Education Archives - A Bridge to Achievement

Why is ABA Controversial? And Where Does ABtA Stand?

October 25, 2024/in Awareness, Education/by A Bridge to Achievement

Applied Behavior Analysis (ABA) is a widely-recognized therapeutic modality for learners with autism, but some are skeptical of its efficacy due to misconceptions about methodology and practice. In this article, we’ll briefly explore the history of ABA therapy, address some criticisms of ABA, and explain where A Bridge to Achievement (ABtA) stands regarding each.

ABA Therapy History

ABA therapy traces its roots to the work of B.F. Skinner in the 1930s-1950s. Skinner’s research on operant conditioning demonstrated that behavior could be shaped through reinforcement, forming the foundation of behaviorism. His principles laid the groundwork for later therapeutic applications, including ABA, by showing how reinforcement and punishment can increase or decrease specific behaviors.

In the 1960s, Dr. Ivar Lovaas applied these behavioral principles to children with autism at UCLA. His early work focused on teaching communication and social skills through structured reinforcement, though it initially included aversive techniques – which are at the root of why ABA therapy was controversial. Lovaas’ 1987 study showed that intensive ABA therapy (40 hours per week) led to significant improvements in many children with autism, sparking widespread adoption of ABA but also drawing criticism for its methods.

Since the 1990s, ABA has evolved to emphasize positive reinforcement and individualized treatment plans. Today, ABA is recognized as a leading, evidence-based therapy for autism, endorsed by organizations like the U.S. Surgeon General. Modern ABA emphasizes ethical practices, family involvement, and person-centered approaches to improve the quality of life for individuals with autism.

What are the Criticisms of ABA?

Opponents of ABA therapy say it is overly rigid or robotic and that it only focuses on behavior correction – and, considering only the first iterations of ABA, their views have validity. But these are not modern-day truths. Let’s take a closer look at 10 ABA criticisms and misconceptions.

1. History of Aversive Techniques

Early versions of ABA therapy sometimes involved the “Lovaas method,” which included such unethical and harmful punishments as electric shock, slaps, being ignored or deprived, and stern verbal reprimands.

Modern ABA practitioners do not implement the Lovaas method and instead facilitate humane, evidence-based methodologies and abide by ethical standards that focus on the well-being of the learner. A “punishment” in behaviorism today encompasses strategies that reduce a behavior, such as taking away a preferred item – a consequence commonly practiced by parents of neurotypical children as well.

At ABtA, we vehemently oppose the use of aversive techniques and prioritize positive reinforcement. A well-researched “punishment” is introduced ONLY if all other strategies are not helpful; the learner’s behavior warrants it, such as self injury or mouthing; and the learner’s parent has provided input and/or permission. Our practitioners are all Board Certified Behavior Analysts (BCBAs) and Registered Behavior Technicians (RBTs) who strictly follow the Behavior Analyst Certification Board’s Code of Ethics and RBT Ethics Code, as applicable.

2. Normalization Concerns

Some critics believe ABA is designed to make autistic people behave in more neurotypical ways, which can feel dismissive of their unique identity. Today’s ABA practitioners argue that the therapy is not about forcing learners to act neurotypical but about respecting their individuality while helping them function more independently and develop skills that improve quality of life.

At A Bridge to Achievement, we practice a neuro-affirming, assent-based approach to ABA therapy. We acknowledge and respect neurodiversity and – instead of trying to change or normalize behaviors – we emphasize strengths, accommodate differences, and promote acceptance and self-advocacy.

3. Focus on Compliance

Critics argue that ABA focuses too much on compliance, potentially stifling a learner’s autonomy and individuality by teaching them to conform to societal norms rather than encouraging self-expression.

Supporters counter that ABA’s goal is to teach learners functional skills, including listening and following instructions, which are essential for independence and safety. They argue that fostering compliance does not mean erasing individuality but providing learners with tools to navigate the world effectively.

As mentioned, ABtA is an assent-based ABA practice. This means we seek the active participation and agreement of each learner. We respect their autonomy by regularly checking their comfort level and willingness to continue with a particular intervention, and make necessary adjustments based on their feedback.

4. Behavioral Conditioning

Opponents say the use of incentives and rewards in ABA therapy is dehumanizing, suggesting it reduces learning to behavioral conditioning, similar to how animals are trained. The worry is that this approach focuses too much on external compliance rather than internal motivation or meaningful emotional growth.

As a carrot-on-a-stick scenario, this argument is compelling – but that’s not the role of incentives and rewards in ABA therapy. There are several counterpoints here worth mentioning, beginning with ethics.

