Turn Autism Around

T U R
TA UUT R N
N
ISM
A U T
AROUNDI S M
AROUND
An Action Guide for
Parents of Young
An Action Children
Guide for
with Early
Parents Signs ofChildren
of Young Autism
with Early Signs of Autism
AUDIOBOOK
SUPPLEMENTAL MATERIAL
M A RY LY N C H BA R B E R A , P h . D. , R N , B C BA- D
M A RY LY N C H BA R B E R A , P h . D. , R N , B C BA- D
HAY HOUSE, INC.

Carlsbad, California • New York City
London • Sydney • New Delhi
TURN AU T I S M AROUND AUDIOBOOK SUPPLEMENTAL MATERIAL
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Name: Child 1 DOB: 09/15/XX Age ___ yrs ___ mo

1 hour – 9/15/XX, 12–1PM in family room
No words or sounds heard.
Name: Child 2 DOB 03/20/XX Age ___ yrs ___ mo

15 minutes – 06/16/XX, 8:30–8:45 AM in family room
Ba ba ba, while reaching for bottle

Ooo
Ahh
Mama when shown picture of Mom
Name: Child 3 DOB 05/14/XX Age ___ yrs ___ mo

30 minutes – 9/17/XX, 2:00–2:30 PM outside
Words heard:
Slide
Push me
I want swing
Go, with prompting of “ready, set, _____ ”
Open
Mommy go in
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HERE IS A CHECKLIST OF BASIC MATERIALS THAT I SUGGEST

YOU GATHER FOR YOUR TABLE TIME SESSIONS:
— Child-size table and chair(s)

— Reinforcing items (edibles, a drink, an electronic device,
bubbles, etc.)
— A shoebox with a large slit cut in the top so that it’s easy for
your child to put flashcards and pictures through it
— Two identical packs of first word flashcards

— Two duplicate sets of pictures of family members and favorite
items (Mom, Dad, juice, tablet, etc.)
— Mr. Potato Head, keeping all the parts in a separate clear bag
— Three or more inset puzzles
— Simple cause-and-effect toys, such as a hammer and balls,
pop-up toys, or toys with parts that can go in or down
— A first word book and simple books with pictures and up to

one sentence per page
— Two sets of six identical items (toy cars, spoons, cups, bowls,
small dolls, etc.)
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A B C ( A nt e c ed en t , B eh a v i o r , C o nse que nce ) C hart

Date/Time Activity Antecedent Behavior Consequence
When the behavior What activity was What happened What the behavior What happened
occurred going on when the right before the looked like after the behavior
behavior occurred behavior that may or as a result of
have triggered it the behavior
Example 1: Grocery checkout Reached for candy Screamed and Gave him candy
Jan. 8, XX line—saw candy and was told no dropped to floor
10:10 a.m.
Example 2: Dinnertime Called to Cried and said no Let him eat in

Jan. 10, XX table to eat family room
5:00 p.m.
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SAMPLE BEDT IM E ROU T IN E CHECKL I ST
Child’s Tasks in Order:
— Sits on toilet.
— Takes bath with assistance.
— Puts on pajamas in the bathroom.
— Brushes hair.
— Brushes teeth with assistance.
— Selects three books from the shelf.
— Gets into bed.
Parent’s Tasks in Order:
— Dims lamp and turns on night light.

— Sits on side of bed and reads the three books.
— Turns on lullaby music.
— Turns off lamp.
— Kisses child good night.
— Reminds child about reinforcement.
— Puts up gate.
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GLOSSARY
ABA: Applied Behavior Analysis. The science of changing

socially significant behavior; behavioral programs for children
with autism to increase language and learning skills and reduce
problem behaviors.
ADHD: Attention Deficit Hyperactivity Disorder. A neurodevel-

opmental disorder, usually characterized by inattention or hyper-
activity and impulsive behavior that interferes with learning or
development.
Autism or ASD: Autism Spectrum Disorder. Developmental dis-

order with impairment of language and social communication
skills, as well as repetitive or restrictive interests. It’s a “spectrum”
disorder because there is wide variation in types of symptoms, as
well as severity.
BCBA or BCBA-D. A Board Certified Behavior Analyst has satisfied

the education and experience requirements and passed a certifica-
tion exam. A BCBA holds at least a master’s degree, and a BCBA-D
holds a doctorate degree.
Conditional discrimination. The ability to discriminate between

similar things, such as labeling toilet paper versus paper towels or
answering “who” versus “where” questions.
Delayed echolalia. Repeating words or phrases heard in the past

