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strict protocols. If you are in need of medically necessary services, please do not hesitate in contacting us by calling 815-223-2237.
Make Sure Your Child Is Safe at All Times
Resources and Related Information
Pick an activity and take pictures of the different choices available to create a choice board that you can use during the activity.
It allows you to create a visual schedule each day along with the visual and auditory steps required for each activity and reminders set to make sure each activity is completed at the correct time of the day.
Self-Help (Telephone Skills)
It provides lessons on using a phone, dialing 911, and speaking to strangers in addition to teaching your child their home phone number and the phone numbers of others using memory games, practices, challenges, and a simulator.
It allows you to create your own social stories through pictures, words, and recordings.
This list provides examples of the most common types of safety products. It’s not a complete list, and the items here should not be seen as our recommendations. Parents may use this guide as a starting point for determining the products that suit their needs.
Note: No safety device should be seen as providing 100% security or as a replacement for adult supervision.
Wristbands – Removable and Reusable
Wristbands – Childproof and Temporary
QR Code Clothing Patches
These devices are intended to prevent exit from home, hotel, or car.
Doors (Video and Website)
Doors and Windows
Alarms – Fixed
These devices will produce a sound alarm when a physical barrier or threshold has been crossed.
Door and Window Alarms
Room Motion Detector With an Alarm
Room Motion Detector With a Pager
Alarms – Wearable
These are examples of devices attached to an individual that alert the parent’s base unit when a short distance (30 to 150 ft.) has been exceeded. Both units sound and these have no GPS capability.
My Buddy Tag (Video and Website)
Child “Locator” (Video and Website)
These devices alert parents to a safe zone breech and provide GPS location ability.
Project Lifesaver: PAL or Freedom4Kids
Amber Alert GPS
This expandable waist belt is an example of how identification and locators can be held on the child’s body, on or under the clothes.
Similar to experts from other fields, we are bound to an ethical code and professional standard. We must implement scientifically proven treatment to ensure the maximum success of our clients. It’s important for us to not waste our time with ineffective treatments as it is one thing that we cannot give back to a child’s life.
There are countless treatment methods available for autism. How does a parent make the decision between so many methods? What guides the decision to try one treatment over another or to combine treatments? This is where the difference between science and pseudoscience becomes critical.
What matters is what helps the individual and family the most. Extraordinary claims require extraordinary evidence. Claims of a cure or recovery from autism draw attention without necessarily demonstrating how improvement is measured. Whatever works is important – what works for each individual is the issue. The illusion of something working can cloud good judgment.
This education section is to address topics, interests, and issues of individuals and parents of children receiving services. It is intended to offer some guidelines on treatment strategies that are able to meet the requirements of science and most importantly – effectiveness. Sections that follow will provide brief guidelines of issues of concern.
One of the most important issues in behavior change is how we determine if the treatment is working. Many successes are reported as anecdotes and are often powerful emotional statements. To truly determine if a behavior is changing and if that change is a result of the treatment, you must measure the behavior.
Measuring behavior before the treatment is applied (baseline data) and comparing it to behavior during and after treatment (treatment data) is essential. It is also important to consider measuring the validity and acceptability of behavior change.
A change alone does not always represent a good change, just that change was made. Crucial to ABA is the issue of social validity: Does the change improve the quality of life of the client and those involved with the client?
Treatment strategies range in terms of the premises behind what will change the behavior at issue. These points back to measurement to help guide how we can design a treatment that is ethical, acceptable and measurable.
This is a guideline to detecting the true effectiveness of any procedure. Does the treatment address the behavior and does the behavior change in the desired direction such that there is strong agreement that the behavior change has improved a socially significant behavior? Does the change make life better for the person receiving the treatment?
Is the treatment something that can be continued in the absence of a professional; that is have we been able to teach parents and other caretakers how to use effective strategies? Treatment needs to result in improvements that will be effective in environments other than the treatment environment. This generality of treatment is one of the requirements of ABA.
A highly recommended report for parents regarding the strength of evidence for various treatments for autism can be found in the National Autism Council’s Summary Report.
For an extensive review of research on treatments see the National Standards project.
This used to be a free service but due to the high demand, a fee has been implemented. The report classifies the strength of evidence into the categories of (1) Established, (2) Emerging, (3) Unestablished and (4) Ineffective/Harmful.
Another great organization is Association of Science in Autism Treatment (ASAT). They provide resources to families, educators and providers. In addition, ASAT provides up to date research on various autism treatments. ASAT can be accessed at: https://asatonline.org
Intensity of Treatment
A number of studies indicate that early intervention and lots of it make a clinically significant difference. The more treatment hours a child receives, along with strategies that enable parents to use and maintain treatment, increase the effectiveness compared to lesser treatment.
While professional treatment can bring about significant improvements, significant changes are more likely to happen when parents’ involvement is effective because they have been taught how to continue an effective strategy in the daily routines of their children.
A number of links to resources and materials have been reviewed based on the issues above so that these topics can be identified based on their potential effectiveness and parents can use their own criteria for deciding how to help their child and improve the quality of life for their family.
In the end, it’s the parents’ decision and any guidelines offered here are to help parents make the best decisions they can based on the educational information and resources presented.