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Episode 12: Navigating Parent Intake Interviews in ABA | FREE ABA CEU — Transcript

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0:00hi everyone welcome back to the
0:01blossoming together podcast today Kiren
0:03and I will be speaking on how to conduct
0:07parent intake questions and some of the
0:09interview questions that are associated
0:11with it so do you want to jump to the
0:12first objective yes our first objective
0:14today is demonstrate proficiency and
0:16establishing Rapport and Gathering
0:18comprehensive client information during
0:20intake interviews and then the second
0:22objective is demonstrate proficiency and
0:24using information gathered during the
0:26intake interview to develop caregiver
0:28training goals all right so we were kind
0:32of talking about when we start doing a
0:34parent intake we want to look at it or
0:36think of it as the like the stage that
0:39you're setting up for the parents right
0:40yeah like the purpose of it yeah so we
0:42were saying maybe start thinking of it
0:44as like a good Netflix series like the
0:46first episode has to be really good to
0:48get you hooked on it it's like
0:49Bridgerton I know I love bridg that
0:52first episode it gets you all right so
0:54think about that when you're starting to
0:56go into it so the first part like it's
0:58crucial right that take like if they
1:01come out of that intake process feeling
1:03uneasy yeah it's not going to be good
1:05it's not you're you're building your
1:07Rapport this is where you're really um
1:09letting the parent know who you are as a
1:11bcba and who they're going to be working
1:12with for the next few years
1:14theoretically with their child so having
1:16this Rapport and like momentum at the
1:18start is really important so it's
1:20important to kind of just set aside
1:22maybe 15 to 30 minutes to do this parent
1:24intake interview and then go from there
1:27I usually do this at the beginning I
1:28don't know when you do it I at the
1:30beginning too of the um initial
1:32assessment so like before I do the
1:33initial assessment I'll do the like
1:35parent caregiver interview that's
1:37perfect so what are some of the benefits
1:39of the intake interview so we already
1:41talked about we want to establish
1:43Rapport establishing Rapport and trust
1:44with the family from the start is really
1:47really beneficial and important and we
1:49also gather crucial information during
1:52this time so a lot of this information
1:54will be used um to guide your goals like
1:56your assessment with the learner is
1:58going to give you goals for them but
2:01when you do this like interview you're
2:03going to get information that you know
2:04is valuable to the family and where they
2:06want the goals to go and sometimes I
2:08feel like I mean if you don't do an
2:10interview like you're not going to know
2:12what you're to expect going in assessing
2:14the client either and like what the
2:16priorities are going to be and I feel
2:17like at least in the intake if I find
2:19out like this client has a hard time
2:22with like maybe loud noises I know like
2:24go into a different room that might not
2:26be as noisy or if they have a hard time
2:27around peers I might need to do intake
2:30like the assessment in a different room
2:32around like maybe just us right now
2:34you're getting to know the learner from
2:37the um parent like perspective which is
2:40really helpful and then you also get to
2:41know like another really big benefit is
2:44like you get to know where the family
2:46wants to go with their therapy what are
2:48their expectations for ABA therapy what
2:49are their expectations for their goals
2:51and then you get to set up expectations
2:53for them so that they know how to go
2:55about their therapy as well and their
2:56end true and I kind of wanted to go back
3:00you mentioned at the beginning like the
3:01importance of um establishing a rapport
3:04and kind of like this is the start of
3:05their ABA process when they come to us
3:07for this intake they have already been
3:10through like a lot of these questions
3:12they've heard from different people
3:14already like when they're doing the um
3:17like their assessment to get like their
3:19diagnostic evaluation so they've gotten
3:21a lot of these questions so they're
3:22coming in and they're hearing the
3:23questions from you um probably for like
3:27the third or fourth time and it's
3:28getting like irritating for them so go
3:29in really compassionately and even at
3:31the start be like I know I know you've
3:33heard it a million times You' heard all
3:34these questions a million times but as
3:36your bcba I want to know directly from
3:38you what your goals are I don't want any
3:39miscommunication through Reading reports
3:41and stuff like that I really like that
3:43that's a good point so when you meet
3:45with the parents it can be helpful to
3:47kind of also in this section or during
3:49the intake interview kind of share what
3:52the assessment process is going to look
3:54like for that Learner in that day so
3:57sometimes they're like okay we don't
3:58sometimes they don't even know how long
3:59it may take so okay hey uh my plan is
4:02I'm going to do this interview with you
4:04and then I'm going to ask maybe that you
4:05leave are you comfortable even ask like
4:07are you comfortable with that cuz
4:09imagine someone told you like hey I just
4:11met you I'm going to ask you like two or
4:12three questions and then you can leave
4:14I'm going to hang out with your kid I'd
4:15be like no I'm going to stay with yeah I
4:17want to stay so you can ask them if
4:19they're comfortable with that if they're
4:20not comfortable with that but you can
4:22also share like uh I would want you to
4:24leave so I can just see if like how the
4:26learner responds without you yeah the
4:28value of like not having the parent
4:30there yeah and then this is also a good
4:32time to ask any concerns that they may
4:34have I've had so many parents like well
4:36I don't want to leave yet because like
4:37what if he needs to go to the bathroom
4:39and I feel like a lot of information
4:40comes out like why don't they want to
4:42leave their kiddo like yeah you know
4:44what's happen they might have like a
4:45history of you know abuse in their end
4:47or you know or or the child may have had
4:49a traumatic experience when leaving
4:51parents before and that's like a moment
4:53it comes out in versus if you just meet
4:55the parents and you wait to do the
4:57intake interview or you just have them
4:59fill out a question question I mean
5:00sometimes the questionnaires like I look
5:02at them parents don't they're done at
5:04that point they like nothing it's like
5:0630 questions they're like all right yes
5:08no like they're just like skimming
5:09through it so I feel like a lot comes
5:11out of that one toone like interaction
5:13yeah that like personal
5:15interaction um I want to stop really
5:17quick for our first code word for our
5:19cus your code word is going to be
5:23Rapport um so we kind of wanted to talk
5:26about the importance of like
5:28personalizing the approach with the
5:30intake process so I don't know what you
5:32kind of if you have any ideas with this
5:34to start out so usually what I'll do is
5:37instead of like a formal Q&A I try to
5:40like have a conversation what I I do
5:42like have a set of questions that I'm
5:44going to ask yeah I always have yeah I
5:46have a set like questions but I don't
5:48want to go in there and be like what
5:49like imagine this hey what's your
5:51favorite color imagine you on a first
5:53date and like this is like how's going
5:56hey what's your favorite color they're
5:59jotting it down jotting it down oh do
6:01you like pickles no oh okay yeah stuff
6:04like it's so uncom and you don't know
6:07like I wouldn't want to open up to
6:09someone that was asking me questions
6:10like that either so you want to give
6:11them the space to have like open-ended
6:13conversations so the questions you
6:15provide it they really need to be
6:17open-ended yeah and you know and
6:19sometimes I know with some families like
6:21open-ended is way too much then you can
6:23always like gear back and you'll know
6:24like for parent training this is someone
6:27I might need to do XYZ with yeah like
6:29might have to modify the way that you
6:31approach cuz like they might not know
6:32how to answer even if it's open-ended
6:34they don't know where to go with the
6:35conversation or they might not
