{"id":15058,"date":"2022-05-24T10:55:13","date_gmt":"2022-05-24T15:55:13","guid":{"rendered":"https:\/\/last-drum.flywheelsites.com\/?p=15058"},"modified":"2025-03-24T16:26:26","modified_gmt":"2025-03-24T21:26:26","slug":"understanding-and-treating-challenging-behaviors","status":"publish","type":"post","link":"https:\/\/autism.org\/understanding-and-treating-challenging-behaviors\/","title":{"rendered":"Understanding and Treating Challenging Behaviors"},"content":{"rendered":"<p><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-1 fusion-flex-container has-pattern-background has-mask-background nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-background-color:#f8f8f8;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row fusion-flex-align-items-flex-start fusion-flex-content-wrap\" style=\"max-width:1315.6px;margin-left: calc(-4% \/ 2 );margin-right: calc(-4% \/ 2 );\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-0 fusion_builder_column_1_6 1_6 fusion-flex-column\" style=\"--awb-bg-size:cover;--awb-width-large:16.666666666667%;--awb-margin-top-large:0px;--awb-spacing-right-large:11.52%;--awb-margin-bottom-large:0px;--awb-spacing-left-large:11.52%;--awb-width-medium:100%;--awb-order-medium:0;--awb-spacing-right-medium:1.92%;--awb-spacing-left-medium:1.92%;--awb-width-small:100%;--awb-order-small:0;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-separator fusion-full-width-sep\" style=\"align-self: center;margin-left: auto;margin-right: auto;margin-top:20px;width:100%;\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-1 fusion_builder_column_2_3 2_3 fusion-flex-column\" style=\"--awb-bg-size:cover;--awb-width-large:66.666666666667%;--awb-margin-top-large:0px;--awb-spacing-right-large:2.88%;--awb-margin-bottom-large:0px;--awb-spacing-left-large:2.88%;--awb-width-medium:100%;--awb-order-medium:0;--awb-spacing-right-medium:1.92%;--awb-spacing-left-medium:1.92%;--awb-width-small:100%;--awb-order-small:0;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-separator fusion-full-width-sep\" style=\"align-self: center;margin-left: auto;margin-right: auto;margin-top:20px;width:100%;\"><\/div><div class=\"fusion-text fusion-text-1\"><p style=\"text-align: center;\"><span style=\"color: #5d5f64;\">ARI\u2019s free self-injurious behavior questionnaire helps identify potential care strategies for difficult behaviors commonly associated with autism. Visit the online app to learn more.<\/span><\/p>\n<\/div><div style=\"text-align:center;\"><a class=\"fusion-button button-flat fusion-button-default-size button-default fusion-button-default button-1 fusion-button-default-span fusion-button-default-type\" target=\"_self\" href=\"https:\/\/autism.org\/understanding-autism-free-online-apps\/\"><i class=\"fa-share fas button-icon-left\" aria-hidden=\"true\"><\/i><span class=\"fusion-button-text\">Learn more<\/span><\/a><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"align-self: center;margin-left: auto;margin-right: auto;margin-top:20px;width:100%;\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-2 fusion_builder_column_1_6 1_6 fusion-flex-column\" style=\"--awb-bg-size:cover;--awb-width-large:16.666666666667%;--awb-margin-top-large:0px;--awb-spacing-right-large:11.52%;--awb-margin-bottom-large:0px;--awb-spacing-left-large:11.52%;--awb-width-medium:100%;--awb-order-medium:0;--awb-spacing-right-medium:1.92%;--awb-spacing-left-medium:1.92%;--awb-width-small:100%;--awb-order-small:0;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-separator fusion-full-width-sep\" style=\"align-self: center;margin-left: auto;margin-right: auto;margin-top:20px;width:100%;\"><\/div><\/div><\/div><\/div><\/div>\n<div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-2 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-3 fusion_builder_column_1_6 1_6 fusion-one-sixth fusion-column-first\" style=\"--awb-bg-size:cover;width:16.666666666667%;width:calc(16.666666666667% - ( ( 4% + 4% ) * 0.16666666666667 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-4 fusion_builder_column_2_3 2_3 fusion-two-third\" style=\"--awb-padding-top:40px;--awb-bg-size:cover;width:66.666666666667%;width:calc(66.666666666667% - ( ( 4% + 4% ) * 0.66666666666667 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-2\" style=\"--awb-text-transform:none;\"><h4><strong><em>Part One: Challenges when your son or daughter is experiencing a difficult time<\/em><\/strong><\/h4>\n<p><span style=\"font-weight: 400;\">Paul Shattock provides