and using these in a script-like fashion. Can also be called “script-
ing” or “stimming.”
Desensitization. Pairing or re-pairing a setting, activity, or person

with reinforcement so that a child is calm and comfortable when
faced with a previously aversive situation.
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Echoic. Repeating what someone else says. Can be immediate or

delayed. One of the four elementary verbal operants as defined by
Dr. B. F. Skinner in Verbal Behavior.
Echoic control. The ability to get a child to repeat words or

phrases without an object or picture present. For example, a child
says “ball” when you prompt, “Say ‘ball.’”
Errorless teaching. An instructional strategy to ensure a child

always gives the correct response. All mistakes are prevented by
providing a prompt immediately after the direction is given or
question is asked.
Expressive language. Use of gestures, words, and sentences to

communicate wants and needs and eventually thoughts and
ideas with others. Made up of the four elementary verbal operants
(mands, tacts, echoics, and intraverbals).
Generalization. To perform a skill under different conditions in

a different way with different materials, or to a different person,
and to continue to exhibit that skill over time. For example, after
learning to label a picture of a cat, the child will say “cat” at the
sight of a live cat.
Hyperlexia. The ability to read letters and words that is more

advanced than would be expected for chronological age or func-
tional language level; intense fascination with letters and numbers.
Imitation skills. Copying or mimicking someone else’s behavior

and movements.
Intraverbal. Filling in blanks or answering “WH” questions;

responding to someone else’s verbal behavior with no visual
or other stimuli. One of the four elementary verbal operants as
defined by Dr. B. F. Skinner in Verbal Behavior.
Joint attention. An important social skill that means focusing

on the same item or activity with awareness that attention is
being shared.
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Mand. A request for an item, action, attention, or information.

Motivation is the antecedent for a mand, and the consequence is
direct reinforcement, making the mand the most important of the
four elementary verbal operants as defined by Dr. B. F. Skinner in
Verbal Behavior.
Matching skills. The ability to match identical or similar items or

pictures.
M-CHAT: Modified Checklist for Autism in Toddlers. A vali-

dated developmental screening tool for toddlers between 16 and
30 months of age. It is designed to help identify children who may
benefit from additional developmental and autism evaluations.
Multiple control. Combining two or more operants (mands,

tacts, and/or echoics) to improve learning. Multiple control is used
extensively in the early learner activities within the Turn Autism
Around approach so that if a child says a word, it is part mand,
part tact, and part echoic.
Operant. A behavior defined in terms of its antecedent and conse-

quence. For example, the antecedent of a mand is motivation, and
the consequence of asking for an item is receiving the requested
item. The four elementary verbal operants are mand, tact, echoic,
and intraverbal.
OT: Occupational Therapy. A type of therapy that helps indi-

viduals with motor skills involved with everyday life, regulation
of sensory processing dysfunctions, and working within teams on
activities of daily living, including feeding, grooming, dressing,
and potty training.
Pairing. The ongoing process of using a child’s already established

reinforcers (things he likes) to make new people, difficult materials
or tasks, and unknown environments more positively reinforcing.
Pica. A medical and potentially life-threatening condition in which

children eat inedible items such as soap, dirt, rocks, or feces. Pica
requires immediate consultation with a health care provider.
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Pop out words. Words that children say from time to time but will
not say upon request.
Prompt. A hint or cue to help a child give the correct response.

There are several types of prompts, including physical (you gently
help the child move through a motion), gestural (you point to the
area), imitative (you touch your head while saying “touch head”),
and verbal (you add words to clarify or give a reminder).
Receptive language. The ability to understand and comprehend

spoken language.
Regression. The loss of skills or language that children with autism

or delays had previously.
Reinforcement/Reinforcer. A food, toy, other item, action, or

attention, such as praise, that increases the probability that a
behavior will increase in the future.
Scripting. Repetition of words, phrases, or lines from movies

without an understanding of their meaning. Also called “delayed
echolalia.”
SIB: Self-Injurious Behavior. A problem behavior in which a child

injures himself, such as repeatedly banging his head with his fist
or scratching his body. SIB requires immediate consultation with
a health care provider.
Skinner, B. F. The founder of the experimental analysis of behav-

ior and the author of the 1957 book Verbal Behavior.
SLP: Speech and Language Pathologist. A health care profes-

sional trained to evaluate and treat people with speech, language,
communication, swallowing, or hearing disorders.
STAT: Screening Tool for Autism in Toddlers. An interactive

