Re: Question for parents in Houton area school districts

[Guest guest]

from what little I know about the public schools, I know that Spring Branch

and Katy have Autism classes that are loosely based on ABA. I don't believe

any of the teachers/staffs are really ABA therapists/consultants though.

Question for parents in Houton area school

districts

Do any of you parents in any school district in the Houston area --- know of

a campus or district that has an " Autism ABA " program. A campus or program

specifically for those with autism, using the principles of ABA - Applied

Behavior Analysis - as the curriculum/methodology.

Please let me know...

M. Guppy

My autism journey isn't about waiting for the storm to pass, it's about

learning to dance in the rain....

Texas Autism Advocacy: www.TexasAutismAdvocacy.org

" There are some aspects of a person's life that we have no right to

compromise. We cannot negotiate the size of an institution. No one should

live in one. We cannot debate who should get an inclusive education.

Everyone should. We cannot determine who does and who does not get the right

to make their own choices and forge their own futures. All must. "

[Guest guest]

Now that ABA wording is in the autism supplement, all the districts will " say "

they are using ABA principles - even before Katy had an ECAP and YCAP program

but no formal ABA training. I believe it is eclectic - lisa

Question for parents in Houton area school

districts

Do any of you parents in any school district in the Houston area --- know of

a campus or district that has an " Autism ABA " program. A campus or program

specifically for those with autism, using the principles of ABA - Applied

Behavior Analysis - as the curriculum/methodology.

Please let me know...

M. Guppy

My autism journey isn't about waiting for the storm to pass, it's about

learning to dance in the rain....

Texas Autism Advocacy: www.TexasAutismAdvocacy.org

" There are some aspects of a person's life that we have no right to

compromise. We cannot negotiate the size of an institution. No one should

live in one. We cannot debate who should get an inclusive education.

Everyone should. We cannot determine who does and who does not get the right

to make their own choices and forge their own futures. All must. "

[Guest guest]

I get so frustrated because my district Humble ISD along

with every other district says they are using ABA. So for new

parents they often say " oh yeah my child gets ABA at school. "

I'm trying to expalin that there is a difference between schools

going to a workshop and using some ABA techniques as opposed to have

a BCBA designing and supervising programs.

The programs in the schools I'm finding are not intensive, they

aren't fading prompts, the kids are prompt dependent and so many more

issues.

>

> Do any of you parents in any school district in the Houston area ---

know of a campus or district that has an " Autism ABA " program.  A

campus or program specifically for those with autism, using the

principles of ABA - Applied Behavior Analysis - as the

curriculum/methodology.

>  

> Please let me know... 

>

>

> M. Guppy

> My autism journey isn't about waiting for the storm to pass, it's

about learning to dance in the rain.... 

> Texas Autism Advocacy:  www.TexasAutismAdvocacy.org

> " There are some aspects of a person's life that we have no right to

compromise.  We cannot negotiate the size of an institution.  No one

should live in one.  We cannot debate who should get an inclusive

education.  Everyone should.  We cannot determine who does and who

does not get the right to make their own choices and forge their own

futures.  All must. "

>

>

[Guest guest]

Hmmm.okay, maybe this question really comes down to the definition of ABA.

Yes, I think a lot of school districts are starting to use some practices

from the field of ABA. BUT are public school programs adhering to the same

standards that are employed in peer-reviewed comparative studies of

different types of educational programs for students with autism (such as

the et al study)?

I'm in a district which has dedicated autism classrooms, but the quality of

instruction across the autism classrooms varies from teacher to teacher,

from what I have seen and heard. I think one of the biggest issues

districts face is getting teachers and paras trained in ABA. It's a problem

that's further compounded by the challenge districts face in retaining good

teachers in autism classrooms. I've heard from both consultants and

teachers that the reason turnover rates are so high is because teachers feel

abused by parents. It's a tough job, for sure. I'm all for the idea of

performance compensation bonuses for teachers who consistently use the

principles of ABA.

Another component that's generally missing, in my opinion, is enough support

for teachers. I mean beyond just training teachers. It's really hard to

teach, collect data, input data, analyze it, and then trial new

interventions. If you look at how private programs do it, they have systems

for getting all of that done - including the involvement of senior classroom

trainers, BCABAs, and BCBAs who share in that workload. Even for the very

best teachers, there are times when another set of eyes is needed to help

analyze what is going on. In my opinion, an effective ABA-based classroom

has the regular, frequent, and hands-on involvement of a behavior analyst.