a parent&#8217;s perspective on handling his son Jamie\u2019s challenging behaviors and describes the experiences of other families who have navigated similar situations. This webinar was produced in partnership with the World Autism Organization. <\/span><\/p>\n<\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:20px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-video fusion-youtube fusion-aligncenter\" style=\"--awb-max-width:1500px;--awb-max-height:844px;--awb-width:100%;\"><div class=\"video-shortcode\"><div class=\"fluid-width-video-wrapper\" style=\"padding-top:56.27%;\" ><iframe title=\"YouTube video player 1\" src=\"https:\/\/www.youtube.com\/embed\/Bq1enTyZPvU?wmode=transparent&autoplay=0\" width=\"1500\" height=\"844\" allowfullscreen allow=\"autoplay; fullscreen\"><\/iframe><\/div><\/div><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:20px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-text fusion-text-3\" style=\"--awb-text-transform:none;\"><h3><strong>In this webinar<\/strong><\/h3>\n<p><b>0:00 &#8211; <\/b><span style=\"font-weight: 400;\">History of World Autism Organization|<br \/>\n<\/span><b>1:25 &#8211; 5:00 &#8211; <\/b><span style=\"font-weight: 400;\">Jamie\u2019s life from birth to age 8<br \/>\n<\/span><b>4:40 &#8211; <\/b><span style=\"font-weight: 400;\">First signs of aggression<br \/>\n<\/span><b>6:08 &#8211; <\/b><span style=\"font-weight: 400;\">Difficulties with hair cuts<br \/>\n<\/span><b>8:40 &#8211; <\/b><span style=\"font-weight: 400;\">Sunderland parents and school<br \/>\n<\/span><b>9:45 &#8211; <\/b><span style=\"font-weight: 400;\">Experiences with aggressive outbursts<br \/>\n<\/span><b>12:15 &#8211; <\/b><span style=\"font-weight: 400;\">Age patterns for aggression and SIB<br \/>\n<\/span><b>13:48 &#8211; <\/b><span style=\"font-weight: 400;\">Experience with pharmacological remedies<br \/>\n<\/span><b>16:30 &#8211; <\/b><span style=\"font-weight: 400;\">Jamie\u2019s life today\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Shattock details his son\u2019s behaviors across his lifetime and describes the experiences of his family and community in creating supportive environments for Jamie and his peers. He recounts Jamie\u2019s diagnosis, the disparity between autism science today compared to the 1970s, and their journey through various schools, medication, and community support. Shattock closes by noting that Jamie is now able to work and live away from his parents and that his aggressive behaviors dissipated over time.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">To explore the perspectives of another parent, a pediatrician, and a behavior analyst on aggression and SIB, take a look at <\/span><a href=\"https:\/\/aidecanada.ca\/learn\/behavioral-supports\/perspectives-on-complex-behaviours-understanding-and-supporting-children-with-self-injurious-behaviour\"><span style=\"font-weight: 400;\">Aide Canada\u2019s interview series on Understanding and Supporting Children with Self-Injurious Behaviour<\/span><\/a><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:20px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-text fusion-text-4\" style=\"--awb-text-transform:none;\"><h3><strong><em>Part Two: Teaching Children with Autism How to Communicate Their Wants and Needs<\/em>\u00a0<\/strong><\/h3>\n<p><span style=\"font-weight: 400;\">Lauren Moskowitz, Ph.D., discusses teaching children with autism how to communicate their wants and needs. She reviews communication difficulties in the autistic population and highlights understanding challenging behaviors as communication functions. Moskowitz defines function-based behavior intervention plans and details functional communication training. She provides various examples and advises how to select and teach replacement skills and ensure they are used correctly. Moskowitz describes successful treatment plans and emphasizes the importance of learning to tolerate delays in reinforcements before closing with a Q&amp;A session.