Interactive Technology and Autism: Dayschool's Journey...

Thanks to generous donations, the Dayschool has been the lucky recipient of new technology this past year. We have graciously received interactive/touch devices (17 iPads and a Smartboard) and can now proudly stand amongst the rest in modern education! The positive reviews of devices like iPads and Smartboards with children with disabilities have been a hot topic all over the internet. Despite research regarding the effectiveness of this technology being relatively new; it makes sense to me why many children with autism seem to enjoy them. With zero learning curve and the ability to access videos, music and games at your fingertips; simply put, this makes for one powerful reinforcer!! However, this is not to say we weren't a bit tentative the moment we got them. Having talked and talked to anyone willing to listen about all the wonderful benefits of iPads and Smartboards, when they finally came into our possession; we hooted, hollered, jumped for joy…and then scratched our heads and thought, “So, what are we going to do with these things?”

Queens Community Leader Shaves for Autism

Paul Halvatzis, a notable Queens-based businessman, has accepted a challenge from his children, including his autistic son, to shave his 35 year old mustache off to benefit those living with autism.

Halvatzis, a civic leader in Astoria, has been a board member of the Astoria Civic Association for over 20 years, past president of the Astoria/LIC Kiwanis Club for 25 years, and a board member of the 30th Ave. Merchants Association. He also serves as Vice President on the Board of Directors of Quality Services for the Autism Community (QSAC).

The momentous occasion will take place at the Redken Saloon Salon located at 36-16 30th Avenue Astoria, NY 11101, on Friday, December 30, 2011 at 6pm. The location is directly across from our Astoria QSAC facility which, will be simultaneously running our after school program. The public is invited to attend and, as this is a fundraiser, people are being asked to make contributions in honor of the statement Paul Halvatzis is making by shaving his mustache. Donations can be made at the event or by going to www.qsac.com/shave.

"Paul has had his mustache longer than QSAC has been in existence,” said Gary Maffei, QSAC Executive Director. “We are thrilled to be working with him on this innovative fundraiser to bring much needed resources that will both improve and expand our services to those most in need across New York and Long Island."

We're Still Seeking Contestants for Got Talent 2!

Last week’s installment of Got Talent 2 was a huge success. The room was full and the performances were top notch.

Celebrity judges Janet Pailet, Ben Cameron and Steph Watts provided excellent feedback for the contestants, all while keeping us laughing out loud at their entertaining banter.

We also still have a few spots available for our November 8 show. Remember there is $5,000 in cash and prizes up for grabs, so if you know some people with some talent encourage them to send in their entries.

Don’t forget to help get the word out to friends and family about the event. If you can’t make it down in person, remember we are now streaming live on the internet! Everyone can vote for their favorites online, from anywhere. Visit www.qsac.com/talent for more information.

We've Lost a Longtime Friend

Mrs. Joyce Carone, a long time friend of QSAC and parent of one of our group home residents, passed away last week. She will be missed.

Queens Council on Developmental Disabilities Family Support Fair

Join us next next Friday, October 28, 2011 at The Queens Family Support Conference in Flushing, NY. QSAC's Deputy Executive Director Lisa Veglia will be moderating one of the workshops.

Be sure to visit the QSAC booth and say hello!

Download the brochure
View the workshop schedule

On Identity [Guest Blog]

Lydia Wayman, guest blogger

Since I'm contributing to the QSAC blog for the first time, it seems appropriate that I should begin my first post by telling you a bit about myself. My name is Lydia. I'm 23, but since I can't stand the number 3 or multiples of 3, I prefer to say that I'll be 24 in December. I'm entirely obsessed with my nearly-14-year-old tabby cat, Elsie Penelope. I'm a writer, through and through. This brings me to my last point, which is that I am, in fact, autistic, which for me, means that I don't do nearly as well verbally as I do when I type. Not infrequently, I can't speak at all. Typing has given me a voice in this world.

Perhaps surprisingly, I wasn't diagnosed with autism until just a few weeks after my 21st birthday. My best friend in college knew that I was autistic upon meeting me, and she brought it up for me to consider in September of 2008. Many adults with autism report that they feel like someone wrote a book about them when they read about the subject. Not so much, for me. Actually, when presented with the idea, I balked.

Why would a moderately affected autistic young woman fail to see herself in a description of autism? Well, I didn't have any sense of self or theory of mind at that point. My memories, prior to the age of 21, are only sensory impressions, and muddled at that. I actually can't remember what I thought, how I felt, or what I believed about anything. I had no idea that I love cats, or that I tend to be a pessimist, or that I'm very honest and loyal. Nothing. And so, for 21 years, I had no identity whatsoever, and least of all with respect to things like behavior such as are described in a list of autism traits.