The other component that's missing in public schools is ongoing, hands-on

training for teachers. It's one thing to attend a workshop, but it's

another thing altogether to try to apply the principles of ABA to a child

with severely challenging behaviors. School districts really need behavior

analysts to be actively involved in supporting teachers by working

side-by-side with them to teach them HOW to apply the principles of ABA on

the fly.

Just my opinion.

Geraldine

_____

From: Texas-Autism-Advocacy

[mailto:Texas-Autism-Advocacy ] On Behalf Of Dr.

Graham-Garza

Sent: Wednesday, August 27, 2008 3:26 PM

To: Texas-Autism-Advocacy

Subject: Re: Question for parents in Houton area

school districts

Now that ABA wording is in the autism supplement, all the districts will

" say " they are using ABA principles - even before Katy had an ECAP and YCAP

program but no formal ABA training. I believe it is eclectic - lisa

Question for parents in Houton area school

districts

Do any of you parents in any school district in the Houston area --- know of

a campus or district that has an " Autism ABA " program. A campus or program

specifically for those with autism, using the principles of ABA - Applied

Behavior Analysis - as the curriculum/methodology.

Please let me know...

M. Guppy

My autism journey isn't about waiting for the storm to pass, it's about

learning to dance in the rain....

Texas Autism Advocacy: www.TexasAutismAdvocacy.org

" There are some aspects of a person's life that we have no right to

compromise. We cannot negotiate the size of an institution. No one should

live in one. We cannot debate who should get an inclusive education.

Everyone should. We cannot determine who does and who does not get the right

to make their own choices and forge their own futures. All must. "

[Guest guest]

I am a BCBA and I have worked as the BCBA for a very large district and I agree

with everything yall are saying. The problems I encountered were exactly what

you said, and to make it worse, the ppcd director was not up to date with autism

and did not understand ABA at all. She was actually wanting me to not say we

used ABA bc she felt there were negative opinions on its use. They really just

want a BCBA title on staff and want to get by legally. In a large district, one

BCBA is not effective. In order to really train teachers, many more behavior

analysts are needed. I felt like I was always advocating and never actually

implementing. What it all comes down to is $$$. They budget money for so many

other things but not for what is needed. Also, the people that have the most up

to date training and knowledge are not people in positions of power to make

decisions. When the thirty somethings now are the directors, maybe it will

change.

I think I just rambled a lot but I guess I needed to vent from the BCBA

perspective. For the time being, I will stick to the private sector

Regan Roth Fitzgerald, M.Ed., BCBA

Board Certified Behavior Analyst & Autism Specialist

B.E.S.T.

www.bestaba.com reganfitzgerald@...

Sent via BlackBerry by AT & T

Re: Question for parents in Houton area

school districts

Now that ABA wording is in the autism supplement, all the districts will

" say " they are using ABA principles - even before Katy had an ECAP and YCAP

program but no formal ABA training. I believe it is eclectic - lisa

Question for parents in Houton area school

districts

Do any of you parents in any school district in the Houston area --- know of

a campus or district that has an " Autism ABA " program. A campus or program

specifically for those with autism, using the principles of ABA - Applied

Behavior Analysis - as the curriculum/methodology.

Please let me know...

M. Guppy

My autism journey isn't about waiting for the storm to pass, it's about

learning to dance in the rain....

Texas Autism Advocacy: www.TexasAutismAdvocacy.org

" There are some aspects of a person's life that we have no right to

compromise. We cannot negotiate the size of an institution. No one should

live in one. We cannot debate who should get an inclusive education.

Everyone should. We cannot determine who does and who does not get the right

to make their own choices and forge their own futures. All must. "

[Guest guest]

Geraldine all good points. I am coming from a public teaching

background. I think our district (Humble ISD) has a great

program. However it's not ABA. I do think the district as a whole

has risen to the challenge of providing for students with autism.

You brought up a good point that teachers have such a hard job

because of the parent aspect. If teachers work all day to establish

something and then parents aren't able to follow through round and

round we go on the hamster wheel.

I do get frustrated that many new parents believe their schools to be

providing ABA because the school assures them this is the case.

Well intentioned parents are being misled by well intentioned

professionals of the district.

I believe change will occur when we the PARENTS who understand the

issues are able to go back into the system to make necessary

changes. I find that often people who make decisions in the

district regarding training etc haven't done extensive research as we

desperate families do.