<\/span><\/p>\n<p><em><strong>Handouts<\/strong> for Dr. Moskowitz&#8217;s talk are online <a href=\"https:\/\/autism.org\/wp-content\/uploads\/2022\/05\/ARI-Teaching-Children-to-Communicate.pdf\">HERE<\/a><\/em><\/p>\n<\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:20px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-video fusion-youtube fusion-aligncenter\" style=\"--awb-max-width:1500px;--awb-max-height:844px;--awb-width:100%;\"><div class=\"video-shortcode\"><div class=\"fluid-width-video-wrapper\" style=\"padding-top:56.27%;\" ><iframe title=\"YouTube video player 2\" src=\"https:\/\/www.youtube.com\/embed\/gJC1M02fRTw?wmode=transparent&autoplay=0\" width=\"1500\" height=\"844\" allowfullscreen allow=\"autoplay; fullscreen\"><\/iframe><\/div><\/div><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:20px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-text fusion-text-5\" style=\"--awb-text-transform:none;\"><h3><strong>In this webinar:\u00a0<\/strong><\/h3>\n<p><b>1:00 &#8211; <\/b><span style=\"font-weight: 400;\">Communication in children with autism<br \/>\n<\/span><b>3:55 &#8211; <\/b><span style=\"font-weight: 400;\">Communication impairment and challenging behaviors<br \/>\n<\/span><b>5:25 &#8211; <\/b><span style=\"font-weight: 400;\">Challenging behaviors as functions of communication<br \/>\n<\/span><b>9:40 &#8211; <\/b><span style=\"font-weight: 400;\">Functions of communication<br \/>\n<\/span><b>11:18 &#8211; <\/b><span style=\"font-weight: 400;\">How to teach children with autism to communicate wants and needs<br \/>\n<\/span><b>12:55 &#8211; <\/b><span style=\"font-weight: 400;\">Principle of functional equivalence<br \/>\n<\/span><b>13:50 &#8211; <\/b><span style=\"font-weight: 400;\">How to identify the function<br \/>\n<\/span><b>15:50 &#8211; <\/b><span style=\"font-weight: 400;\">ABC flowchart and examples<br \/>\n<\/span><b>21:00 &#8211; <\/b><span style=\"font-weight: 400;\">Creating function-based behavior interventions<br \/>\n<\/span><b>23:10 &#8211; <\/b><span style=\"font-weight: 400;\">Building replacement skills<br \/>\n<\/span><b>24:10 &#8211; <\/b><span style=\"font-weight: 400;\">Functional communication training<br \/>\n<\/span><b>25:36 &#8211; <\/b><i><span style=\"font-weight: 400;\">Replacement skills for gaining attention<br \/>\n<\/span><\/i><b>27:54 &#8211; <\/b><i><span style=\"font-weight: 400;\">Replacement skills for escaping disliked activities<br \/>\n<\/span><\/i><b>29:27 &#8211; <\/b><i><span style=\"font-weight: 400;\">Replacement skills for obtaining tangible item\/activity<br \/>\n<\/span><\/i><b>30:12 &#8211; <\/b><i><span style=\"font-weight: 400;\">Replacement skills for obtaining sensory stimulation<br \/>\n<\/span><\/i><b>32:03 &#8211; <\/b><span style=\"font-weight: 400;\">What communication skills to teach?<br \/>\n<\/span><b>32:40 &#8211; <\/b><span style=\"font-weight: 400;\">How will communication skills be taught?<br \/>\n<\/span><b>34:17 &#8211; <\/b><span style=\"font-weight: 400;\">How to ensure communication skills will be used?<br \/>\n<\/span><b>37:03 &#8211; <\/b><span style=\"font-weight: 400;\">When to teach communication skills?<br \/>\n<\/span><b>38:30 &#8211; <\/b><i><span style=\"font-weight: 400;\">FCT Case Example &#8211; Eli<br \/>\n<\/span><\/i><b>48:37 &#8211; <\/b><span style=\"font-weight: 400;\">Competing with challenging behaviors<br \/>\n<\/span><b>50:23 &#8211; <\/b><span style=\"font-weight: 400;\">Learning to tolerate delays<br \/>\n<\/span><b>53:12 &#8211; <\/b><span style=\"font-weight: 400;\">Notes from Dr. Stephen Edelson, Executive Director at ARI<br \/>\n<\/span><b>56:20 &#8211; <\/b><span style=\"font-weight: 400;\">Q &amp; A<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Language and communication difficulties are core symptoms of autism, and around one-third of children with autism are nonverbal or minimally verbal. Moskowitz explains that verbal children often struggle with communication in moments of distress <\/span><b>(1:00; 10:45)<\/b><span style=\"font-weight: 400;\">. She emphasizes that communication impairments do not cause challenging behaviors (CB). However, the likelihood of an individual using CB can increase if they have difficulty communicating their wants or needs <\/span><b>(3:55)<\/b><span style=\"font-weight: 400;\">. Individuals engage in CB because those behaviors serve a specific function, and behaviors persist because they meet an immediate need <\/span><b>(5:25)<\/b><span style=\"font-weight: 400;\">. Throughout the presentation, Moskowitz emphasizes the difference between behaviors and their functions <\/span><b>(8:35)<\/b><span style=\"font-weight: 400;\">. She suggests viewing CB as functions of communication and focusing on <\/span><i><span style=\"font-weight: 400;\">why<\/span><\/i><span style=\"font-weight: 400;\"> an individual exhibits CB instead of the behavior itself <\/span><b>(9:40)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Moskowitz