Ethics of Reinforcement

ABA practitioners emphasize that reinforcement must be individualized, respectful, and meaningful to each learner. Incentives and rewards are carefully chosen to align with the learner’s preferences and are not coercive or demeaning.
Natural Learning Tool

Positive reinforcement mirrors real-life learning processes; humans naturally respond to rewards. Neurotypical children often learn through praise, stickers, and treats, just as neurotypical adults are motivated by paychecks and social recognition.
Motivation & Communication Skills

Many learners with autism have difficulty with intrinsic motivation and social cues. ABA links positive behaviors with enjoyable outcomes, which can eventually lead to more intrinsic motivation over time.
Progression Toward Independence

Rewards are gradually faded over time; the use of external incentives is temporary. Learners intrinsically respond without being motivated by a reward.
Quality of Life

The purpose of ABA therapy is to improve a learner’s quality of life by teaching essential life skills. Rewards serve as helpful tools to build communication skills, social interaction, and self-care, which can be empowering long term.

5. Lack of Focus on Emotional Well-Being

People who disagree with ABA suggest that it focuses too much on changing behaviors without addressing the learner’s underlying emotional or psychological needs.

Proponents highlight that ABA therapy includes techniques that help learners express emotions, reduce frustration, and communicate more effectively, which can enhance their emotional well-being. Positive reinforcement, central to ABA, is designed to reduce stress and promote emotional growth.

The ABtA Vice President of Clinical Operations, Tara Laymon – who has a psychology license and trauma background – personally works with our BCBAs regarding a learner’s emotional or psychological challenges. We address mental health issues appropriately as they arise, within our scope of practice, and refer out when it is not.

Additionally, we employ Practical Functional Assessment (PFA) and Skill-Based Treatment (SBT). These approaches are, by design, compassionate and respectful. They consider a learner’s unique experiences, circumstances, and individual needs, and focus on whole-person care.

6. Intense Therapy Hours

ABA therapy often involves 20-40 hours per week, which some critics believe is too intense, leading to burnout for both the learner and their family.

While ABA can be intensive, proponents argue that the hours are individualized based on the learner’s needs and progress. Intensive therapy in the early years is shown to have long-term benefits, helping learners achieve greater independence and reducing the need for future interventions.

A Bridge to Achievement offers a diversity of programs because we understand that every learner is different. The number of ABA hours one learner needs is not equal to the hours needed by another.

7. One-Size-Fits-All Approach

Critics argue that ABA therapy can sometimes feel like a “one-size-fits-all” approach, not taking into account the unique personalities and needs of each learner.

In fact, ABA programs are highly individualized, with tailored treatment plans based on comprehensive assessments. Therapy is adapted to each learner’s strengths, challenges, and goals, ensuring that it’s not a generic approach.

At ABtA, we offer comprehensive ASD evaluations and skill assessments that inform tailored treatment decisions for each learner and family. Assessments usually take two to three hours, with some learners needing more than one assessment to determine the appropriate plan.

8. Effectiveness Varies

Critics point out that ABA therapy doesn’t work equally well for all learners, with some seeing limited progress despite significant investments of time and resources.

And we agree! Therapy outcomes vary – as with any intervention – and emphasize that ABA has a strong evidence base demonstrating that it remains one of the most effective therapies for autism, particularly when implemented early and consistently.

A Bridge to Achievement is dedicated to the autism community. We weave ABA therapy into all of our services and programs because of its proven benefit to communication and social interaction skills, self-regulation, self-care, independence, tolerance building and, for some learners, academics.

9. Limited Focus on Social and Relational Development

Critics argue that ABA’s focus on measurable behaviors can overlook critical aspects of emotional bonding, relationships, and creative play, which are vital to a child’s holistic development.

Proponents highlight that many programs include social skills support, helping children learn to build relationships and engage in social interactions. ABA often incorporates play-based learning to support both cognitive and social development.

All of our programs at A Bridge to Achievement include some level of social skills development – it depends on the needs and goals of the individual learner. Building Bridges for ages 3 to 6 is a learning-through-play, therapeutic preschool alternative. BRIDGES, which stands for Building Relationships, Independence, Determination, Group & Essential Skills, is for pre-teens, teenagers, and young adults. Our Social Skills Groups are for kids and teens who want to work on essential social competencies in a supportive and structured environment.

10. Cost & Accessibility Issues

ABA therapy can be expensive and is not always accessible to all families, raising concerns about equity and fairness.