However well trained the teachers may be, this will not be intensive

with the ratios we still see in the classroom. Some difficult

behaviors demand several minutes of work and this takes away from the

other students. I think that my son's previous public experience

was very good. But not good enough. So we have gone the private

route and will work to improve the system when we can.

>

> Hmmm.okay, maybe this question really comes down to the definition

of ABA.

> Yes, I think a lot of school districts are starting to use some

practices

> from the field of ABA. BUT are public school programs adhering to

the same

> standards that are employed in peer-reviewed comparative studies of

> different types of educational programs for students with autism

(such as

> the et al study)?

>

>

>

> I'm in a district which has dedicated autism classrooms, but the

quality of

> instruction across the autism classrooms varies from teacher to

teacher,

> from what I have seen and heard. I think one of the biggest issues

> districts face is getting teachers and paras trained in ABA. It's

a problem

> that's further compounded by the challenge districts face in

retaining good

> teachers in autism classrooms. I've heard from both consultants and

> teachers that the reason turnover rates are so high is because

teachers feel

> abused by parents. It's a tough job, for sure. I'm all for the

idea of

> performance compensation bonuses for teachers who consistently use

the

> principles of ABA.

>

>

>

> Another component that's generally missing, in my opinion, is

enough support

> for teachers. I mean beyond just training teachers. It's really

hard to

> teach, collect data, input data, analyze it, and then trial new

> interventions. If you look at how private programs do it, they

have systems

> for getting all of that done - including the involvement of senior

classroom

> trainers, BCABAs, and BCBAs who share in that workload. Even for

the very

> best teachers, there are times when another set of eyes is needed

to help

> analyze what is going on. In my opinion, an effective ABA-based

classroom

> has the regular, frequent, and hands-on involvement of a behavior

analyst.

>

>

>

> The other component that's missing in public schools is ongoing,

hands-on

> training for teachers. It's one thing to attend a workshop, but

it's

> another thing altogether to try to apply the principles of ABA to a

child

> with severely challenging behaviors. School districts really need

behavior

> analysts to be actively involved in supporting teachers by working

> side-by-side with them to teach them HOW to apply the principles of

ABA on

> the fly.

>

>

>

> Just my opinion.

>

> Geraldine

>

>

>

>

>

>

>

>

>

>

>

>

>

> _____

>

> From: Texas-Autism-Advocacy

> [mailto:Texas-Autism-Advocacy ] On Behalf Of Dr.

> Graham-Garza

> Sent: Wednesday, August 27, 2008 3:26 PM

> To: Texas-Autism-Advocacy

> Subject: Re: Question for parents in Houton

area

> school districts

>

>

>

> Now that ABA wording is in the autism supplement, all the districts

will

> " say " they are using ABA principles - even before Katy had an ECAP

and YCAP

> program but no formal ABA training. I believe it is eclectic - lisa

> Question for parents in Houton

area school

> districts

>

> Do any of you parents in any school district in the Houston area ---

know of

>

> a campus or district that has an " Autism ABA " program. A campus or

program

> specifically for those with autism, using the principles of ABA -

Applied

> Behavior Analysis - as the curriculum/methodology.

>

> Please let me know...

>

> M. Guppy

> My autism journey isn't about waiting for the storm to pass, it's

about

> learning to dance in the rain....

> Texas Autism Advocacy: www.TexasAutismAdvocacy.org

> " There are some aspects of a person's life that we have no right to

> compromise. We cannot negotiate the size of an institution. No one

should

> live in one. We cannot debate who should get an inclusive

education.

> Everyone should. We cannot determine who does and who does not get

the right

>

> to make their own choices and forge their own futures. All must. "

>

>

[Guest guest]

Amen...

 

But as a parent that has seen " The Promised Land " of appropriate educational

programming and progress in the private sector, and not having the funds to

continue that, makes one wonder:    " was it better to have seen and visited the

promised land and then have to leave " --  or  -- " to have never seen it at all

so you don't know what you're missing! "

 

Sincerely,

M. Guppy

My autism journey isn't about waiting for the storm to pass, it's about learning

to dance in the rain.... 

Texas Autism Advocacy:  www.TexasAutismAdvocacy.org

" There are some aspects of a person's life that we have no right to compromise. 

We cannot negotiate the size of an institution.  No one should live in one.  We

cannot debate who should get an inclusive education.  Everyone should.  We

cannot determine who does and who does not get the right to make their own

choices and forge their own futures.  All must. "

Subject: Re: Question for parents in Houton area school

districts

To: Texas-Autism-Advocacy

Date: Wednesday, August 27, 2008, 10:00 PM

Geraldine all good points. I am coming from a public teaching

background. I think our district (Humble ISD) has a great

program. However it's not ABA. I do think the district as a whole

has risen to the challenge of providing for students with autism.

