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Answered by
David Celiberti
, PhD, BCBA-D &
Nicole Stewart
, MSEd, BCBA, LBA-NY Association for Science in Autism Treatment
This is a wonderful and important question! Without a doubt, the long period of service disruption brought about by COVID-19 has been very challenging to families and providers alike. It also brings additional opportunities to observe individuals with autism in their homes, often in differently structured situations, and assess how they manage and function (i.e., what goes well and what does not go well). As a result, missing skills needed at home and skills that you anticipate will be needed once onsite services resume may rise to the top of your priority list. We wrote this article in that spirit. Prior to sharing a non-exhaustive list of possible skills, we would like to offer some considerations on how to use this list to target skills you identify as important to your child at this time.
First and foremost
We strongly encourage you to work with your child’s existing team to set your child up for success and to determine whether teaching should be carried out incidentally or delivered more formally. The complexities and challenges of this time may require you to seek out new sources of support and expertise as well (i.e., consulting with a board-certified behavior analyst) to help make the determination as to how to best target each priority skill. Be realistic, both with respect to your time and resources, as well as your child’s existing skills and potential. And, of course, be flexible. Finally, give yourself grace.
How do I know which skills are “essential” for my child?
It depends on your child’s age, ability, and your family’s needs. You may notice some missing skills that become readily apparent given that you are with your child 24/7. For instance, for almost all children, the expectation to keep themselves busy some of the time has greatly increased during this period. For many parents, that has led to the realization that their children may need more direct teaching to acquire and build leisure skills. In other cases, skills may require more thinking and prioritizing. Think of skills that fill gaps, lead to greater participation, promote safety, and build compliance. Furthermore, COVID-19 has brought to light a brand-new skillset that everyone has had to incorporate into daily routines. Consider all the new routines you’ve created: carrying hand sanitizer; not leaving the house without your mask; making a more organized grocery list. We have all learned new skills; therefore, reflecting on your own experience may help you identify skills that are relevant for your child, family, and community (e.g., wearing a mask, being more aware of other pedestrians). The post-COVID-19 era will also bring new challenges and opportunities educationally, socially and vocationally. Our work resumés are a helpful framework to guide these considerations. In other words, the questions to ask include, “What skills should my child have on his or her resumé that will help them be more successful now here at home ?”, “What skills should my child have on his or her resumé that will help them be more successful once school is back in session onsite ?” and “What skills have been necessary in a distanced world, that will probably continue to be needed for some time?”
Teaching
Although beyond the scope of this article, we wanted to provide you with a few topics about which to engage your child’s team. Please seek the team’s guidance and expertise in the following areas:
Following Directions:
Activities of Daily Living (ADLs) related to health/safety:
Requests
Self-Management:
Leisure skills:
Other home skills:
Social Skills:
Technology Skills:
Remember, this list is non-exhaustive. While there are so many new skills that need to be learned during this time, or even old skills that have gained new importance, we hope that this list might inspire consideration of these or other skills that are relevant to your child. We encourage you to talk with your child’s team to incorporate new goals that are necessary at this time and that will be helpful moving forward.
Other ASAT articles that may be of interest:
Citation for this article:
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