Supporters agree that ABA therapy cost and access are real challenges but note that insurance coverage for ABA has improved in many regions. At A Bridge to Achievement, we accept Blue Cross Blue Shield (BCBS), MedCost, and Medicaid.

Additionally, we have three learning centers from which we provide therapeutic services:

University Center: 8530 Cliff Cameron Dr, Charlotte, NC 28269
Pineville Center: 10502 Park Rd #150, Charlotte, NC 28210
Winston-Salem Center: 1420 Plaza Dr, Winston-Salem, NC 27103

Evidence-Based, Individualized & Empowering

At ABtA, we hear, see and understand the concerns of critics, and empathize with caregivers who – out of love for their learner – feel compelled to ask, “Is ABA therapy bad?” As advocates for the autism community and for your loved one, the ABtA team welcomes this and all of your questions. And we look forward to sharing our reassurances that the ABA therapy provided by ABtA is compassionate, highly-individualized, adaptive, evidence-based, and empowering.

ABA therapy can be life-changing. It offers proven opportunities for learners and families to thrive in their unique way and achieve goals they otherwise may not have reached. Want to learn more? Connect with us or request services. Support starts here.

A Guide for Homeschooling a Child With Autism in NC

May 29, 2024/in Autism, Education/by A Bridge to Achievement

It’s not uncommon for families with an autistic learner to choose homeschooling over the traditional education route of a standard school. In this article, we’ll address the advantages and challenges of homeschooling a child with autism, consider the rules around homeschooling in North Carolina, share some valuable resources, and discuss the importance of integrating therapy into the homeschool routine.

Advantages & Challenges of Homeschooling with Autism

When planned carefully and executed with intention, homeschooling offers far more advantages than challenges to the autistic learner. For the most part, it’s the parent who negotiates the challenges. Let’s look at some of each.

Autism and Homeschooling: Advantages

Customized learning environment
Specialized resources
Flexible schedule
Reduced anxiety
One-on-one attention
Self-set pacing
Family bonding

Autism and Homeschooling: Challenges

Time and commitment
Lack of social interaction
Financial strain
Limited/coordinated access to services
Parent training
Burnout potential
Regulatory compliance

Parents who are not educators find these challenges particularly intimidating: What school is best for a child with autism? Do I have the ability to homeschool? How do you homeschool an autistic child? What is the best homeschool curriculum for autism? We’ll address choosing curriculum and share some tips on homeschooling an autistic learner below. First, let’s look at the regulations surrounding homeschooling.

Understanding North Carolina Homeschooling Laws

Figuring out how to homeschool a child with autism in North Carolina begins with an understanding of the regulations. Getting started can feel like an uphill climb but, once you’re established, subsequent years are less daunting.

In North Carolina, homeschooling is legally recognized and governed by specific requirements to ensure educational standards are met. Parents intending to homeschool must file a Notice of Intent (NOI) with the North Carolina Division of Non-Public Education (DNPE) in accordance with a few different scenarios:

Age Requirement: When the child reaches the age of 7 and will not be enrolled in public or private school.
First-Time Homeschooling: Before beginning to homeschool for the first time.
Transferring from Public or Private School: When withdrawing a child from a public/private school to start homeschooling.
Returning to Homeschooling: When resuming homeschooling after a period of enrollment in a public or private school.

Note, the North Carolina DNPE does not accept NOIs in May and June, so be sure you file your Notice in a timely manner. Once filed, the NOI does not need to be renewed annually; it remains in effect as long as the homeschooling continues.

To be in compliance, the parent or guardian who will be the homeschool administrator must, at minimum, have a high school diploma. A homeschool must operate on a regular schedule for at least nine months of the year, excluding reasonable holidays and vacations. Parents of all homeschooled children are annually required to maintain attendance and immunization records, as well as have a yearly progress assessment completed. Parents should ensure they are following all appropriate regulations and stay up to date with state requirements.

Parents of homeschooled autistic children might also need to implement individualized education plans (IEPs), utilize specialized teaching methods, and seek additional resources or therapies to effectively support their child’s learning and development.

At A Bridge to Achievement, we can administer progress assessments at all of our locations. Additionally, our BRIDGES program – which is available at our University City campus in Charlotte and at our Winston-Salem location – serves as an ideal complement to the educational components delivered at home by providing a continuation of learning through skills development and social interaction. More on BRIDGES later.

Selecting the Right Curriculum & Resources for Homeschooling for Autism

Key to choosing the best homeschool curriculum for autistic learners is flexibility and individualization – this should include the offer of different levels of difficulty so you can be adjusted according to your child’s pace and progress. It’s also beneficial to incorporate elements that allow for repetition and reinforcement of concepts, which can help solidify learning.

