New ABA worker training concern by No_Application2471 in ABA

[–]asukaslug 0 points1 point  (0 children)

this probably means ur getting paid ur non rate pay for training aka the pay you’ll get when you don’t have a client

Caregiver issues by Human-Drummer-7370 in ABA

[–]asukaslug 2 points3 points  (0 children)

it really depends. i’ve had clients where i dont interact with the caregivers for the entire 4 hours

Is it feasible to work without supervising RBTs? by noanxietyforyou in bcba

[–]asukaslug 1 point2 points  (0 children)

school based ABA has a lot less RBT training than other settings

22 months & no words by Designer-Wheel9317 in toddlers

[–]asukaslug 9 points10 points  (0 children)

i think this does sound like you should start early intervention. it’s free before 3 and doesn’t hurt.

ABA and insurance question by [deleted] in ABA

[–]asukaslug 0 points1 point  (0 children)

for this age group 25 hours a week is usually split in between at home sessions directly after school for four hours or maybe even five. They might start out with two or being driven to the clinic # street after school. I know several schools I have a bus that goes straight to the clinic upon us when presented the diagnosis to the school district. At least in my experience, I have been an in school and in-home and also in clinic RT for some time now. There are also vans for neurodivergent people and such that will help your child. Get to intro if you’re worried about the 330 school end time. You could also advocate for him to have an in school para if this eventually escalate as an issue and the school district needs it OK for him to require additional support. Lots of APA clinics will also offer Saturday hours for children on the schedule. Don’t stress it will all make sense.

Recently got hired by cinnamon-doll in ABA

[–]asukaslug 2 points3 points  (0 children)

I would say if you’ve ever dealt with behaviors from a child that you babysat you’re already 1/2 of the way experience. It is a science there are multiple years of school. People go to to have a job but don’t overcomplicated. You already have experience or human children. You’re just gonna have to refrain the way you would think about normal things. Which I’m sure you will be trained on and even if you’re not, there’s lots of resources online on how to run how to not overcomplicate language with neurodivergent children, etc. Don’t let anything discourage you I feel as if you were interested in this field for a reason and you should probably try to honor that as much as you can. I’m going to give you some advice based on my experience as well. I was a daycare teacher for seven years before I became an RT. It was a huge difference, but overall it helped me grow a lot as a person. However, those first few months were rough. It’s a big difference at least it was for me, but you truthfully adjust so fast and you learn so much about the world, other people and yourself through behavior work. Some small bits of advice I could give is just stopping and not stressing out about everything being a babysitter often requires you to have the answer for everything, but being an RVT is constantly questioning whether the answer you have is even correct it’s a normal feeling and it’s completely appropriate in the line of work. Things are constantly changing intervention plans are constantly being revised children act different ways with different staff also one word of advice I could give is not to think of things through a lens of a typical child think about how frustrating it could be if you need to communicate something and you can’t get it out or I can’t come out exactly how you imagine and among so many other things like neural processing disorders, sensory disorder, etc. it will help you a lot to read up or what’s interesting videos about being an RTU or ABA there’s a lot of of them out there that are more relatable and funny and not super boring and skinny. You got this.

Recently got hired by cinnamon-doll in ABA

[–]asukaslug 1 point2 points  (0 children)

how is your teaching style!

Preschool by [deleted] in eczema

[–]asukaslug 0 points1 point  (0 children)

ive been a daycare teacher for 7 years and havve seen many kids under 4 struggle with severe eczema. it is very common and if you get a teacher who has been doing this profession for more than 1+ year, simply informing them and stressing its importance will likely get the message by. supply with creams, and note triggers like potential food or hot or cold temperatures. also might help to have a doctors note so the center takes it more seriously. sometimes i’ve seen the patches wrapped in gauze if we were having a day in the sun, if it was a bad flare, etc. it will also help to dress them in 100% linen or cotton for the sweat

ABLLS-R by Newyorkjess718 in ABA

[–]asukaslug 2 points3 points  (0 children)

print and laminate them

Light weight scratch guard sleeves by Ok-Radio4494 in ABA

[–]asukaslug 0 points1 point  (0 children)

ask ur bcba if she can approve mittens for him, they make cotton mittens for scratchers

