Category Archives: Autism Videos at ACT

Turning the COVID-19 Crisis into Opportunity: Rethinking family supports to build resilience

Filmed April, 2021 – edited into six parts; total 127 minutes

This Focus on Research presentation examines the impact of COVID-19 on the quality of life and mental health of autistic children and their families, based on a survey of over 200 families. Researchers provide an assessment of the effectiveness of government supports during the initial lockdown period.

A panel discussion, featuring parents speaking to the experiences of families, then provide their recommendations for building capacity and enhancing resilience.

To view the preliminary research results see: The Impact of COVID-19 on Mental Health, Quality of Life, and Service and Support Needs in Families of Children with ASD.

Learning Objectives:

  • Understand the impact of COVID-19 on the quality of life and mental health of autistic children and their families.
  • Assess the effectiveness of government services and supports implemented during the lockdown period.
  • Identify strategies that parents can use to build resilience during this time.
  • Generate potential solutions and recommendations for government.

Presentation Handout

 

Presenter Bios

Grace Iarocci, PhD, Professor of Psychology, SFU

Grace Iarocci, PhD is a Professor of Psychology at Simon Fraser University, and the Director of the Autism and Developmental Disorders Lab. A registered psychologist, Dr. Iarocci works closely with government and community agencies in BC to disseminate research information on ASD and influence policy on ASD and other developmental disabilities. Grace has a particular interest in researching quality of life issues among families living with ASD. A previous presentation by Dr. Iarocci on this topic can be viewed on ACT’s website.

Vanessa Fong, PhD Candidate, SFU

Vanessa Fong is a PhD student in the Developmental Psychology program at SFU. Her research focuses on examining quality of life in culturally diverse families raising autistic children from a patient-oriented framework. Throughout her graduate studies she has become deeply committed to advancing community engaged research in the field of neurodevelopmental disabilities. She hopes that bridging the gap between the scientific and autism community through engagement and collaboration will help prioritize research that is meaningful to those who are affected. The title of her PhD thesis is: A community engaged approach to examining quality of life and service navigation in Korean families raising autistic children.

Moderator

Professor Anthony Bailey, BSc, MBBS, DCH, MRCPsych, FRCPC

Professor Anthony Bailey is Institute of Mental Health Chair and Professor and Chair of Child and Adolescent Psychiatry, Department of Psychiatry, Faculty of Medicine, University of British Columbia. Dr. Bailey’s clinical work focuses on teenagers and able adults with ASD and he is recognized across Canada for his depth of understanding of how public policy effects the lives of those with neuro-developmental conditions.

Part 1: Study Background

Topics Covered: 
  • Why families of autistic children may be uniquely impacted
  • Research before the pandemic
  • Study Context
  • Research Questions and Methods

Part 2: Impact on the Child and Caregiver

Topics Covered: 
  • What is the impact of COVID-19 on the child, caregiver and family?
  • Relationship between child and caregiver anxiety

Part 3: Impact on Family

Topics Covered: 
  • How does family quality of life differ before and during COVID-19 lockdown?
  • Beach Centre Family Quality of Life Scale

Part 4: Service and Support Needs

Topics Covered: 
  • What are families’ service and support needs?
  • Government, educational supports

Part 5: Characteristics Linked to Improved Family Quality of Life

Topics Covered: 
  • What characteristics of the family are linked to improved family quality of life?
  • Resilience

Part 6: Panel Discussion

Professor Anthony Bailey facilitates a panel of parents engaged in community advocacy, discussing their perspective on the impact of the pandemic on families of children across neurodevelopmental conditions, in particular, autism.

 

Panelists

Lori Gauthier is an indigenous mother of four sons with autism. Two years ago, she returned with her children to their unceded ancestral territory, (Nak’azdli Whut’en), near the village of Fort St James in Northern BC. Currently she works as a Maternal Child Health Worker and Advocate, providing health and social support to young indigenous families in Fort St James and surrounding First Nations. For the past 20 years Lori has worked throughout the province with young children and their families in both rural and urban communities. Her personal and professional experience supporting marginalized families and youth with diverse needs has given her a unique outlook on various issues and barriers facing families in rural areas.