6:36understand what you're asking so making
6:38sure to clarify what are some other okay
6:40so now we're kind of like jump into like
6:41how you prep for this interview right
6:43what are some things you do so number
6:45one I'm going to go through all of um
6:47like the prior records and referrals
6:49like all of the documents so I'm going
6:51to look at their diagnostic interview
6:53and then we have like an intake team who
6:55does like a um like a phone interview so
6:57I'm going to go through their phone
6:58interview as well just getting to know
7:00um the client first and then I want to
7:03make sure I have a welcoming and non
7:06nonjudgmental environment for them to
7:08come into so this might look like at our
7:10Center we have meeting rooms so I'm
7:12going to choose the meeting room that's
7:13more cozy we have meeting room to that
7:15has a big cozy couch and has more to and
7:17you can bring some toys in just to make
7:19the learner comfortable like coming into
7:21the space as well yeah I want it to look
7:22like a very comfortable play space I
7:24don't want it to look like I don't know
7:26a desk a desk a desk where the parents
7:28set or the caregivers set on one side
7:30and we sit on other side yeah like where
7:31it's very formal like I just wanted to
7:33be really comfortable for that parent um
7:35and then also when you're there I feel
7:37like sometimes the parent or the
7:38caregiver feels really uncomfortable cuz
7:40they're like well our CL like the
7:42learner's there with them usually and
7:44they're running around so even reminding
7:45them like that's okay that's why I have
7:47all these things here for them and let's
7:49we can chat while he plays feel free to
7:51play with yeah feel free to play with
7:52the child we can take turns playing as
7:54we talk about these things CU that I
7:55feel like I feel really awkward when I
7:57go places and I have my daughter I'm
7:58like well I don't know what to do with
7:59her I had to take her to therapy the
8:01other day and she's like running around
8:03like the room and I'm like corralling
8:04her so I'm like how do these parents
8:06feel when we're sitting and trying to
8:08like almost feels like interrogate them
8:10while they're trying to like run around
8:11with the kids so even like offering like
8:13what you said like offering like why
8:14don't we take turns I'll start playing
8:16and you can like tell me how they like
8:17to play you know stuff of that sort as
8:19well um another important thing that I
8:22do to prep is um I like we kind of
8:25talked about we don't want it to feel
8:26like an interrogation like we're just
8:28asking and asking but we do want have an
8:29outline of making sure we have all the
8:31information that we want to gather from
8:33the interview so I have like a document
8:36that has all the different sections and
8:37then it has like um different questions
8:39that I would want to ask or like how to
8:41ask them um if I like forget on the
8:43moment I remember the first time I did a
8:46parent intake like I was like what the
8:48hell do I act like these parents so I
8:51was like on Teachers Pay Teachers like
8:52looking up everyone's like tools and
8:54people have them there's so many online
8:57but it's so overwhelming and it's like
8:59everyone has a different style of the
9:00way that they want to run theirs so I
9:02like I got one off like I think it was
9:04Google and I was like so I took it with
9:06me I was like wait this isn't getting
9:07any of information I want remember it
9:09was like it was so weird I was and I
9:11that's what I did I used it and I was
9:12like well and it felt like really formal
9:15and awkward and I'm pretty sure the
9:16parent was like what the he and I didn't
9:18like this um we I don't know if we're
9:20going to talk about this later on but
9:22the structure the layout like when they
9:24had different questions on the form it
9:26was like talking about behaviors right
9:27out the gate and I'm like Oh my Gosha I
9:29need to establish them report before I
9:31ask about like the most difficult things
9:32in this parents's life right and then
9:34they might not even feel comfortable
9:35telling you yet right you know stuff of
9:38that sort yeah so create a document for
9:39yourself or like look up one that is
9:42going to have all the information that
9:43you need to gather during this interview
9:46um and then we kind of talked a little
9:47bit about like create the warm
9:49environment but arrange comfortable and
9:50private setting so when you are doing
9:52this intake you don't want to do it up
9:54in like a big Community office you want
9:56to make sure that the room and space you
9:57have is private so that they feel
9:59comfortable sharing if it's like more
10:00vulnerable the topic especi like what if
10:02other parents are walking by and you
10:04decided hey let's just do it in the
10:05lobby cuz that's the only space I got
10:07but imagine like this per this family
10:10has to share all their vulnerabilities
10:12with you like you know I'm struggling
10:14with this at home no one wants to admit
10:16I wouldn't want to admit that it's hard
10:18and they're yeah like you said they're
10:19brand new to us so it's already going to
10:21be difficult for them to be vulnerable
10:22so if there's like many people listening
10:24it's not going to happen so we kind of
10:25touched basee on when we were looking up
10:28like tools to help us in our our intake
10:29process we were just finding these like
10:31really dry questions so we wanted to
10:34help everyone and kind of how you can
10:36ask it in a more conversational way we
10:38want to provide you some questions to
10:40put on your little intake form that
10:41you're going to create for yourself and
10:42just remember like don't go word for
10:45word on this you know you'll find the
10:47questions that are most helpful to you
10:50start creating like a document with all
10:52the good questions and use that going
10:53forward or even just like open-ended
10:55bullets and then you like you know how
10:57you speak and can present the questions
10:58and speaking tone don't mimic it just
11:01the same way that we would say it all
11:02right let's go for it so I'm going to
11:04start with some questions maybe related
11:05to like the developmental history of the
11:07child so what you could say is let's
11:10start about let's start by talking about
11:12your child's developmental Milestones
11:15could you share some of the Milestones
11:16that they've reached and if there were
11:18any concerns along the way I know a lot
11:20of times when you read this like just on
11:22the chat like the intake form it's like
11:24did they reach their did child reach
11:26milestones and then honestly like at to
11:29becoming a parent I was like well what
11:30Milestones so like as a parent if I were
11:32asked that I'd be like well what do you
11:33want to know do you want to know they're
11:34crawling do you want to know like this
11:36they're speaking so something you could
11:37do then is like going like oh and if
11:39they look at you with a blank fa like if
11:41you see the blank deer lights be like
11:43well like I mean and guide guide them
11:46like oh can they are they speaking yet
11:48how are they able to communicate with
11:50you are they going to like bathrooms
11:52when did they start to babble to you stu
11:54of that nature another one is has your
11:57child been diagnosed with any other
11:59their medical conditions that we should
12:01know about and how have these conditions
12:03impacted their daily life and your daily
12:05living I want to note when we're asking
12:07these questions that we're providing cuz
12:09we're providing you questions that have
12:10like multiple Parts MH don't ask them
12:13all the parts at one time so break it
12:14down so ask them that first question let
12:16them answer a little bit and then take
12:17the other ones as the following one I
12:19feel like the first time I didn't even
12:21ask the first time I did a parent intake
12:23I was like I don't need to ask that
12:25question like skip over it yeah but it's
12:26very important to know you know are you
12:29confident in like these other diagnoses
12:32yeah and I think that we talked a little
12:34bit about it when we did our toileting
12:36episode and our parent training a lot of
12:38these other diagnoses are going to
12:39impact where you go with how you um like
12:41prompt the child or where your goals go
12:44you need to know those other diagnos