describes functional communication training (FCT) as teaching appropriate functional communicative behaviors to replace CB <\/span><b>(11:18)<\/b><span style=\"font-weight: 400;\">. She outlines the principle of functional equivalence <\/span><b>(12:55)<\/b><span style=\"font-weight: 400;\">, functional behavior assessments (FBA) <\/span><b>(13:50)<\/b><span style=\"font-weight: 400;\">, and the ABC (antecedent, behavior, consequence) flowchart <\/span><b>(15:50)<\/b><span style=\"font-weight: 400;\">. She underscores looking for patterns of behavior via direct observations. The speaker presents three examples of observed behaviors and circumstances in the ABC format <\/span><b>(16:46)<\/b><span style=\"font-weight: 400;\"> and suggests video recording to help track patterns of behavior and caregiver reactions <\/span><b>(19:19)<\/b><span style=\"font-weight: 400;\">. Once antecedents and consequences (outcomes) are understood, treatment teams can create a function-based behavior intervention plan (BIP) that will <\/span><b>(21:00)<\/b><span style=\"font-weight: 400;\">:<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Prevent CB by changing the circumstances that trigger behaviors<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Teach appropriate replacement skills that allow individuals to get what they need<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Respond to CB by changing consequences to no longer reinforce those behaviors<\/span><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">The presenter refers viewers to her previous webinars for information on prevention strategies and notes a variety of skills that can serve as alternative behaviors <\/span><b>(23:10)<\/b><span style=\"font-weight: 400;\">. Moskowitz stresses teaching skill sets that match the function and outcome of the CB specific to each individual <\/span><b>(24:10)<\/b><span style=\"font-weight: 400;\">. She provides examples of replacement skills that can be taught when the function of a behavior is to gain attention <\/span><b>(25:36)<\/b><span style=\"font-weight: 400;\">, to escape\/avoid disliked or strenuous activities <\/span><b>(27:54)<\/b><span style=\"font-weight: 400;\">, to obtain a tangible item\/activity <\/span><b>(29:27)<\/b><span style=\"font-weight: 400;\">, and to obtain sensory stimulation <\/span><b>(30:12)<\/b><span style=\"font-weight: 400;\">. Selected replacement skills should be something the individual is capable of learning and executing on their own. They must serve the same function and work as well or better than the CB <\/span><b>(32:03)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Moskowitz asserts that replacement strategies must be taught with prevention interventions and learned in situations that provoke the CB. It is best to practice new skills in contrived conditions before prompting them in naturally occurring situations <\/span><b>(32:40)<\/b><span style=\"font-weight: 400;\">. To ensure continued use of communication skills, the presenter explains that the new behaviors must be easier to perform than the CB and the consequence of the replacement skill should be <\/span><i><span style=\"font-weight: 400;\">more<\/span><\/i><span style=\"font-weight: 400;\"> reinforcing than that of the CB. Replacement behaviors should also be responded to immediately and consistently, or an individual may revert to the CB <\/span><b>(34:17)<\/b><span style=\"font-weight: 400;\">. Moskowitz discusses when to teach replacement communication techniques and emphasizes that new skills can only be learned during teachable moments before escalation or after recovery <\/span><b>(37:03)<\/b><span style=\"font-weight: 400;\">. The presenter stresses that after the communication skill is well-established, individuals must learn to tolerate delay in responses\/reinforcement so they can eventually use the technique independently <\/span><b>(50:23)<\/b><span style=\"font-weight: 400;\">. Moskowitz provides an in-depth case example of FCT broken down into seven steps:\u00a0<\/span><\/p>\n<ol>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Assess the function of CB <\/span><b>(38:34)<\/b><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Select mode of communication <\/span><b>(40:55))<\/b><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Arrange the environment to create teaching opportunities <\/span><b>(42:40)<\/b><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Prompt