Carey Henry lives in Cranbrook in the Interior of BC. She has two neurodiverse boys – the eldest is on the autism spectrum. Carey grew up in South Africa and moved to Canada as a young adult. She is a champion for neurodiverse children and their families. She is aware of the supports and resources required to make an autism family thrive. She is so grateful for the resources available and is passionate about advocacy and education to make life better for her family, and other neurodiverse children and their families.

Bosang LeeBo Sang Lee has been Executive Director of Here and Now Community Society since 2014, It is a non-profit society helping individuals with disabilities and their families that he and other families founded in 2012 to help Korean-speaking families. Bo Sang has two children, one of whom has autism and lives in the Lower Mainland. He has served as a board member of PLAN and the Family Support Institute.

Deborah Pugh founded ACT – Autism Community Training to provide evidence-based information and training to families across the province. Her experience of having returned to Canada in 1994 with her three-year old son, later diagnosed with autism, was the catalyst for 25 years of thinking about how communities and government could effectively support families across developmental disabilities, regardless of their cultural or linguistic background or where they live in BC.

Topics Covered: 

00:00 – General commentary on presentation and COVID-19 experiences

12:35 – Discussion on Ministry for Children and Family Development Autism Portal

15:33 – Accessibility of the survey

17:26 – Resilient families

18:29 – How were general relationships (neighbourhood, communities) supportive?

20:05 – How were diagnostic services in British Columbia affected by COVID-19?

25:55 – What is the top priority for the government at the moment?

36:56 – Is the government trying to do too much with too little resources and expertise?

42:56 – Are there any methods of support that were implemented during COVID-19 that will continue on?

44:59 – Has this experience been similar across the country?

 

 

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IEPs…Why They Still Matter!

Richard Stock, PhD, BCBA-D

Filmed December 2020 over two days – edited into 25 parts; total 433 minutes

Download the presentation handout (56 Pages)

Educators and parents have long recognized that a well-developed Individualized Education Plan (IEP) is essential to ensure quality educational programs for diverse learners. In this video, Dr. Richard Stock demonstrates that a well-developed IEP, which includes input from educators, therapists and the family, is crucial to the effective support of students with autism and related neurodevelopmental conditions. This presentation is also broadly relevant to all families and professionals looking to understand how to improve the IEP process, regardless of diagnosis.

Dr. Stock considers IEP design and implementation with case examples from kindergarten through high school. Topics include correcting misconceptions about the role of IEPs and the importance of building collaborative teams.

While educators gave the live presentation top marks, the primary goal of this presentation is to give parents an understanding of the IEP process from A to Z, including:

  • Assessing “present level” and developing meaningful goals.
  • Selecting effective instructional methods.
  • Accountability: measurement of student achievement and IEP effectiveness.
Supplemental Resources

Presenter Bio

Richard Stock, PhD, BCBA-D is one of B.C.’s most respected Behavior Analysts. He is highly regarded both as a teacher and a collaborative member of inter-disciplinary intervention teams.

Dr. Stock has been on faculty in the ABA – Autism Department at Capilano University since 2009 and coordinator of the program since 2013. He has extensive clinical experience. Since 1999 he has provided behavioral/educational consultative services to children and youth with ASD and other developmental disabilities in home, school and community settings. His scholarly and clinical interests include: ABA, behavioral intervention, knowledge dissemination and inter-disciplinary collaboration, and the application of ABA to education and environmental sustainability. He also teaches graduate courses in ABA as an Assistant Professor at the University of Western Ontario and Adjunct Faculty at UBC.

Part 1: Why Applied Behaviour Analysis (ABA) in the Education of Students with ASD?

Topics Covered: 
  • Benefits of ABA for students with ASD

Part 2: What is Applied Behaviour Analysis (ABA)?

