Affirm ABA

The pathological medical model defines play as inappropriate, restricted, and repetitive with DEFICITS in imagination, imitation, symbolism and joint attention.

A paradigm that focuses on deficits rather than strengths.

In this context, playing "appropriately" means playing with toys exactly as a typical child would play with toys.

When an autistic child plays in an unusual way, it is considered "inappropriate play." In other words, "it's different, therefore it's bad."

It's not that autistic children don't know how to play. There is no correct way to play. Play is play.

Autistic children's exploration and interaction with the world is outside of society's understanding, and just because society doesn't understand the value of doing things a certain way, it doesn't mean it's wrong.

There is nothing wrong with lining up toys. 🦒🐖🧸

There is nothing wrong with spinning the wheels of a car. 🚙

There is nothing wrong with playing with nature. 🌱

There is nothing wrong with playing with a cardboard box. 📦

Autistic play is appropriate play.

Autistic children are not broken versions of neurotypical children. Same thing goes for autistic adults (we exist by the way 😉✌️). is a natural part of the spectrum of human diversity... and diversity is beautiful.

We learn, interact and play AUTISTICALLY.

-Autísticamente Marcela 🚙 🦖 ⚽🚂

Publicación en español:
https://m.facebook.com/story.php?story_fbid=459514795536353&id=100044335094112

[Image description: an illustration of a child smiling and sitting on the floor while holding a stick with a leaf. The child is surrounded by a display of toys and other household items that have been lined up in a curved row (a piano, a cardboard box, a bucket & pale, a stuffed bunny, a wooden train, two plastic cups, four colored markers, a broom, a toy dinosaur, a hat, two Christmas tree ornaments, a vase with flowers, a toy bus, a potato head, a pop it, a spinner, a book, a boat, a panda bear, a rattle, a number block, a beach ball, a stacking toy and a Peppa Pig). A thinking bubble above the child has a smiley face.]

There's harm in taking away recess for elementary schoolers as a form of punishment Ayesha Rascoe speaks to Maren Christenson Hofer about the harm of taking away recess in elementary school as a form of punishment.

Graphic credit: WholeHearted School Counseling

http://autismsareviews.blogspot.com/2022/04/early-pre-verbal-communication-non.html

Good morning! “Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.”

Find some time to play! ❤️

As always, 🧠♾🌈✨

Happy Spring! To celebrate the end of winter, we are having a TPT sale on both the Digital ABLLS-R® AND VB-MAPP kits! 15% off for the next week! These kits streamline your use of the assessments, and increase engagement and attending of your learners with gamified programs that feel more like a tablet game than work! Treat yourself and never make materials again!
https://www.teacherspayteachers.com/Product/ABLLS-R-Assessment-and-Curriculum-Kit-Boom-Cards-7102304

https://www.teacherspayteachers.com/Product/VB-MAPP-Digital-Assessment-Kit-7271480

VB-MAPP Digital Assessment Kit Interactive Preview Here.Are you sick of laminating, making materials, and lugging them around with you as you see clients? This Digital VB-MAPP Assessment Kit is for you!This bundle contains all the materials needed to run a full VB-MAPP assessment* (*with the exception of tasks that need to occur....

The media like to portray heart-warming autism success stories, but the reality for many autistics and their loved-ones is often quite different. While it makes me happy, and sometimes hopeful, to hear stories of autistics’ major successes, I also wish we’d talk about the reality of autism more – the little successes that are so meaningful to many autistics and their families. The truth is, most people with autism won’t graduate college, they didn’t learn calculus by age 6, and sadly, many won’t ever be able to even live independently.

I get it, as a headline “eight-year-old says buh for bubbles” doesn’t sound as amazing as “25-year-old autistic man graduates medical school with honors.”

