ABLS Parent Manual

Parent Manual
109 Oak Street, Suite G10, Newton MA, 02464
Phone: 617-467-4523 Fax: 617-916-5081
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Dear Parents/Guardians:
Welcome to Applied Behavioral Learning Services!
This handbook explains the routines, policies, and procedures of our program.
Please feel free to contact us at [email protected] if you have any further
questions. We also invite you to visit our website at ablspartners.org.
We are looking forward to working with you and your child.
Sincerely,
Mariela Vargas Irwin, Psy.D., BCBA-D
Executive Director, Applied Behavioral Learning Services
109 Oak Street, Suite G10, Newton MA, 02464
Phone: 617-467-4523 Fax: 617-916-5081
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Table of Contents
Table of Contents
3
Mission
4
Educational Philosophy
5
Administrative Team
8
Intervention Techniques
10
Roles and Responsibilities
14
Role of the Supervisor
14
Role of the Behavioral Instructor
14
Family Participation
15
Family Expectations
15
Cancellations/Schedule Changes
16
Bibliography for Parents
19
Autism Resource Centers
21
109 Oak Street, Suite G10, Newton MA, 02464
Phone: 617-467-4523 Fax: 617-916-5081
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Mission
ABLS was developed to provide the highest quality educational and clinical services for
children with autism spectrum disorders and other developmental disabilities based on the
principles of Applied Behavior Analysis (ABA).
At ABLS, we believe that a comprehensive understanding of your child’s strengths and
challenges is the first step in the process of providing professional assistance to children and
their families, and that follow-up support in terms of consultation with parents, schools, and
other professionals is also critical.
We strive to build long-term relationships with families so that we can provide support as
needed throughout your child’s development. We believe that in order to provide high quality
services for children, it is important to attend to the specific needs of families and their
particular circumstances. In keeping with this philosophy, services are provided primarily in
the child’s home or community school and tailored to fit the unique profile of each child and
his/her family. Parents and guardians are viewed as an integral part in the educational team
and input is highly valued in setting intervention goals.
In keeping with our family-centered philosophy, we do not interfere with the family’s choice of
biomedical interventions or alternative treatments. We strongly believe that the parents and
guardians have a right to choose biomedical intervention for their children and support their
decision to pursue alternative treatments as long as they do not interfere with the education of the
child.
109 Oak Street, Suite G10, Newton MA, 02464
Phone: 617-467-4523 Fax: 617-916-5081
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Educational Philosophy
At ABLS, great importance is placed on establishing collaborative relationships with families
and using interventions that have empirical evidence to support their effectiveness. We strive to
work closely with families to create program goals that incorporate the family’s vision for their
child. Additionally, we look to the more than thirty years of research that supports Applied
Behavior Analysis (ABA) as the treatment of choice for children with autism. ABA is the
application of the scientific principles of behavior to make socially significant (i.e., meaningful)
changes. Thus, we use the principles of ABA to create programs to teach children to increase
their socially appropriate behavior and decrease their maladaptive behavior.
At ABLS, the core principles of ABA are used to develop data-based individualized programs.
The first step in designing a program for your child’s specific needs is to discuss your daily
experiences with your child as well as your goals, values, and vision for your child’s future.
Next, baseline data is collected to understand your child’s strengths, areas of need, and any
potential problem behaviors. The data is collected by the ABLS supervisors (who have advanced
training in psychology and ABA), the tutors (who receive ongoing training and supervision), and
often the parents. It is very helpful for parents to participate in data collection to provide the
supervisors with a more complete picture of your child’s behavior throughout the day.
We place great emphasis in the development of a collaborative relationship with families. Goals
for parent/guardian consultation include helping you, as parents/guardians understand your
child’s challenges and educational needs, assisting you in the implementation of behavioral
interventions to teach new skills, generalizing skills learned in discrete trial training, and
addressing feeding problems, sleep disturbances, and other behavioral concerns. Further, we
collaborate with parents to develop behavior plans based on the principles of ABA that can be
realistically implemented in the home and community by parents or guardians.