Topics Covered: 
  • Defining ABA

Part 3: How ABA Approaches Teaching

Topics Covered: 
  • What does ABA treatment look like for students with ASD?
  • ABC’s of Behaviour
    • Antecedent
    • Behaviour
    • Consequence
  • How does this benefit teachers?

Part 4: Top 10 Myths about ABA

Topics Covered: 
  • Common myths about ABA

Part 5: Bringing ABA and Autism Together

  • The behavioural view of autism
  • What is “normal?”

Part 6: Self Reflection in Special Education

  • Special educators as scientists-practitioners
  • Four assumptions of Special Education

Part 7: Ten Misguided Notions of Teaching/Learning…

  • 1-6 of the 10 Misguided Notions of Teaching/Learning that impede use of empirically supported tactics and hinder effectiveness of Special Education.

Part 8: Ten Misguided Notions of Teaching/Learning…Continued

  • 7-10 of the 10 Misguided Notions of Teaching/Learning that impede use of empirically supported tactics and hinder effectiveness of special education.

Part 9: IEPs Introduction

  • What do families experience in the transition from home to school programs?
  • Why bother talking about IEPs?

Part 10: IEPs: Traditional Domains and Components

  • Basic configuration of IEPs for students with ASD
  • Core elements of IEPs
  • IEP Goals

Part 11: IEPs: Issues and Competency Based

  • Issues arising from poor IEPs
  • Competency-based IEPs

Part 12: Collaboration

  • Defining collaboration
  • Solving IEP conflicts through collaboration
  • Collaborative IEP meetings

Part 13: IEP Meetings

  • Preparing for an IEP meeting
  • Running the IEP Meeting

Part 14: Baseline Assessment

  • Functions of Baseline Assessment
  • How to assess
  • RIOT (Review, Interview, Observe, Test)

Part 15: IEP Structure: Long Term Goals

  • Writing long-term goals
  • Long-term goal transitions
  • Long-term goal examples

Part 16: IEP Structure: Short Term Objectives

  • Defining Short-Term Objectives
  • Words to avoid
  • Not measurable and measurable

Part 17: IEP Structure: Short-Term Objectives Components

  • Writing short-term objectives
  • Short-term objectives example

Part 18: Three Systems of Truth

  • Defining the three systems of truth: phenomenological, authoritarian, empirical
  • How this relates to autism spectrum disorder

Part 19: How/Where to find Evidence Based Practices

Part 20: Short-Term Objectives Strategies and Tactics

  • Strategies including direct instruction and visual supports.
  • STO examples

Part 21: Measurement

  • Measuring by direct observation vs anecdotal
  • Summative and Formative measurement
  • Measuring examples

Part 22: Measurement Continued

  • Measuring by direct observation vs anecdotal
  • Summative and Formative measurement
  • IEP Matrix
  • Measurement Examples

Part 23: How Do You Get This Data?

  • Responsibility of Case Manager
  • IEP Implementation Checklist

Part 24: Putting it all Together

  • Example from beginning to end

Part 25: Q and A

Questions: 

00:00 – How often should the IEP be reviewed?

1:10 – Who sets the objectives?

2:05 – Challenges of ensuring consistent implementation of IEP in high school with multiple instructors.

4:21 – IEPs during COVID-19

7:02 – When making goals around social skills and emotional regulation, how can we make this measurable to see progress?

8:52 – I have heard many times that parents have a right to meaningful consultation on an IEP, is this true?

9:28 – The district I am in will not allow private hire BCBA/SLP/OT on school property. Wouldn’t they be an asset when our district barely provides any support?

10:35 – Who mediates an IEP meeting and who takes the chairperson role if the participants hold divergent opinions?

11:21 – Regarding transitions from elementary to junior/high school: Do Learning Assistant Teachers from both sending and receiving schools present at the end of the IEP meeting?

13:05 – What supports can be offered remotely due to COVID-19?

17:02 – What about comprehension testing with a child on ASD?