communication <\/span><b>(43:44)<\/b><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Fade prompts <\/span><b>(46:00)<\/b><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Teach new forms of communication and expand settings where requests are made <\/span><b>(47:33)<\/b><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Modify the environment <\/span><b>(48:25)<\/b><\/li>\n<\/ol>\n<p><span style=\"font-weight: 400;\">Before the question and answer session <\/span><b>(56:20)<\/b><span style=\"font-weight: 400;\">, Dr. Stephen Edelson, Executive Director at ARI, notes ARI\u2019s free online screening tool (<\/span><a href=\"https:\/\/autism.org\/autism-treatment-evaluation-checklist\/interpreting-atec-scores\/\"><span style=\"font-weight: 400;\">ATEC<\/span><\/a><span style=\"font-weight: 400;\">) as well as the development of an online program to help provide insight into various behaviors via a decision tree about causes and functions of CB <\/span><b>(53:12)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><strong><em>View Dr. Moskowitz&#8217;s past talks on:<\/em><\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/autism.org\/webinars\/assessing-and-treating-challenging-behavior-in-individuals-with-asd\/\">Assessing and Treating Challenging Behaviors<\/a><\/li>\n<li><a href=\"https:\/\/autism.org\/webinars\/autism-anxiety\/\">Anxiety and ASD<\/a><\/li>\n<li><a href=\"https:\/\/autism.org\/webinars\/self-inury-qa-2019\/\">Self-injury and ASD<\/a><\/li>\n<\/ul>\n<p><em><strong>Also Featured: Resources<br \/>\n<\/strong><br \/>\nRead Dr. Edelson&#8217;s editorial <a href=\"https:\/\/autism.org\/self-injury\/\">HERE<\/a><\/em><\/p>\n<div class=\"fusion-text fusion-text-1\" data-uw-styling-context=\"true\">\n<p data-uw-styling-context=\"true\"><em>This is a joint presentation by ARI and The World Autism Organisation.<\/em><\/p>\n<\/div>\n<\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:40px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-5 fusion_builder_column_1_6 1_6 fusion-one-sixth fusion-column-last\" style=\"--awb-bg-size:cover;width:16.666666666667%;width:calc(16.666666666667% - ( ( 4% + 4% ) * 0.16666666666667 ) );\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-3 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-6 fusion_builder_column_1_3 1_3 fusion-one-third fusion-column-first\" style=\"--awb-bg-size:cover;width:33.333333333333%;width:calc(33.333333333333% - ( ( 4% ) * 0.33333333333333 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-6\"><h3>About the speakers:<\/h3>\n<p><strong><img decoding=\"async\" class=\"lazyload wp-image-9855 alignleft\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/02\/1-150x150.jpg\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/02\/1-150x150.jpg\" alt=\"Lauren Moskowitz\" width=\"111\" height=\"111\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27111%27%20height%3D%27111%27%20viewBox%3D%270%200%20111%20111%27%3E%3Crect%20width%3D%27111%27%20height%3D%27111%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/02\/1-66x66.jpg 66w, https:\/\/autism.org\/wp-content\/uploads\/2020\/02\/1-150x150.jpg 150w, https:\/\/autism.org\/wp-content\/uploads\/2020\/02\/1-294x295.jpg 294w\" data-sizes=\"auto\" data-orig-sizes=\"(max-width: 111px) 100vw, 111px\" \/><\/strong><\/p>\n<div class=\"fusion-text fusion-text-1\" data-uw-styling-context=\"true\">\n<p class=\"fusion-responsive-typography-calculated\" data-fontsize=\"28\" data-lineheight=\"36.4px\" data-uw-styling-context=\"true\"><strong>Lauren Moskowitz, PhD,<\/strong> is an Associate Professor of Psychology at St. John\u2019s University and a core member of the School Psychology (Psy.D. and M.S.) programs. She earned her B.S. from Cornell University and her M.A. and Ph.D. in Clinical Psychology from Stony Brook University. Dr. Moskowitz completed her clinical internship at NYU Child Study Center and Bellevue Hospital and her postdoctoral fellowship at NYU Child Study Center. She is on the editorial board of the Journal of Positive Behavior Interventions (JPBI), serves as a peer reviewer for many other leading journals in the field, and was Co-Chair of the Autism Spectrum and Developmental Disabilities (ASDD) SIG for the Association for Behavioral and Cognitive Therapies (ABCT) from 2016-2018.