At times, a functional assessment (e.g., interviews, questionnaires, and observations with data
collection of the problem behaviors) may be conducted to obtain a greater understanding of your
child’s challenging behaviors. It is very helpful for families and ABLS staff to collaborate in the
data collection process so the supervisors can examine data throughout the child’s day to create
hypothesizes of the function(s) of the problem behavior. These hypothesizes then guide the staff
in creating behavior plans that specifically target the assumed function of the maladaptive
behavior. These interventions often include both pro-active strategies (e.g., teaching functional
communication) and consequence-based strategies (e.g., extinction).
The ABLS staff will also design skill building programs using traditional behavioral
interventions, such as discrete trial training, to teach your child foundational skills such as joint
attention, imitation, and communication. Once the foundational learning skills are in place, more
advanced skills such as academics, play skills, leisure skills, social skills, and daily living skills
are targeted.
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Discrete trials are at the core of treatment planning because these methods involve the precise
operational definition of antecedents, consequences, and responses, thus facilitating consistency
between different behavioral tutors. Discrete trial methods capitalize on adherence to routine, a
major characteristic of children with autism spectrum disorders. Importantly, discrete trial
methods require precise data collection systems that can be utilized to track the progress of each
child and the general effectiveness of the program.
Programs, data sheets, and progress notes are organized in a program book that is available at all
times for review. Data is analyzed during supervision visits in order to determine program
changes according to each child’s learning style and pace. As an example, most children benefit
from an approach to teaching where the most intrusive prompts (full physicals, verbal models)
are introduced first and then faded into less intrusive prompts (gestures, partial verbal models).
However, some children go through this hierarchy faster than others and might need different
criteria for advancement through prompting levels. Careful scrutiny of the data will determine
how these standard procedures need to be modified to account for each child’s unique learning
trajectory.
In addition to discrete trial training, other empirically validated interventions based on the
principles of ABA, such as naturalistic teaching methods, are incorporated into the teaching
programs. Naturalistic teaching methods, such as Natural Environment Training and Pivotal
Response Training, can be used to facilitate the generalization of the skills learned through
discrete trials to the natural environment.
A systematic, data-driven approach to generalization is used to ensure that skills become part of
the child’s functional behavior repertoire. Each child has a Generalization Book with mastered
programs. Data on the implementation of these programs in new settings, with new materials,
and with new people are collected. This systematic approach to generalization ensures that the
skills acquired in tight stimulus control conditions (i.e., discrete trials at the table) become
functional skills that your child can use in his/her everyday life.
As for specific curricula that guide treatment planning, traditional discrete trial programs (e.g.,
Maurice, Green, and Luce, 1996; Leaf, R. & McEachin, J., 1999; Maurice, Green, and Foxx,
2001) are combined with naturalistic teaching methods (Koegel, Koegel, McNerney, 2001;
McGee, Morrier & Daly, 1999), curricula informed by research on verbal behavior (e.g.,
Sundberg, M. & Partington, J., 1998) and/or picture exchange communication systems (Frost &
Bondy, 1994). Regardless of the specific approach used in its development, each treatment goal
includes the following components:
(a)
(b)
(c)
(d)
Operational definitions for the target behavior.
Systematic teaching procedures, including instructions and necessary materials.
Precise data collection methods.
Concrete procedures for responding to errors.
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(e)
(f)
(g)
(h)
Concrete procedures for correct responses.
Items/activities to be used as reinforcers.
Set guidelines for advancement and remediation for each program.
Prompt hierarchies and prompt fading methods.
Additionally, ABLS staff emphasizes the use of positive reinforcement and ongoing assessment
of each child’s unique preferences in order to maintain motivation. We believe that expectations
need to increase gradually, as the relationship between the child and the tutor strengthens and the
child’s attention span and motivation increases. Instructional demands are carefully titrated
according to the unique characteristics and learning history of each child. This systematic and
gradual introduction of structure significantly increases cooperation and motivation, and fosters
the development of a caring, positive relationship between the child and the instructor.
Finally, the highest standards are set for each individual child. For some children, our goal is to
reduce or even eliminate the symptomatology of autism and eventually decrease the supports
required in the natural environment. For other children, the program focuses on the development
of functional skills that will increase the chances of success in the least restrictive environment.