18:13 – What happens when a student is in a cohort two or three times a week and cannot be worked with daily in a special education class?

19:22 – How to respond when the Behaviour Consultant suggest data taking but the resource teacher emphasizes that the job description of an EA does not include data taking?

20:09 – Who do you ask to have the IEP reviewed regularly?

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Autism and Sexual Health: Access, Education, and Intervention

Landa Fox, MA, BCBA, Certified Sexual Health Educator

Filmed June 2021 – edited into 12 parts; total 195 minutes

Landa Fox has extensive experience in training family members and community professionals about sexual health development focusing on making sexual health education inclusive and accessible to all.  In this fascinating presentation, she shares the process of creating and modifying existing sexual health and relationship education, to the needs of a wide range of autistic individuals. 

Landa’s areas of special interest within the area of sexual health education include: how to promote a culture of consent and body autonomy within autism intervention; creating inclusive, accurate, and accessible sexual health education that focuses on individual rights; and advocating for access to sexuality and sexual health for everyone.

In this presentation participants will learn about the following:

  • Exploration of developmental norms for sexual behaviors and knowledge.
  • Identification of knowledge and skills that may need to be explicitly taught to autistic learners, including concepts central to consent.
  • An overview of approaches for assessment and treatment of inappropriate sexual behaviors. 
  • Discussion of the important intersection of neurodiversity and gender-diversity and how to support people who are LGBTQIA+
Presentation Handout
Supplemental Resources

Presenter Bio

Landa Fox earned a Masters in Special Education with a concentration in autism and developmental disabilities from the University of British Columbia. She is a Board Certified Behavior Analyst and a Certified Sexual Health Educator. Landa lives in the Lkwungen territory/Victoria, British Columbia. She has supported autistic individuals since 2003. Currently, her work focuses on sexual health and relationship education for those with unique learning needs. She works with individuals, families, schools, and community organizations, running an organization called Positive Connections.

Part 1: What is sexual health/sexuality?

Topics Covered: 

Part 2: Typical sexual health development

Topics Covered: 
  • Sexual health development by age groups

Part 3: Teach the correct names for body parts

Topics Covered: 
  • Using the proper language
  • Getting comfortable with the language
  • Safety

Part 4: Privacy

Topics Covered: 
  • Teaching public vs private
  • Allowing privacy

Part 5: Consent

Topics Covered: 
  • Embedding teaching consent in programs and in life
  • Culture of Compliance
  • Body boundaries

Part 6: Self-Care & Starting Early

Topics Covered: 
  • Prioritizing intimate self-care skills
  • Menstrual pad change
  • Teach it before you need it

Part 7: Inappropriate Sexual Behaviour

Topics Covered: 
  • What is inappropriate sexual behaviour?
  • Prevention is key
  • Rule out medical causes

Part 8: Sexual Function and Sexual Topography

Topics Covered: 
  • Sexual Abuse Disclaimer
  • What is Sexual Function?
  • What is Sexual Topography?
  • Thinking about “Surveillance”

Part 9: Functional Assessment

Topics Covered: 
  • Intervention Planning
  • Setting Events
  • Antecedents
  • Alternative Behaviours
  • Responding to inappropriate sexual behaviour

Part 10: Pornography

Topics Covered: 
  • Pornography and the Law
  • Pornography and family rules
  • Why do people access pornography?

Part 11: Identity diversity (LGBTQIA+) and neurodiversity

Topics Covered: 
  • Overlap between being on the autism spectrum and gender diversity
  • Trans and Gender-diverse youth and mental health
  • Additional resources

Part 12: Q and A

Topics Covered: 

00:00 – What if pictures don’t work?

2:56 – What if families/caregivers don’t consent to sex education?

6:04 – Can you teach autistic children about their or other people’s body language?

6:48 – Teaching functional communication to ask for bathroom to masturbate in school?

9:13 – What do you suggest for someone who has their hand in their pants but have to wash their hands?