You brought up a good point that teachers have such a hard job

because of the parent aspect. If teachers work all day to establish

something and then parents aren't able to follow through round and

round we go on the hamster wheel.

I do get frustrated that many new parents believe their schools to be

providing ABA because the school assures them this is the case.

Well intentioned parents are being misled by well intentioned

professionals of the district.

I believe change will occur when we the PARENTS who understand the

issues are able to go back into the system to make necessary

changes. I find that often people who make decisions in the

district regarding training etc haven't done extensive research as we

desperate families do.

However well trained the teachers may be, this will not be intensive

with the ratios we still see in the classroom. Some difficult

behaviors demand several minutes of work and this takes away from the

other students. I think that my son's previous public experience

was very good. But not good enough. So we have gone the private

route and will work to improve the system when we can.

>

> Hmmm.okay, maybe this question really comes down to the definition

of ABA.

> Yes, I think a lot of school districts are starting to use some

practices

> from the field of ABA. BUT are public school programs adhering to

the same

> standards that are employed in peer-reviewed comparative studies of

> different types of educational programs for students with autism

(such as

> the et al study)?

>

>

>

> I'm in a district which has dedicated autism classrooms, but the

quality of

> instruction across the autism classrooms varies from teacher to

teacher,

> from what I have seen and heard. I think one of the biggest issues

> districts face is getting teachers and paras trained in ABA. It's

a problem

> that's further compounded by the challenge districts face in

retaining good

> teachers in autism classrooms. I've heard from both consultants and

> teachers that the reason turnover rates are so high is because

teachers feel

> abused by parents. It's a tough job, for sure. I'm all for the

idea of

> performance compensation bonuses for teachers who consistently use

the

> principles of ABA.

>

>

>

> Another component that's generally missing, in my opinion, is

enough support

> for teachers. I mean beyond just training teachers. It's really

hard to

> teach, collect data, input data, analyze it, and then trial new

> interventions. If you look at how private programs do it, they

have systems

> for getting all of that done - including the involvement of senior

classroom

> trainers, BCABAs, and BCBAs who share in that workload. Even for

the very

> best teachers, there are times when another set of eyes is needed

to help

> analyze what is going on. In my opinion, an effective ABA-based

classroom

> has the regular, frequent, and hands-on involvement of a behavior

analyst.

>

>

>

> The other component that's missing in public schools is ongoing,

hands-on

> training for teachers. It's one thing to attend a workshop, but

it's

> another thing altogether to try to apply the principles of ABA to a

child

> with severely challenging behaviors. School districts really need

behavior

> analysts to be actively involved in supporting teachers by working

> side-by-side with them to teach them HOW to apply the principles of

ABA on

> the fly.

>

>

>

> Just my opinion.

>

> Geraldine

>

>

>

>

>

>

>

>

>

>

>

>

>

> _____

>

> From: Texas-Autism- Advocacy@ yahoogroups. com

> [mailto:Texas-Autism- Advocacy@ yahoogroups. com] On Behalf Of Dr.

> Graham-Garza

> Sent: Wednesday, August 27, 2008 3:26 PM

> To: Texas-Autism- Advocacy@ yahoogroups. com

> Subject: Re: [Texas-Autism- Advocacy] Question for parents in Houton

area

> school districts

>

>

>

> Now that ABA wording is in the autism supplement, all the districts

will

> " say " they are using ABA principles - even before Katy had an ECAP

and YCAP

> program but no formal ABA training. I believe it is eclectic - lisa

> [Texas-Autism- Advocacy] Question for parents in Houton

area school

> districts

>

> Do any of you parents in any school district in the Houston area ---

know of

>

> a campus or district that has an " Autism ABA " program. A campus or

program

> specifically for those with autism, using the principles of ABA -

Applied

> Behavior Analysis - as the curriculum/methodol ogy.

>

> Please let me know...

>

> M. Guppy

> My autism journey isn't about waiting for the storm to pass, it's

about

> learning to dance in the rain....

> Texas Autism Advocacy: www.TexasAutismAdvo cacy.org

> " There are some aspects of a person's life that we have no right to

> compromise. We cannot negotiate the size of an institution. No one

should

> live in one. We cannot debate who should get an inclusive

education.