Regardless of functioning level, the educational team strives to fulfill each child’s full potential.
109 Oak Street, Suite G10, Newton MA, 02464
Phone: 617-467-4523 Fax: 617-916-5081
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Administrative Team
We believe that effective progress for children with Autism can be achieved through a team that
has passion, energy, and dedication to the children and their families, and steadfast belief in
Applied Behavior Analysis as the treatment of choice for Autism.
ABLS’s administrative team is comprised of Dr. Mariela Vargas-Irwin, PsyD, BCBA-D,
neuropsychologist Dr. Rafael Castro, PhD, Heather Grada-Durbeck, MA, BCBA, Gina Parise,
MS, BCBA, Holly Vassar, MS, BCBA, Ashley S. Chase, MS, BCBA, and Aliza Sial, MS,
BCBA.
Dr. Mariela Vargas-Irwin has been heading Applied Behavioral Learning
Services since 2002 and has over twenty years of experience in the field of
Autism.
Dr. Castro's reputation as a renowned expert in the field speaks for itself, as
he has been helping families of individuals with autism make crucial
decisions about treatment and clinical management for twenty years. Dr.
Castro’s families have trusted him with the most critical decisions and he has
often testified as an expert witness in court proceedings.
Heather Grada-Durbek is a Board Certified Behavior Analyst and has a
Masters degree in Psychology. She has extensive experience working
directly with children and adults with autism and/or various developmental
delays in private homes, group homes, schools and vocational settings.
Parise received her Master’s of Science degree in Behavior Analysis from
Simmons College in 2011. She has been working in the field for 10 years
with children, adolescents, and adults with autism. She has experience in
both home-based settings as well as school-based settings. She is currently
enrolled in the doctorate program in Behavior Analysis at Simmons College.
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Holly Vassar received her master’s degree in Applied Behavior Analysis
from Northeastern University, graduating in 2010. She has 5 years of
experience working in the field of ABA, focusing on both behavior reduction
and academic acquisition. Ms. Vassar worked for three years in the United
Arab Emirates helping to develop a new school and spread the field of ABA
to new cultures.
Ashley Chase received her Master’s of Education in Curriculum and
Instruction, Autism Studies, from University of Massachusetts Lowell. She
has over five years of experience working with children, adolescents and
adults who have autism, as well as varying degrees of behavioral challenges
and learning disabilities. After working in a private school for children who
have autism, she joined Applied Behavioral Learning Services in July 2010.
Aliza Sial completed her undergraduate degree in Psychology at the
University of Mary Washington in Fredericksburg, Virginia. She received her
Master’s in Psychology from Boston University with a focus on Child
Developmental Psychology. She has over eight years experience working
with children, adolescents, and adults with Autism as well as other
disabilities. Ms. Sial joined ABLS in April of 2012.
109 Oak Street, Suite G10, Newton MA, 02464
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Intervention Techniques
There are a variety of teaching strategies based on the principles of Applied Behavior Analysis
that have empirical evidence to support their efficacy and effectiveness for children with autism
and developmental disabilities. In creating individualized programming for your child, the
ABLS staff may recommend one or more of the complimentary ABA teaching strategies listed
below to best suite your child’s unique strengths and challenges.
Chaining- Chaining involves linking single component behaviors into a more complex
behaviors. Chaining is often used to teach behaviors that occur in essentially the same order each
time, such as self-help skills (e.g., brushing teeth, putting on clothes). Before individual
behaviors are taught, a behavior analyst typically conducts a task analysis to break down the
behavior into its component behaviors.
Discrete Trial Training (DTT)- A highly structured and intensive approach that involves
directly teaching a variety of skills that individuals with ASD may not pick up naturally.
Programs often start by training pre-learning skills (sitting, attending) and basic concepts (colors,
letters, numbers). For children who are non-verbal, DTT may be used to teach verbal language,
sign language, or other augmentative communication means. After these basics are mastered,
higher-level skills are trained. DTT is conducted using intensive drills of selected materials. A
discrete trial involves the presentation of a clear instruction, a prompt from the adult if needed, a
specific response the child is expected to exhibit, and a pre-determined consequence (i.e., either a
reinforcer is delivered for a correct response or the adult uses a pre-specified correction strategy).