11:15 – Safe sites for a 19-year-old who is interested in dating.

14:00 – What to do about masturbating in a public place?

18:53 – Do you need parental consent to engage in education about sexual health?

22:00 – How you can combat negative associations and reduce the fear factor in these conversations?

23:55 – Dealing with difficulty providing privacy?

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Toilet Training For Everyone – Revised And Expanded

Pat Mirenda, PhD, BCBA-D – University of British Columbia

Katie Rinald, PhD, BCBA – Blackbird Toileting Services

Filmed February 2021 – edited into 29 parts; total 432 minutes

Tackling toilet training successfully is crucial for a person to be fully included in the community. In this edited version of a two-day workshop, Professor Pat Mirenda and Katie Rinald return for an updated version of their 2014 presentation which has been ACT’s most popular online presentation.

  • Part 1-4: Dr. Mirenda gives an overview of toilet training myths and a wide range of issues to think about in preparation for any type of training.
  • Part 5-13: Katie Rinald provides detailed information about intensive, rapid toilet training (RTT) during the daytime hours, including straightforward strategies for both “pee” and “poop” training.
  • Part 14-18: Pat describes a step-by-step procedure for less intensive toilet training during the daytime. This method will be most appropriate for school-based training or for home-based training when caregivers are not able to devote the time required for RTT.
  • Part 19-21: Katie discusses strategies for nighttime training that can be used with people who are already continent during the daytime hours.
  • Part 22-24: provide case studies that describe solutions to specific training challenges. These include, for example, “my child is pee trained but refuses to poop on the toilet”, “my child won’t initiate but is fully trip trained”, and “my child will only use the toilet with one parent and no one else”.
  • Part 25: Pat discusses the disconnect between toilet training at school and home, and solutions for continuing training between these settings.
  • Part 26: Katie talks about different scenarios for using iPads during toilet training.
  • Part 27: Katie gives an overview of handling dilemmas involving constipation and tiny poops.
  • Q&A: The question & answer section addresses common questions from parents asked during the event.

Presenter Bio

Pat Mirenda is Professor Emerita in the Department of Educational and Counselling Psychology and Special Education at the University of British Columbia. She is a doctoral-level Board Certified Behaviour Analyst and has taught courses on autism spectrum disorder, instructional techniques for students with significant learning challenges, and positive behavior support.

Katie Rinald is an expert on toilet training for children with developmental disabilities and applies behaviour analytic methodology to solve complex toileting challenges. She is a Board Certified Behaviour Analyst and a PhD candidate in Inclusive Education.  Katie and her team have helped individuals from 2 to 20 achieve toileting success.  She is Director of BC-based Blackbird Toileting Services, and provides virtual consultation on toileting challenges to families internationally.

Show more

Presentation Handouts

Part 1: Introduction

Topics Covered:
  • Myths about toilet training
  • Overview of toilet training methods: Rapid Toilet Training and The Long Way

Part 2: Getting Ready

Topics Covered:
  • Preparing yourself
  • Clothes and getting rid of diapers or pull-ups
  • Seating
Additional links and resources

Part 3: Importance of Reinforcers

Topics Covered:
  • Identifying reinforcers
  • Examples of outside-of-the-box reinforcers

Part 4: Bowel Training

Topics Covered:
  • Considering medical issues
  • Diet
  • Other considerations: clothing, seating and reinforcement

Part 5: Introduction to Rapid Toilet Training (RTT)

Topics Covered:
  • Background of RTT
  • RTT disclaimer
  • Is this trainee a good candidate for RTT?

