A FAB Sensory Behavioral Strategy for Kids with Autism

Guest Blogger
Faculty Member: John Pagano
A clinically affective strategy for children with Autism who engage in repetitive self-injurious behavior is the FAB Reinforce Sensory Match Strategy. The FAB Reinforce Sensory Match Strategy involves replacing the automatic sensory reinforcement that encourages repetitive self-injurious behaviors with matched sensory activities, while also reinforcing the child for refraining from the self-injurious behavior. The Sensory Profile and a sensory functional behavioral analysis assessment can help direct the intervention. The Sensory Profile alerts the therapist to definite difference in the child’s sensory processing that only occur in 1 out of 100 kids. The Sensory Functional Behavioral Analysis establishes base line data, determines the function served by the problematic behavior, and helps direct intervention. The Reinforce Sensory Match strategy is most effective with children who have significantly different sensory modulation styles and engage in self-injurious behavior only to obtain sensory input. The therapist hypothesizes the automatic sensory reinforcement the child is getting from the problematic behavior then offers adaptive equipment and sensory techniques that match it. For example, when the Sensory Profile and Sensory Functional Behavioral Analysis show that a child repetitively mouths his hand for sensory reinforcement the therapist analyzes whether the sensory reinforcement is oral input, touch on his fingers, or both. The client is then offered various mouth and hand touch activities, and a super chew toy is found to be his favorite. The child is offered the chewey to use whenever he wants, and is praised for not mouthing his hands for progressively longer periods of time. For particularly problematic behavior the FAB Reinforce Sensory Match Strategy can be one component of a functional behavior plan written jointly by a Certified Behavior Analyst and Licensed Occupational Therapist. References:
Dunn, W. (2007). Supporting children to participate successfully in everyday life by using sensory processing knowledge. Infants & Young Children, 20(2), 84-101.
Higbee, T.S., Chang, S., Endicott, K. (2005). Noncontingent access to preferred sensory stimuli as a treatment for automatically reinforced stereotypy. Behavioral Interventions, 20, 177-184.

Effectively Treat Behavior in Children with Autism Spectrum and Other Sensory Challenges
Please click here for course description and scheduled dates 

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New Pediatric CEU Course

Featuring our New Course:
“Integrating Movement-Based and Learning Strategies: An Evidence Based Approach to Enhance Engagement and Function in Children”
June Smith
September 20-21, 2013 – Wilkes Barre Township, PA 

This dynamic and interactive workshop will teach clinicians a wide range of movement-based strategies to facilitate integrative learning and to promote function, engagement and participation for children at home, in the classroom and in therapy

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Faculty member Ginny Paleg – Published in APTA

Ginny Paleg[/caption]

Ginny Paleg has the lead article on clinical recommendations for frequency and duration of standing programs for children.

“This issue begins with a systematic review completed by Paleg and colleagues focused on dosing within standing programs for children and organized around the elements of the World Health Organization’s International Classification of Functioning, Disability, and Health–Child and Youth version (ICF-CY). Using this organizational structure, readers will be able to access information on dosing for the outcomes related to body structures and functions, activity and participation. This review should be most helpful to clinicians. Researchers will also benefit as the review clearly indicates the gaps in our knowledge.”

http://journals.lww.com/pedpt/Abstract/2013/25030/Systematic_Review_and_Evidence_Based_Clinical.2.aspx

We are thrilled to offer Ginny’s course: “What’s New in Pediatrics: Best Practices in Treatment of the Child with CP and other Neurologic Disorders”

October 25-26, 2013 – Maitland, FL
November 22-23, 2013 – Washington, DC 

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Introducing New Speaker: PT Mary Ann Sharkey

Mary Ann Sharkey[/caption]

We are very excited to have distinguished speaker, Mary Ann Sharkey join our faculty.

Mary Ann Sharkey, PhD, MS, PT, C/NDT was named the 2011 Distinguished Educator by the American Physical Therapy Association, Education Section. She has presented preconferences most recently at the past two Combined Sections Meetings for the APTA. She has a doctoral degree in anatomy with a specialty in neuroscience and a master’s in allied health education. She has treated from the neonatal intensive care unit to older children with neurological involvement and been employed in diverse geographical settings from Ohio, California, South Carolina, New Mexico, Washington and most recently North Carolina. She has taught in physical therapy programs and taught in NDT courses and conferences. Her diverse experience has lead her
to believe that we need to be inclusive of numerous strategies to treat children. The strategies used are all related and dependent on the diagnosis of the impairment inhibiting the child’s functional limitation. This clinical expertise is highlighted by her passion for neuroscience and its implications for intervention and her critical review of evidence as it relates to therapy.  

She is teaching:
The Child’s Developing Brain: Emerging Neuroscience and its Therapeutic Implications

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Occupational Therapists Assist Boston Marathon Victims Return Home

The inspiring Boston Marathon victim stories keep coming in –  The Boston Globe has a great article (and video) of an occupational therapist working with the newly established “The Boston Survivors Accessibility Alliance” helping a woman return home. 

http://www.bostonglobe.com/metro/2013/07/21/marathon-victims-return-home-aided-free-accessibility-repairs/VUVwKF97NedK0PiHo1N74M/story.html

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