Fall has begun! We have had a few changes since the last post, but everything is holding steady. To anyone that has ever implemented home programs, they can be a pain sometimes!!! It's so hard to keep therapist, maintain the schedule, and make sure everyone is on the same page across all areas of Dalton's life. We meet with his teacher and speech therapist a few weeks ago and created a new communcation log for us to pass back and forth so that we can remain consistent from school to home. His teacher and speech therapist are so wonderful and dedicated to him become a succesful child! We have hired a new therapist and are in the process of getting her trained in working with Dalton. Fortunately for us she comes with experience so were aren't having to teach all the basics!!! :-) We have started using a blank card procedure for prompting receptive commands and receptive identification of objects. So, when we tell Dalton to go get his shoes we use a picture card prompt- we eventually fade the need of the card to where he can focus on just our words. It can be so frustrating sometimes when you know that there is so much up there in Dalton's head and you just can't tap into it. PECS has really helped us communicate with him! We are focusing on trying to teach him to be more independent in his play and do activties that are NOT movies or jumping! :-) We've gotten some games that we think he enjoys, but the child still prefers the television. But, I guess which child wouldn't! :-) We are on hold with our PECS system until we can pair more vocalizations with the PECS. So, when he hands us the picture of the cereal, he has to say "cereal".
The team has decided to start working on some outings with Dalton. With the DHF doing so many fundraising events, dad being a football coach, and sister having an active social life- he has to be able to go out into the enviroment without mom having to hold him! He is getting bigger and bigger and one day he will be too big to hold! :-) Sorry mom! We are wanting him to learn to walk beside us without holding our hands and remain in an area when we have stopped to either look at something or chat.
Dalton is writing the "lton" of his name almost independetly. We are getting closer and closer! Tracing and utting simple lines is much improved. We are now working on blending two sounds together since he can imitate inital sounds. The speech therapists has provided us with oral motor activities and how to get him to produce the sounds we want him to say.
So far, so good with just under 7 weeks of school completed!
Saturday, October 4, 2008
Wednesday, August 27, 2008
School Has Begun!
Can you believe that we have been in school for one week now!! Dalton has started in his new program the Transtition Autism Program in Clover School District and is doing wonderfully. His teacher emailed me the other day and said that he is imitating sounds at school constantly and is generalizing a lot of his handwriting skills from this summer to school. Before long, Dalton will be passing out his signature! :-) Private speech therapy has provided us with symbols they want us to use to help visualize the sounds that we are requesting from Dalton. We are continuing to work on blending 2 to 3 sounds together at a time. We have been playing it by ear to help determine how much is too much for Dalton. With him going to school all day and then getting therapy in the evenings, we are trying to see how much this little boy can withstand with therapy hours. We don't want to overload him too much- afterall he is a kid! :-) We lost another therapist this week. Girls move on to bigger and better things in life, but it is always hard to lose a good one! If you know of anyone that is interested in being trained to learn how to do ABA please let us know!! SCEAP has provided us with a new service coordinator that we are all excited about. We will meet this Saturday to talk about Dalton's new goals. He is mastering skills pretty quickly. He still struggles with receptive and expressive langauge skills. He is doing 15 piece puzzles, block designs off the card, sorting nonidentical pictures into categories, simple games, and ANYTHING IMITATION!! We just hope to have a break through in his language. He is looking at you so much better and making sounds just trying to tell you something, but he just can't quite form the sounds and do it spontaneously. However, he is spontaneous with using his pictures. He knows what he wants and will move heaven and earth to get the particular item he is demanding! If for some reason, we don't have the picture available he will take your hand and put you on it and let you know which one he is demanding. Mom and Dad are doing a much better job of limiting his video intake! Sydney, Dalton's older sister, has learned some simple things to do with Dalton at the table and in play. We are trying to encourage Sydney to get more involved with his play and help him at home. She seems to love it- you don't want to force the issue with sibilings, especially when they are 11! :-) I think she will make a wonderful little therapist one day, but again never force it with siblings! I found it is best to let them come to it on their own and embrace it in their own way.
