Usamos cookies necessários para o funcionamento e a segurança do site. Com sua
autorização, também podemos usar dados de navegação para entender como o BHUB é
utilizado e melhorar a plataforma.
Política de Cookies
Curadoria científica com IA
Sincronização diária
Pesquisa em Análise do Comportamento, organizada por evidências
Encontre artigos revisados por pares, filtre por categoria e fonte, e acompanhe novas publicações científicas em um só lugar.
While many practicing behavior analysts indicate that they would like to engage in research, there remain multiple barriers to service delivery organizations developing a functional research program. In addition to clinical research, ABA services have a unique opportunity to also bridge this gap with research in organizational behavior management (OBM). OBM applies behavior principles to organizations and their constituents. Research in this area has a long history of efficacy in human service organizations. However, there are many considerations to account for when running OBM research, many of which may differ from projects targeting clinical outcomes. Therefore, the purpose of this paper is to outline guidance for running OBM research in ABA service delivery organizations. Some benefits of an OBM research program are described, as well as important considerations pertaining to organizational needs, provision of adequate resources, research infrastructure and teams. Unique ethical considerations when conducting OBM research in ABA settings are discussed, such as client welfare, employee voluntariness, and intellectual property. Suggestions for appropriate experimental design and forums for dissemination are reviewed. With planning and diligence, OBM research can potentially be a beneficial way to promulgate research practices as well as improve organizational functions.
The importance of culturally responsive practices in behavior analysis has been widely discussed in the literature, emphasizing the need to develop a behavioral repertoire that will allow practitioners to serve diverse clients optimally. However, empirical work aimed at increasing awareness, knowledge, and skills of cultural responsiveness in behavior analysis trainees is limited. The purpose of this study was twofold: (1) evaluate whether an eight-hour online course on culturally responsive behavior analytic practices would impact awareness and knowledge and (2) evaluate whether completing the online course and receiving hands-on training would improve trainees’ skills in clinical situations. After completing the online course, participants demonstrated improved levels of knowledge of the material included in the course and most measured dimensions of cultural competence. The three participants for whom clinical skills were evaluated demonstrated increases in culturally responsive skills. The findings suggest online training can increase knowledge, and when combined with hands-on training via culturally responsive supervision, can support the development of clinical skills that align with cultural responsiveness.
Coursework in radical behaviorism prepares behavior analysis students to be effective practitioners and scientists, and thus instructors of these courses have an important role in ensuring the future success of the field. The aim of this article is to support instructors who are developing courses in radical behaviorism by sharing some ideas for course design and teaching strategies. We first briefly review reasons for including radical behaviorism courses in behavior analysis graduate training programs and describe some of the skills that we hope students acquire in these classes. We then offer some ideas for course goals and objectives, readings, web-based resources, assignments, and activities, and discuss some curriculum considerations. We suggest possible pedagogical strategies for shaping verbal behavior on conceptual issues, promoting engagement with the material, encouraging discussions, and navigating challenging topics, such as determinism versus free will, with cultural sensitivity. We conclude by describing some of the reinforcers for instructors who teach these courses, and by describing potential benefits for graduate programs and the field for continuing to ensure that future generations of behavior analysts receive in-depth training in radical behaviorism.
Behavior analysts use a variety of strategies to help clients acquire meaningful skills, including stimulus prompting. Stimulus prompting is a strategy that increases the likelihood of correct responding by adding supplementary stimuli to a target stimulus that must eventually be removed to enable independent responding. However, traditional stimulus prompt fading methods may not always efficiently transfer stimulus control of supplementary stimuli to the target stimulus. This study evaluated the effects of alternating stimulus prompts on the acquisition of independent consonant–vowel–consonant (CVC) word identification during prompt fading with a participant diagnosed with autism spectrum disorder (ASD). The alternating prompt condition facilitated the acquisition of independent responding in fewer sessions than the single prompt and control conditions. Implications for clinical practice and future research are discussed.
