27 episodes

Our podcast series provides discussion around a range of topics, all underpinned by the principles of Behaviour Analysis. Hear our staff and guest speakers discuss research in the field of Behaviour Analysis, the practice it inspired at BeyondAutism, and the positive impact seen on the lives of the individuals involved. Much of our content is CEU-accredited, with each applicable podcast providing at least one Learning Credit for just £5 per CEU. Visit our website for more details: https://www.beyondautism.org.uk/professionals/research-and-learning/podcast-series/

BeyondAutism podcast series BeyondAutism

    • Education
    • 5.0 • 1 Rating

Our podcast series provides discussion around a range of topics, all underpinned by the principles of Behaviour Analysis. Hear our staff and guest speakers discuss research in the field of Behaviour Analysis, the practice it inspired at BeyondAutism, and the positive impact seen on the lives of the individuals involved. Much of our content is CEU-accredited, with each applicable podcast providing at least one Learning Credit for just £5 per CEU. Visit our website for more details: https://www.beyondautism.org.uk/professionals/research-and-learning/podcast-series/

    Is multi-disciplinary working the ethical standard we should be working towards?

    Is multi-disciplinary working the ethical standard we should be working towards?

    Andrew Swartfigure BCBA, Director of Services, talks with special guest speaker Ryan O’Donnell BCBA, The Daily BA.

    In this podcast we examine the complex issue of multi-disciplinary working in the field of Behaviour Analysis, navigating the worldwide issues in this area and how the links between formal BCBA training and practice do not necessarily prepare practitioners for the real world of professional interactions.

    This podcast is ACE accredited, providing one Ethics credit. To apply for this CEU, click here.

    If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.

    References discussed

    Brodhead, MT (2015). Maintaining Professional Relationships in an Interdisciplinary Setting: Strategies for Navigating Nonbehavioral Treatment Recommendations for Individuals with Autism. Behav Analysis Practice; 8: 70-78.

    • 53 min
    Preparing for less intensive settings

    Preparing for less intensive settings

    Andrew Swartfigure BCBA, Director of Services, with BeyondAutism, talks with Liz Burns, Behaviour Analyst at BeyondAutism and Michelle Frangos, Head of Pastoral at BeyondAutism.

    In this podcast we explore the impact of effective person centred and multi-disciplinary working and how working effectively can mean that children can move to less intensive provisions.

    This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.

    If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.

    References discussed

    Fox, L., Dunlap, G. & Crushing, L. (2002) Early intervention, positive behavior support and transition to school. J Emot Behav Disord; 10(3): 149–157.

    Koegel, R.L., & Koegel, L.K. (1990) Extended reductions in stereotypic behavior of students with autism through a self-management treatment package. J Appl Behav A**l; 23:
    119–127.

    Freeman, J.L. (2016) Transitioning Children with Autism from One-On-One Discrete-Trial Settings to Special Education Classrooms (online). ProQuest LLC. Dissertation. https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3473&context=dissertations

    Kuypers, L. (2013) The Zones of Regulation: A Framework to Foster Self-Regulation. Sensory Integration; 36(4): 1–3.

    Sundberg, M.L. (2008) VB-MAPP Verbal Behavior Milestones Assessment and Placement Program. A Language and Social Skills Assessment Program for Children with Autism or Other Developmental Disabilities. Concord, CA: AVB Press.

    Click here if you'd like to read the full case study.

    • 1 hr 7 min
    Increasing independence for autistic individuals through the use of visual schedules

    Increasing independence for autistic individuals through the use of visual schedules

    Andrew Swartfigure BCBA, Director of Services, interviews Amy Sarrasin, Behaviour Analyst at BeyondAutism and Tom Bailey, Head of Therapies, BeyondAutism.

    In this podcast we explore the impact of effective person centred and multi- disciplinary working and how working effectively can mean that children can move to less intensive provisions.

    This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.

    If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.

    References discussed

    Dettmer, S., Simpson, R.L., Myles, B.S., & Ganz, J.B. (2000). The Use of Visual Supports to Facilitate Transitions of Students with Autism. Focus Autism Other Dev Disabil; 15(3): 163–169.