I thought I would give you all an idea of how we began PECS. Dalton is obviously much farther along now, but just thought I'd paint a picture of how to begin a PECS program if you are trying to do this on your own!
Dalton
Goal: Utilizing PECS, Dalton will spontaneously initiate communication.
Overall: PECS is an approach that teaches the child to give a picture for a desired item to a communicative partner in exchange for that item. Pointing is discouraged, because pointing does not require an interaction with a person. We want the child to gain attention with someone by making a request! We want them to initiate that social interaction, so we create an environment that teaches them how to do that. PECS has many steps, so I broke it down into the different phases.
PHASE 1
Goal: Upon seeing a highly preferred item, Dalton will pick up the picture of that item and reach toward the communication partner and release the picture into the partner’s hand. At this phase, it is not important for Dalton to look at or identify the picture the yet! We just want him to get the jist of take picture, give picture, receive item.
No verbal prompts are used during this phase. We DON”T want Dalton to pair “ Do you want”, “What do you want” or “Give me the Picture” with the giving of a picture. We want him to learn that he can initiate it without that verbal prompt! THIS IS SO IMPORTANT!! This is where PECS can fail quickly! Don’t pair your words with his actions. You want him to be spontaneous and not discourage his language initiation. We want to teach him to ask for it.
BEFORE BEGINNING PECS:
Identify all the objects, foods , activities, places, books, movies, games, people that the student is interested in. Avoid picking only one activity because it is important that the child learn to communicate in all activities.
Develop some sort of representation of this item: photograph, PECS (computer made) , cartoon drawing, etc.
Identify the activities that you want to begin training in.
Reminders:
Two trainers are required to teach initiation.
Present one picture at a time.
Don’t conduct training with in the same setting – vary locations.
Allow for 30 – 40 opportunities throughout the day for Dalton to request.
Use different types of reinforcers – toys, food, activities, etc.
Use PECS naturally throughout the day- not necessarily during “therapy”!
That said, there are two ways to make PECS work. I have listed them both below with the breakdown and you do what you think will work with Dalton and what help you have. Two therapist will be done in the first phases of PECS, and there after you will be doing it alone.
TWO THERAPIST : How It Works
Dalton and two trainers are in a common area, often seated, though not necessarily so. One trainer (the communicative partner) is in front of Dalton. The other trainer (the physical prompter) is in back of the student. A “highly preferred” item is held by the communicative partner out of reach of the student. The picture of the item is on the book (which is on the table or floor, etc.) between Dalton and the communicative partner.
Communicative Partner’s Responsibilities:
Entice Dalton
Reinforce Dalton’s exchange – Give her the wanted item with in ½ second
Pair social praise with the tangible reinforcement
Time the open hand appropriately (don’t accidentally prompt by having open hand out before she hands picture to you)
Physical Prompter’s Responsibilities:
o Wait for Dalton’s initiation
o Physically prompt Dalton to exchange the picture
o Systematically fade prompts (steadily fade all prompts via backward chaining so that Dalton performs the desired behavior independently)
o No social interaction with Dalton such as providing reinforcement
Target sequence: pick upà reach à release
This is not teacher-led training – Dalton goes first!
Dalton reaching or trying to get the item is “going first” behavior.
“First One’s Free” strategy:
Use to quickly assess the current value of the item
Offer a bit or let her play with the item a few seconds – if she does, assume the item is still reinforcing.
The communicative partner “entices” the student by showing her the powerful reinforcer. Both trainers must wait for Dalton to reach for the item—this is Dalton’s initiation!! AS Dalton reaches for the item, the physical prompter immediately physically assists Dalton to pick up the picture, reach to the communicative partner’s open hand. The communicative partner opens her hand to receive the picture ONLY AFTER Dalton has reached. The moment Dalton releases the picture into the communicative partner’s open hand, she immediately gives the student the reinforcer and praises (“Goldfish!!!”)