Many individuals with intellectual and developmental disabilities have communication deficits (Smith et al., 2020), and research suggests that various communication modalities, including vocalizations, picture exchange, sign, and assistive technologies, can be taught (McLean et al., 1996). However, because communication modalities are often selected arbitrarily (Orozco et al., 2023), the acquisition and maintenance of communication may be affected (Kunnavatana et al., 2018). Furthermore, little research has focused on the acquisition of communication modalities in adults with intellectual and developmental disabilities. In Study 1, we replicated a prerequisite assessment (Valentino et al., 2019) with a large number of adults with intellectual and developmental disabilities who were referred for communication deficits. In Study 2, we replicated and extended Valentino et al. (2019) and Gutierrez et al. (2007) by conducting a preliminary evaluation of the validity of the prerequisite assessment with a subset of participants from Study 1. That is, we conducted a mand evaluation to evaluate the degree to which discriminated manding occurred across common modalities. Results of Study 1 showed that many participants displayed weak potential prerequisite skills for most, if not all, communication modalities. The results of Study 2 showed that participants’ potential prerequisite skills from Study 1 sometimes mapped onto modalities acquired during the mand evaluation, but additional manipulations were sometimes necessary for differentiated responding to be acquired with these modalities. For some participants, another modality was necessary (i.e., item exchange).
School-based Board Certified Behavior Analysts (BCBA) are uniquely trained to disseminate behavior analytic principles throughout multi-tiered systems of supports (MTSS). However, given the cost, effort, resources, and expertise needed to develop function-based assessments, the primary responsibility for school-based BCBAs remains focused on programming support for students receiving special education support or tier 3. When implemented consistently and with high treatment fidelity, MTSS may proactively keep students in the least restrictive environment and sustain workload capacity for school personnel. Navigating service provision in school settings is complex, and the quality of services across each tiered level of support may vary due to competing contingencies. This may be further exacerbated by limited guidance for school-based BCBAs on navigating service provision beyond tier 3. Thus, discussing collaborative practices that will support school-based BCBAs in providing quality services across MTSS is essential. This manuscript will begin by providing a brief historical and contemporary overview of the MTSS framework, then discuss collaboration and capacity standards across each tiered level of support for school-based BCBAs as indirect behavior change agents. This manuscript emphasizes collaborative and quality assurance practices as essential components to support school-based BCBAs in effectively navigating the MTSS framework.
This scoping review examines how skill-based treatment (SBT) has been implemented to address challenging behavior in school settings. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA-ScR) framework, seven peer-reviewed studies and one dissertation involving a total of 20 participants aged 4–18 were reviewed. All participants received SBT in school settings following a Practical Functional Assessment (PFA). Data were coded on participant characteristics, target behaviors, setting and implementers, intervention characteristics and reported outcomes. Across studies, most participants demonstrated suppression of dangerous target behaviors and reductions from baseline in non-dangerous behaviors. Although preliminary findings suggest SBT can be integrated into school contexts, its use in general education classrooms remains limited. This review highlights promising preliminary outcomes for SBT in school settings but underscores the need for further research examining scalability and implementation in typical school environments. Limitations and recommendations for future research are also discussed.
Applied behavior analysis increasingly emphasizes cultural responsiveness, cultural humility, and interdisciplinary collaboration, yet implementation remains inconsistent. This conceptual paper proposes that these represent advanced competencies requiring foundational interpersonal repertoires. Drawing on established behavioral principles and empirical evidence from training effectiveness, supervision, and performance management literature, this paper proposes that generalized responsiveness, humility, and collaboration skills serve as prerequisites for culture-specific and discipline-specific applications among behavior-analytic practitioners. This paper provides operational definitions, practical examples, and non-examples of these foundational repertoires across three general domains: responsiveness, humility, and collaboration. Each domain is then accompanied by a multi-level implementation framework that allows practitioners to identify and organize potential skills for further development. This prerequisite skills model offers a systematic pathway for developing the complex competencies necessary for effective, ethical service delivery in increasingly diverse contexts. While it is clear that further research is necessary within this specific topic, this framework may provide a worthwhile starting point for future research in the development of practitioner skillsets.
Music-based interventions have been shown to benefit autistic individuals by improving social behavior and communication, and reducing behavioral excesses (Hill et al., 2020). The purpose of this study was to evaluate whether training more discriminable notes (i.e., “C,” “E,” and “G”) would enhance the effects of equivalence-based instruction (EBI) on the acquisition of piano skills, novel piano performance (i.e., reading sheet music), novel note performance, pitch discrimination, and the maintenance of taught and untaught piano skills among autistic children. Additionally, we examined whether participants would generalize their responding to untrained notes appearing on the staff between the trained notes (i.e., “D” and “F”). The training involved simultaneous matching of auditory-visual musical stimuli in a one-to-many arrangement. When given an auditory stimulus, learners selected letters, musical notation, and piano keys. Following training, posttests were conducted to test the emergence of novel untrained relations and musical notes. Maintenance probes occurred within 1 week of the posttests. All participants demonstrated novel piano skills and scored high on maintenance probes. However, none of the participants reached mastery level on the “perfect pitch” probes, nor did they respond accurately to the untrained notes. The results suggest EBI’s efficacy in teaching and maintaining piano skills, though with notable limitations.