Multi-sensory learning materials are particularly effective for children with autism as they engage multiple senses, which makes learning more accessible and engaging, and improves information retention. Examples include the incorporation of:

Tactile materials like sandpaper letters, textured number cards, and manipulatives can help children who benefit from hands-on activities.
Visual aids such as picture schedules, colorful charts, and interactive whiteboards can enhance understanding for visual learners.
Auditory components, including songs, rhymes, and verbal instructions, cater to auditory learners.

Additionally, it is crucial to select curricula that fosters the learner’s academic and personal growth – including the promotion of social skills and emotional regulation, as these are often areas where autistic learners may need extra support. Look for programs that feature:

Social stories
Role-playing activities
Emotion recognition exercises
Positive reinforcement strategies
Clear, simple instructions
Focus on daily living skills
Interactive technology
Parent training resources

North Carolina Homeschool Resources

In North Carolina, homeschooling families have access to a variety of supportive resources that help navigate the homeschooling journey, foster community, and ensure educational success for their children.

The North Carolina Home Educators (NCHE) is a prominent organization that offers extensive resources, including workshops, conferences, and an annual book fair to provide educational materials and support. NCHE also facilitates networking opportunities through local support groups and online forums, helping families connect, share experiences, and find encouragement.

Additionally, many local support groups across the state provide specialized resources and activities for homeschooling families, such as field trips, co-op classes, and social events. Organizations like the Autism Society of North Carolina offer workshops and training specifically for parents homeschooling autistic learners, ensuring they have the tools and knowledge needed to create an effective and supportive learning environment.

Integrating Therapies into Homeschooling Kids With Autism

Weaving therapeutic services into daily homeschooling routines offers numerous behavioral, social, and personal growth benefits for autistic learners. Let’s look at some examples of how integrating ABA (Applied Behavior Analysis), speech, and/or occupational therapy into the homeschooling day is advantageous:

Scheduling
The flexibility of homeschool affords the opportunity to schedule therapy sessions at optimal times when the learner is most receptive and alert.
Parental Involvement
Deeply involved in their child’s day-to-day learning, parents can immediately implement therapeutic strategies and techniques at home, leading to more consistent and effective interventions.
Enhanced Skill Development
Combining therapy with homeschooling supports the development of a wide range of skills, from cognitive abilities to social, communication, and daily living skills. This comprehensive approach addresses the whole child, fostering balanced development.
Progress Monitoring
Continuous integration of therapy into the homeschool routine allows for regular monitoring of the child’s progress. Parents can quickly identify areas of improvement or where additional support is needed, enabling timely adjustments to the therapeutic approach.

Implementing Daily Living Skills Training

Incorporating daily living skills into the homeschool curriculum, such as personal care, basic chores, and money management, boosts confidence, increases self-reliance, and ensures that autistic learners are equipped with the practical skills necessary for a more independent and fulfilling life. Engaging in daily tasks also helps develop motor skills, as activities like cleaning, cooking, and handling money, enhance both fine and gross motor coordination.

The structure and routine introduced by daily living skills training helps reduce anxiety and improve focus. Responsibilities like chores build a sense of accomplishment and self-esteem, while functional academic tasks, such as money management, teach essential math skills. These activities also foster problem-solving abilities and adaptability, preparing learners for real-life challenges.

Additionally, many of the activities of daily living involve social interactions, providing opportunities to practice communication skills in real-world settings. This practical application makes learning more meaningful and relevant to everyday situations.

The BRIDGES Program at A Bridge to Achievement

BRIDGES is an acronym that stands for Building Relationships, Independence, Determination, Group & Essential Skills. It’s an ABA therapy-based enrichment program that aims to increase learners’ autonomy and confidence in a fun and individualized environment that offers frequent teaching opportunities and peer interactions. Focused on daily living skills and designed for learners ages 8 and up, BRIDGES serves as a powerful supplement to homeschooling by providing:

Consistency & Routine
Integrating therapy into the daily schedule provides a consistent structure. Predictable routines help reduce anxiety and improve the child’s ability to focus and engage in learning activities.
Individualized Learning
As aforementioned, homeschooling allows for personalized learning plans – including the incorporation of therapeutic goals. This tandem approach ensures that learning is aligned with developmental and behavioral needs, enhancing overall outcomes.
Real-Life Application
Therapy can be seamlessly incorporated into everyday activities, making learning relevant and practical. For example, ABA therapy can be used during mealtime to teach and reinforce communication and social skills.
Social Opportunities
BRIDGES provides opportunities for daily social opportunities, including group hangout sessions and game times. These activities complement a homeschool curriculum by providing frequent social opportunities that may not otherwise be available to homeschooled students.

