Military families attempting to receive ABA services face many challenges in securing services. One company, Autism Services North, works with families to connect them with providers. ASN is an approved provider in all three Tricare regions (North, West and South). ASN recruits qualified BCBAs across the country and does the legwork in setting up programs for children.

RESOURCES:

Behavior Analyst Certification Board

Autism Services North. Contact information:  Lisa Gibbner (Director of Operations); Paul Eschback (Director).

Department of Defense Report and Plan on Services to Military Dependent Children with Autism

Podcast Interview with Karen Driscoll, who is lobbying congress to increase services for military dependents with autism:

• Increased funding for research, treatment, screenings, public awareness, and support services.
• Improving life-long services for people with ASD
• Support funding for the Combating Autism Act
• Universal screening for infants and two-year-olds

President Obama’s inauguration occasioned such optimism and hope for a true change in Washington, that even my most snarky colleagues have their fingers crossed for his success. Children in our region, from preschool through high school watched the event and recognized the significance. As a great skeptic myself, I am “cautiously optimistic” (to tread again on the tired cliché). Entropy and Washington machine will require considerable diplomacy, willpower, finesse, and shear stubbornness to overcome.

Of the four elements outlined in the President’s agenda, I believe there will be considerable support to fund research on the causes of autism as well as backing for universal screening. There are strong advocacy and lobbying groups behind this agenda who will now have a willing ear. Additionally, many in the public perceive autism as a disease that can be “cured,” rather than characteristics of an individual, who can be taught.

Those of us who teach, support and assist people with autism (both children and adults) will have to work hard for our seat at the table. It takes a lot of work, time, and money to help people with autism. So far, research for “the cure” has overshadowed research for effective teaching methods, both in dollars and public attention. Can President Obama broaden this agenda to include all four key elements? With our help, “Yes, We Can!”

Referring teachers usually request behavior plans to eliminate problem behaviors that interfere with teaching, disrupt the class, or cause risk of injury.  Behavior plans focused on eliminating behaviors as the primary goal are often ineffective. While one behavior is eliminated, another problem behavior pops up to take its place. The primary goal of a behavior plan is to teach socially desired behaviors (“replacement behaviors”) that serve the same function as the problem behavior. As the new behaviors are established, the problem behaviors decrease and are eventually eliminated.

Remember: Effective FBA-BIPS are Teaching Plans

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Assumption 2: The initial step in this process is to change student behavior. 

The initial goal of a behavior is not a change in student behavior, but a change staff behavior. If teachers and assistants are using behavior management strategies that are not effective for a particular student, new strategies are needed. Although this sounds obvious, it is often the most difficult challenge in implementing an FBA-BIP. As adults, the routines of interacting with children are well established—even habitual. Responding and reacting to students in a different way requires a clear plan, collegial support, and determination. Though the initial goal is a change in adult behavior, the outcome is a change in student behavior.

Remember: FBA-BIPs require change in staff behavior

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Assumption 3: An FBA-BIP is completed when the CSE/CPSE team meets.

Although an FBA-BIP is a written summary of an evaluation, it is not a static document. The purpose of an FBA-BIP is to provide a formal analysis of the challenge, a clear plan for agreed-upon strategies, and an objective criteria for progress. Teams that view the FBA-BIP as a product may fail to recognize that its most important purpose is to guide a process.

Remember: An FBA-BIP is a process, not a product

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Helping the behavior intervention team consider these assumptions will lead to more effective interventions. For a detailed guide to developing, writing and implementing FBA-BIPS, I suggest looking at the White Paper:

White Paper 4: Functional Assessment & Behavior Intervention Plans