After this revelation, though, for a time I saw myself as autistic and only autistic. I suppose this is a typical reaction to such a diagnosis coming into one's life... to hyperfocus on it for some time. Essentially, I saw things through autism glasses, so to speak. I'd say, "Is that why I lose my speech all the time!" and "Is that why I melt down in public!" I was beginning to make sense of myself and my world.

Over time, some of the hyperfocus has faded, and I've begun to learn more about myself as Lydia, instead of just as "an autistic person." As I aluded to earlier, I am a writer, a poet, a blogger, and an author. I'm a speaker. I love pink and purple, hats and shoes and clothes, and thus I'm a bit of a girly girl. Although, I do hate make up. I love Disney World. I like stuffed animals and dolls. I like to swim and walk. I'm trusting and trustworthy, honest, loyal, and yes, pessimistic. I am very interested in my cat, crafts, language, and, finally, autism.

I leave autism at the end, because while it is a part of me and what I'm all about, it is no longer all of me. I am autistic, but I am also hundreds and thousands of other things that are equally as important. I have a shirt that I like to wear to autism events that said, "I Am So Much More Than Autism." All around the big words are smaller words, descriptive adjectives.

One theme that's come up for me time in again through my writing is how people with autism really aren't so different from people in general. Now, tell me, don't many people seek to define themselves by one thing? For many, it's by what they do (I'm an engineer). For some it's by how they look (I always have to be tan and have my nails done). Others, by what they believe (I'm a Democrat). Or by relationships (I'm a mother).

I would argue that this way of defining ourselves by a single attribute is a mistake, on all our parts. I want to make shirts for the whole world that say, "I'm So Much More than ____." And all around those words, there would be a bunch of adjectives that describe the person. We, both people with autism and people without it, are multifaceted. We owe it to ourselves to recognize our strengths, weaknesses, goals, dreams, and accomplishments...

Recognize. Don't judge. Celebrate.

Until next time,

Lydia

Lydia Wayman is a 23-year-old Pittsburgher who loves cats, writing, more cats, and more writing. She also has autism. Lydia found her voice through typing and uses her writing ability, combined with a degree in education, to blog, write books, speak, and consult for families. She believes that a girl with a dream and a keyboard can change the world and has set out to do just that.

Faces Painted, Pumpkins Decorated, Cupcakes Baked!

Our Sibling Support Group gets into the Halloween spirit by baking ghost cupcakes,
decorating pumpkins, and doing a little face-painting. 

Anthony Throws First Pitch at Mets Game

Anthony throws the first pitch at Mets game

Anthony (20), an avid New York Mets fan, is one of QSAC’s first consumers since the age of three. He was given an opportunity to throw out the first pitch at the Mets-Marlins game on 8/31/11, thanks to Emblem Health. Anthony was accompanied by his parents Rose and Daniel and his sister Sara, who is one of our very own Service Coordinators. Anthony was thrilled when he found out he’d be throwing the first pitch at a Mets game. He wanted to tell everyone and was getting prepared by practicing throwing pitches with his Dad.

Anthony receives Service Coordination and Community Habilitation services from QSAC. He was also a recipient of a trophy at one of our talent shows. Anthony has come a long way from being a shy, loving boy, giving very little eye contact, to blossoming into a young man, full of vibrant energy. He is living proof that one can overcome his/her obstacles.

QSAC Board Member Honored With House Dedication

Having spent a large portion of her life fighting for the services our families receive today, after 32 years on the Board of Directors Esther Greenberg is retiring from her position.

In honor of her service QSAC has dedicated one of its residential programs in the name of Esther Greenberg. The QSAC group home located in St. Albans, Queens will now be known as the Esther Greenberg House. QSAC Executive Director Gary Maffei commented that “Esther Greenberg made sure that her child, and those children that followed, had a place to call their own. She helped us get to where we are today and many of the people we serve now have a home to live in and call their own because of her. Esther will be missed on the Board and we wish her all the best.”

Esther Greenberg’s daughter Daphne expressed the following in a letter to QSAC: “Dear Gary, Thank you for dedicating the house in my mother’s name. Ever since my brother was a young boy, {my mother} worked long and hard to make sure that he and others like him would have appropriate educational and residential services. It is therefore very fitting that the house is being dedicated in her name. From the bottom of my heart, thank you. I know this means a lot to her, and it means a lot to me as well.”

To make a donation to QSAC in honor of Esther Greenberg, please send checks payable to QSAC to JAF Station, P.O. Box 2442, New York, NY 10116. Donations can also be made online via qsac.com or by calling us directly at 212-244-5560, x2059.

Bowl for Autism!