Programming features a variety of hands-on activities that are often technology-rich, grounded in principles of STEAM (science, technology, engineering, art, and math), and include leisure and recreational skills development.

BRIDGES is available 30 hours per week (six hours per day) at our University City, Charlotte and Winston-Salem locations, and can be extended to 40 hours per week as needed.

Interested in learning more about BRIDGES? Get in touch! Support starts here.

Why Is Early Intervention for Autism Important?

December 15, 2023/in Autism, Education/by A Bridge to Achievement

It’s unclear if autism rates are universally rising, if greater awareness and standardized assessment have revealed the global prevalence of autism, or both. Regardless of which scenario is correct, we do know that autism diagnoses are higher than ever: 1 in 36 children have autism according to 2020 statistics published by the CDC (Centers for Disease Control & Prevention).

We also know that early diagnosis and intervention play a vital role in paving the way for optimal development and improved outcomes for autistic learners. By engaging in targeted support and specialized therapies during the critical early years, children with autism can better navigate challenges and unlock their full potential.

Let’s take a closer look at the importance of and success rate of early intervention with autism, consider some treatment options for autistic learners, and explore the Building Bridges program at A Bridge to Achievement.

When Is Autism Diagnosed?

Autism can be diagnosed at any age, but most frequently a parent, caregiver, teacher or pediatrician will observe potential developmental delays when autistic learners are children. Some children express tell-tale signs as early as 12 to 18 months or earlier, but most are a bit older. Others are a lot older – even adults can be diagnosed with autism. Autism Spectrum Disorder (ASD) manifests differently in every individual.

Some of the most common signs of autism seen in children include:

Lack of eye contact
Not responding to their name
Not using and/or interpreting gestures, such as pointing, waving
Repeating words, phrases, or sounds
Delays in speech
Lining up items
Engaging in repetitive movements, such as spinning, rocking, flapping
Resistance to change in routine or the environment
Sensory sensitivities, such as bright lights, loud noises, textures
Lack of interest in reciprocal or social play

How Is Autism Diagnosed?

If you suspect that your child may have autism, you can self-refer to your practice of interest by directly requesting services, or get a referral to a clinical practice from a healthcare provider. A psychologist or developmental pediatrician will conduct a holistic series of assessments using a variety of diagnostic tools, including:

Autism Diagnostic Observation Schedule – Second Edition (ADOS-2), Autism Diagnosis Interview – Revised (ADI-R), Childhood Autism Rating Scale (CARS), Gilliam Autism Rating Scale – Second Edition (GARS-2)
Additional assessment tools, as needed, to determine cognitive or adaptive skills
Parent and/or caregiver interview
Direct observation

With research demonstrating that early diagnosis and intervention have major long-term, positive benefits for children, the sooner these assessments can be administered the better.

What Is The Importance of Early Intervention with Autism?

Our youngest years are a critical period for brain development. An early autism diagnosis enables intervention at a time when neural connections are rapidly being formed. Rather than latent skills development or regression of skills, early intervention promotes the practice and progression of such skills as:

Language acquisition
Gross and fine motor skills
Social skills
Behavior regulation
Coping skills
Sensory processing
Cognitive function
Attention and memory
Problem-solving skills
Academic abilities
Daily living skills

Evidence indicates that children who receive early intervention services, i.e. during the preschool years, demonstrate better long-term outcomes compared to those who receive interventions at later stages.

Early intervention has been shown to increase school readiness, bolster confidence and independence, enhance overall quality of life, and, later, may promote attendance of mainstream education classes, lead to higher rates of employment, and reduce the need for long-term support.

Less frequently highlighted, but exceedingly important, is heavy emphasis on toilet training as part of an early intervention plan. Learners who need less support in the bathroom have less chance of abuse across all settings in their life.

Which Intervention for Autism Is Considered Most Effective?

Early intervention programs employ various evidence-based practices tailored to the specific needs of each child. The most popular, and considered the most successful, treatment for autism is Applied Behavior Analysis (ABA) therapy. ABA therapy breaks tasks down into small, manageable steps in order to teach new skills and reinforce desired behavior. Oftentimes, a multidisciplinary approach is taken, meaning other treatments, such as Speech Therapy (ST) and Occupational Therapy (OT), are used in concert with ABA.