Part 6: Getting ready for RTT

Topics Covered:
  • Items needed for RTT
  • Setting up
  • What does RTT teach?
  • Four key components
    • Increased fluids
    • Scheduled toilet sittings
    • reinforcement for correct toileting
    • Redirection for accidents

Part 7: Increased Fluids

Topics Covered:
  • Do’s and Dont’s for increased fluids
  • Examples of fluids

Part 8: Scheduled Toilet Sittings

Topics Covered:
  • On and off toilet phases
  • Using reinforcement
  • Do’s and Dont’s for scheduled toilet sittings

Part 9: Scheduled Toilet Sitting Example

Topics Covered:
  • How to record data
  • What to do if there are accidents

Part 10: Reinforcement for Correct Toileting

Topics Covered:
  • Purpose of reinforcement
  • How to know if the reinforcement is working
  • Examples of reinforcement
  • Do’s and Dont’s for reinforcement

Part 11: Redirection for Accidents

Topics Covered:
  • What to do if an accident occurs
  • Do’s and Dont’s for redirection

Part 12: RTT Wrap-up

Topics Covered:
  • Planning for intitation
  • What’s next?

Part 13: RTT Dilemma

Topics Covered:
  • Covering common questions and problems with RTT

The Long Way

Part 14: Urination Trip Training Part 1

Topics Covered:
  • Urination “Trip Training” introduction
  • Calculating how often to take the person to the toilet

Part 15: Urination Trip Training Part 2

Topics Covered:
  • Communicating it’s time to pee
  • Providing reinforcers
  • What to do if an accident happens
  • Filling out the data sheet

Part 16: Urination Self-Initiation

Topics Covered:
  • Self-initiation and communication
  • Identifying signals
  • Gradually increasing trip intervals to prompt self-initation
  • Fading reinforcers

Part 17: Bowel Movement Trip Training

Topics Covered:
  • Figuring out when to take the person to the toilet
  • Recording bowel movement times

Part 18: Bowel Movement Self-Initiation

Topics Covered:
  • Self-initiation and communication
  • Identifying signals
  • Gradually increasing trip intervals to prompt self-initation
  • Fading reinforcers

Part 19: Getting ready for Night Time Training

Topics Covered:
  • Bed Wetting
  • Consider medical issues
  • Why you may want to wait to do nighttime training
Additional links and resources

Part 20: Night Time Urination Training

Topics Covered:
  • What to do if the trainee has already peed by the time you’ve come to help
  • What to do if the trainee hasn’t peed

Part 21: Night Time Bowel Training

Topics Covered:
  • Could it be a problem behaviour issue?
  • Talking to a doctor

Part 22: Case Study 1: The Dribbler

Part 23: Case Study 2: The Reluctant Pooper

Part 24: Case Study 3: The Quiet Pee-er

Part 25: Home-School Disconnect

Topics Covered:
  • Different rules for home and school
  • Instituting similar training programs at home and school
  • Break time dilemma

Part 26: iPad Dilemma

Topics Covered:
  • Using the iPad as a reinforcer and possible scenarios

Part 27: Tiny Poop/Constipation Dilemma

Topics Covered:
  • Dealing with constipation
  • D3 Cycle: discomfort-dread-delay
  • A multidisciplinary plan to break the cycle

Q & A Part 1: Rapid Toilet Training

00:00 – Any tips for blind and deaf kids?

01:06 – What if there is no success?

01:29 – What counts as a rewardable pee in the toilet?

05:43 – Are there good names we should use for the reinforcers?

6:05 – Do we teach hand washing and flushing during Rapid Toilet Training?

6:33 – What if the child shows unwilling or aggressive behaviour?

6:59 – What if the trainee has an accident during the two-minute break?

7:16 – Is the trainee accessing the reinforcement for the entire break time?

10:33 – What happens if they tantrum when they have to stay in the bathroom?

10:47 – What are your suggestions for kids who hold pee too long? Bladder infections?

12:42 – Can you use RTT for a shorter number of hours?

15:17 – Is RTT done for the time the child wakes to the time the child goes to bed?

15:49 – What if the trainee stops peeing due to excitement?

16:19 – Would you offer different reinforcements and let them choose out of choices?

17:50 – What happens if the child requests for an item that’s not available?

19:06 – Does rapid training work for trainers who are already pee trained?

19:33 – Underwear inside pull-ups?

