By Diane Cullinane, M.D. “Good job!” is a phrase used frequently during treatment sessions with autistic children. What message does a child receive from hearing, “Good Job!”? We hope they hear our interest, encouragement and approval. However, when “Good Job!” becomes a habit, is it still successful in conveying this meaning? Or, does it simply […]
As a Speech-Language Pathologist (SLP), I often find myself trying to explain what I do. Our scope of practice is broad and not well understood by the general public. As an SLP specializing in feeding disorders, my work is even harder to explain! To educate the public about what SLPs (and Audiologists) do, the month […]
This letter to the ASHA Leader Editor is being circulated for signatures from speech-language pathologists who share the expressed concerns regarding the article “Building Working Relationships With Applied Behavior Analysts” that appeared in the April 2020 issue of the ASHA Leader. The letter is sponsored by the Speech-Language Pathology Neurodiversity Collective (SLPNDC) and authored by Therapy Chair Amy Lustig, PhD, CCC-SLP.
Not only does ABA pose ethical issues that must be considered, but its efficacy is also questionable. The US government conducted outcome measures under the new T2017 TRICARE contracts and found that “76% of TRICARE beneficiaries in the ACD (Autism Care Demonstration) had little to no change in symptom presentation over the course of 12 months of applied behavior analysis services, with an additional 9% demonstrating worsening symptoms” (James N. Stewart, Assistant Secretary of Defense for Manpower and Reserve Affairs, 10/25/2019).
TBI in Service Members – Real-life effects & the need for Empathetic, Compassionate & Trauma-informed Care:
Beginning in around the year 2000, the field of Applied Behavior Analysis (ABA) has included Traumatic Brain Injury (TBI) among their ever-increasing scope of practice, claiming that ABA is “one of the most effective treatments for managing mood, behavioral and other mental disorders associated with brain damage”.3 ABA, in its simplest form, treats the behavior associated with TBI, rather than treating the underlying neurological reasons for that behavior.
Terrifyingly, ABA has infiltrated our healthcare system, schools, military, hospitals, and nursing homes. But you wonder, how can you even tell if someone is brainwashed? Here are common symptoms that you or someone you love has been brainwashed:
Why Perspective-Taking and Neurodiversity Acceptance? (Part 2 of “Training” Social Skills is Dehumanizing: The One with the Therapy Goals)
Wasted years upon years of endlessly drilling autistic children and adolescents to memorize and parrot “appropriate” rote phrases for specific social situations will not lead to their peers perceiving them as more likable. Social skills training is not a “cure” for autism despite what the ABA industry would like for us all to believe. All “social skills training’ does is to teach autistic people how to mask their autism. And the potential harms of masking (exhaustion, anxiety, depression, frustration, decreased self-esteem suicidal ideation) are significant.
Now let’s talk about one of the recent episodes, “The Reckoning.” There’s a loving montage of a character Kuiil rehabbing a droid, named IG-11, who’d been killed. Kuiil rebuilt the droid from scratch after “Its neural network was almost completely gone.” He had to piece IG-11 together, which may be a little beyond our day-to-day job, but the recovery process is certainly something many of us speech-language pathologists have participated in.
PECS® uses Operant Conditioning, which is a behavior technique that can be used to target and increase a behavior by pairing performance of the target behavior with a positive or rewarding outcome. Per Andy Bondy, inventor of PECS, “Skinner’s analysis of Verbal Behavior forms the basis for teaching particular skills at specific points in the training sequence and also provides guidelines for how best to design the teaching strategies.” PECS uses picture-based prompting and reinforcement tied to error correction in order to teach language skills. The method allows the trainer to artificially cause frustration through the withholding of highly desired objects or food until the targeted behavior is achieved, even if the communicator becomes upset or angry. It is not a natural or nice way to teach language.
Dictating how a neurodivergent person is expected to communicate in specific social situations takes away their self-determination. Training people as one trains animals is appalling. SLP Neurodiversity Collective believes in respecting the authentic social communication of all people, rather than compelling compliance for neurotypical expectations through a system of rewards and punishments.