The Building Bridges Program

The Building Bridges Program at A Bridge to Achievement’s learning centers is a fun, preschool alternative and Kindergarten readiness program for autistic learners between ages three to six. Learners attend Monday through Friday for an average of 30 intervention hours weekly.

Every student works 1:1 with a Registered Behavior Technician (RBT) across the day, addressing a variety of goals established by their Board Certified Behavior Analyst (BCBA) and family, and receiving individualized ABA therapy in a group setting. We use an assent-based, trauma-informed approach in a highly structured environment with predictable routines, helping early learners progress toward skills development and thrive in their success.

Some common goals among our early learners include:

Manding (Requests): Asking for help, requesting materials, manding to peers
Listener Responding: Following directions, responding to name
Tolerance: Sitting in an assigned place, waiting for preferred items
Social Skills: Taking turns, greetings, peer interactions
Daily Living Skills: Hand washing, brushing teeth, toilet training
Discrete Trial Training (DTT) Skills: Matching, Sorting, Labeling,Imitation

Learn more about the Building Bridges program and if it’s right for your early learner by connecting with us! We have three locations – one near Pineville and one in the University Area in Charlotte, and a third in Winston-Salem. Support starts here.

Daily Living Skills: Transforming Education for Autistic Learners

December 13, 2023/in Autism, Education/by A Bridge to Achievement

Autism Spectrum Disorder (ASD) affects communication, social interaction, and behavior to varying degrees, so it’s not surprising that autistic learners have diverse learning styles and sensory sensitivities. Some learners are able to thrive in a traditional classroom setting with accommodations; others need educational support not covered by standard school curriculum. In fact, for many autistic learners, daily living skills hold equal or greater importance to academic skills. But what are daily living skills? Why are life skills important for autistic students? And how do you teach daily living skills for autism?

In this article, we will answer all of these questions and more, as well as tell about the BRIDGES program at A Bridge to Achievement that is specifically designed to help autistic learners foster these skills.

What Are The Activities of Daily Living?

Activities of Daily Living (ADL), also known as daily living skills, adaptive skills or basic life skills, are fundamental abilities that enable autistic learners to independently navigate their daily lives. These skills vary by age and encompass a wide range of tasks.

School-aged learners typically focus on such skills as personal hygiene, household chores, and nutrition. Older learners may practice more advanced skills that are essential for independent living, like managing money, identifying community signs and symbols, and cooking skills.

Specific skills development will vary depending on an individual learner’s needs and abilities, as well as the priorities of their family. Examples of daily activities for autism include:

Personal Hygiene
Brushing teeth, flossing, using mouthwash, bathing, grooming, getting dressed
Toileting
Using the toilet independently, managing personal hygiene in the restroom, identifying which bathroom to use across a variety of community environments
Eating & Drinking
Preparing meals or snacks, using and sorting utensils, drinking independently, pouring and measuring, kitchen safety skills, utilizing appliances independently, identifying expiration dates
Household Chores
Cleaning, tidying up, doing laundry, taking care of pets or plants, organizing, wiping down surface areas, emptying trash
Communication
Expressing needs and preferences, engaging in effective verbal and nonverbal communication

Why Are Life Skills Important for Autistic Students?

The acquisition and mastery of daily living skills have a profound impact on the quality of life and long-term well being of autistic individuals of all ages. Moreover, daily living skills equip learners with autism with the practical tools for successful transition into adulthood, improving their chances of finding meaningful employment, establishing relationships, leading more fulfilling and self-determined lives, and living as independently as possible.

Practicing daily living skills is crucial for autistic learners to:

Become more self-reliant
Develop functional independence
Identify and communicate emotional states
Self advocate
Bolster confidence and a sense of empowerment
Increase personal agency and autonomy
Foster a sense of belonging
Cultivate meaningful connections with others
Actively participate in their community
Unlock their highest potential

Limitations of Traditional Schooling

The traditional classroom environment is designed with neurotypical learners in mind and often has limited resources and staffing available to provide individualized support. For many reasons unique to each child, traditional classrooms can be challenging and counterproductive. Large class sizes, limited resources, and classroom layouts can be overwhelming for learners with autism.