To show autism under a different light to what you usually see in the media, I asked autistic adults and their loved ones to tell me their autism success stories. Here were some of the answers:

* My son zipped his jacket by himself today. Age 24 and he never stops learning. –Mother

* I watched my 33 yr old brother put on his socks independently for the first time this year. –Sister

* My boy, age 16, has learned using ABA techniques to do a pretty passable – and safe – wet shave for himself. –Mother

* My son put his clothes on by himself at age 8. –Mother

* My son tied his shoes on by himself for the first time at age 9, almost 10. –Father

* One for me recently is *finally* being able to check-out at a register with my Mother’s debit card without getting impossibly confused & breaking down. –Autistic adult

* Eating w/o gagging or choking (EoG, dysphagia). –Mother

* My son had his first haircut without a meltdown at age 5. – Mother

* Pointing to own head yesterday when we asked “what hurts,” instead of us worryingly inspecting his whole body as usual. –Mother

* My son used the toilet twice for #2 this week! We are so going to get there! He’s 14. –Mother

* I recently taught a man in his 60s how to refuse food he doesn’t want without throwing it on the ground.

These successes, while not media-worthy, are huge and they’re worth celebrating too.

What is your autism success story? 💙

[Repost from 2019 — see full blog in comments]

Honouring a child's need for break time builds trust.

This excellent flow chart from Kristin Wiens () is free & downloadable here: northstarpaths.com/. Full image description in comments.

As Don't IEP Alone: A Day In Our Shoes .com notes, “A child should not have to ‘earn’ [sensory] breaks. The day they need them the most, is the day they are least likely to earn them.”

I shared this comment as a response to another “advocate” bashing parents of autistic parents, yet again. The author was making strange comparisons and claiming she didn’t care about how her words made people feel. Is this what social media advocacy has become?

——

Indeed, you don’t have to cater to everyone’s feelings, but your write-up makes me feel like you don’t have an understanding of what severe autism or being transgender means, or else you wouldn’t compare them.

Autistic parents don’t grieve their children. They grieve the potential for a pain-free, independent, fulfilled life their child won’t have.

Parents grieve the life for their child where they don’t bang their head against the wall from the frustration of not being able to communicate.

Parents grieve the life for their child where they don’t need to be taken to multiple doctors to know where, or even if, they’re hurting.

Parents grieve the life for their child where they don’t have to worry about them being bullied at school without them having any way of telling you.

They grieve the life of not having to worry about their teenager running away at the grocery store and getting hit by a car.

We grieve the safer, more independent life for our child without the baked-in pain and struggles.

You can advocate for yourself and autistic people without putting down the people who raise those autistic children.

You shouldn’t hide behind your diagnosis. You shouldn’t relish, nor find joy, in making a name for yourself on not caring if you offend another subset of the same group to which you belong.

I can say with certainty that most parents of autistic children want the best for them. Being sad about their child’s diagnosis has nothing to do with the love they hold for their children, nor how caring of a parent they might be.

We did it!!!!!

"Legislation (S.1662-B/A.3523-A) makes the issuing of behavior analyst licenses in New York consistent with other states. The current law only permits behavior analysts to treat autism and autism spectrum disorders, exclusively. This legislation will remove the restriction, allowing for treatment of behavioral health conditions listed in the Diagnostic and Statistical Manual of Mental Disorders, or equivalent system."

Thank you for all of your efforts. More details from the NYSABA Legislative/Public Policy Committee will be provided.

Governor Hochul Announces Historic $240 Million Increase in Investment for Schools Serving Children With Disabilities https://www.governor.ny.gov/news/governor-hochul-announces-historic-240-million-increase-investment-schools-serving-children

🌻From Anouk of Autism_Sketches (www.instagram.com/autism_sketches)

[Image description: White background with black text that reads, 'Don't force me to fit in. Include me when I'm different.' In the lower right corner is a sketch of a sunflower thriving amid a bed of violets.]

In yesterday’s interview Harper’s mom shared that her daughter expresses love by touching a person’s face. A few minutes later Harper placed her hand on my chin and my heart burst with joy. There’s the old expression that “all behavior is communication”, and I think that sometimes nonspeaking communication can be stronger than words. Harper’s gesture made me feel accepted and loved in a way that words or phrases rarely have. Thank you, Harper! Her mom snapped these photos during the interview. I love sharing memories like this with families across the world.