12:45like even learning like say this client
12:47had like extreme anxiety yeah like how
12:50you would approach like your assessment
12:53or how you're going to approach therapy
12:54going forward is really you need to know
12:56that it's really challenging for them
12:58another question that we want you guys
13:00to know is could you tell us about your
13:02experience with previous interventions
13:04or therapies if they've ever been in any
13:05other therapy and what worked well and
13:07what didn't this parent is going to know
13:10their child better than anybody else so
13:12they're going to be able to tell you
13:13what works best for them trust the
13:14parent and then if they share like oh
13:16our client or our learner attended like
13:18speech therapy you can ask like where
13:20they went are they still attending how
13:22many hours do they go do they intend to
13:24keep up with the therapy when they start
13:26intend to keep up when is such a good
13:28question cuz I feel like it's overlooked
13:30CU you think oh you're going to come
13:31here right and you never know and then
13:33at that point it's good to be like okay
13:34would you be willing to allow us to
13:36collaborate with that other professional
13:37CU it's really important to us yeah and
13:39making sure you get all that stuff like
13:40signed there right there and then so
13:43yeah Roi get it signed so you can like
13:46start doing what you need to do yeah the
13:48next section after like you get through
13:50the developmental history is we want you
13:52guys to kind of go towards the behaviors
13:54and like their main concerns so the
13:56first question with this could be what
13:58are the behaviors you're most concerned
14:00about with your child so they might have
14:02a lot of concerns but what is most um
14:04imperative to them at this time and then
14:07follow up with can you give us examples
14:09of these behaviors and the situations
14:10when they tend to occur can you explain
14:12why this is so important this kind of
14:14helps you start to figure out what the
14:16function of that behavior might be in
14:18the moment and then you can take this
14:20later and develop some parent training
14:22goals later you can create your own like
14:24ABC data for it honestly and you know
14:26it's just kind of giving you a little
14:28insight into what to expect and what
14:31this family might need going forward is
14:33where I'm really going with it and then
14:35also then asking them like how do you
14:36respond in that situation is a really
14:38good question too another followup that
14:40you could ask any other thoughts about
14:42like why you like to ask it no I think
14:45that hits it on the head it's like
14:46really identifying that function um like
14:49you know not to say like this is going
14:50to be clear like it's not always like a
14:52clear you know always have a clear
14:54function but it gives you an idea of
14:55where your hypothesis like based on ABC
14:58data that you collect or it could even
14:59show you like why does it seem so
15:01different at home than what I'm seeing
15:02here at the center CU and honestly
15:05sometimes also remembering like just you
15:07know the parents are going to share with
15:09you like my my child does like all of
15:12these behaviors but when you're doing
15:13the assessment you might not see any of
15:15them until way later on and they may
15:17have mentioned like it's when they give
15:19them a few tasks to do versus during the
15:22it might be a fun time for them they're
15:23at a new place especially like here like
15:26we're playing with them on the floor it
15:27doesn't always feel like we and even the
15:29first two weeks or like especially if
15:31they have multiple technicians it's all
15:32pairing so it's a lot of play Bas we're
15:34still targeting like a few things but
15:36it's mostly pairing so you're not going
15:37to get to those difficult like um skill
15:39acquisition moment or it might be the
15:40opposite where we see behaviors like
15:43later or during the day that parents
15:45didn't mention so trying to remember oh
15:47like they told me that maybe like these
15:50didn't happen but then going back like
15:52at the end maybe like did oh I noticed
15:54like this happened happened to you and
15:56then they might say no yeah and then you
15:58like okay good to know yeah so it gives
16:00you a really good basis like before
16:02you're starting your behavior plans and
16:04everything uh another question I like to
16:06ask is how does your child typically
16:08Express their needs and wants so how are
16:10they able to communicate with you how do
16:12you know like what to give them what
16:14they want in the moment and the answer
16:16is always a big range I feel like here
16:18you know sometimes we have like oh I
16:20just I just guess and sometimes parents
16:22will even be like well they don't
16:23communicate their wants and needs at all
16:24so then that's the followup question
16:26like well how do you know like what are
16:27you doing yeah cuz they might not
16:29realize that the child guiding them to
16:31something is actually a form of
16:33communication to like indicate what they
16:34want they might think that it's only
16:36like verbal communication so like once
16:38they answer and they're like well they
16:39don't communicate like guiding them
16:41again what other follow-up questions do
16:42you have for this sometimes they'll be
16:44like well like you said is I'll be like
16:46do you guide them to what they want are
16:47they pointing some because I do feel
16:49like a lot of parents are like they're
16:51looking for that verbal language so
16:53they're stuck on that but just
16:55explaining to them like what it really
16:56means and then also so how like do you
17:01face any challenges trying to figure out
17:04their needs and their wants cuz you know
17:06maybe they don't know that you know
17:08maybe at speech therapy they've been
17:10signing more but they parents don't know
17:13what more means they'll just say like he
17:14starts doing this and then I just give
17:17him something or even he's signing more
17:19but they're like what what more do you
17:21want like it's overgeneralized asking
17:22them like do they feel comfortable do
17:24they understand always or are they
17:25struggling with us at home yeah I think
17:27that's a good point um another section
17:31that we want to talk about with like um
17:33where your questions could go is next
17:34would be family Dynamics and environment
17:37so with this it's so important to know
17:39like what the family yeah who's at home
17:41right yeah what does their household
17:42look like so a start off question is can
17:44you describe your family structure who's
17:46a part of your kiddo's life um and this
17:48might not be like necessarily living in
17:50the home but like if how often they see
17:52grandparents yeah do grandparents often
17:54babysit what about your sister brother
17:56like aunts and uncles you know and I
17:58think about our own lives we see so many
18:00people like our child see so many people
18:02on a daily basis like we would they
18:04don't live with us though no but I even
18:06think about like the care um not the
18:08caregiver but the daycare people like my
18:11daycare instructor sees my daughter more
18:13often in the day than I do so they're an
18:15importing like caregiver for the child
18:17right and also if maybe say they're
18:19going to daycare and they're going to
18:21transition out to start maybe therapy
18:24yeah like being ready for that like they
18:26might struggle with that a little bit
18:27knowing that those different like
18:29variables that are going to impact like
18:31where you're going with it and also when
18:33we're asking these questions I want to
18:34note this isn't the problem solving time
18:36so don't try don't give suggestions
18:37which is really so hard cuz you're like
18:40well why don't have you tried this can
18:42you do this but this is the time to just
18:44like Let It Be and let them answer like
18:46thank you for sharing that with me and
18:47then moving on have like comfortability
18:49with yourself and moving on to the next
18:51domain another thing I like to try to
18:53figure out in this situation is like the
18:55names of the people that are you know in
18:58their lives so if they have Grandpa and
19:00Grandpa does the client call them
19:02Grandpa Grandpa yeah what do they go by
19:04uh siblings what are their
19:06ages cuz you'll be like oh they have
19:09siblings younger older how do they