If the student is requesting a toy, allow him to play with it for 15 – 20 seconds before calmly taking it back and beginning the next trial.
ONE THERAPIST : How It Works
1. When you see Dalton reaching for the desired item, take that time to work on the exchange. I know its hard sometimes to get Dalton interested, but there are ways to tempt him.
Create many opportunities for communication.
Identify what Dalton is likely to want given the current activity
Arrange for that item to “disappear” long enough to begin to need or want that item.
Communicative temptations:
Eat a desired food in front of Dalton without offering any.
Activate a wind-up toy, let it deactivate, and hand it to Dalton.
Open a container of bubbles, blow some, close the container and give the container to Dalton. Blow up a balloon and slowly deflate it; then hand it to Dalton or hold it up to your mouth and wait.
Make sure these opportunities occur within all activities.
2. Allow the child to engage in the activity for a few seconds then stop the activity
3. Sit directly in front of the student and have the picture placed right in front of him.
4. Hold the desired item with one hand enticing the child with the item.
5. , When Dalton reaches for the item ***DALTON REACHES, it is student intiatied!!! **** immediately and without saying anything or offering any reinforcement hand over hand prompt him to grab the picture and place it in your hand.
6. AS SOON AS Dalton releases the picture into your hand, you label his action like “ Goldfish or you want to bounce”
7. As you are labeling the item give him the item he has requested. There should be no more than ½ second in between him giving you the picture and receiving the item! Continue labeling it as he is playing with the item!
8. After a few seconds take away the item and the practice the exchange a few more times. NEVER do this more than 10 times. You want the child to still prefer the item and not discourage their interest in that item.
EXPECT Communication.
This is Dalton’s communication device. Leave the pictures in their locations. All therapist, as well as Brigitte and Strait are using these with Dalton so we have to stay organized!!
NEVER make Dalton place his picture back after he gives it to you. We can’t take back our words, so don’t make Dalton replace his words right now. This is his language, treat it as such. This program will evolve over time. Phase 1 will last as long as we need it too, but no longer!! You HAVE to move on quickly and accordingly. Again, this will take shape over time. This is just how to jumpstart it for him.
**************************************************************************
Hope this gives you some ideas. Feel free to comment or email us with questions.
More to come,
Lesslie
I thought I would give you all an idea of how we began PECS. Dalton is obviously much farther along now, but just thought I'd paint a picture of how to begin a PECS program if you are trying to do this on your own!
Dalton
Goal: Utilizing PECS, Dalton will spontaneously initiate communication.
Overall: PECS is an approach that teaches the child to give a picture for a desired item to a communicative partner in exchange for that item. Pointing is discouraged, because pointing does not require an interaction with a person. We want the child to gain attention with someone by making a request! We want them to initiate that social interaction, so we create an environment that teaches them how to do that. PECS has many steps, so I broke it down into the different phases.
PHASE 1
Goal: Upon seeing a highly preferred item, Dalton will pick up the picture of that item and reach toward the communication partner and release the picture into the partner’s hand. At this phase, it is not important for Dalton to look at or identify the picture the yet! We just want him to get the jist of take picture, give picture, receive item.
No verbal prompts are used during this phase. We DON”T want Dalton to pair “ Do you want”, “What do you want” or “Give me the Picture” with the giving of a picture. We want him to learn that he can initiate it without that verbal prompt! THIS IS SO IMPORTANT!! This is where PECS can fail quickly! Don’t pair your words with his actions. You want him to be spontaneous and not discourage his language initiation. We want to teach him to ask for it.
BEFORE BEGINNING PECS:
Identify all the objects, foods , activities, places, books, movies, games, people that the student is interested in. Avoid picking only one activity because it is important that the child learn to communicate in all activities.