Extinction-This procedure is used to decrease the probability that a behavior will occur by
withholding the consequence that is maintaining that behavior. For instance, a parent may
withhold attention from a child who is screaming to gain attention when that parent is on the
phone.
Fading-A procedure in which prompts (i.e., visual, verbal, physical, etc) are systematically
reduced to increase the independence of the child in completing a task. For instance, to teach a
child to read an adult may have a picture of a ball over the word ball. Overtime, the therapist
may gradually lighten the picture of the ball on the page until the child can see the word ball
and correctly identify the word.
Functional Behavior Assessment (FBA)- Functional Behavior Assessment is the process of
collecting information to develop a hypothesis (i.e., educated guess) about the function of a
child’s problem behavior. In conducting a functional assessment, the assessor may interview the
family, ask the family to complete questionnaires/rating scales, or observe and take data on the
child’s behavior in the natural environment. During the observations, the assessor is typically
looking for events before the behavior that may elicit the behavior from the child or
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consequences that occur after the behavior that may be rewarding to the child. After collecting
information from a variety of sources (i.e., interviews, questionnaires, and observations), the
assessor develops hypotheses about the function of the behavior and creates a behavior plan.
Incidental Teaching- Incidental teaching refers to an interaction between an adult and a single
child in an unstructured situation such as free play which is used by the adult to transmit
information or give the child practice developing skill. An incidental teaching situation is childdirected; that is, the child initiates interaction by requesting assistance from the adult.
Natural Environment Training (NET)- In NET, the object of the teaching trial is also the
reinforcer. NET often facilitates the generalization of skills taught through DTT. For example, if
a child requests a Mickey Mouse toy, the teacher can use this opportunity to work on her
intraverbal skills by asking, “Mickey is a...” If the student responds correctly, the teacher can
give her access to Mickey Mouse.
Picture Exchange Communication System (PECS)-An augmentative communication system
that teaches children to use pictures (symbols or real pictures) to communicate their needs and
wants. The procedures are taught systematically through six concrete phases, so the children
learn to communicate with greater sophistication. As the children advance through the phases,
they are given opportunities to pair the pictures with verbal communication.
Picture Schedules-Provide children with information regarding the sequence of events they
will be engaging in at a specified time of day. A picture schedule may use words, photographs
or drawings to convey information and is a method for providing a child with a sense of
predictability and control over his environment. Typically, pictures of each step are attached to
the schedule on one side of the page with Velcro, while there is a place on the opposite side of
the page for the completed activities. Pictures schedules can be used for a variety of routines
including: morning routines, showering, leisure schedule, and cleaning one’s room.
Pivotal Response Teaching (PRT)- A naturalistic intervention model that targets pivotal areas
of a child’s development such as motivation by incorporating child choice, task variation, direct
and natural reinforcers, interspersing maintenance and acquisition tasks, and reinforcing
successive approximations to the target behavior. By targeting pivotal areas, research
documents that using PRT can result in widespread collateral improvements in untargeted areas
such as social skills, communication, and behavior. PRT can be utilized to target
communication, social skills, behavior, daily living skills, and academics. Children with autism
typically lack the motivation to learn new tasks and participate in their social environment (e.g.,
low responsivity, inattention, leaving teaching situations). PRT also promotes the generalization
of skills as the intervention occurs during natural routines throughout the day.
Precision Teaching- Precision teaching involves a precise and systematic measurement of the
frequency of a behavior as an evaluation tool for a teaching program. The following are guiding
principles: (1) observable behavior; (2) frequency as a measure of performance or the average
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number of responses during each minute of the assessment period; and (3) behavior is charted
on a celeration chart.
Priming- Priming involves exposing children to materials (e.g., a story, academic lesson, social
game) in a low demand situation. The goal is to familiarize children with the material ahead of
time, so they can be more successful in the actual event (e.g., lesson in class, recess). Research
has demonstrated that priming can decrease problem behaviors and increase independence.
