIDELINES FOR ARTICLE

SUBMISSION

1. Length: The submission should be between 500-

1000 words. If you require additional space, the

submission can be divided into multiple parts and

maybe presented as an ongoing series.

2. Format: For professionals we ask you to follow the

standard APA format, 5th edition in your writing.

3. References: Please be sure to cite relevant sources

in your article. The list of references should be

included at the end of the submission.

4. Submission timeline: A member of the committee

will indicate the deadline for your initial draft. Afteryour first submission, you will receive edits within the

1 week from a committee member. Following this

feedback, you have 2 weeks to address the comment

and re-submit to the committee. Similar format will b

followed for any additional and further edits.

5. Case studies: Please be sure to remove any

identifying information of the individual included in

your case studies. It is upon the authors to procure

appropriate consents for publication from their

clients/families.

WRITE TO US

As an on-going process of ABA-

India to create a platform for

parents and professionals

alike, we invite you to send us

your feedback regarding the

newsletter. In addition, you can

send across your article

regarding behavior analysis or

photographs promoting

awareness of ABA to editor at

the email id:

[email protected]

SUPPORT ABA-INDIA

Become a member of ABA India (Affiliate members - Rs. 1000 per year)

Making a one-time or ongoing donation

Help with fundraising in campaigns across India

Help in disseminating information about ABA to rest of the society

Assist in organizing workshops in different cities and towns of India

Volunteering time

Donations can be made to Association For Behavior Analysis - India, at Oriental Bank Of Commerce,

Gurgaon, Haryana 122003 at A/c No. 51671131000593. IFSC code for direct transfer is ORBC0105167.

Cheques made to Association For Behavior Analysis - India can also be posted to:

Ms. Razia Ali ,

407/408-H, Palm Court Complex, Link road, Malad west, Mumbai 400064, (Next to New Infinity Mall-

Malad)

Team|Geetika Agarwal,BCBA-D Chair of ABA-India newsletter, Georgia, USA|

|Sridhar Aravamudhan, BCBA, Bengaluru, India |Sheela Rajaram,BCBA,Toronto, Canada|

| Tasneem Hegde, MS, Bengaluru, India |

Aba-Indiavol.3 Issue 1

Documents

Transcript of Aba-Indiavol.3 Issue 1