Receptive labeling, also referred to as auditory-visual conditional discrimination (AVCD), is commonplace in everyday interactions; yet, many individuals with autism spectrum disorder experience barriers to learning AVCD during instruction. When clients fail to make progress during AVCD instruction, behavior analysts may engage in a trial-and-error process for intervention modifications that may be inefficient or unsuccessful. This paper presents a problem-solving model to identify and address learning barriers during AVCD instruction. The model outlines eight steps encompassing data collection, instructional and procedural analysis, prerequisite skill evaluation, hypothesis development, barrier assessment with matched interventions, intervention selection, and progress monitoring. This approach provides behavior analysts with practical guidance for clinical decision-making, moving toward systematic, assessment-based intervention that can improve outcomes for clients receiving AVCD instruction.
LeBlanc et al. (2018; doi.org/10.1007/s40617-018-0206-3) provided recommendations for creating research review committees that might oversee participant protections for human service agencies. Since that time, multiple organizations have implemented some version of a research review committee and other options for protocol review have become more commonly available. The purpose of this paper is to describe implementation efforts by five organizations (e.g., timelines, which recommendations were followed and how, challenges and solutions). The lessons learned through these implementations are synthesized and resources created by the organizations are shared for those interested in conducting research in applied settings. In addition, the costs and benefits of developing an internal committee are compared to those for external review options.
Tic disorders, such as Tourette’s syndrome, are chronic, childhood-onset neurological conditions that involve sudden, repetitive, and involuntary motor movements or vocalizations. Individuals with tics often experience premonitory urges, or aversive sensations that precede tics and are believed to be functionally related to their expression. Previous research has suggested that reinforcing tic suppression can effectively reduce tics, although the optimal contingencies that lead to such an effect have not been well-studied. The purpose of the current study was to compare a commonly used contingency, differential reinforcement of other behavior (DRO), to establish tic suppression with a contingency that included an option for participant-initiated breaks (DRO-break). Using an alternating treatments design, including four children with tics, results showed that three of four participants demonstrated tic reduction in both DRO conditions compared to baseline. Furthermore, DRO did not result in higher urge ratings compared to the baseline and DRO-break conditions for any of the participants. Finally, preference for the conditions was idiosyncratic, with two participants preferring DRO and two participants preferring DRO-break. Thus, DRO contingencies with and without breaks were equally effective at reducing tics compared to baseline and did not affect urges differently.
We replicated and extended Kranak et al. (2023b) and analyzed all keynote and invited speakers at state-level behavior analysis conferences from 2021 to 2025. Our results show that women now constitute the majority of keynote and invited speakers, reflecting clear and measurable progress in representation. A small subset of highly visible individuals delivered a disproportionate number of presentations. Recent publications, years certified, and gender did not predict invitations. The greatest predictor of serving as a keynote or invited speaker was previously doing so. Our results suggest that representation has substantially improved among women, and that the greatest predictor of serving as a keynote or invited speaker is repeatedly doing so. Implications and considerations are discussed, particularly for supporting conference organizers within the framework of professional development and continuing education.
Applied behavior analysis is grounded in data-based decision-making and evidence-based practice (EBP). EBP is increasingly reliant on evidence syntheses (i.e., the combining of findings from multiple research studies to inform on a particular topic). Within this context, outcome heterogeneity is defined as variability in the outcome measures employed across research studies evaluating a particular intervention, including what is measured, how, and when. Outcome heterogeneity has been identified as a substantive barrier to evidence synthesis across health and social care, with direct consequences for clinical guideline development and policy. This article draws on examples from behavior-analytic and adjacent research to argue that outcome heterogeneity represents a methodological challenge for behavior analysis. A Core Outcome Set (COS) is a consensus-based, standardized set of outcomes that should be measured and reported as a minimum when evaluating a particular intervention. COS have been developed across a range of health behavior change interventions (e.g., for sedentary behavior, behavioral weight management, self-management of diabetes) as a structured response to the challenge of outcome heterogeneity. This article proposes increased engagement with the broader movement toward COS and argues that behavior analysis offers methodological resources not currently included in COS frameworks. Engagement with COS infrastructure should be approached with critical consideration, incorporating reflection on both its potential risks and benefits, as well as its alignment with the principles and practices of the field of behavior analysis. Risks of engagement, including the potential marginalization of idiographic measurement and inductive experiment techniques, are identified and mitigations proposed.