19:11interact I was yeah that's my number one
19:14how how are they interacting do they
19:15interact daily yeah stuff of that sort
19:18or like are they playing with their
19:19siblings is a really good one how do
19:21siblings play with like the learner even
19:24asking like has siblings shared like any
19:28thoughts and feelings about like do they
19:30understand the diagnosis stuff of that
19:31sort cuz you can always help them get
19:33connected someone that can help them as
19:35well exactly like we're not providing
19:37therapy to the other child but we know
19:39we have a lot of resources on our end
19:41and then another question is are there
19:43any cultural or religious religious
19:46backgrounds we should know about are you
19:48of a certain Faith are there certain
19:50cultural practices you follow that we
19:52should know about we want to respect
19:55everyone's like wishes we don't want to
19:56go in like accidentally like being aw
20:01aware of something so and I kind of want
20:02to like touch on this I had a learner
20:04that I took on um and I didn't do this
20:07kids intake like it was a case that it
20:09was like kind of handed off to me and we
20:10were targeting um eating rice and was it
20:15like left hand right hand no so it was a
20:17family that they were learning to feed
20:20themselves and we were trying I was in
20:22parent meetings often and they're like
20:23we can't get him to feed themselves and
20:25we're like what's the barrier why isn't
20:26it working and it turns out that I
20:28didn't realize like as the case came to
20:30me that they don't use um utensils at
20:34home they just do hand feeding so at
20:36home the they're trying they're making
20:38like rice balls and hand
20:40feeding cast like different but we're
20:43feeding the child with a spoon so there
20:45was like such a miscommunication so you
20:47really need to understand like the like
20:49cultural variables that are going to
20:50impact what you're teaching the learner
20:52and even if they are from a like you
20:54might not know every single thing about
20:56a culture it's so once you find out like
20:58okay they're of this back you can go do
21:00some research and even asking them like
21:03hey like what do you is there anything
21:04like we should avoid at Center you know
21:07stuff of that sort or then you know like
21:09what holidays are coming up for them as
21:10well so you can always touch Bas on like
21:13hey like like you know hey e is around
21:15the corner and that's not a holiday like
21:16everyone like what are you guys doing
21:19yeah and it's like a Connecting Point it
21:21shows them that you value them like as
21:23their culture and who they are and yeah
21:25it's really importante I think that's a
21:28really good
21:29I agree all right I had a question for
21:31you so have you ever been like in an
21:34intake and like the parents just like or
21:36the caregivers aren't agreeing on the
21:38answer ah yes so like how do you handle
21:42that oh my gosh it's really tricky when
21:45like they just don't completely agree so
21:48what I kind of do is I'm like okay wait
21:50let me hear from dad first what is
21:51happening with you in this situation and
21:53I jot down what Dad says and then I'm
21:55like okay Mom what's going on why what
21:57is it what is different about this for
21:59you so then they give me both of their
22:00answers and then I kind of try and talk
22:01about like what about the situation
22:03might be different because honestly
22:05there are two different caregivers
22:06they're going to be handling situations
22:08differently and then I feel like do you
22:09always do you look at it and be like I
22:11might need to come up with two different
22:12goals for two different people here
22:14sometimes yeah and I do this a lot with
22:17like I when I take into account my
22:19intake into like my parent trainings
22:21right now I have a family that I provide
22:23bi-weekly parent trainings to each
22:25parent so I do Mom one week and then Dad
22:27the next so good just because like you
22:30said the goals are going to be different
22:31and like they might need training
22:33differently and they might have
22:34different learning styles and
22:35understanding see like so for with me
22:37every intake I've ever done like it's
22:39always one parent just cuz like it's the
22:41middle of the day right yeah so it's
22:42like get off work us one person's like
22:44coming in so sometimes I like to ask
22:47like oh like does well how would dad
22:49respond how do you think your like
22:50partner respond stuff of that sort as
22:52well just getting to know or like how
22:54involved like are you the primary parent
22:56yeah um and then also ask trying to
22:59involve the other like caregiver in the
23:01process even though they're not there
23:02like hey can you start like a email
23:05chain with all of us so I can also
23:07communicate with the other person I feel
23:10like this is where like I've made this
23:12mistake where I just start like I met
23:13Mom first so that me and Mom have this
23:16really great connection but then me and
23:18like the father didn't right and yeah
23:20because you had like you built this
23:22Rapport during your intake the other
23:24thing that I want to consider during
23:25like my family like Dynamics section is
23:28if parents are separated have you ever
23:30had separated parents I actually haven't
23:32really but you know I hear some of my
23:34co-workers they do and you know this is
23:37really cuz I've never been from a home
23:39with like separated parents I've never
23:40dealt with it yet so when it does happen
23:43I want to be ready so what advice do you
23:45have so something that I've like come
23:47across is like divorced parents in my
23:49like when I've been practicing um and it
23:52and there it was kind of a tumultuous
23:54situation so it was really really hard
23:56at first like and this is like when I
23:58was in new bcba so I didn't really know
24:00in the intake to kind of ask about that
24:02Dynamic so when it came to doing parent
24:04trainings with the other parent um we
24:06didn't have the Rapport as well so I
24:08just had to like create separate chains
24:10like email chains and communication
24:12methods um and if I ever changed
24:14anything I wouldn't only tell the one
24:16parent yeah like it's really important
24:18to like disperse the information to both
24:20parents and like share it equally yeah
24:23and then how do you handle like when
24:25they're like like bad mouthing each
24:27other I feel like that could happen
24:29quite often right like you know like Mom
24:32well mom like said this and then she
24:35told me not to do this but I do this
24:37yeah so how do you handle that I hear
24:38them out I come from like an empathetic
24:40standpoint I'm like I hear that yeah I
24:41get that that sounds really really hard
24:43and like what do you think is the
24:45challenge um or like how do how are you
24:46handling it differently like I don't
24:48dismiss it but I just try and like I
24:50hear it but I don't directly address it
24:52okay that's smart that's smart I like
24:54that so are there any other questions um
24:58let's
24:59to Yes actually something I wanted to
25:01ask you because I kind of had this
25:03recently have you ever had a parent
25:05where they um it's like almost awkward
25:08like they just they the report isn't
25:11there and like you're trying to build a
25:12report and you can't get it and it's
25:13just like asking the interviews you feel
25:15like you're pulling teeth like how do
25:16you handle those
25:17situations I feel like that has happened
25:20to me quite a bit and it's a lot of my
25:22parents that come from like different
25:24backgrounds and I think it's just they
25:26don't know everything yet right like you
25:30know this is a very new like therapy is
25:32a New Concept I have a lot like I had a
25:34lot of families that are like new to the
25:36country is like where I'm kind of going
25:37and that's where I feel like a lot of
25:39these pulling teeth questions come from
25:40cuz I think they weren't understanding
25:42what I was asking the other thing is
25:44they might not understand what ABA is
25:46they just know we've talked about this
25:47in the past that someone's recommended
25:49someone's recommended it to me so kind
25:51of just trying to figure out where I can
25:53connect with them on something I've also
25:56started doing is like you know Just sh
25:57not like not oversharing but been like