Develop some sort of representation of this item: photograph, PECS (computer made) , cartoon drawing, etc.
Identify the activities that you want to begin training in.
Reminders:
Two trainers are required to teach initiation.
Present one picture at a time.
Don’t conduct training with in the same setting – vary locations.
Allow for 30 – 40 opportunities throughout the day for Dalton to request.
Use different types of reinforcers – toys, food, activities, etc.
Use PECS naturally throughout the day- not necessarily during “therapy”!
That said, there are two ways to make PECS work. I have listed them both below with the breakdown and you do what you think will work with Dalton and what help you have. Two therapist will be done in the first phases of PECS, and there after you will be doing it alone.
TWO THERAPIST : How It Works
Dalton and two trainers are in a common area, often seated, though not necessarily so. One trainer (the communicative partner) is in front of Dalton. The other trainer (the physical prompter) is in back of the student. A “highly preferred” item is held by the communicative partner out of reach of the student. The picture of the item is on the book (which is on the table or floor, etc.) between Dalton and the communicative partner.
Communicative Partner’s Responsibilities:
Entice Dalton
Reinforce Dalton’s exchange – Give her the wanted item with in ½ second
Pair social praise with the tangible reinforcement
Time the open hand appropriately (don’t accidentally prompt by having open hand out before she hands picture to you)
Physical Prompter’s Responsibilities:
o Wait for Dalton’s initiation
o Physically prompt Dalton to exchange the picture
o Systematically fade prompts (steadily fade all prompts via backward chaining so that Dalton performs the desired behavior independently)
o No social interaction with Dalton such as providing reinforcement
Target sequence: pick upà reach à release
This is not teacher-led training – Dalton goes first!
Dalton reaching or trying to get the item is “going first” behavior.
“First One’s Free” strategy:
Use to quickly assess the current value of the item
Offer a bit or let her play with the item a few seconds – if she does, assume the item is still reinforcing.
The communicative partner “entices” the student by showing her the powerful reinforcer. Both trainers must wait for Dalton to reach for the item—this is Dalton’s initiation!! AS Dalton reaches for the item, the physical prompter immediately physically assists Dalton to pick up the picture, reach to the communicative partner’s open hand. The communicative partner opens her hand to receive the picture ONLY AFTER Dalton has reached. The moment Dalton releases the picture into the communicative partner’s open hand, she immediately gives the student the reinforcer and praises (“Goldfish!!!”)
If the student is requesting a toy, allow him to play with it for 15 – 20 seconds before calmly taking it back and beginning the next trial.
ONE THERAPIST : How It Works
1. When you see Dalton reaching for the desired item, take that time to work on the exchange. I know its hard sometimes to get Dalton interested, but there are ways to tempt him.
Create many opportunities for communication.
Identify what Dalton is likely to want given the current activity
Arrange for that item to “disappear” long enough to begin to need or want that item.
Communicative temptations:
Eat a desired food in front of Dalton without offering any.
Activate a wind-up toy, let it deactivate, and hand it to Dalton.
Open a container of bubbles, blow some, close the container and give the container to Dalton. Blow up a balloon and slowly deflate it; then hand it to Dalton or hold it up to your mouth and wait.
Make sure these opportunities occur within all activities.
2. Allow the child to engage in the activity for a few seconds then stop the activity
3. Sit directly in front of the student and have the picture placed right in front of him.
4. Hold the desired item with one hand enticing the child with the item.
5. , When Dalton reaches for the item ***DALTON REACHES, it is student intiatied!!! **** immediately and without saying anything or offering any reinforcement hand over hand prompt him to grab the picture and place it in your hand.
6. AS SOON AS Dalton releases the picture into your hand, you label his action like “ Goldfish or you want to bounce”
7. As you are labeling the item give him the item he has requested. There should be no more than ½ second in between him giving you the picture and receiving the item! Continue labeling it as he is playing with the item!