Effective supervisory skills, such as delivering corrective feedback, are essential for providing behavior-analytic services to vulnerable populations. This study evaluates the effectiveness of a training package designed to improve the quality of supervisory feedback through self-monitoring, a structured checklist, and researcher feedback. During the study, participants provided feedback to three staff behavioral profiles during role-play scenarios that may be encountered in clinical practice. Results indicated that feedback increased the participants’ self-monitoring accuracy scores and fidelity scores during role-play sessions. Three of five participants’ feedback delivery skills also generalized to a novel staff profile. Limitations and future implications of training supervisors to deliver quality feedback are reviewed.
Historically, research and practice in applied behavior analysis (ABA) are conducted separately from one another. This separation creates a disconnect between researchers and practitioners that is known as the research-to-practice gap. The purpose of this preliminary study was to evaluate whether a six-week group supervision curriculum for 10 ABA practitioners working in a university-based autism services setting increased their ability to (a) ethically design and conduct practice-based research and (b) disseminate their findings in peer-reviewed journals and professional presentations. A mixed-methods design was used, including pre- and post-self-reported assessments of research skills, content review of research products, tracking of dissemination outcomes, and social validity measures. Results indicated that participants showed noticeable gains from pre-assessment to post-assessment self-reported ratings and documented research activity in the three months following group supervision. Qualitative thematic analysis indicated increased clarity in participants’ descriptions of research capacity, applied impact, and mentorship, while time remained a notable barrier. Social validity ratings indicated that most participants were satisfied with the group supervision experience. Findings suggest that more advanced skills, including research literacy, experimental designs, data graphing and analysis, and manuscript writing, are likely to require additional instructional support beyond weekly group supervision. Given the preliminary nature of the study, the findings are discussed along with implications for practice and future research.
Despite the evidence base supporting the functional behavior assessment (FBA) and behavior intervention plan (BIP) process, resource constraints and lack of training continue to preclude their implementation in school-based settings. Developed to address these barriers, the prevent-teach-reinforce (PTR) model employes a manualized, team-based approach, facilitated by a professional with expertise in behavior, to streamline the individualized FBA-BIP process. However, more research is needed to examine the effectiveness of the PTR model in supporting middle school students with emotional and behavioral disorders (EBD). This study evaluated the impact of the PTR secondary model (PTR-SEC) on the classroom behaviors of three middle school students with EBD during academic activities. Results showed that the PTR-SEC effectively decreased problem behavior and increased replacement behavior for all three participants, and these improvements maintained post-intervention. Social validity assessments from students and teachers indicated that the PTR-SEC was acceptable and aligned with the students’ goals, suggesting that PTR-SEC may be a socially valid approach for supporting middle school students with EBD.
Developing and maintaining ethical competence is critical for ongoing professional development. Although the Behavior Analysis Certification Board (BACB®) requires continuing education units (CEUs) focused on ethics, individual certificants have the flexibility to select specific topics to pursue based on their individual needs or interests. One way to obtain CEUs is by attending designated continuing education events, such as the Association for Behavior Analysis International (ABAI) annual convention. However, it remains unclear what topics are typically offered for ethics CEUs at the ABAI annual conference for certificants to further their competency. Thus, in this exploratory study, we sought to describe the topics of events that are offered at ABAI events as ethics CEUs by extracting archival data (e.g., year, title, and abstract) from ABAI’s annual convention events labeled as offering ethics CEUs between 2016 to 2024. We then used topic modeling techniques (BERTopic; Grootendorst, 2022) to analyze the text in the titles and abstracts and create structured clusters (topics) of events with similar content. We found 540 presentations within 326 events offering ethics CEUs during this time period at ABAI annual conventions. Our model extracted 25 topics that covered a breadth of professional issues. We discuss the implications of our results for the types of content in ethics CEUs that certificants may or may not be able to obtain at ABAI based on our data and note the value of using topic modeling techniques to analyze large text datasets in organizational settings.