Prompting- Prompting is an instructional technique that helps children make the correct
response. There are multiple prompting types including: physical, modeling, gestural, visual,
and verbal. Prompts are used for teaching purposes with the goal of fading the prompts over
time to promote independence.
Reinforcement- Reinforcement is a procedure to increase the future probability that a behavior
will occur. For instance, a parent may turn on the music player every time the child uses a
music picture card to appropriately request music. Since the functional communication system
effective the child, the child is more likely to use the picture card to communicate appropriate
for music again in the future.
Self-management- In self-management, individuals are taught to identify their own target
behavior and record the occurrence or absence of that target behavior. Self- management is a
useful technique to assist children to achieve greater levels of independence in vocational, social,
academic and recreational activities. By learning self-management techniques children can
become more self- directed and less dependent on continuous supervision. Instead of teaching
situation specific behaviors, self-management teaches a general skill that can be used across
environments.
Scripts- Verbal statements in a written or audio format that an individual is taught to repeat in
specific social situations (e.g., greeting a friend, asking a friend to play blocks). As the children
learn to use the scripts, the physical scripts are faded.
Shaping- Shaping is a process through which successive approximations of a behavior are
reinforced. Shaping allows reasonable goals to be set, so the child experiences success as new
more difficult behavior is learned. Shaping begins with a step analysis, which is the breaking
down of a target behavior into smaller, more manageable steps. The goal is for the child to work
towards completion of the each step in successive order before receiving the reinforcer. After the
first step is mastered, the second step becomes the new goal and the child is only reinforced
when the second step is completed and so on. Shaping can be used for variety of skills including
word pronunciation and independent feeding.
Token Economy- Token Economy is a system in which a child earns tokens for targeted
behaviors. Once the child has collected a predetermined number of tokens, the child can trade
them for a desired item or activity. This system is ideal for a child who can tolerate a delay in
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gratification. Token economy systems can be used to target following directions, using polite
words, using appropriate behaviors instead of inappropriate behaviors to communicate wants and
so forth. Money can be thought of as a token economy system for adults!
Verbal Behavior Programs- In VB programs the focus is on teaching communication through
specifically teaching each of the functional categories of language identified by B. F. Skinner.
This approach utilizes both discrete trial teaching and natural environment training to target
language development.
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Roles and Responsibilities
Role of the Supervisor
‣
‣
‣
‣
‣
‣
Review of existing diagnostic records
Initial and ongoing curriculum development
Logbook maintenance and data analysis
Tutor assignment, training and supervision
Parent consultation (if part of the programming)
School consultation (if part of the programming)
Role of the Behavioral Instructor
‣
‣
‣
‣
One-to-one direct services with child
Data collection and graphing
Daily progress note documentation
Creation of educational materials, as determined by supervisor.
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Family Participation
At ABLS, we believe that the family should be at the core of the clinical/educational team.
Parents are invited to participate actively in the design of instructional goals according to their
child’s individual needs. Home-based services are unique in that tutors and supervisors establish
a close relationship with families. At ABLS, we value that relationship and see it as an important
and integral part of the intervention. The following are guidelines that we have developed to
assist parents in the process of establishing a satisfactory, collaborative relationship with their
home-based staff.
Family Expectations
•
•
•
A responsible adult should be present during all scheduled shifts.
Families should discuss and agree upon their level of involvement during a session.
Involvement can range from limited observation to active participation in the session for
generalization purposes.
Staff may ask family members to take data on instances that occur when we are not in the
home in order to develop probable causes for particular behavior and/or develop
interventions.
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Cancellations/Schedule Changes
Child Illness
ABLS has the responsibility to prevent the propagation of colds, influenza and communicable
diseases. We ask that you cancel services if your child has experience any of the following
symptoms in the last 24 hours:
•
•
•
•
•
•
•
•
Elevated temperature (above 100 degrees)
Thick greenish nasal discharge
Diarrhea or vomiting
Any skin condition that has not been examined by a physician
Conjunctivitis
Severe coughing
Excessive fatigue or irritability
Head lice or other parasites
If your child presents with symptoms of illness or disease when ABLS staff arrive to your home,
the session will be terminated and considered a family cancellation with less than 24 hours’
notice. We will ask that parents cancel the sessions until the child (a) is no longer contagious, (b)
has been taking the prescribed medication for at least 24 hours, and (c) no longer poses a health
risk to the staff.