Structure & Pace
The structure and pace of instruction in a traditional classroom often follows a standardized format, which may not accommodate for processing time, sensory needs and individual styles of learning such as visual versus auditory.
Sensory Inputs
Autistic learners with sensory sensitivities can find such inputs as bright lighting, loud noises, or crowded spaces dysregulating and distracting.
Social Expectations
People with autism often have difficulties with social interaction and understanding social cues, making it challenging to navigate the complex social dynamics in a classroom setting. Classrooms can be loud and teachers often have limited time to break down and teach social skills systematically.
Frequent Change
While changes in routines or unexpected transitions can be challenging, traditional classrooms leave little time to plan for and implement strategies to teach autistic learners coping strategies. WIth limited time and resources, teachers often struggle to utilize aids such as visuals to prepare learners for changes like a fire drill or substitute teacher.

The inclusion of sensory-friendly elements, incorporating visual aids and clear communication strategies, and individualized supports can greatly help in creating a more inclusive classroom environment for autistic learners. These accommodations are more easily achieved by some schools than others. Let’s consider the student-to-teacher ratio in traditional vs. alternative schools.

Nationwide, the average student-to-teacher ratio across K-12 public schools is 15:1. This average rings true for Forsyth County Schools, but the average in Charlotte-Mecklenburg Schools is 16:1 and in Union County Schools almost 17:1. Traditional classrooms in our local school systems are not necessarily equipped to support autistic learners in the most effective and individualized way possible.

Classrooms in alternative schools are set up with students’ Individual Education Plans (IEP) in mind. Class sizes typically range from three to 10 students with one or more teachers and/or specialists directly engaging with individuals or small groups at all times.

When a school is ill-equipped to make and maintain accommodations, or a student would benefit from more customized learning approaches or more individual attention, exploring alternatives to traditional school is in the student’s best interest.

Alternative Educational Approaches

Not only do alternative school options for autism exist, but they provide an environment that’s equal parts educational, empowering, and fun. The most popular choices are inclusive settings and customized learning programs.

Inclusive settings feature both neurodiverse and neurotypical learners. They offer a holistic approach to education by integrating daily living skills into a developmentally-appropriate curriculum. Inclusive education programs address the whole child while fostering socialization and peer learning and reinforcing the connection between classroom learning and real-life application.

Customized learning programs employ an individualized educational approach designed to meet the unique needs, abilities, strengths, challenges, and learning styles of each enrolled student. These programs tailor instructional methods and materials to support personalized goals, are flexible and responsive, and regularly assess and adjust strategies to ensure optimal learning outcomes.

The BRIDGES Program

The BRIDGES (Building Relationships, Independence, Determination, Group & Essential Skills) Program at A Bridge to Achievement is specifically designed for autistic learners ages 8 and up. Our goals through this fun, customized learning program are for learners to increase their autonomy, self-advocacy skills, confidence and communication through individualized teaching and frequent peer interactions.

Each day, between 8:30 am and 3:30 pm, students engage in a series of 1:1 learning opportunities with their therapist (even during whole group time). BRIDGES takes place Monday through Friday and is best suited for learners who can attend full day or as close to a full day as possible.

Daily Living Skills
Daily living skills are at the heart of BRIDGES. Targets are individualized and rotated to meet the needs of the learner and priorities identified by their family, with the ultimate goals being independence and generalization to the home setting.
Group Time
Twice daily whole group circle times teach communication skills, including labeling emotions, identifying the weather, calendar, and recalling information about the day. Group circle time focuses heavily on building confidence and increasing social skills through contrived and natural opportunities such as asking peers which song they would like to listen to.
Structured Game Time
Fun group games bring learners together to work on social skills, turn taking, communication, and following directions. Group games range from board and card games such as Candy Land and Uno, to more physical games such as freeze tag in the gym.
Crafts & Cooking
Craft activities focus on increasing independence with common tools such as scissors, tape, and glue. Pre-cooking skills such as pouring, measuring, mixing, sorting silverware, and identifying kitchen safety rules are worked on in the BRIDGES classroom, then generalized to the kitchen. Hands-on cooking time utilizes recipes with follow-along visuals.

Interested in learning more about the BRIDGES program and A Bridge to Achievement? Get in touch! We work with families in Davidson, Davie, Forsyth, and Guilford in the Triad, and Cabarrus, Mecklenburg, Union, and Gaston counties in the southern part of the state. Support starts here.

My Child May Have Autism, What Do I Do?

December 1, 2023/in Autism, Awareness, Education/by A Bridge to Achievement

Most frequently, people are diagnosed with autism as children. Sometimes, a parent or caregiver will advocate for an autism assessment for their toddler or young child based on suspected developmental differences that they notice or as a suggestion from a pediatrician, close friend, or family member. Others may seek assessment for other neurodiverse conditions, such as ADHD or dyslexia, before coming to the realization: my child may have autism.

