WEAP

[Guest guest]

related to the inquiry about rapid synapse growth in the teenage years: I

have been told, and now I am beginning to see it as friend's kids go through

puberty - you tend to see either a burst in development or a regression. A

neuropsychologist told me should will be most interested in see my son

around age 14 or 15. The kids that jump ahead have had alot of intervention,

the ones that regress seem to not have had nearly as much.

W/ autism and many DD kids there is a 50/50 chance of increased or onset of

seizure activity which might account for regression as often times the

seizure activity is not diagnosed nor treated.

WEAP

In a message dated 4/21/02 11:03:04 PM Central Daylight Time,

llange@... writes:

> WEAP then compared outcomes from 3 years of their treatment vs. special

ed.

> WEAP's group IQ scores ranged from a 46 to 95. Spec. ed. IQ scores were

> from 28 to 55.

Are these the beginning scores or the post-treatment scores? If

post-treatment, did they give the pre-treatment scores? Also, what does

WEAP

stand for?

> Other misc. comments include the following. He asserts that the prime

> window of opportunity of learning is between 18 mo. to 7 years, while

> neuron synapses remain high.

Just FYI, something I found interesting: there was a recent study that

found

another period of rapid synapse growth in the teenage years which the

study's

authors felt accounted for the scattered appearance of many teenagers yet

also the burst in maturity and learning after that period. The authors also

felt this was a good indicator of a possible second window of opportunity

for

those missed earlier. I wonder if strong 1:1 programs during this period

could also help some catch up? I personally only know of three cases where

parents started intensive programs in the teen years. Two out of the three

really progressed alot, one actually learned to talk in sentences after

being

non-verbal for 18 years.

> While they do not have a published, specific curriculum like ABLLS, they

> prioritize teaching in this sequence: matching, motor imitation, play,

> receptive language, verbal imitation, expressive language,

> categorization, early sentences, social speech, early academics, and

> self-help.

Can any of you ABAers explain to me why matching is put first in many

programs? I keep seeing that in alot of programs as a top priority early

on.

I agree it is an important skill, but I don't understand why it's the first

step.

>

Thanks for sharing,

Gaylen

[Guest guest]

Message: 10

Date: Mon, 22 Apr 2002 10:57:56 EDT

From: Googahly@...

Subject: WEAP

In a message dated 4/21/02 11:03:04 PM Central Daylight Time,

llange@... writes:

WEAP then compared outcomes from 3 years of their treatment vs. special

ed.

WEAP's group IQ scores ranged from a 46 to 95. Spec. ed. IQ scores were

from 28 to 55.

Are these the beginning scores or the post-treatment scores? If

post-treatment, did they give the pre-treatment scores? Also, what does

WEAP

stand for?

Wisconsin Early Autism Project (www.wiautism.com).

The scores listed were post, after three years of treatment.

The average pre-treatment score was 51. LL

Other misc. comments include the following. He asserts that the prime

window of opportunity of learning is between 18 mo. to 7 years, while

neuron synapses remain high.

Just FYI, something I found interesting: there was a recent study that

found

another period of rapid synapse growth in the teenage years which the

study's

authors felt accounted for the scattered appearance of many teenagers yet

also the burst in maturity and learning after that period. The authors

also

felt this was a good indicator of a possible second window of

opportunity for

those missed earlier. I wonder if strong 1:1 programs during this period

could also help some catch up? I personally only know of three cases

where

parents started intensive programs in the teen years. Two out of the

three

really progressed alot, one actually learned to talk in sentences after

being

non-verbal for 18 years.

Sallow's project just started in 1995, so he admitted that they are just

beginning to have older kids, and do not yet know long term outcomes

with their kids. Perhaps part of the reason the approach is effective

for young ones is because they can be more eager to please and willing

to follow basic instruction. Older kids may have more complex behaviors

that require a more sophisticated approach. However, I wouldn't write

off any child because of their age. LL

While they do not have a published, specific curriculum like ABLLS, they

prioritize teaching in this sequence: matching, motor imitation, play,

receptive language, verbal imitation, expressive language,

categorization, early sentences, social speech, early academics, and

self-help.

Can any of you ABAers explain to me why matching is put first in many

programs? I keep seeing that in alot of programs as a top priority

early on.

I agree it is an important skill, but I don't understand why it's the

first

step.

Thanks for sharing,

Gaylen

It's possible Lovaas explains it in " The Me Book. " Honestly, I don't

remember. One thing I should note is that they don't work only on one

thing at a time. A beginning child's program might include matching,

motor imitation, even self-help (like for eating with a spoon or potty

training). It's very individual and depends on the child's development

and abilities. You start with what they can do, and build upon that.

Also, for a nonverbal child, matching/identification is way to discover

what the child does already know. Once you know what words and objects

they can identify, you can begin to get them to label and even request

them. Please know, I'm not attempting to present myself as expert in

this. I only know what I've experienced through my daughter's program.

PS I recently switched to daily digest, so if my responses seem slow,

that's why!