screening tool developed by Dr. Wendy Stone that includes a set
of 12 activities that measure a child’s social communication skills
and risk for autism.
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Stimming. Self-stimulatory behavior that usually involves repet-

itive movements (hand flapping, rocking, etc.), making sounds
(also known as “verbal stimming”), or repeating lines from movies
or things heard in the past (also known as “scripting”).
Tact. Labeling or naming an object, picture, adjective, location,

smell, taste, noise, or feeling. One of the four elementary verbal
operants as defined by Dr. B. F. Skinner in Verbal Behavior.
Transfer trial. The process of fading a prompt or transferring a

skill from one operant to another, such as going from receptive
identification of a body part to tacting of that same body part.
VB-MAPP: Verbal Behavior Milestones Assessment and Place-

ment Program. An in-depth assessment and curriculum guide
developed by Dr. Mark Sundberg and based on B. F. Skinner’s anal-
ysis of verbal behavior outlined in the Verbal Behavior book.
Video modeling. An evidence-based strategy in which a video is

made of someone modeling the behavior you want to increase.
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T U R

HAY HOUSE, INC.

Name: Child 1 DOB: 09/15/XX Age ___ yrs ___ mo

No words or sounds heard.

Name: Child 2 DOB 03/20/XX Age ___ yrs ___ mo

Ba ba ba, while reaching for bottle

Name: Child 3 DOB 05/14/XX Age ___ yrs ___ mo

HERE IS A CHECKLIST OF BASIC MATERIALS THAT I SUGGEST

— Child-size table and chair(s)

— Two identical packs of first word flashcards

— A first word book and simple books with pictures and up to

A B C ( A nt e c ed en t , B eh a v i o r , C o nse que nce ) C hart

Example 2: Dinnertime Called to Cried and said no Let him eat in

SAMPLE BEDT IM E ROU T IN E CHECKL I ST

Child’s Tasks in Order:

Parent’s Tasks in Order:

— Dims lamp and turns on night light.

ABA: Applied Behavior Analysis. The science of changing

ADHD: Attention Deficit Hyperactivity Disorder. A neurodevel-

Autism or ASD: Autism Spectrum Disorder. Developmental dis-

BCBA or BCBA-D. A Board Certified Behavior Analyst has satisfied

Conditional discrimination. The ability to discriminate between

Delayed echolalia. Repeating words or phrases heard in the past

Desensitization. Pairing or re-pairing a setting, activity, or person

Echoic. Repeating what someone else says. Can be immediate or

Echoic control. The ability to get a child to repeat words or

Errorless teaching. An instructional strategy to ensure a child

Expressive language. Use of gestures, words, and sentences to

Generalization. To perform a skill under different conditions in

Hyperlexia. The ability to read letters and words that is more

Imitation skills. Copying or mimicking someone else’s behavior

Intraverbal. Filling in blanks or answering “WH” questions;

Joint attention. An important social skill that means focusing

Mand. A request for an item, action, attention, or information.

Matching skills. The ability to match identical or similar items or

M-CHAT: Modified Checklist for Autism in Toddlers. A vali-

Multiple control. Combining two or more operants (mands,

Operant. A behavior defined in terms of its antecedent and conse-

OT: Occupational Therapy. A type of therapy that helps indi-

Pairing. The ongoing process of using a child’s already established

Pica. A medical and potentially life-threatening condition in which

Prompt. A hint or cue to help a child give the correct response.

Receptive language. The ability to understand and comprehend

Regression. The loss of skills or language that children with autism

Reinforcement/Reinforcer. A food, toy, other item, action, or

Scripting. Repetition of words, phrases, or lines from movies

SIB: Self-Injurious Behavior. A problem behavior in which a child

Skinner, B. F. The founder of the experimental analysis of behav-

SLP: Speech and Language Pathologist. A health care profes-

STAT: Screening Tool for Autism in Toddlers. An interactive

Stimming. Self-stimulatory behavior that usually involves repet-

Tact. Labeling or naming an object, picture, adjective, location,

Transfer trial. The process of fading a prompt or transferring a

VB-MAPP: Verbal Behavior Milestones Assessment and Place-

Video modeling. An evidence-based strategy in which a video is

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Name: Child 1 DOB: 09/15/XX Age _ yrs _ mo

Name: Child 2 DOB 03/20/XX Age _ yrs _ mo

Name: Child 3 DOB 05/14/XX Age _ yrs _ mo

— A first word book and simple books with pictures and up to