8. After a few seconds take away the item and the practice the exchange a few more times. NEVER do this more than 10 times. You want the child to still prefer the item and not discourage their interest in that item.
EXPECT Communication.
This is Dalton’s communication device. Leave the pictures in their locations. All therapist, as well as Brigitte and Strait are using these with Dalton so we have to stay organized!!
NEVER make Dalton place his picture back after he gives it to you. We can’t take back our words, so don’t make Dalton replace his words right now. This is his language, treat it as such. This program will evolve over time. Phase 1 will last as long as we need it too, but no longer!! You HAVE to move on quickly and accordingly. Again, this will take shape over time. This is just how to jumpstart it for him.
**************************************************************************
Hope this gives you some ideas. Feel free to comment or email us with questions.
More to come,
Lesslie
Tuesday, July 29, 2008
Is it the end of July already?
School is getting so much closer- and the days are getting so much shorter! Sorry it has taken me so long to post again, but as many of you I have been packed with activities and getting thing situated with my classroom and new students. Dalton has been making lots of progress and we have all been so busy trying to keep up with him. He will imitate most anything you ask from him and he absolutely loves his new CD with some Wiggles song on it. I am sure all the therapist look Hilarius dancing around upstairs, but Dalton loves it and that is the important thing. We are still working on language, but for the most part we can get Dalton to imitate most any sounds. It is not yet functional, or spontaneous but that will come with time. His parents just got him signed on with a speech therapist here in Rock Hill, so he will be getting private occupational therapy and speech twice a week! Super Exciting!!! Brigitte and I will be meeting with the therapists on Wednesday and Thursday to hopefully finally get everyone in Dalton's life on the same page. We have created a system of communication between private OT and hope to carry it over withe Speech and school. It is exciting to get everyone in Dalton's life on the same plan!!! We have an extremely good team of girls working for us this summer and I am impressed with how quickly the new girls have caught on to ABA. We are going to continue trying to squeeze 30 hours of ABA from Dalton during the school year, but will have to work on weekends to continue giving him his services. Having programs just start up is hard to do and even though Dalton has had a home program for 2 years it has mostly been in just the summers. The therapist tend to "disappear" when school starts. I am excited to say that for the most part we will be keeping all of our girls for Dalton. We have a few that will not be able to work but maybe 4-6 hours a week, but still they want to stay on board! This is so important when running home programs! Once you finally get everyone in the same groove it runs pretty smoothly. So, we are finally at that point in the program. Everyone is comfortable with what they are doing and are no longer being "trained" just maintenance training for specific target skills. Dalton has really progressed in his play skills. I was babysitting Dalton one evening, and was cooking dinner and he was stimming in the living room. I brought him to the kitchen table and placed a puzzle, shape sorting, and Colorama game in front of him and he sat there just as happy as can be for 30 minutes playing while I cooked dinner. It was AWESOME!! He sat there without stimming and was just playing. We hope to get him to the point to where he will get the game and bring it to the table to play with. We want independent and spontaneous play skills from him.
Lesli Ann- Dalton's new teacher- came out to meet with us in the middle of July and we talked a long time about the plan for Dalton this school year and what we hope to see from this new transitional program. I think Dalton is ready for a change and he deserves some consistency in all areas of his life! We are all trying to work something out that meets every ones needs and meeting the needs of 5 different women is not an easy job! :-) Everyone likes their system, but in the best interest of Dalton have to compromise sometimes. Lesli Ann is WONDERFUL and is going to do phenomenal things for Dalton in this upcoming year. She has so much energy and will get down in the floor and play with Dalton which is what he loves! :-)
Well, that is all I have time for now. More to come soon! :-)
Lesslie
Lesli Ann- Dalton's new teacher- came out to meet with us in the middle of July and we talked a long time about the plan for Dalton this school year and what we hope to see from this new transitional program. I think Dalton is ready for a change and he deserves some consistency in all areas of his life! We are all trying to work something out that meets every ones needs and meeting the needs of 5 different women is not an easy job! :-) Everyone likes their system, but in the best interest of Dalton have to compromise sometimes. Lesli Ann is WONDERFUL and is going to do phenomenal things for Dalton in this upcoming year. She has so much energy and will get down in the floor and play with Dalton which is what he loves! :-)
Well, that is all I have time for now. More to come soon! :-)
Lesslie
Monday, June 23, 2008
Where to Start?!?