<\/p>\n<\/div>\n<p><b><img decoding=\"async\" class=\"lazyload wp-image-15062 alignleft\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2022\/05\/shattock.jpg\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2022\/05\/shattock.jpg\" alt=\"\" width=\"110\" height=\"112\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27110%27%20height%3D%27112%27%20viewBox%3D%270%200%20110%20112%27%3E%3Crect%20width%3D%27110%27%20height%3D%27112%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2022\/05\/shattock-66x66.jpg 66w, https:\/\/autism.org\/wp-content\/uploads\/2022\/05\/shattock.jpg 147w\" data-sizes=\"auto\" data-orig-sizes=\"(max-width: 110px) 100vw, 110px\" \/>Paul Shattock<\/b>\u00a0(B.Pharm, Dip.Ag.Vet.Pharm, OBE), a pharmacist and parent of an autistic son, was Honorary Director of the Autism Research Unit (ARU), University of Sunderland, UK now called ESPA Research. He is Chairman of ESPA (Education and Services for People with Autism) which provides teaching and residential services for young adults with autism and President-Elect of the World Autism Organisation (WAO) having previously been secretary for Autisme-Europe. His research interests include rights and models of service provision for people with autism, biomedical and environmental factors implicated in autism, and the use and abuse of medication for autism.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-7 fusion_builder_column_2_3 2_3 fusion-two-third fusion-column-last\" style=\"--awb-bg-size:cover;width:66.666666666667%;width:calc(66.666666666667% - ( ( 4% ) * 0.66666666666667 ) );\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-7\"><h4>Take the knowledge quiz<\/h4>\n<p>Can&#8217;t see the quiz below? 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fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:30px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-recent-posts fusion-recent-posts-1 avada-container layout-default layout-columns-3\"><section class=\"fusion-columns columns fusion-columns-3 columns-3\"><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/nonverbal-kids-with-autism-may-understand-much-more-language-than-they-produce\/\" aria-label=\"Nonverbal kids with autism may understand much more language than they produce\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2023\/06\/dad-teen-small-1-700x441.jpg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"People hugging and smiling, showing affection and happiness\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271970%27%20viewBox%3D%270%200%202560%201970%27%3E%3Crect%20width%3D%272560%27%20height%3D%271970%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2023\/06\/dad-teen-small-1-700x441.jpg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2023\/06\/dad-teen-small-1-320x202.jpg 320w, https:\/\/autism.org\/wp-content\/uploads\/2023\/06\/dad-teen-small-1-700x441.jpg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-04-28T15:48:36-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/nonverbal-kids-with-autism-may-understand-much-more-language-than-they-produce\/\">Nonverbal kids with autism may understand much more language than they produce<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-04-28T15:48:36-05:00<\/span><span>June 11th, 2023<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   Nonverbal or minimally verbal children with autism spectrum disorders (ASD) may understand significantly more language than they are able to produce, according to a new study. Yanru Chen and colleagues analyzed data<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/more-evidence-of-gi-issues-reported-in-kids-with-asd\/\" aria-label=\"More evidence of GI issues reported in kids with ASD\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/Website-Post-Feau-700x441.jpg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Young child dealing with gut problems, holding their stomach\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271440%27%20viewBox%3D%270%200%202560%201440%27%3E%3Crect%20width%3D%272560%27%20height%3D%271440%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/Website-Post-Feau-700x441.jpg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/Website-Post-Feau-320x202.jpg 320w, https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/Website-Post-Feau-700x441.jpg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2022-02-02T08:19:56-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/more-evidence-of-gi-issues-reported-in-kids-with-asd\/\">More evidence of GI issues reported in kids with ASD<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2022-02-02T08:19:56-05:00<\/span><span>October 8th, 2020<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   A new study adds to evidence that gastrointestinal (GI) symptoms are common in children with autism spectrum disorders (ASD) and can contribute to behavior, sleep, and attention problems.  