26:00oh like you know that like this is how
26:02my weekend was how's your weekend and so
26:04that they get to know like I'm a person
26:06too I'm just not this person here to
26:08like lecture them tell them what to do I
26:12I don't know where they came sometime
26:13parents come to me and they're like
26:14they've only heard bad things about
26:16their kid you know like the bads like
26:18even just telling like sharing the goods
26:20I see let's talk about the win like what
26:21is your biggest win with your child this
26:23week or sharing like things I saw with
26:25their kid like your kid is so like in
26:27even in the intake after the intake I
26:29try to tell them one good thing I oh my
26:31gosh during the assessment can you
26:33believe he did this yeah like he has
26:35such good social skills I'm so impressed
26:37such a fun time yeah sharing something
26:39like that to try to kind of build that
26:41connection up with them and then
26:43sometimes it is a little awkward but not
26:45feeling defeated like remembering like
26:47we have our next next we have next time
26:49to try to get it together exactly so
26:51just getting like the information you
26:53need and feeling like comfortable moving
26:55on and be like okay and then knowing
26:57like okay this family's a little bit
26:58trickier to talk to you have time to
27:00prep for your parent trainings and
27:01parent meetings so let's talk a little
27:03bit about questions that we can talk
27:05about for like the education section so
27:07one question I really like to ask is hey
27:10is your child currently enrolled in
27:12school or any other educational programs
27:15and then once I get this question
27:16answered so if say they are in school I
27:18can ask like how are they adjusting or
27:20have they adjusted previously and then I
27:24mean adjusting like academically or
27:25socially how's that going for you okay
27:28I like that and I too like to ask like
27:30what challenges that they're facing in
27:32the school like if they are enrolled or
27:34if they're not enrolled what are their
27:35plans of like when do they want to
27:37enroll this is a good time to also ask
27:39like how was your last IP say I feel
27:41like that's when parents get the most
27:42discouraged right they learn all this
27:44information or sometimes they might have
27:47had an IP that wasn't really like they
27:49didn't know they could ask anything I
27:50was going to say they might not realize
27:52that during the IEP is their time to
27:53Advocate but they were just like
27:54lectured at the entire time so after you
27:57hear like okay maybe they had a bad
27:58experience like that's okay like we'll
28:00figure it out together that's also great
28:03job like great point to make like they
28:06can trust you and that you're someone
28:07that's willing to listen and you're not
28:08going to be like Oh okay that's just how
28:10it is you are there to be an advocate
28:12not only for the child but for the
28:14family as well like you're there for the
28:15parent too that's why I love that
28:17question and then also another thing I
28:18like to ask is okay uh when we do start
28:21therapy do you plan to still do you want
28:24to stay in school or what schedule are
28:26you looking for is it going to something
28:28after hours cuz you know say you meet
28:30the client after and you realize maybe
28:33they need a lot more hours and you might
28:35have to have that conversation cuz you
28:36realized oh this is something that's
28:38important to them and then if not like
28:40say they want to come to therapy all the
28:42time and you see the client has a lot of
28:44skills and they would benefit from
28:46staying in school you might have to have
28:47that conversation as well exactly of
28:49like how you're going to balance both
28:50therapy and school and like what that's
28:52going to or even like do they have
28:53sometimes I'll learn like oh we don't
28:54have transportation in the middle of the
28:56day and that's always really tricky
28:58experience that more times than I can
28:59count this is usually when I'll also ask
29:01like I like I totally forgot to mention
29:03in the family de like what do you guys
29:05do right what do work look like for you
29:07guys yes going back that is one of the
29:09most important questions one for
29:11establishing Rapport showing your
29:12interest in them but it also like plays
29:14into how they're going to be able to
29:15parent their child like are they can
29:18they like pick up and drop off what that
29:19what is that going to look like work
29:21flexible and then if they have really
29:23like demanding jobs who's going to drop
29:25them off stuff of that sort and then if
29:27they're working from home is there like
29:29any barriers to that with their like
29:31kiddo at home I mean it's already hard
29:33like they already have their own
29:34barriers but but stuff of that or
29:36knowing that stuff is really really
29:38helpful I agree too like going back to
29:40education another question that I really
29:42like to ask is are there any particular
29:44supports or Services provided at school
29:47that you feel have been helpful so if
29:49they have had an I are they receiving
29:50speech or OT like through the school and
29:52like what do are they finding beneficial
29:54from it or have they heard back from any
29:56of them at all
29:58and usually you learn like they have a
30:00devices given to them by like the speech
30:02P like here as well exactly so I think
30:04that's really really important to
30:05address to and then also back to that
30:08like are you using the tools that they
30:09have given you or is it something you
30:11just have or yeah is the um school like
30:14are they providing the parents education
30:15on how to use them because they might be
30:17giving the student an a device but do
30:20the parents know how to use it or train
30:21with it yeah sometimes I'll hear like
30:23yeah we have it it just stays in the
30:24backpack goes back and forth so that's
30:26something you can know like okay like
30:28let's go back to that let's figure out
30:30what the speech path wants at school cuz
30:32I mean they don't always have time to no
30:33they don't yeah they're busy and then if
30:35they're going to receive other services
30:36where you are mentioning that the next
30:38person as well exactly and ensuring that
30:40they have a line of communication St
30:42with us are any other goals related to
30:44school you feel like you would want to
30:45ask or I think yeah I think with
30:46education I keep it like with just those
30:49and keep it fairly like Broad and
30:51open-ended with those two questions okay
30:53and then one more thing back sorry I
30:56just thought of it is like okay how are
30:59are they able to if they are going to
31:00school are they eating at school when is
31:04like lunchtime will they be eating when
31:06they get here stuff of that sort how
31:09does toileting look like at school stuff
31:11of that sort as well those kind of
31:13things to kind of especially if they're
31:14going to school it's probably going to
31:15like translate here if they aren't that
31:18might be something you need to focus on
31:19too to address yeah and Target within
31:21your goals all right so let's kind of go
31:23into some other just questions that we
31:25think are really important to ask so
31:28what are some of your goals for your
31:30child in both the shortterm and the
31:33longterm so say short I want give
31:36example yeah yes so shortterm um like
31:38what are they looking for like to reduce
31:40behaviors is there any like specific
31:42communication goal that they're looking
31:44to like increase um as far as short-term
31:48goes as far as longterm I think this
31:50goes like of question to answer cuz
31:53you're like what do you mean long term
31:55and it's like honestly do they even know
31:56or have they had a chance to think
31:58them brainstorm like okay in like the
32:01next 10 to 15 years what do you and have
32:03hopes for for your child what are your
32:05goals for your child it's really good
32:07and guiding them is really important
32:08like so I feel like if someone asked me
32:10that I'd be like sometimes even now like
32:12if some like doctors ask me if a doctor
32:14asked me that I'd be like I don't know I
32:15want her to crawl I want her to crawl I
32:17want her to be able to move around like
32:18honestly stuff but then like guid okay
32:20like that's a good start so from going
32:23forward what does that look like in 10