This revelation is often accompanied by a number of questions, like: How do I test if my child is on the spectrum? Can autistic kids go to a normal school? Can a child with mild autism live a normal life? Don’t feel guilty for asking yourself these and other questions – it is natural for a parent or caregiver to jump ahead before getting definitive answers. At A Bridge to Achievement (ABtA), we can help you address all of your questions and concerns, and provide you with the tools and support you and your young learner need to thrive.

In this article, we will discuss how to go about getting an autism assessment, learn about the next steps after autism diagnostics, and how to help a child with autism unlock their highest potential.

The Facts

First, let’s look at autism in America. If there’s potential that your child may be on the autism spectrum, it’s important for you to know that you are by no means alone. According to 2020 statistics issued by the CDC (Centers for Disease Control & Prevention), about 1 in 36 children have autism. It is more commonly diagnosed in boys than in girls, but is indiscriminate when it comes to socioeconomics, ethnicity, and racial identity.

The prevalence of autism has led to the development of standardized autism assessment tools, an increase in clinicians who specialize in therapeutic services for autism, and a greater level of awareness and dialogue about autism at the state and federal levels. There is a lot of information at your fingertips, and there are a number of opportunities for your child and family to grow and progress together with an autism diagnosis.

To begin the diagnostic process, you simply request services from a particular practice. Your pediatrician or others in your network may suggest some practices for you to consider, or you can choose a specific practice based on your own research. Most diagnostic assessments do not require a referral.

Autism Assessment

An autism diagnosis is determined by a psychologist or developmental pediatrician after holistically considering the results of a series of evaluative tools. This will include:

Completion of an autism tool or tools such as: Autism Diagnostic Observation Schedule – Second Edition (ADOS-2), Autism Diagnosis Interview – Revised (ADI-R), Childhood Autism Rating Scale (CARS), Gilliam Autism Rating Scale – Second Edition (GARS-2)
Additional assessment tools, as needed, to determine cognitive or adaptive skills
Parent and/or caregiver interview
Direct observation

At A Bridge to Achievement, we conduct private autism assessments at our offices. Our sole focus is on engaging the autism community, so we don’t have the extensive wait times of clinics with a broader scope. Depending on your proximity to Charlotte or Winston-Salem and your insurance coverage, we are typically able to begin the assessment process within two or three months of receiving your request through our website or a provider referral.

Partnering With Your Provider

Once you have an autism diagnosis, your next step is to find a provider who meets your criteria as a member of your care team and who is dedicated to creating an individualized therapy plan for your child. Every learner is different; therapy services are not one-size fits all. Know that a specific care plan is a necessity for your learner, not a nice-to-have.

Therapy planning at ABtA begins with a comprehensive skills assessment, including:

Review of relevant records
Parent/caregiver interview
Language development evaluation
Motor, imitative, and adaptive skills screenings

The successful implementation of an evidence-based program requires a learner’s whole community to be on board, from parents, grandparents, and siblings, or teachers and other service providers. We believe caregiver collaboration and guidance are essential to a learner’s progression, which is why we:

Seek family input and approval on programming decisions
Make program changes based on the needs of the learner and their family
Deliver regular feedback via progress reports and team meetings
Provide personalized ABA (Applied Behavior Analysis) support training
Providing ongoing support and guidance

School Options

As is well known, autism exists on a spectrum. An autism diagnosis may have significant implications for one school-aged child and may not for another. Many autistic kids go to school with neurotypical kids, and families who seek them out are often eligible for school-based services. Other families choose not to identify their learner as being neurodiverse and may seek services outside of school, and still others choose to explore alternative schools for autism.

As required by law, Charlotte-Mecklenburg Schools, Union County Schools, and Forsyth County Schools offer extensive resources for children on the autism spectrum. Independent and/or private schools are available in these areas for those families who do not feel in-school services are sufficient or who prefer a specialized alternative.

Get Started

If you believe your child may be on the autism spectrum, begin your research now. While it is never too late to determine eligibility for therapeutic services, research shows that early intervention is most beneficial.

At A Bridge to Achievement, we serve two distinct age groups. Our Building Bridges program helps our youngest learners prepare for Kindergarten, and BRIDGES (Building Relationships, Independence, Determination, Group & Essential Skills) engages learners ages 8 and up. Learners can remain in the BRIDGES program into adulthood as long as their insurance permits it; they demonstrate that they are in need of skills at the level provided; and they have no challenging behaviors that prevent skill building in the clinic setting.

Have questions about our assessments, programs, and services? Connect with us! Support starts here.