According to the Center for Disease Control (CDC), an ASD is a…

• “Spectrum disorders” that affect each person in different ways, from very mild to severe.
• Some similar symptoms, such as problems with social interaction.
• Differences in when the symptoms start, how severe they are, and the exact nature of the symptoms.

• Deficits in social communication and social interaction
• Restricted, repetitive patterns of behavior, interests, or activities
• Symptoms present in early childhood
• Severity level” 1-3

• All racial, ethnic and socioeconomic groups
• 5 times more prevalent in boys

• Centers for Disease Control and Prevention (CDC), which released new figures in March 2014, showing a 120% increase since 2002
• 1: 68 American children have an ASD diagnosis, according to the CDD
• 1: 42 boys on the spectrum.

• Applied Behavior Analysis (ABA) is the treatment with the most scientific evidence supporting the effectiveness
• ABA is not new. It has been around since the 1930’s (BF Skinner)
• Some of the first studies demonstrating the effectiveness of ABA treatment for children diagnosed with ASD were published by Lovaas in the 1980’s.
• Surgeon general named ABA the treatment of choice for ASD in 1999
• National Standards Project

• 2009: Phase 1
• 2/3 of the 11 established treatments were developed exclusively from ABA literature
• Other 1/3, 75% are treatments for which research support comes from ABA
• 2015: Phase 2
• Looked at research between 2007 to 2017
• Phase 2 findings reinforce Phase 1 findings
• Also looked at interventions for individuals 22+
• The only established intervention was Behavioral Interventions/ABA

The scientific study of behavior. Behavior includes anything that a person does. Not just the inappropriate things a person may do. If a person can do it, than we can use what we know about behavior to teach it.

• Pre-Academics, academics
• Language and communication
• Social skills
• Decrease inappropriate behaviors
• Toileting
• Meal skills and feeding disorders
• Play skills
• Fine and gross motor skills
• Vocational training
• Generalization
• Natural environment training
• Self-Care skills

The professional in the field of behavior analysis; BCBAs have a master’s degree; BCaBA’s have a bachelor’s degree. The director, manager, and behavior analysts of the classrooms in a day treatment are all certified behavior analysts.

The RBT is a paraprofessional who practices under the close, ongoing supervision of a BCBA or BCaBA (“designated RBT supervisor”). The RBT is primarily responsible for the direct implementation of certain types of assessments (e.g., stimulus preference assessments). The RBT does not design intervention or assessment plans. It is the responsibility of the designated RBT supervisor to determine which tasks an RBT may perform as a function of his or her training, experience, and competence. The designated RBT supervisor is ultimately responsible for the work performed by the RBT.

• Be at least 18 years of age
• Possess a minimum of a high school diploma or national equivalent
• Successfully complete a criminal background registry check at the time of application (within 45 days of submitting the application)
• Complete a 40-hour training program (conducted by a BACB certificant) based on the RBT Task List
• Pass the RBT Competency Assessment administered by a BACB certificant

Development refers to the changes that occur to and in a person. These changes are both biological and psychological. Many of these changes occur rapidly until one becomes an adult.

Typical Child and Adolescent Development Stages:

• Newborn (ages 0-1 month)
• Infant (ages 1 month-1 year)
• Toddler (1-3 years)
• Preschooler (4-6 years)
• School-aged Child (6-13 years)
• Adolescent (13-18 years)

• Milestones are changes in specific physical and mental abilities (such as walking and understanding language) that mark the end of one developmental period and the beginning of another.
• Newborn Milestones:
• Moves head from side to side.
• Eyes wander and sometimes cross.
• Recognizes familiar sounds and voices.
• Infant Developmental Milestones:
• Communicates hunger or fear, typically through crying.
• Communicates first word.
• Tries talking with people.
• Shows affection to familiar people.
• Raise arms to be picked up.
• Toddler Developmental Milestones:
• Responds to “NO!”
• Says “dada” or “mama”.
• Identify an object in a picture book.
• Seeks attention.
• Begins feeding oneself with a spoon.
• Begins verbalizing requests, “I want a cookie!”.
• By three years, typically a child can run, kick a ball, understand most sentences, and express emotions openly.
• Preschooler Developmental Milestones (4-6 years)
• Hold a pencil.
• Draw a circle
• Use the toilet alone.
• Recognizes major colors like Red, Yellow, and Blue.
• Enjoy playing games with simple rules like tag or hide-and-seek.
• Dresses and undresses alone.
• School-Age Developmental Milestones (6-13 years)
• Beginning to read and write.
• They can begin explaining situations, like why they were late for school.
• May like to talk about what they want to be in the future like a fireman, doctor, teacher, etc.
• Adolescent Developmental Milestones (13-18 years)
• Feeling awkward or strange about one’s self and body.
• Moving towards independence from parents.
• Concerns with physical attractiveness to others.

• 4-11 months
• Typical Development
• Show interest in watching people’s faces
• Smile back when you smile
• Coo or babble when happy
• Cry when unhappy
• Making gestures (pointing, waving goodbye, etc.)

• Child diagnosed with autism
• Show less attention to social stimuli
• Smile and look at others less often
• Less eye contact and anticipatory postures
• No gesturing by this time is a screening characteristic for autism
• 12-16 months
• Typical Development
• Play peek-a-boo, patty cake, or other social games
• Turn to the person speaking when his/her name is called
• Use different sounds to get needs met and draw attention to something of interest
• Child diagnosed with Autism
• Have difficulty with imaginative play
• Responds to less to their own name
• Less likely to make requests to share experiences
• 2-3 years
• Typical Development
• Are fluent communicators
• Use and understand at least 70 words
• Can use spontaneous 2-4 word phrases
• Enjoy being next to children of the same age and show interest in playing with them
• Perhaps shown by giving a toy to another child
• Child diagnosed with autism
• Communicate through babble, echolalia, or nonverbal means
• About a third to a half do not develop enough natural speech to meet their daily communication needs
• No spontaneous phrases another screening characteristic
• Making and maintaining friendships often proves to be difficult for them
• 3-5 years
• Typical Development
• Start to enjoy conversations with an adult
• Helping with whatever is going on is one of their greatest pleasures
• They begin to notice sex differences and may ask about them
• Venture away from parents to explore outside world as much as possible
• Child diagnosed with autism
• Less likely to exhibit social understanding, approach others spontaneously, imitate and respond to emotions, communicate nonverbally, and take turns with others
• Form attachments to their primary caregivers
• Not as strong as attachments formed in regular development early on