Dalton is not your typical child, but of course his parents are not the typical parents either. His parents have gone over and beyond to not only help Dalton, but help other Dalton's around York County. My name is Lesslie and I have "indirectly" joined the Herron family! :-) I ran Dalton's program in 2007, and am now lead therapist for him through SCEAP. (South Carolina Early Autism Project). Dalton is an energetic little boy who keeps everyone who knows him on his toes! :-) I am going to be doing my best to keep everyone up to date on Dalton's therapy life and the accomplishments he is making. Brigitte, his mom, will also be posting about life with Dalton and other fun Dalton stories.
In our teaching time (ABA) we have focused on teaching him language, social and motor skills for the past 2 years. He is in an intesive program which means he gets 40 hours a week of ABA therapy. We base all of our teaching of his ABLLS (Assessment of Basica Language and Learning Skills). The ABLLS is an assessment tool that breaks down key skills that a child needs to learn to communicate and interact with their world effectively and then we take those skills and design specific programs to teach Dalton. We track his progress so we know what he has “mastered” and what we need to work on next. When you are typing this, it sounds so mundane and complicated! But, we make it fun. We reward him for learning and attending to us and he gets fun things like jumping on a trampoline, video, or his Wiggles guitar. It’s tailored to the child!! In between your “teaching time” you are working within his natural environment teaching him how to play with toys, use a video game, play outside and other typical fun things children do! Brigitte and Strait have a pool in their back yard and we incorporate this into our therapy. Afterall, he is a kid!! The big thing with Dalton is keeping him highly motivated and interested. He is so full of energy that he gets bored if you don’t keep the reinforcers high and keep him moving. He is“nonverbal”, but BELIEVE me you KNOW what Dalton wants! We will be working this summer on teaching him language: receptive and expressive skills. Over the pat 6 months, Dalton has finally started to imitate vocalizations. Dalont loves the computer, so I manipulated the program http://www.starfall.com/ to help get him interested in talking and sounds. Then we simply systematically paired all noises with reinforcement and after a few months it worked! He got it! He will now say /a/, /b/, /d/, /f/, /l/, /m/, /o/, /p/, and /t/ after you prompt him to. He will ask for apple, pop, and up (for jump) when prompted. We are SO excited about this huge accomplishment in his life! It has taken all people involved in his life to make this huge milestone possible!
Our home program is up and running and as soon as I get around to it, I will take pictures and try to explain some of the strategies we use in each picture. I am new to blogging, so please bare with me! :-) I have worked with several kids and I know as parents you are often left to your own devices after doctor's tell you your child is diagnosed with "Autism" or some other similiar disorder. I am sure it can be overwhelming and then you hear about ABA and start trying to figure all this out on your own. This website is meant to help you get an understanding of what we do with Dalton and hopefully how you can incorporate some of the same things into your child's life. We want people to know how effective these programs can be if implemented correctly. EVERY CHILD IS DIFFERENT= and we can't stress this enough! Just as every child is different, every program needs to be different! Please feel free to post questions, comments ,or words of encouragement! :-)
To all of you have donated money, materials, time, and encouragement to keep this organization afloat. You have no idea how many lives in York County, South Carolina you have touched! This organization truly gives back to its community and is here to assit families, agencies, organizations, and schools who help children affected by this disorder. 1 in 150 children are diagnosed with Autism. So, it affects someone we know indirectly or directly! This organization is making a difference in these chidlren and families lives. Your donations made all of this possible. They often refer to Autism as a puzzle because no one knows what causes Autism and sometimes its a "puzzle" to figure out these kids. The great thing about a puzzle is that as you slowly start to put the pieces together you get to see the beautiful picture it makes. You are now a piece of the puzzle- you have contributed to this beautiful picture that is not only Dalton's life but the lives of children all around York County. This blog site is for you, so you can see what your support is doing in one child's life: Here is Dalton Life of Therapy!