Photo Description: Harper touches Chris's chin and looks at him while he reads a book to her.

New Research Suggests Social Issues are Down to Neurotypicals more than Autistics Autism is seen, in popular representations, largely as a social and communication disorder. Formerly framed as stemming from an autistic lack of a “social instinct”, the current dominan…

Authentic connection is always on a child's terms, not ours.

Love this 💕

"Dear Parents,

You're right!

Occupational Therapists can help you understand the "why" of the behavior you see at home. When you , you support your child's brain, and thus help improve behavior." - Greg Santucci

20 Tips to Help De-escalate Interactions With Anxious or Defiant Students | KQED Interventions and strategic behaviors can help teachers manage students who are acting out or missing out on learning because of behavioral issues.

Are you sick of laminating, making materials, and lugging them around with you as you see clients? Do you need telehealth resources but don't know where to start? Are you having trouble finding engaging, realistic materials to use?

Then the Digital ABLLS-R® and Digital VB-MAPP Kits are for you!

These Kits contains all the materials needed to run the full assessments (*with the exception of tasks that need to occur in a natural context or are spontaneous). We've even included our Guided VB-MAPP Level 1 assessment in the VB-MAPP Kit!
With these digital materials, you can immediately assign new tasks to your learners and see data on Boom's website in real time.

You can preview each program in both Kits at the links below!

The Digital ABLLS-R® Kit is available here: https://wow.boomlearning.com/store/bundle/cmehCKs3cXNXsPG4S and on TPT here: https://www.teacherspayteachers.com/Product/ABLLS-R-Assessment-and-Curriculum-Kit-Boom-Cards-7102304

The Digital VB-MAPP Kit is available here: https://wow.boomlearning.com/store/bundle/3bm4fAWtxL6RoLSKu and on TPT here: https://www.teacherspayteachers.com/Product/VB-MAPP-Digital-Assessment-Kit-7271480

For teachers and parents:

When a student starts to escalate it’s important to keep these tips in mind to prevent a situation that can quickly become unmanageable. Remember also to not to take it personally, and that building a trusting relationship with a child is the best preventative measure you can take. 💜

-A Teacher at Ana’s School

Yesterday we had the pleasure of presenting to the team at SPOT Therapy Hub, a speech and occupational therapy practice in Sydney, about all things related to Autism and neurodiversity. We were so heartened to see a new wave of allied health professionals who are so keen to learn about Autism from Autistic people and are committed to taking a strengths-based, pro-neurodiversity approach with families. Thanks for the opportunity, Kate Broderick and team!

If you feel your organisation could benefit from hearing our perspectives, please get in touch with us via email: [email protected].

Image description: On a pink background, black text reads: "Every time a professional reaches out to Autistic people for guidance and commits to taking a strengths-based, pro-neurodiversity approach, the world becomes a better place." Beneath the text is an illustration of a bright pink heart with "explosions" of colour around it. At bottom left the Reframing Autism logo appears.
Image credit: Celeste Josephine Art for Reframing Autism

When it comes to autism, no two autistics are alike.

Some can communicate, others can’t, and will never be able to.

Some can talk, but prefer to communicate nonverbally.

Some love to talk, while others are quiet.

Some prefer identity-first language, and others use person-first.

Some will live independently, and others require 24/7 care for life.

Some like the puzzle piece symbol, others don’t.

Some have an impressive “splinter skill”, but most do not.

When it comes to autism, we all have different abilities and varied opinions.

There isn’t a single autistic voice, and there’s not a single form of autism. If you’re looking to learn more about autism, have conversations with an autistic person, and then another, and then another.

But remember, some people with autism cannot communicate, whether verbal or otherwise, so to get to know them, you might have to talk to the people closest to them, those who care for them and often will for their entire life.

Quote on the letter board by Dr. Stephen Shore.