It's time to strike it up and bowl for a great cause! There will be lots of fun, incredible prizes and plenty of opportunity to show your style, flair and spirit. There are only a limited number of lanes, so sign up early to secure your lane!

No bowling experience is necessary! Get started right away… here's what you need to do to start with the QSAC Bowl-A-Thon:

• Organize a team of up to 4 of your friends, co-workers, classmates, family or neighbors (a maximum of 4 bowlers per team) and choose a team name. The lane will be reserved under this team name the day of the event. Be creative and have fun!
• Each team member must register for the event. Registration is only $18 per person. You can either donate this yourself or ask your friends, co-workers and families to donate to your team. This must be paid before the start of the Bowl-a-Thon. (*A team is up to 4 individuals. Special lane provisions can be made for Groups/families over 4.)
• Direct your supporters - friends and family - to the QSAC website to make their donations on behalf of your team with a credit or debit card through our website www.qsac.com/bowl. For tips on how to share information about your team with your supporters look on the fundraising website and it will show you how to send emails to friends and how to post information on the event into your individual Facebook pages. Donations can also be made by cash or check. See below for more details.
• The QSAC website will keep track of your progress. It’s that easy! Let’s go bowling to "strike" for autism and help QSAC continue to make a difference in the autism community!
• Donations can be made online using a credit card or by cash or check. Checks should be made out to"QSAC – 2011 Bowl-A-Thon" and these donations should be recorded on the paper pledge/sponsorship forms that can be downloaded here

All proceeds from the QSAC bowl-a-thon will go towards developing therapeutic programs for children and adults with autism throughout New York City and Long Island. You can make the difference for the autism community and have a great time while doing it.

Register now at www.qsac.com/bowl

Our Annual Food Drive

QSAC is kicking off its annual canned food drive a little bit early this year to get as much food as possible in conjunction with the Kiwanis Club's annual turkey donation for our most neediest families.

Each of our sites is a drop-off point so that families, staff, guests, etc. can drop off canned food.

• 38TH STREET 
• ASTORIA BROADWAY OFFICE 
• MANHATTAN 
• BRONX 
• WHITESTONE 
• DOUGLASTON 
• HOLLIS 
• BALDWIN 

QSAC will be delivering the food collected during the week before Thanksgiving and then again during the week of Christmas. Please spread the word!

Ethical Considerations When Choosing Interventions

Photo by Lance Neilson

When speaking in behavior analytic terms, one of the most basic terms is that of extinction. The definition of extinction is very basic stating that a behavior which has been reinforced in past instances is no longer reinforced. When thinking outside the realm of children with autism spectrum disorders, extinction occurs in peoples everyday lives. When you're favorite TV remote which has always worked in the past stops working one day, the behavior of pressing the "On" button has been put on extinction. This will then prompt people to vigorously press the "On" button repeatedly while yelling at their television to work. This repeated button pressing is an example of a side effect of extinction. This would be called an extinction burst. Once the behavior of turning on the TV was put on extinction, the frequency of pressing the "On" button will increase dramatically before finally leveling out. But what is instead of dealing with a TV remote, you were dealing with a child with an autism spectrum disorder who engaged in frequent instances of inappropriate attention seeking behavior? What if ignoring lower level attention seeking behaviors lead to property destruction as a means of attention? Would it be ethical to use extinction in this scenario, and deal with a child destroying others belongings? The answer to this question should be a definite no. In this instance, extinction would not be an ethical intervention. The question then becomes, when extinction is unethical as an intervention choice, what other intervention strategies can be safe and effective?

Two years ago, during my first year as a classroom teacher at the Day School, I remember a particular student who engaged in highly inappropriate attention seeking behaviors. I remember one day while working with this student, she began to punch my arm in an attempt to inappropriately get my attention. Knowing this behavior was inappropriate, I ignored it and soon enough she began punching me more and more. I continued to ignore her and she then began running around the classroom tearing down classroom materials and even trying to hit other students as a means of attention. Right at this moment, my supervisor, Mariann Lai walked into my room and observed my strategy. She began to help me block this student while also ignoring her, but she was still able to move around the room destroying classroom materials. The worst part was when she even began to draw with magic marker all over the floor and even on my supervisor's pants! It was pretty clear at this point that my strategy of putting these behaviors on extinction wasn't very ethical because I was not able to effectively manage the extinction burst.