In our teaching time (ABA) we have focused on teaching him language, social and motor skills for the past 2 years. He is in an intesive program which means he gets 40 hours a week of ABA therapy. We base all of our teaching of his ABLLS (Assessment of Basica Language and Learning Skills). The ABLLS is an assessment tool that breaks down key skills that a child needs to learn to communicate and interact with their world effectively and then we take those skills and design specific programs to teach Dalton. We track his progress so we know what he has “mastered” and what we need to work on next. When you are typing this, it sounds so mundane and complicated! But, we make it fun. We reward him for learning and attending to us and he gets fun things like jumping on a trampoline, video, or his Wiggles guitar. It’s tailored to the child!! In between your “teaching time” you are working within his natural environment teaching him how to play with toys, use a video game, play outside and other typical fun things children do! Brigitte and Strait have a pool in their back yard and we incorporate this into our therapy. Afterall, he is a kid!! The big thing with Dalton is keeping him highly motivated and interested. He is so full of energy that he gets bored if you don’t keep the reinforcers high and keep him moving. He is“nonverbal”, but BELIEVE me you KNOW what Dalton wants! We will be working this summer on teaching him language: receptive and expressive skills. Over the pat 6 months, Dalton has finally started to imitate vocalizations. Dalont loves the computer, so I manipulated the program http://www.starfall.com/ to help get him interested in talking and sounds. Then we simply systematically paired all noises with reinforcement and after a few months it worked! He got it! He will now say /a/, /b/, /d/, /f/, /l/, /m/, /o/, /p/, and /t/ after you prompt him to. He will ask for apple, pop, and up (for jump) when prompted. We are SO excited about this huge accomplishment in his life! It has taken all people involved in his life to make this huge milestone possible!
Our home program is up and running and as soon as I get around to it, I will take pictures and try to explain some of the strategies we use in each picture. I am new to blogging, so please bare with me! :-) I have worked with several kids and I know as parents you are often left to your own devices after doctor's tell you your child is diagnosed with "Autism" or some other similiar disorder. I am sure it can be overwhelming and then you hear about ABA and start trying to figure all this out on your own. This website is meant to help you get an understanding of what we do with Dalton and hopefully how you can incorporate some of the same things into your child's life. We want people to know how effective these programs can be if implemented correctly. EVERY CHILD IS DIFFERENT= and we can't stress this enough! Just as every child is different, every program needs to be different! Please feel free to post questions, comments ,or words of encouragement! :-)
To all of you have donated money, materials, time, and encouragement to keep this organization afloat. You have no idea how many lives in York County, South Carolina you have touched! This organization truly gives back to its community and is here to assit families, agencies, organizations, and schools who help children affected by this disorder. 1 in 150 children are diagnosed with Autism. So, it affects someone we know indirectly or directly! This organization is making a difference in these chidlren and families lives. Your donations made all of this possible. They often refer to Autism as a puzzle because no one knows what causes Autism and sometimes its a "puzzle" to figure out these kids. The great thing about a puzzle is that as you slowly start to put the pieces together you get to see the beautiful picture it makes. You are now a piece of the puzzle- you have contributed to this beautiful picture that is not only Dalton's life but the lives of children all around York County. This blog site is for you, so you can see what your support is doing in one child's life: Here is Dalton Life of Therapy!
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