32:25years yeah really exactly and then and
32:28any other questions that are coming to
32:29your mind yes I like to ask um how do
32:31you envision their progress through ABA
32:33therapy so this kind of goes back to
32:36like in hopes that they understand what
32:38ABA therapy is but if they do like we
32:40want to know what they're hoping to get
32:42out of it because they're spending a lot
32:43of money to be an ABA therapy like
32:45insurance covers it but it's still lot
32:47about a hit your deductible I've had
32:49Parents actually around when I asked
32:52them this like they've mentioned like we
32:54were researching ABA and we've read a
32:57lot about like that it's not the most
32:59beneficial like so I've also had to like
33:02address that in like these meetings so I
33:03feel like that's also something to be
33:05ready to that you should be ready to
33:07answer yes get be ready to answer and
33:09like understand how your the services
33:10you're providing are neuro affirming you
33:12know and then if you're not able to
33:14answer that in that moment I feel like
33:16they could go away like not feeling the
33:19best about it not feeling like
33:20trustworthy of their services you're
33:21providing so make sure understand our
33:23history yeah understand our history make
33:25sure you're ready to talk about it so
33:27other questions uh I like to ask are
33:28like what specific skills or behaviors
33:30would you like us to focus on during
33:32therapy sessions like as we start so you
33:36know sometimes you get like some of the
33:38qu things that you may not be able to do
33:40oh I want them to learn to read I want
33:42them yeah to be able to answer their
33:43like math questions be like okay like I
33:45see that's an important goal for you
33:47that's not something we really can work
33:48on in ABA but some prerequisites to that
33:51that we could probably do are XYZ or is
33:53this something that your like child is
33:56struggling with yes and explaining to
33:57them why we can't Target it as like a
33:59core deficit of autism um and then like
34:02following up with like the particular
34:03challenges I think that
34:06sometimes when parents come in they are
34:08seeking Services because they need help
34:10so there are a lot of challenges that
34:11they're facing so help them identify
34:14like what the biggest challenges for
34:16them are at that moment because we don't
34:17want them to think that they're going to
34:19come into ABA therapy and we're going to
34:21fix all of their problems overnight no
34:23and then also reminding them like okay
34:25like this is this might not not
34:27reminding them but telling them okay
34:28like these are goals we're going to put
34:29in and then we'll look remember we're
34:31going to look back at it in a few months
34:33telling them even like at 6 months we're
34:35going to do another reassessment and
34:37then we'll look back at all of these
34:38rather than them being like okay it's
34:39been two weeks what's going on how's
34:41toiletting coming how's this you know
34:43right those are good ones I think so do
34:45you feel like there's any other
34:46questions that you would ask or that you
34:48would follow up with once you've got
34:50through all of this I think once we go
34:51through everything there are a few
34:52follow-up questions that you do want to
34:53ask such as like could you give us an
34:55example of like specific situations
34:57where your child's Behavior was
34:59particularly challenging we want to do
35:01these kind of questions to get scenarios
35:03like if we were discussing in the
35:04behavior section say that they're like
35:05oh no they don't have any behaviors so
35:08when we ask like these follow-up
35:09questions we're getting to know like the
35:11specific scenarios that are happening
35:13right if that makes sense and then I
35:14think like if you even if you've already
35:16asked like I know we asked this before
35:18but maybe by now they're feeling a
35:19little more comfortable with you because
35:21you've had a little bit more of this
35:22back and forth where they're like oh
35:23yeah by the way like oh that makes sense
35:26now that we've kind of talked about it
35:27yeah this is what I have to share
35:29another one is also the Looking Back how
35:31effective did you find like the previous
35:33strategies especially if they've been
35:35anywhere else like another Center like
35:36what strategies have they used with your
35:39like client like did they have a
35:40behavior intervention plan did you get
35:43to read that even asking like if they've
35:45been at another Therapy Center like have
35:46you gotten to read like the previous
35:48goals cuz I've had so many families tell
35:50me they don't know what was written the
35:52they had no idea what their child was
35:53working on in therapy like like remind
35:56telling them like okay like that wasn't
35:58the best but going forward we are going
36:00to talk about these things it's really
36:01important that we talk about them
36:03regularly um and I think too like with
36:05the followup like um kind of when we're
36:08going through these different like
36:09follow-up questions and
36:11situations oh my God hold on my like I
36:14don't even know where my brain was going
36:16no okay so you're talking about you are
36:18thinking about like these follow-up
36:20questions and we kind of just went back
36:22to them right like these are questions
36:23we've already asked them but now we're
36:24jumping back yeah so like what um and
36:27feel free like if you think of things
36:29like about those situations like if they
36:31kind of gave you bits and pieces at the
36:33beginning like kind of short answers and
36:35now you've realized like youer was
36:36saying like that they're um they have
36:39this Rapport asking some of those
36:41questions again being like Oh wait I
36:43thought about this like how about in
36:44this situation how is that occurring
36:46right that's really good and I think
36:48just feeling confident is like the most
36:50like important thing here I know it can
36:52be scary especially if you're new it can
36:54be scary I me it's scary for the parent
36:56like caregiver while they're meeting you
36:58for the first time and so like one of
37:00the biggest things of advice that I got
37:02when I was cuz that as a student I had a
37:04practice intake that was one of my like
37:05main assignments my bcba told me and I
37:08use it like honestly to this day is fake
37:10it till you make it like the parent
37:11doesn't know that you're nervous you are
37:13the professional so have confidence in
37:15your professional like understanding of
37:17these Concepts you got this yeah that's
37:20great advice so we kind of had one one
37:23of our code words to go for yeah before
37:25we go to the next topic sorry that's
37:26okay forget um our code word um for like
37:30the code word number two is intake okay
37:34so some other tips that we have are we
37:37talked about this before too but
37:38remember you know we're asking a lot of
37:40these open-ended questions but it
37:42doesn't hurt to have a structured
37:44interview template create one for
37:46yourself go like ask your colleagues
37:49what works for them what questions they
37:51ask and start a list it's very important
37:53for you and even if you don't intend to
37:55ask every single question that we've
37:57like provided you as samples this is
37:59just your like Bank to have like if the
38:01conversation is not flowing cuz we want
38:03to make sure we have all the necessary
38:05information yeah before we write any of
38:08these goals yes right yeah and then
38:10another you like this on the yeah yeah
38:13something else that like I would
38:14recommend is just having like some
38:16parent information handouts like kind of
38:18going back to the the parent might not
38:19know what ABA is so like have like a
38:22little handout explaining ABA we do this
38:24like we use canva and we create like
38:25cute little fonts using our like and
38:27we'll even send the about me share our
38:30about me like this is stuff like this is
38:32who I am these are some of my hobbies
38:35just to make us more little more person
38:36and on that about me we have like a
38:37little picture of us so sometimes like
38:39our intake coordinator will send this
38:40ahead of time so that they have a chance
38:42to get familiar with us and usually
38:44within this is also like this is how you
38:46can reach me this is what you should
38:48expect like first therapy session to