Youth sports offer significant opportunities for physical, emotional, and social development; however, current trends toward hyper-competitiveness, early specialization, adult-imposed pressures, and systemic inequalities threaten these benefits. This paper examines how applied behavior analysis (ABA) can provide evidence-based solutions to reshape youth sports culture. First, systemic concerns within youth sports are identified, including the social and psychological consequences of an overemphasis on competition and adult-driven outcomes. Using a behavioral framework, recommendations are provided targeting organizational practices, coaching behaviors, parental involvement, and athlete development. Strategies such as competency-based training, behavioral coaching, reinforcement systems, and contingency management are emphasized to foster more nurturing, inclusive, and developmentally appropriate environments. By applying ABA principles at multiple systemic levels, youth sports programs can better support lifelong physical activity, emotional well-being, and social growth, ensuring that the benefits of participation extend far beyond athletic achievement.
This brief paper addresses the significant but often overlooked issue of invisibility and vulnerability faced by international Latin American female students (ILAFS) in the U.S. Drawing upon existing literature, the paper highlights the lack of research and attention given to this specific population, resulting in limited understanding of their unique challenges and needs. It emphasizes the importance of behavior analysts in supporting these students by serving as advocates for ILAFS, by understanding their unique needs and the role of intersectionality, facilitating their academic success, cultural and social adaptation, and well-being. By shedding light on this underserved population and advocating for their needs, behavior analysts can contribute to creating more diverse, inclusive, and equitable environments.
O Governo do Tocantins sancionou a Lei nº 5.087, que institui a Política Estadual de Atendimento Rural às Pessoas com Transtorno do Espectro Autista (TEA). A medida estabelece diretrizes para ampliar o acesso da população que vive em áreas rurais a serviços de saúde, assistência social e ações de inclusão. Segundo o Jornal Opção, entre […]
O número de pessoas que recebem o diagnóstico de autismo na vida adulta tem crescido nos últimos anos. Para muitos adultos, a identificação da condição ocorre após décadas de dificuldades relacionadas à comunicação, à interação social, à adaptação a mudanças e à sensibilidade a estímulos, o que faz ter novas compreensões de experiências vividas desde […]
Discover how adaptive dance helps autistic teens build confidence, regulate emotions, and strengthen social skills.
The post How Adaptive Dance Can Help Autistic Adolescents Build Confidence and Connection appeared first on Autism Spectrum News.
Um app de comunicação alternativa para autismo acaba de alcançar uma marca histórica: 700 mil usuários em mais de 90 países. O Matraquinha, criado por uma família brasileira, nasceu de uma necessidade pessoal e hoje ajuda centenas de milhares de crianças não verbais a se expressarem todos os dias. Por trás desse número, existe uma […]
A Federação das APAEs do Estado de São Paulo (FEAPAES-SP) fará, em 11 de agosto, em Aparecida (SP), a quarta edição do evento Autismo em Pauta. O encontro reunirá profissionais, gestores, estudantes, pesquisadores e representantes de organizações para discutir temas relacionados ao autismo. As inscrições estão abertas, com condições específicas para as APAEs e participação […]
Quando falamos de comunicação, muitas pessoas imediatamente pensam em fala. No entanto, a comunicação vai muito além das palavras faladas. Para pais e professores, entender o que realmente é comunicação faz uma diferença significativa em como ensinamos, incentivamos e respondemos às crianças, especialmente às crianças com autismo. Intervenções baseadas em Análise do comportamento Aplicada (ABA) […]
A China publicou o 15º Plano Quinquenal para a Proteção e o Desenvolvimento das Pessoas com Deficiência (2026-2030), que, pela primeira vez, inclui uma seção dedicada ao autismo. Entre as metas estão a criação de 1 milhão de empregos para pessoas com deficiência, a ampliação dos serviços de apoio e a revisão da legislação nacional […]
Explore five mealtime woes and possible solutions to help your child’s mealtimes be more enjoyable. Dinnertime comes at the end of a long day, but as many parents know, cooking a meal that your child will approve of can be anything but relaxing. Regardless of ability, children can be picky, finicky, and fickle. For those […]
The post Overcoming Special Needs Feeding Challenges: Essential Tips for Mealtime Comfort appeared first on Autism Parenting Magazine.
Get a FREE issue of Autism Parenting Magazine at https://www.autismparentingmagazine.com/freegift/
Image credit: Freepik Summer Feels Different for Autism and Neurodivergent Families Summer often feels like freedom. For many families, it means vacations, late mornings, and a break from school routines. But for families raising a child with Autism, summer can feel very different. Instead of relief, it can bring uncertainty, stress, and fear of losing hard-earned progress. This is why Extended School Year matters so deeply. When school ends, many children lose more than classroom learning....