21:29 – This child let’s me know after they potty but not the she needs to ago, how do we address this?

22:07 – What do you think about ice cream for increasing fluid?

22:32 – I have a child who can go to the potty daily for a week at my parents, but won’t use it at home.

24:12 – When we provide activities during toilet sitting times, will that divert them from peeing or pooing?

24:54 – If you have a child who can go away for a week with no accidents but then comes home and has non-stop accidents, is this behavioural or is this child purposefully doing this?

25:51 – How do I get the child to make the toilet sign?

28:27 – Have hemorrhoids been an issue?

29:00 – Why have you removed the chair (prompting for self-initiations) from your RTT procedures?

31:57 – Should they not be in clothes during breaks?

32:31 – If it starts as an accident but they finish on the toilet, is that considered a success?

32:57 – Same amount of liquids for all of the phases?

33:29 – Can you comment on how this can work with kids with physical disabilities?

33:49 – Does the kid wear underwear during the five-minute break?

33:55 – How long does the trainee get with their reinforcement?

35:41 – How many hours in a day do we do this?

36:02 – Is the reinforcement interval the same as the break off the toilet?

36:28 – How do you treat bowel movement accidents during pee training?

37:00 – Should the child be naked? How can you see the accident on time otherwise?

37:55 – If I start RTT and it’s not working, how do I transition to The Long Way?

39:46 – Can you please clarify if there is a scheduled break after an accident off the toilet versus an accident that finishes on the toilet?

Q & A Part 2: The Long Way

00:00 – Is it possible kids might get distracted from pee and poo from the activities they are doing on the toilet?

1:03 – When you’re looking for the sweet spot, why don’t you round down?

2:05 – After mealtimes, my child may need to pee sooner than the average length of time, what should we do?

3:09 – How does the schedule depend from liquid consumption events?

4:27 – What about trainees who are resistant of the toilet from past training?

8:13 – Can we bring fun activities into the bathroom to help trainees stay on the toilet for long method trip training?

8:46 – How do you respond if they only partially empty?

9:31 – Can you use a visual schedule to remind them?

9:44 – What if the child is wet when you take them to sit but they also pee in the toilet?

10:13 – If you’re on a one hour and forty-five minute schedule and they initiate pee at one hour, do you wait another hour and forty-five minute to take them again or do you stay on your original schedule?

11:17 – When cleaning up after an accident, what can you say so they understand?

11:49 – If the trainee, who has no speech and AAC, already has initiation to pee into the toilet but has accidents occasionally, should the communication piece be introduced in the procedure?

13:15 – what if the learner says no and refuses when asked to go to the bathroom?

16:04 – Do you always need a tangible reinforcement in addition to praise?

16:43 – Are there alternatives for the bed wetting alarm?

18:38 – Have you ever used the wearable alarm during rapid toilet training and what were the outcomes?

21:05 – Which of the two methods are most effective?

22:04 – Would it be considered a punishment for not having a reinforcement in the morning if they wet the bed at night?

23:15 – Does the trainee get reinforcement if they trigger the alarm but finish in the toilet?

24:18 – I know my son has to go at five in the morning so I wake him up and prompt him to go, do we still need a wet bed alarm?

25:38 – What if they continue dribbling even during rapid toilet training?

27:25 – During the data collection phase, do you bring the trainee to the bathroom?

28:21 – If we’ve already started trip training, can we take baseline data from where the child is presently?

28:50 – Any suggestions for a child who hides in a closet to poop in his underwear?

29:45 – How can a non-verbal and non-pointing trainee do the self-initiation or tell me how they want to pee or poo.

30:55 – Trainee only has accidents on days when they are on their period?

32:57 – When fading the diaper for a reluctant pooper, could you empty the diaper into the toilet to show them where it should go?

33:22 – What about trainees who are not currently squatting to poop?

33:44 – Suggestions for a child who waits until nap time to poo in the diaper?

36:25 – How much water would you recommend for a 6 – 12 year old?