38:50look like stuff of that sore yeah um and
38:52yeah it just like eases their anxiety
38:54too because again they're coming into
38:56this like new sometimes they have
38:57haven't had other services before so
38:58they're coming into this big new
39:00environment with like a little bit more
39:01of expectations now these are great
39:04before we jump into kind of what to do
39:07next with this information I just wanted
39:10to kind of talk about like now you're
39:12like after this intake question after
39:15you've done all your intake questions
39:16this is where you're probably going to
39:17be like hey like I'm going to take the
39:19learner and we're going to go do the re
39:21or we're going to go do the assessment
39:23try to remember like did they tell you
39:24they wanted to stay did they tell you
39:26they're okay with leaving and if they
39:28weren't okay with leaving like okay like
39:31like we're going to go back to the
39:32center kind of like prepping them for
39:33that how do you go about it if the
39:35parent wants to join the assessment and
39:37like say that they want to help the
39:39child out a little bit I say sure like
39:41come on back and then if you feel
39:43comfortable you're like I'm happy like
39:46to see you go like you can step out like
39:48using XYZ I try to tell them where the
39:49exits are like if you feel
39:51Comfort but if you want to stay I
39:53totally get it uh I might ask you for
39:55some help like running some of the
39:58programs if you're comfortable if not
39:59I'm going to run them just remember that
40:02you know sometimes with like caregiver
40:04there parent there that sometimes we see
40:07like different skills like they may be a
40:09they may respond differently try to
40:10remind them of that and I kind of just
40:12let like whatever happens I kind of talk
40:15them through it like I'm going to do
40:16this we're going to see I kind of talk
40:18them through what's happening yeah just
40:19letting them know because again they
40:20don't they don't know why you're asking
40:22their child all these questions and I
40:24might also say like this is going to
40:25seem like a lot I'm going to be asking
40:26them a lot of
40:28questions but you know if you feel like
40:31it's too much let me know yeah if you're
40:32ever uncomfortable let us know yeah
40:34stuff of that sort and then I've had
40:36most like most of the time when parents
40:37come back they end up like seeing like
40:39okay like my kid's fine I'm going to
40:41leave now yeah they're like oh it looks
40:42like all these other kids are having fun
40:44and yeah they're comtable and then if
40:45they tell me they're going to leave I
40:47and we know like they've told me like my
40:50my child has a hard time when I leave
40:52separation yeah so we come up with a
40:54little plan right there and then so I
40:56usually say like if you're comfortable
40:57like are you okay with just leaving yeah
40:59you know your child might cry I'm here
41:01to support them and after we've talked
41:03about it I think they feel a little more
41:05comfortable just like okay like I I know
41:07they're crying but I'm going to leave
41:08versus when I didn't ask oh my gosh you
41:10cuz I've seen that like where I was just
41:12like okay let's go and we have and they
41:14get like do eyes they're like wait I
41:15have to come back and then they like
41:17return into the room and then we're like
41:18in this midst of like this back and
41:20forth and you know this is the first
41:21time you're meeting this learner too you
41:23want them to have a good experience so
41:25you're stuck so just like ask prep the
41:29family prep the family be ready to do
41:30what you need to do yeah agreed so okay
41:33now we have all of this information what
41:35should we do what are we doing next okay
41:37so we need to look at like the key
41:39themes and like concerns like they
41:41mentioned a few times in the interview
41:43that they are struggling with
41:44communication so I know I need to write
41:46a communication goal for them and then I
41:50heard them say that every time they try
41:51to like help them communicate a problem
41:54Behavior curse like okay I need to write
41:56a goal for parents here yeah so this is
41:59where you're deciding like the forming
42:00the goals of not only the child but for
42:02the parent too okay is there something
42:04you like to look at when you're doing
42:06like looking back at your intake
42:08questions yeah um I like I really start
42:11to look at um where I'm going to
42:12prioritize my therapy goals what are the
42:15main needs of this learner and also what
42:18the family really wants to right yeah
42:20like what's most critical to them what's
42:21socially significant to the family if
42:24that makes sense like if it's most
42:25important to me that means nothing how
42:26is it
42:27exactly what's something that they
42:28really want to see from their learner
42:30yeah because we can't write every goal
42:32in the book either I could probably have
42:34a lot more we don't need to like we
42:37don't just fill to fill we want things
42:39to be meaningful and you want to focus
42:41on the areas that are going to have the
42:42biggest and greatest impact on the
42:43child's like life um like the progress
42:46for the learner and the family's
42:47well-being so and then going forward we
42:50also want to set like we're going to go
42:51into this a little deeper but we feel
42:53like me and Christian is we we really
42:57feel like writing parent training goals
42:58is probably like the hardest that was
43:01the biggest area I struggled in and I
43:02think I have done like four cus on it
43:04and it's still really hard hard still
43:06really hard when you're sitting and
43:08thinking about it and I also feel like
43:09it's the part that insurance companies
43:11always come back to and ask about but
43:13it's also the most generic thing I see
43:16everywhere it's always the same goals
43:18it's the same like focusing on like
43:19learning the four functions will
43:21identify an intervention strategy like
43:23and that's really what we were kind of
43:24getting like we want to ask these
43:25questions to help dve drive you to write
43:28really meaningful goals we want specific
43:30individualized very like client centered
43:33family goals y so we're going to kind of
43:35give you some examples we went through
43:38okay so we talked about the
43:40developmental history so say the
43:42information you gathered was that
43:44parents are concerned about delayed
43:46speech development so I've identified
43:49that they need support in promoting
43:50language development sure so I know a
43:53goal for the parents is to increase the
43:55parents understanding of language
43:56development strategies so the specific
43:59goal I'm going to write in the scenario
44:00is parents will Target requesting with
44:02their child for 15 minutes daily during
44:05playtime 5 days a week over the course
44:07of two months okay perfect I really like
44:09that that um one it's not like crazy
44:12expectations that they're going to be
44:13targeting it all day long you're setting
44:15aside 15 minutes one like per day um and
44:19then you're looking at it over two
44:20months rather than like a short period
44:22of time I like that measurement criteria
44:23and I feel like it's a lot easier to
44:25measure on yourself cuz that's something
44:27struggled with in the beginning too like
44:29I had all of these like goals written
44:31like I've been guilty of the like well
44:33identify four like how do you 100% And
44:35it's WR with 80 like it's written with
44:37the 80% accuracy across three like I'm
44:41like but how am I quizzing the family
44:42what is this how will I do that I feel
44:44like this is really easy for me to like
44:46figure out and before we jump to like
44:48the other areas I kind of want to talk a
44:50little bit about like how are you um
44:52keeping track of these goals so what I
44:54do is um so I like set this goal I have
44:57this very specific goal it's really
44:58meaningful it's something that I know
44:59the family wants to work on please be
45:01checking in on it during your like we do
45:03weekly parent meetings so in my weekly
45:04parent meeting the first thing I do is
45:06okay so how is communication going are
45:08you finding time to do this because then
45:09you can address the barriers what
45:11prompts does the family need for your
45:13goal and I know we talked about this
45:14last episode too where like a lot of