Family Cancellations
Any cancellations by families made with less than 24 hours of the scheduled shift will be billed
and not considered as compensatory hours. The policies regarding cancellation with more than
24 hours’ notice vary according to the specific contract.
Staff Illness
ABLS staff are expected to cancel services for a particular day if they are experiencing any of the
above listed symptoms. ABLS staff will do their best to reschedule these appointments. Any
cancellations by staff will be rescheduled as soon as possible following the cancellation. They
will not be billed regardless of the amount of notice provided prior to canceling and the hours
will be considered as compensatory.
Schedule Changes
We will do our best to accommodate any schedule changes requested more than 24 hour prior to
a previously scheduled shift. If you need to reschedule a shift, you should inform both the tutor
and the supervisor in order to make other arrangements. Please be aware that most tutors and
supervisors have other commitments and may not be able to immediately accommodate your
request.
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Holidays
If your regularly scheduled session falls on one of the following eleven scheduled holidays, those
hours are not considered as compensatory hours and will not be made up:
o
o
o
o
o
o
o
o
o
o
o
o
New Year's Day (January 1)
Martin Luther King, Jr. Day (third Monday in January)
Presidents' Day (third Monday in February)
Patriots Day (April)
Memorial Day (last Monday in May)
Independence Day (July 4)
Labor Day (first Monday in September)
Columbus Day (second Monday in October)
Veteran’s Day (second Monday in November)
Thanksgiving (fourth Thursday in November)
Day after Thanksgiving
Christmas (December 25)
Staff Vacations
We do our best to find a replacement staff to fill in when staff is on vacation. If we are unable to
find a replacement, those hours can be rescheduled at a later date and count as compensatory
hours.
Inclement Weather
Instructors are solely responsible for deciding whether they feel comfortable driving in inclement
weather. In case of a cancellation, tutors are required to contact the family and encouraged to
rearrange appointments as much as their schedule permits.
Transporting Children/Family Members
At no time should a staff member be transporting children and/or family members in their
vehicles.
Family-Staff Relationships
Staff is assigned to work in your home to provide a high quality of service. Staff is strongly
encouraged to maintain professional relationships with families. They are discouraged from
engaging in or providing services to your family outside of the contracted services through
ABLS. Examples may include but are not limited to babysitting, attending birthday parties,
family functions and/or other social engagements.
Family-Staff Fit
ABLS supervisors will attempt to match tutors to each family’s needs and style. However, it
may be the case that you feel the tutor assigned to your family is not a good fit for your child. If
this is the case, please do not hesitate to voice these concerns to your supervisor. Supervisors
will make every effort to replace your tutor as soon as possible. If you feel strongly that a tutor
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is immediately replaced, please be aware that there may be a lapse in services while we find a
replacement.
Staff Punctuality
Instructors and supervisors are expected to arrive to your home on time. Please report repeated
patterns of tardiness to your supervisor as soon as possible. If made aware of the situation, the
supervisor will be able to address it promptly.
Program Book
Your child’s program and data book will be kept in your home to give you the opportunity to
remain informed about your child’s progress. It will be your responsibility to have the book
ready for the tutor every session.
Grievance Procedure
We encourage open and professional dialogue between parents, professionals, school systems
and ABLS staff. In the event, that you are unable to resolve a question or concern or would like
to report a grievance, you may do so by contacting Dr. Mariela Vargas, Executive Director at
(617) 283-1276 or [email protected].
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Bibliography for Parents
Parents often ask us for a list of readings related to autism and other pervasive developmental
disorders. This list is not exhaustive, and no single curriculum describes the unique application
of behavioral principles that ABLS will use in the design of your child’s program. Following the
National Research Council Guidelines for Educating Children with Autism, our sources are
heavily inclined towards Applied Behavior Analysis.