Bibiana Restrepo and<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/scd-overview-and-case-study\/\" aria-label=\"Specific Carbohydrate Diet (SCD): Overview &#038; Case Study\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2018\/05\/AdobeStock_268642142-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Doctor working in a lab with nutritious smart food displayed\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271430%27%20viewBox%3D%270%200%202560%201430%27%3E%3Crect%20width%3D%272560%27%20height%3D%271430%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2018\/05\/AdobeStock_268642142-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2018\/05\/AdobeStock_268642142-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2018\/05\/AdobeStock_268642142-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2023-02-17T13:30:26-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/scd-overview-and-case-study\/\">Specific Carbohydrate Diet (SCD): Overview &#038; Case Study<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2023-02-17T13:30:26-05:00<\/span><span>May 9th, 2018<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/gastrointestinal-webinar\/\" rel=\"category tag\">Gastrointestinal<\/a>, <a href=\"https:\/\/autism.org\/category\/health\/\" rel=\"category tag\">Health<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/nutrition\/\" rel=\"category tag\">Nutrition<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   Nutritionist Kelly Barnhill shares research updates about nutrient intake and dietary status in ASD patients. Presentation includes an overview of the SCD diet for ASD patients a case study review.  Published:<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/technology-updates-gadgets-for-asd\/\" aria-label=\"Technology Updates: Gadgets for ASD\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2014\/10\/Untitled-design-25-700x441.jpg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Close-up of a kid playing on an iPad\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%271280%27%20height%3D%27720%27%20viewBox%3D%270%200%201280%20720%27%3E%3Crect%20width%3D%271280%27%20height%3D%27720%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2014\/10\/Untitled-design-25-700x441.jpg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2014\/10\/Untitled-design-25-320x202.jpg 320w, https:\/\/autism.org\/wp-content\/uploads\/2014\/10\/Untitled-design-25-700x441.jpg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/firespringint\/\" title=\"Posts by firespringInt\" rel=\"author\">firespringInt<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2021-07-19T14:16:14-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/technology-updates-gadgets-for-asd\/\">Technology Updates: Gadgets for ASD<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/firespringint\/\" title=\"Posts by firespringInt\" rel=\"author\">firespringInt<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2021-07-19T14:16:14-05:00<\/span><span>October 29th, 2014<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/technology-and-asd\/\" rel=\"category tag\">Technology and ASD<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   Handouts (.pdf format) are online at: https:\/\/ariconference.com\/webinars\/sutton2.pdf Free certificates of participation will be available upon successful completion of a brief knowledge quiz. The quiz will be available online after the webinar at:<\/p><\/div><\/article><\/section><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":2,"featured_media":4009,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[3781,36,27,3790,3779,3785,24],"tags":[2811,5062,9634,9673],"class_list":["post-15058","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-anxiety","category-challenging-behaviors","category-educational-therapies","category-meltdowns","category-self-injury","category-social-skills","category-webinar","tag-anxiety","tag-autism-communication","tag-functional-behavioral-analysis","tag-functional-communication","webinar-author-dr-stephen-edelson-dr-lauren-moskowitz-dr-paul-shattock"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v26.6 (Yoast SEO v27.1.1) - 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