37:28 – How long should training sessions be during the Long Way?

38:19 – With respect to leaving the trainee in their clothing until the next interval, can you speak in detail as to how to to address caregivers who express concerns about dignity?

41:32 – Accidents at school?

45:17 – Once the bed pad gets wet, can it be used again in the same night?

45:31 – What about trainee’s who touch themselves a lot?

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Parents are Teachers Too! Embedding Instruction into Daily Routines and Activities

Brenda Fossett, PhD, BCBA-D, Capilano University

Filmed November 2020 – edited into 10 parts; total 158 minutes

Often parents believe that only professionals are able to teach their child with autism, or other neurodevelopmental conditions. While professionals do possess knowledge and skills related to teaching children with unique learning needs, parents can make a meaningful contribution to the education of their child. In fact, parents are uniquely placed to address many areas of skill development within the context of daily life.

The goal of this workshop is to help parents reconceptualize teaching and learning as something that occurs during daily activities to teach a multitude of skills. Regardless of the skill level or age of their child, parents have the opportunity to not only involve their child in daily routines and activities that occur at home and in the community, but to teach important skills within the context of those routines and activities.

Learning Outcomes

At the end of this workshop, participants will be able to:

  • Recognize and understand the important role that parents and caregivers play in teaching their children
  • Identify daily routines and activities that can serve as learning opportunities
  • Identify learning goals and objectives that can be addressed within the context of daily routines and activities
  • Utilize instructional strategies and supports to teach their child during daily routines and activities
  • Identify ongoing learning challenges and determine when additional support is needed

Presentation Handout (31 Pages)

Presenter Bio

Brenda Fossett is an inspired teacher who is widely admired for her ability to convey complex concepts to those who work with children and adults with diverse needs, whether they are educational professionals or parents.  Dr. Fossett has been on faculty in the Applied Behavior Analysis – Autism Department at Capilano University since 2013. She is a certified teacher of the deaf and a Board Certified Behavior Analyst. Dr. Fossett has extensive clinical experience providing behavioral and educational consultative services to children with ASD, deafness, and other developmental conditions in home, school, and community settings. Her scholarly and clinical interests include: the implementation of positive behavior support in home and school settings, and educational interventions for deaf children with neurodevelopmental conditions.

Part 1: Role of Parents and Caregivers in Teaching

Topics Covered: 
  • Parents as Teachers

Part 2: Principles to Think About

Topics Covered: 
  • Self-Determination
  • Independence
  • Normalization
  • Functionality

Part 3: Daily Routines and Activities as Teaching and Learning Opportunities

Topics Covered: 
  • Skills to teach, skills to learn
  • Your child’s daily tasks and your daily tasks
  • What skills can we teach by doing daily tasks

Part 4: Daily Routines and Activities as Teaching and Learning Opportunities Continued

Topics Covered: 
  • Skills to teach, skills to learn
  • Your child’s daily tasks and your daily tasks
  • What skills can we teach by doing daily tasks

Part 5: Inform

Topics Covered: 
  • Using calendars, visual schedules and/or checklists to provide information and structure
  • Visual recipes
  • Location supports
  • Task-related visual supports

Part 6: Motivate

Topics Covered: 
  • Is motivation necessary?
  • Motivation tools
  • Reinforcement

Part 7: Make ‘Work’ Fun

Topics Covered: 
  • Embedding fun into work
  • Providing choices

Part 8: Teaching with Modeling and Shaping

Topics Covered: 
  • Modeling and Shaping

Part 9: Teaching with Prompting and Prompt Fading

Topics Covered: 
  • Types of Prompts
    • Physical, Visual, Gestural and Verbal
  • Prompt fading – gradually reducing prompts to promote independence

Part 10: Monitoring Progress and Asking for Help

Topics Covered: 
  • Keeping it simple with checklists
  • Asking for help
  • Conclusion and wrap-up

Resources from the presentation

Free Visual Recipes Online
Resources for Visual Supports
Mentimeter Polling Responses
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