Frea, W., Koegel, L., & Koegel, R. (1994). Understanding Why Problem Behaviors Occur: A
Guide for assisting parents in assessing the causes of behavior and designing treatment
plans. Santa Barbara, CA: University of California.
Freeman, S. & Dake, Lorelei. (1996). Teach Me Language. Langley, British Columbia: SKF
Books.
Harris, S. L. & Glasberg, Beth A. (2003). Siblings of Children with Autism: A Guide for
Families. Bethesda, MD: Woodbine House, Inc.
Krempa, J., & McKinnon, K. (2002). Social Skills Solutions. Boston: Krempa & McKinnon.
Koegel, L., Koegel, R., Bruinsma, Y., Brookman, L., Fredeen, R. (2003). Teaching First Words
to Children with Autism and Communication Delays using Pivotal Response Training.
Santa Barbara, CA: University of California.
Koegel, L. & LaZebnik, C. (2004) Overcoming Autism: Finding the answers, strategies, and
hope that can transform. New York, NY: Penguin Group.
Leaf, R. & McEachin, J. (1999). A Work in Progress: Behavior Management Strategies and a
Curriculum for Intensive Behavioral Treatment of Autism. New York: DRL Books, LLC.
Maurice, C., Green, G., & Luce, S. (1996). (Eds.) Behavioral Intervention for Young Children
with Autism: A Manual for Parents and Professionals. Austin: Pro-Ed.
Maurice, C., Green, G., & Foxx, R. (2001). (Eds.) Making a Difference: Behavioral
Intervention for Autism. Austin: Pro-Ed.
Ozonoff, S., Dawson, G., & McPartland, J. (2002). A Parent’s Guide to Asperger Syndrome &
High-Functioning Autism: How to meet the challenges and help your child thrive. New
York, NY: Guildford Press.
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Powers, M.D. (1989). (Ed.) Children with Autism: A parent’s guide. Rockville: Woodbine
House.
Sundberg, M. & Partington, J. (1998). Teaching Language to Children with Autism or other
Developmental Disabilities. Pleasant Hill, California: Behavior Analysts, Inc.
Vismara, L., Gengoux, G., Boettcher, M., Koegel, R., & Koegel, L. (2006). Facilitating Play
Dates for Children with Autism and Typically Developing Peers in Natural Settings: A
training manual. Santa Barbara, CA: University of California.
Wilde, L., Koegel, L., & Koegel, R. (1992). Increasing Success in School Through Priming: A
training manual. Santa Barbara, CA: University of California.
109 Oak Street, Suite G10, Newton MA, 02464
Phone: 617-467-4523 Fax: 617-916-5081
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Autism Resource Centers
In addition to their relationship with clinicians and educators, families have often found it useful
to contact their local autism resource center, which provides information, library services, parent
support groups, and resources for siblings. This list is provided for informational purposes only.
None of these agencies are affiliated or endorsed by ABLS.
Autism Alliance of Metrowest - (508) 652-9900 - http://www.autismalliance.org/
Physical Address: 14 East Central Street
Mailing Address: P.O. Box 2118
Natick, MA 01760
Autism Resource Center of Central Massachusetts - (508) 835-4278 - http://www.arccm.org/
71 Sterling Street
West Boylston, MA 01583
Autism Support Center - (978) 777-9135 - http://www2.shore.net/~nsarc/index.htm
6 Southside Road
Danvers, MA 01923
Community Autism Resources - (508) 379-0371 - http://www.community-autism-resources.com/
2315 Grand Army of the Republic Highway
Swansea, MA 02777-3910
Community Resources for People with Autism - (413) 529-2428
116 Pleasant Street, Suite 366
Easthampton, MA 01027
http://www.communityresourcesforautism.org/
The Family Autism Center - (781) 762-4001 - http://www.sncarc.org/FAC.htm
789 Clapboard Street
Westwood, MA 02090
Autism Center of the South Shore, Inc. - (800) 482-5788 - http://www.autismsouthshore.org/
210 Winter Street, Suite 101
Weymouth, MA 02188
109 Oak Street, Suite G10, Newton MA, 02464
Phone: 617-467-4523 Fax: 617-916-5081
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