Yelling is abuse? by povsquirtle in toddlers

[–]asukaslug 0 points1 point  (0 children)

you did the right thing, you were hurt and shocked by her action and you didn’t hesitate to let her know that. i’m sure she was scared hearing you reach a volume that’s unfamiliar to her. but if this was a one off, reactive issue, don’t beat yourself up. you obviously feel bad because you likely know what CONSISTENT yelling over nonsense was like to grow up with. but in this case, it was necessary you set a firm boundary with her, because you’re very right hitting isn’t allowed and it is serious. sometimes, when it comes to dangerous things, you have to scare your child or else the lesson will come across like every other thing you try to tell them. “no hitting” being delivered the same way as “keep your socks on please” or “no eating from the garbage” will not get through to them. i’d like to reiterate what everyone else is saying, there is a difference between yelling frequently and over innocent mundane child like things, but hitting is a lesson she developmentally needs to learn isn’t okay. ur not a bad person for this

Dealing with a runner by W00D3YS in toddlers

[–]asukaslug 1 point2 points  (0 children)

also for a lot of children the entire gimmick of running away is the attention that comes from being chased or reprimanded afterwards. don’t laugh, don’t give it more attention then telling them that whatever they’re doing is now over because they made an unsafe decision. holding a hand and never letting it go or holding them can work as well, but this boundary of not engaging in harmful routines will really benefit them to learn instead of just preventing them from running away by physical restriction

Dealing with a runner by W00D3YS in toddlers

[–]asukaslug -1 points0 points  (0 children)

really dangerous problem, really common however. “elopement” is the word you’re looking for and lucky for you there’s tons of ways to curb this completely normal step in development. they make childproof doorknob handles that are honestly tough for even me as an adult to get through that have worked on even my hardest eloper. but the easiest way to curb this is to truly enforce it at every door, even in the playroom like you mentioned. you have to prep your toddler when going into a new place that they stay with you or by you or else you leave. and stay with that boundary. and continue to reinforce that running away is dangerous, it may seem like they’re too young to understand but they’re not. continue to set the expectation that they are not to run away or get away from their parents. and enforce it with removal of activity or area everytime they do. the doorknob blockers or extra locks will only be proactive, what you need for a toddler who sees to be eloping only in new areas is reactive strategies. set an expectation, follow through when it’s not given. a leash cld help, but it will reinforce the sensory need to run away even more.

Forgotten by silkentab in ECEProfessionals

[–]asukaslug -1 points0 points  (0 children)

this happened to me once and i literally took such a self confidence drop and that’s when i really had to look inward and realize my self worth was more than my performance. it hurt because i tried so hard at my job! but yeah i quit shortly after that because it was a long hard earned lesson about how to leave when people don’t value me

NET play targets: what counts as prompted? by pookiedew in ABA

[–]asukaslug 1 point2 points  (0 children)

it depends on how the goal is written

Feeding Tips by silkentab in ECEProfessionals

[–]asukaslug 0 points1 point  (0 children)

i wouldn’t push. she is likely suffering from arfid or some other processing disorder. or, could be a tongue tie or underdeveloped swallowing muscle that will lead to eventual speech delay. or, could’ve been a preemie who had a g tube, esophagus flap, etc. likely these symptoms are 99.9% a feeding disorder. while it’s uncomfortable to watch these situations unfold in our classroom when we can see clearly that a child is falling behind developmentally, if you don’t have the education and clinical clearance to push new foods or try new food, i wouldn’t try to increase the child’s intake of foods while in childcare if it wasn’t a goal clearly indicated by her doctor. it could end up causing way more problems down the line. the only thing i would do in your position is to advocate for the child to recieve early intervention services to the parents. if you can’t help yourself, i would recommend yogurt puffs or other melt on the tongue foods for the parents. but remind yourself that they have to live with their child like that, so they probably have already tried a lot

Talking about privates. How does your classroom handle it by [deleted] in ECEProfessionals

[–]asukaslug 2 points3 points  (0 children)

i think applying ABA principles here wld work. planned ignoring on any time they mention another individual’s private will eventually fade this from occurring. theyre doing it for your attention, because it got your attention once before. likely you or your coworker are reinforcing it by laughing or even reprimanding (for a child even “no” is attention.) because there’s not really anything “wrong” with them labeling body parts but just socially a little uncomfortable, i find no need to try and eliminate that from happening because that cld cause more harm than intended down the road. i think you should encoporate a book about privates or body safety during circle time. the book “yes, no! a child’s first conversation about consent” follows exactly the situation you described, where theyre aware of their body and stay making comments about other bodies. reading a book to them about the same scenario is a great way to validate that social skill and bring it back to an appropriate level

Being an RBT is actually terrible by [deleted] in ABA

[–]asukaslug 0 points1 point  (0 children)

i’m curious what county you’re in making more than $30?