At this point, Mariann and I began to talk about reinforcing lower level behaviors. This basically meant providing attention for low level attention seeking behaviors, instead of ignoring these behaviors and allowing other problematic behaviors to escalate out of control. At first I remember thinking, "Well wouldn't that be providing reinforcement contingent on problem behavior?" Upon further discussion with my supervisor it became evident that providing immediate reinforcement contingent on first signs of low level attention seeking behaviors (arm punching) would not allow an extinction burst to occur thus making it easier for staff to manage and treat this problem behavior. fast forward a few weeks and an intervention which used planned ignorance was starting to become very effective. It required staff to prompt this student to a specific area of the room and shade her view from social attention contingent on any low level inappropriate attention seeking behavior. So now, instead of ignoring her punching my arm and allowing her to destroy the classroom until I was forced to give her attention, I was immediately providing attention contingent on the punching which involved physical prompting to a specified area of the room. We were reinforcing low level attention seeking behaviors by physically prompting the student to a specified area of the classroom, but once isolated in that area, this student soon understood the contingency that the inappropriate attention seeking behaviors were not being reinforced with much attention. More importantly, by reinforcing lower level attention seeking behaviors, it never allowed opportunity for an extinction burst to occur which made the problem behavior easier to manage and treat. Over time our planned ignorance strategy eventually got rid of all inappropriate attention seeking behaviors. The slight attention this student got from being physically prompted to a specific area of the classroom eventually no longer functioned as a reinforcer because it did not provide her with the higher levels of inappropriate attention an extinction burst used to provide.

Starting my third year as a teacher at the Day School, this is a strategy that I continue to use on a daily basis with various students. Overall, it is always important to review intervention safety and always try and establish an intervention that is effective, but most importantly safe for all parties.

What is the Mand?

Within the field of behavior analysis many would argue that the mand is an essential component of language training. Now I know that many people who are not as familiar with the world of behavior analysis may be confused with some of the terminology that behavior analysts use when discussing programming for your child. I know that it can be somewhat frustrating hearing these terms and not fully understanding what they mean, so I wanted to give you a little bit of back ground on the term “mand” since I am sure that you have heard it a zillion times.

B.F. Skinner, the originator of the word mand (as well as of operant conditioning and many of the principles within Applied Behavior Analysis), assigned the word because the word is similar to that of command and/or demand. According to Skinner, the mand is maintained by a characteristic reinforcer and is evoked by the motivating operation of that reinforcer. In layman’s terms what that simply means is that you ask for things that you want when you want them or because you will want them some time in the future. Put another way; in order for someone to ask for something, the person must first want that something. If you think about what this signifies for a second you will see that it makes perfect sense; I mean, would you ever ask for anything that you did not want? Imagine asking someone for a pencil when you did not need to write anything or if you were not planning to write anything. In working with children/students with autism, a common example of a mand might be for a child to say “juice please” when asking for the juice that he/she wants to drink. The response of “juice please” is likely to be reinforced by someone providing the child with some juice. In addition, the child is likely to ask for this juice when he or she has not had something to drink not when the juice is unwanted.

So why do behavior analysis programs worry so much about teaching your child how to “mand”?Well, research demonstrates that mands are the first type of verbal behavior acquired by a human child. During infancy, these mands usually occur in the form of crying when a child is wet, hungry, tired, etc. Mands are very important to language learners. They allow an individual to control the delivery of reinforcers as well as to establish themselves within speaker and listener roles vital to further verbal development. Children who develop typically learn to replace crying with words/signs or other forms of communication. A common problem faced by many children diagnosed with autism or other developmental disabilities is that they are unable to mand for items (that is to say, they are unable to ask for what they want). For example, a child may want to ask for a specific toy, but if s/he does not have control of obtaining that toy the child may be unable to tell anyone what is desired. The child may engage in behavior such as pulling at the adult, crying, or inappropriate behavior. Consequently, many parents find themselves playing a guessing game by presenting several toys, objects, or actions in order to satisfy the child. Teaching the child to mand produces immediate benefit for the speaker because the child immediately gets what s/he wants. It teaches the child that the behavior is valuable and that s/he can obtain what is wanted by asking for it.

At the QSAC Preschool, we have been working consistently on having all of the children attending the program mand independently for what they want. We begin by giving all of our students the opportunity to develop or further their vocal abilities by conducting pairing procedures (having the child attempt to repeat or give an approximation of the name of the item while gaining access to the item). These procedures give the children the opportunity to make new sounds/words in order to communicate their desires. When we begin mand training, we begin by using the most potent reinforcers because the child has a history of wanting these items/activities. We teach mands when the motivation is greatest for the item/activity keeping in mind that reinforcers are subject to change moment to moment. If we are successful in building a vocal repertoire for our children, we continue using and increasing their vocal language. However, if by a certain time we do not see that they are not able to communicate vocally, we begin to have them gesture, communicate via PECS (Picture Exchange Communication System), or sign language in order to provide them with a practical way of communicating.