    Havlik, K. (2015). Visual Schedules: A Practical Guide for Families. Retrieved April 9, 2019

    Hume, K., Loftin, R., & Lantz, J. (2009). Increasing Independence in Autism Spectrum Disorders: A Review of Three Focused Interventions. J Autism Dev Disord; 39(9): 1329–1338.

    Click here if you'd like to read the full case study.

    • 54 min
    Prompts – click below ↓

    Prompts – click below ↓

    Andrew Swartfigure BCBA, Director of Services, talks with special guest speaker Dr Merrill Winston, Vice President and Director of Program Development at Professional Crisis Management Association.

    Dr Winston explores the use of prompts, when they are more likely to be needed, but more importantly; how they must be recognised and how they can be faded through appropriate reinforcement.

    This podcast is ACE accredited, providing one Ethics credit. To apply for this CEU, click here.

    If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.

    References discussed

    Professional Crisis Management Association

    • 59 min
    EFL: A curriculum with a conscience; past, present and future

    EFL: A curriculum with a conscience; past, present and future

    Essential for Living is a detailed and ground-breaking curriculum. Its authors, Dr Patrick McGreevy and Troy Fry, explain to Andy Swartfigure, BCBA, Director of Services, the concept behind it and the reason it is such an effective tool for special education.

    This podcast is ACE accredited, providing 1.5 Learning credits. To apply for this CEU, click here.

    If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.

    References discussed

    Essential for Living

    For more information on how to purchase the Essential for Living handbook and additional resources, visit Talking Autism.

    • 1 hr 30 min
    The introduction of a desensitisation programme to teach teeth brushing toleration

    The introduction of a desensitisation programme to teach teeth brushing toleration

    Andrew Swartfigure BCBA, Director of Services, talks with Rebecca Lowes, Behaviour Analyst at BeyondAutism, Taylor Christensen, OT at BeyondAutism and Tom Bailey, Head of Therapies at BeyondAutism.

    When necessary health care needs are more important than preferences. How do you begin to approach oral care when the individual finds it aversive? We explore how this was achieved and how beginning to teach autonomy through escape mands can support desensitisation.

    This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.

    If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.

    References discussed

    Bishop, M.R., Kenzer, A.L., Coffman, C.M., Tarbox, C.M., Tarbox, J. and Lanagan, T.M. (2013) Using stimulus fading without escape extinction to increase compliance with toothbrushing in children with autism. Res Autism Spectr Disord; 7(6): 680–686.

    Carter, L., Harper, J.M., & Luiselli, J.K. (2019). Dental Desensitization for Students with Autism Spectrum Disorder through Graduated Exposure, Reinforcement, and Reinforcement-Fading. J Dev Phys Disabil; 31(2): 161–170.

    Diab, H.M., Motlaq, S.S., Alsharare, A., Alshammery, A., Alshammery, N., Khawja, S.G., & Shah, A.H. (2016). Comparison of gingival health and salivary parameters among autistic and non-autistic school children in Riyadh. J Clin Diagn Res; 10(10): ZC110.

    Lewis, C., Vigo, L., Novak, L., & Klein, E.J. (2015). Listening to parents: a qualitative look at the dental and oral care experiences of children with autism spectrum disorder. Pediatr Dent; 37(7): 98E–104E.

    Loo, C.Y., Graham, R.M., & Hughes, C.V. (2008). The caries experience and behavior of dental patients with autism spectrum disorder. J Am Dent Assoc; 139(11): 1518–1524.

    Shabani, D.B., & Fisher, W.W. (2006). Stimulus fading and differential reinforcement for the treatment of needle phobia in a youth with autism. J Appl Behav A**l; 39(4): 449–452.

    Stein, L. I., Polido, J. C., Mailloux, Z., Coleman, G.G., & Cermak, S.A. (2011). Oral care and sensory sensitivities in children with autism spectrum disorders. Spec Care Dentist; 31(3): 102–110.

    Click here if you'd like to read the full case study.

    • 1 hr 3 min

Customer Reviews

5.0 out of 5
1 Rating

1 Rating

dan27london ,

Informative and interesting

Covers a range of topics in great detail with some amazing guests

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