The Son-Rise Program vs. ABA: Key Differences Clip 1

http://www.autismtreatmentcenter.org - Raun Kaufman, CEO of the Autism Treatment Center of America, here discusses the key differences between the Son-Rise Program and ABA ( Applied Behavior Analysis)

Category:

Nonprofits & Activism

Tags:

• son-rise program
• raun kaufman
• aba
• key differences

[KHAN8531]

WOW YOU ARE AMAZING, i cried for joy to see how you turned sucsess.

[h4444m]

As a teacher, this has become one of my many motos: discourage parents from ABA whenever I can and NEVER suggest or even mention it to anyone.

[h4444m]

ABA has absolutely NO respect for children with ASD for who they are. Their focus is constantly on changing the child's behaviour, if we can call it that, but that's not what ABA looks at it! 

[h4444m]

I "know" autism and, UNFORTUNATELY I was exposed to ABA as well. It is total BS!!!! They DO NOT understand autism. They focus on what "they" call behaviour, which is NOT at all even closely related to autism. I don't know about sunrise yet, but I know this for sure: DO NOT EVER USE ABA, because it's total BS!!!! and I cannot emphasize that enough.

[Ruggerschr]

And if by misguided you mean that I am letting the proven principles of behavior and actual results the child sees guide my teaching, rather than naming and excusing behavior due to some mentalistic view of its intent then sure, call me misguided. However, my approach to autism education is supported by scientific research and not a lot of circular thinking.

[Ruggerschr]

A self stimulating behavior is one that is self reinforcing. The behavior is followed by an environmental shift that motivates the behavior to recur more often under similar circumstances. In other words, the behavior feels good. You can use as many flowery made up mentalistic words you like to explain what needs to be done but the bottom line is when a child has other behavior that meets or exceeds the same or similar needs within that motivational context, the child will choose that behavior.

[Neilgs]

@Ruggerschr Unfortunately ABA as a whole does very little to support educating families (as well as I dare say many therapists and educators) on what ACTUALLY constitutes the necessary and healthy foundations of emotional-cognitive social growth and development. The core neurodevelopmental challenges of thinking, relating and communicating involves deepening attachment; prelinguistic/affective nonverbal foundations of Meaningful engagement and caregiver affect relationship patterns.

[Neilgs]

(playful) variations to the reciprocal social-emotional dynamic. These dyadic primary caregiver/child interactions (meaningful engagement) build the core foundations of thinking, relating and communicating. Not only does participation in the child's "stims" NOT interfere with learning or social goals, they help build the necessary foundation of healthy growth and development.

[Neilgs]

tense. By doing so we are framing/conveying to the child that his/her actions are MEANINGFUL. Nor is this a means to an end. This is an actual fact. To do otherwise is to be resoundingly obtuse and blithely fail to appreciate a little item called Theory of Mind (that is the adult to the child's perspective, going to his/her world). When we do this we deepen attachment strengthen the foundations of reciprocal interactions (i.e., meaningful joint attention) and then theatrically add new affect

[Neilgs]

Developmental, it is non-existent. It is not a matter that the child doesn't have "more fun activities available." It is a question of understanding (that is, Developmentally, and NOT in an ABA animal training, automata or bete machine manner), how the child orients and interprets affect sensory or emotional-sensory motor connections with others. This often means joining in his/her non-injurious "behaviors." Flapping, rocking, spinning, etc. which possesses MEANING to the child in PRESENT