45:16like parent train it ends up being like
45:18sometimes if you don't have time to prep
45:19and you don't have these strategies
45:20ready you just start talking about like
45:23that the crisis of the week so it is
45:26very important check back because you
45:28might and it might be needed you might
45:29need to talk about what's happened but
45:32don't forget about the goals that you
45:33wrote even if it's a brief checkin yeah
45:36it's really um it's just important to
45:37keep up with and even if it's like on a
45:38bi-weekly basis just keep in mind your
45:40Mastery criteria and if you're
45:42monitoring the parents Mastery awesome
45:44all right so the next one we want to
45:45talk about is current behaviors and
45:47concerns right so with current behaviors
45:50and concerns we said that like okay say
45:53this child exhibits frequent Tantrums
45:55especially during transitions we learned
45:56this during the intake interview so
45:58during that I identified that um the
46:01child needs strategies to manage and
46:03reduce Tantrums so the goal for parents
46:06um that I like am kind of add um
46:08addressing is equip parents with
46:10effective barrier management strategies
46:12so the specific goal I'm going to write
46:14in the treatment plan is caregiver will
46:16participate in two observation parent
46:18trainings per month to practice modeled
46:21Antica and reactive strategies for
46:23targeted behaviors over a six-month
46:25period I love this one because you have
46:28a really good way to see it you're going
46:31to be observing them I love because I
46:33feel like this is where we get we want
46:35to teach them these strategies that can
46:36benefit them so that's where we start
46:37with like will identify four functions
46:41XYZ want to teach them that they don't
46:42need to know all this they need to be
46:44able to know how to respond in these
46:46situations and how they can help and
46:48having a Hands-On approach is the best
46:49way to do that I can lecture them and
46:51tell them in our meetings so many times
46:53I can give them handouts explaining how
46:54to handle a behavior but the only way
46:56that they're going to really know how to
46:58do it is having it modeled and
47:00practicing like we do BST exactly all
47:03day do it with your parents too and then
47:05the goal will hold you account I feel
47:06like this goal can hold you accountable
47:08to like this has happened and you can
47:10score it or you can report back to like
47:13when you need to to insurance companies
47:14or when you're doing that reassessment
47:16like okay this is where they're at right
47:18now yeah they've been able to attend
47:19once a week so we're getting towards
47:22like two times a week or two times a
47:23month two yeah two observations all
47:25right next one is kind of with the
47:27family Dynamics some of the questions I
47:30some of the information I gathered there
47:31was the family needs structure with the
47:34multiple caregivers and the inconsistent
47:36routines that are being implemented cuz
47:38they've got Grandma in there they've got
47:39Grandpa siblings are accidentally like
47:42they got like an older try to help
47:43trying to help as well so I identified
47:45that a need is that they need to
47:47establish a consistent routine for their
47:49child so the goal I want to really
47:51create is contain I want to create and
47:53maintain a structured daily routine for
47:55the client Okay so specific goal that
47:57I'm going to write is caregivers will
47:59utilize a visual schedule paired with
48:01visual cues provided by the bcba to
48:04create a consistent routine for daily
48:06routines and activities okay I like this
48:09and I like that you're um having like
48:11the visual schedule for them and that
48:13you are providing it to them you're not
48:15expecting the parent to like create
48:17their own like visual schedules you're
48:19setting it up for them set them up for
48:21Success that way I can help train them
48:23on it and then I know like okay maybe in
48:25the future I know they're not going to
48:26have me I can help them create them for
48:29them to be the ones that create this
48:31later on but just not right now when
48:33they're starting out this is after the
48:34intake they have no experience with us
48:37and then next one's for you right yes so
48:40our next section for that our goal will
48:41relate to is the education and
48:43background section so during the intake
48:45I gathered that the child struggles with
48:47social interactions at school so I
48:49identified that the child needs to um or
48:52like an a need for the child as they
48:54struggle with social interactions so my
48:57goal for the parent is enhancing child's
48:59social skills through guided
49:01interactions so what I'm going to write
49:02with my assessment treatment plan is
49:05parents will practice turn taking games
49:07and roleplaying social scenarios with
49:09their child twice a week to improve
49:10social social skills and interaction I
49:13feel like this is also a really easy one
49:15for the parents to do CU you can guide
49:18them with like okay these are some games
49:19you can play these are some like
49:22situation or some interactions you can
49:24start doing with the client and then
49:27it's easier to measure as well it's two
49:28times a week so it's not like again
49:30you're not asking them to play with them
49:32all day every day like it's setting
49:33aside designated time to really Target
49:35it and you know say this is a family
49:37that you learned like got two surgeon
49:38parents and you know they don't have as
49:41much time as everyone else or you know
49:44they have a this client also like maybe
49:45they go to like swim after therapy like
49:48they're only coming home and like really
49:50eating and going to bed exactly so
49:52you're giving them the time to like work
49:53on this yeah so next code word right yes
49:56our code Cod word number three today is
49:58goals that'll be your final code word
50:00for this episode and then our last
50:03example was kind of like when we were
50:05just asking parents about their
50:06long-term goals so I've gathered you
50:08know parents have long-term goals for
50:10Independence and daily skills and then
50:13I've identified a need they want to
50:15learn how to do the stuff at home how to
50:17teach daily living skills to their uh
50:19their kiddo and then I know the goal I
50:22need to write need to support the
50:23development of self-care and
50:24Independence for that family so the
50:27specific goal I have is parents will
50:28teach their child basic self-care tasks
50:31such as brushing teeth and getting
50:32dressed independently by the end of the
50:34month this is something you could also
50:36break up if you know you needed to if
50:39like you know the child is really going
50:40to take a while like if you guys have
50:42been working on uh teeth brushing for
50:44like months know that like we should
50:46probably Target that one at a time but
50:48if you know that the learner is pretty
50:49quick to learn you know that the parents
50:51involved and they're practicing the same
50:52strategies you can combine them yeah
50:55that's really all I had for like all of
50:57our examples and goals I kind of want to
50:59start like how do you feel after doing
51:01this you feel like everyone all the
51:03information they needed yeah I feel like
51:05we provided a lot of information and it
51:07feels like almost overwhelming like we
51:08gave them so much so but at the same
51:11time I feel like we didn't like go over
51:12everything you know there's so many
51:14other questions you could be asking
51:16there's so much so take what you need
51:18from this like again don't um like
51:20regurgitate what we're doing exactly
51:23like fit it to your model like you know
51:25yourself best and you know how
51:26assessments and your intakes are already
51:28going um so just take some of these
51:30things like with the questions that
51:31we're asking and we also recognize we're
51:33not perfect we may have missed some
51:35questions or yeah so if you guys have
51:38any for us like let us know we would
51:40love to share them with everyone else
51:42too and we'll see you guys next time see
51:44you soon all right guys thank you so
51:47much for listening please don't forget
51:48to like And subscribe and if you want
51:50your ceu credits go to our website at
51:52Blossom children center.com talk to you
51:54later see you for

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