> Everyone should. We cannot determine who does and who does not get

the right

>

> to make their own choices and forge their own futures. All must. "

>

>

[Guest guest]

I just said today to someone " is it right to share

information that parents can't access anyway? " Giving hope when

it's darn near impossible to get what we need? Maybe it's better to

not know that there are better options. If we can't pay......who

cares that it exists.....it's just more agony for us fighting for

what our kids desearve.

> >

> > Hmmm.okay, maybe this question really comes down to the

definition

> of ABA.

> > Yes, I think a lot of school districts are starting to use some

> practices

> > from the field of ABA. BUT are public school programs adhering to

> the same

> > standards that are employed in peer-reviewed comparative studies

of

> > different types of educational programs for students with autism

> (such as

> > the et al study)?

> >

> >

> >

> > I'm in a district which has dedicated autism classrooms, but the

> quality of

> > instruction across the autism classrooms varies from teacher to

> teacher,

> > from what I have seen and heard. I think one of the biggest issues

> > districts face is getting teachers and paras trained in ABA. It's

> a problem

> > that's further compounded by the challenge districts face in

> retaining good

> > teachers in autism classrooms. I've heard from both consultants

and

> > teachers that the reason turnover rates are so high is because

> teachers feel

> > abused by parents. It's a tough job, for sure. I'm all for the

> idea of

> > performance compensation bonuses for teachers who consistently

use

> the

> > principles of ABA.

> >

> >

> >

> > Another component that's generally missing, in my opinion, is

> enough support

> > for teachers. I mean beyond just training teachers. It's really

> hard to

> > teach, collect data, input data, analyze it, and then trial new

> > interventions. If you look at how private programs do it, they

> have systems

> > for getting all of that done - including the involvement of

senior

> classroom

> > trainers, BCABAs, and BCBAs who share in that workload. Even for

> the very

> > best teachers, there are times when another set of eyes is needed

> to help

> > analyze what is going on. In my opinion, an effective ABA-based

> classroom

> > has the regular, frequent, and hands-on involvement of a behavior

> analyst.

> >

> >

> >

> > The other component that's missing in public schools is ongoing,

> hands-on

> > training for teachers. It's one thing to attend a workshop, but

> it's

> > another thing altogether to try to apply the principles of ABA to

a

> child

> > with severely challenging behaviors. School districts really need

> behavior

> > analysts to be actively involved in supporting teachers by working

> > side-by-side with them to teach them HOW to apply the principles

of

> ABA on

> > the fly.

> >

> >

> >

> > Just my opinion.

> >

> > Geraldine

> >

> >

> >

> >

> >

> >

> >

> >

> >

> >

> >

> >

> >

> > _____

> >

> > From: Texas-Autism- Advocacy@ yahoogroups. com

> > [mailto:Texas-Autism- Advocacy@ yahoogroups. com] On Behalf Of

Dr.

> > Graham-Garza

> > Sent: Wednesday, August 27, 2008 3:26 PM

> > To: Texas-Autism- Advocacy@ yahoogroups. com

> > Subject: Re: [Texas-Autism- Advocacy] Question for parents in

Houton

> area

> > school districts

> >

> >

> >

> > Now that ABA wording is in the autism supplement, all the

districts

> will

> > " say " they are using ABA principles - even before Katy had an

ECAP

> and YCAP

> > program but no formal ABA training. I believe it is eclectic -

lisa

> > [Texas-Autism- Advocacy] Question for parents in Houton

> area school

> > districts

> >

> > Do any of you parents in any school district in the Houston area -

--

> know of

> >

> > a campus or district that has an " Autism ABA " program. A campus

or

> program

> > specifically for those with autism, using the principles of ABA -

> Applied

> > Behavior Analysis - as the curriculum/methodol ogy.

> >

> > Please let me know...

> >

> > M. Guppy

> > My autism journey isn't about waiting for the storm to pass, it's

> about

> > learning to dance in the rain....

> > Texas Autism Advocacy: www.TexasAutismAdvo cacy.org

> > " There are some aspects of a person's life that we have no right

to

> > compromise. We cannot negotiate the size of an institution. No

one

> should

> > live in one. We cannot debate who should get an inclusive

> education.