O município de Campo Florido, no Triângulo Mineiro, inaugurou o Parque Girassol, espaço público voltado ao lazer e à inclusão de crianças autistas, outras neurodivergências e crianças sem deficiência. A iniciativa integra um projeto que começou em Belo Horizonte, em 2025, e será expandido para outros municípios de Minas Gerais por meio de uma parceria […]
Tips and tricks for healthy living from an autistic advocate I have had issues with weight all my life. I don’t always eat right or exercise. Here are tips to stay healthy and lose weight. Those on the spectrum might have sensory issues with food, exercise environments, or people. These sensory issues need to be […]
The post Autism and Weight Loss: 24 Strategies from an Advocate appeared first on Autism Parenting Magazine.
Get a FREE issue of Autism Parenting Magazine at https://www.autismparentingmagazine.com/freegift/
A vulnerabilidade na saúde de pessoas autistas, tema ainda pouco discutido nos debates sobre autismo, será abordada em uma palestra no Rio Innovation Week, em 05.ago.2026, no Rio de Janeiro (RJ). O encontro terá a participação dos jornalistas Francisco Paiva Junior e Andrea Bussade. Intitulada “A vulnerabilidade na saúde de autistas”, a atividade integra a […]
A Sephora traz ao Brasil a iniciativa Compras Calmas a partir de 18 de agosto. A ação ocorrerá nas 47 lojas da rede, em dias e horários específicos, com mudanças no ambiente para reduzir estímulos sensoriais durante o atendimento. Segundo o Meio e Mensagem, estão previstas ações como o desligamento da música ambiente, redução da […]
An adult on the spectrum shares tips for finding employment. One time when I was out of work, I only got a job somewhere because I had worked there before. Looking for a job is very hard. Here are my tips for people on the autism spectrum(and other disabilities or mental illnesses): Tip 1: If […]
The post Finding Work on the Spectrum: 25 Essential Autism Employment Tips appeared first on Autism Parenting Magazine.
Get a FREE issue of Autism Parenting Magazine at https://www.autismparentingmagazine.com/freegift/
A terapeuta ocupacional Rejane Damaceno Oliveira lançou o livro Eu, Meu Corpo e Meus Sentimentos, voltado a adolescentes autistas. A publicação aborda temas como mudanças corporais, emoções, privacidade, consentimento, higiene, segurança e sexualidade. O lançamento contará com sessão de autógrafos e uma conversa da autora sobre autonomia e desenvolvimento de adolescentes no espectro. Segundo o […]
Inspired by her own children, a sleep consultant shares her wisdom concerning autism sleep solutions. Some of you reading this are just beginning your journey, others are years in, but regardless of where you are, your journey is unique and diverse. Every day is a school day when it comes to research on sleep, anxiety, […]
The post Autism Sleep Solutions: Gentle Bedtime Strategies From a Consultant and Mom appeared first on Autism Parenting Magazine.
Get a FREE issue of Autism Parenting Magazine at https://www.autismparentingmagazine.com/freegift/
A Prefeitura de Goiânia publicou a Lei nº 11.670, de 14 de julho de 2026, que torna obrigatória a reserva de vagas de estacionamento para pessoas autistas em áreas abertas ao público. A medida vale para estabelecimentos públicos e privados, como supermercados, bancos, bares, restaurantes, farmácias e lojas, e prevê sinalização com o símbolo do […]
Is “helicopter parenting” always a negative parenting approach? A mom of a child with sensory needs shares her wisdom. Parenting a child with sensory processing disorder (SPD) or autism is not for the faint of heart. However, your child is a precious treasure, and their differences may just mean they need a unique parenting approach. […]
The post Navigating the Sensory Quandary: Essential Strategies for Managing Autism Sensory Overload appeared first on Autism Parenting Magazine.
Get a FREE issue of Autism Parenting Magazine at https://www.autismparentingmagazine.com/freegift/
A Secretaria Municipal de Educação (Semed) de Manaus lançou o projeto pedagógico Mundo do Theo – Conhecer para Incluir, que será implementado em 86 escolas da rede municipal. Desenvolvida em parceria com a editora Galeria das Letras, a iniciativa busca apoiar a inclusão escolar de estudantes autistas por meio de materiais pedagógicos e ações voltadas […]