> > Everyone should. We cannot determine who does and who does not

get

> the right

> >

> > to make their own choices and forge their own futures. All must. "

> >

> >

[Guest guest]

my son is in humble dist on the high school level and albeit they do

have " autism " classrooms, but the actual goings on have a far way to

go. i think the teachers are doing what they think they can do with

what the school will train, but imho it's not more

than " babysitting " . my son has not learned anything other than what

he already knew when he got there. a couple of years ago he had

teachers that were truly interested in what they could pull out of

the children and we could see a difference. needless to say, those

teachers were let go and now--oh well, you can imagine the rest. my

son has actually lost skills b/c everytime i do a check up, he's

doing the same things over and over or didlly dadllying (did i say

that right?)until the schools step up and actually want to help our

children we have a fight on our hands. everything we want for the

child, they go against all they can to not help you. it's very sad.

> >

> > Hmmm.okay, maybe this question really comes down to the

definition

> of ABA.

> > Yes, I think a lot of school districts are starting to use some

> practices

> > from the field of ABA. BUT are public school programs adhering

to

> the same

> > standards that are employed in peer-reviewed comparative studies

of

> > different types of educational programs for students with autism

> (such as

> > the et al study)?

> >

> >

> >

> > I'm in a district which has dedicated autism classrooms, but the

> quality of

> > instruction across the autism classrooms varies from teacher to

> teacher,

> > from what I have seen and heard. I think one of the biggest

issues

> > districts face is getting teachers and paras trained in ABA.

It's

> a problem

> > that's further compounded by the challenge districts face in

> retaining good

> > teachers in autism classrooms. I've heard from both consultants

and

> > teachers that the reason turnover rates are so high is because

> teachers feel

> > abused by parents. It's a tough job, for sure. I'm all for the

> idea of

> > performance compensation bonuses for teachers who consistently

use

> the

> > principles of ABA.

> >

> >

> >

> > Another component that's generally missing, in my opinion, is

> enough support

> > for teachers. I mean beyond just training teachers. It's really

> hard to

> > teach, collect data, input data, analyze it, and then trial new

> > interventions. If you look at how private programs do it, they

> have systems

> > for getting all of that done - including the involvement of

senior

> classroom

> > trainers, BCABAs, and BCBAs who share in that workload. Even for

> the very

> > best teachers, there are times when another set of eyes is

needed

> to help

> > analyze what is going on. In my opinion, an effective ABA-based

> classroom

> > has the regular, frequent, and hands-on involvement of a

behavior

> analyst.

> >

> >

> >

> > The other component that's missing in public schools is ongoing,

> hands-on

> > training for teachers. It's one thing to attend a workshop, but

> it's

> > another thing altogether to try to apply the principles of ABA

to a

> child

> > with severely challenging behaviors. School districts really

need

> behavior

> > analysts to be actively involved in supporting teachers by

working

> > side-by-side with them to teach them HOW to apply the principles

of

> ABA on

> > the fly.

> >

> >

> >

> > Just my opinion.

> >

> > Geraldine

> >

> >

> >

> >

> >

> >

> >

> >

> >

> >

> >

> >

> >

> > _____

> >

> > From: Texas-Autism- Advocacy@ yahoogroups. com

> > [mailto:Texas-Autism- Advocacy@ yahoogroups. com] On Behalf Of

Dr.

> > Graham-Garza

> > Sent: Wednesday, August 27, 2008 3:26 PM

> > To: Texas-Autism- Advocacy@ yahoogroups. com

> > Subject: Re: [Texas-Autism- Advocacy] Question for parents in

Houton

> area

> > school districts

> >

> >

> >

> > Now that ABA wording is in the autism supplement, all the

districts

> will

> > " say " they are using ABA principles - even before Katy had an

ECAP

> and YCAP

> > program but no formal ABA training. I believe it is eclectic -

lisa

> > [Texas-Autism- Advocacy] Question for parents in Houton

> area school

> > districts

> >

> > Do any of you parents in any school district in the Houston

area ---

> know of

> >

> > a campus or district that has an " Autism ABA " program. A campus

or

> program

> > specifically for those with autism, using the principles of ABA -

> Applied

> > Behavior Analysis - as the curriculum/methodol ogy.

> >

> > Please let me know...

> >

> > M. Guppy

> > My autism journey isn't about waiting for the storm to pass,

it's

> about

> > learning to dance in the rain....

> > Texas Autism Advocacy: www.TexasAutismAdvo cacy.org

> > " There are some aspects of a person's life that we have no right

to

> > compromise. We cannot negotiate the size of an institution. No

one

> should

> > live in one. We cannot debate who should get an inclusive

> education.

> > Everyone should. We cannot determine who does and who does not

get

> the right

> >

> > to make their own choices and forge their own futures. All must. "

> >

> >