Observing your child's therapy sessions is important for several reasons. Of course, you want to know that your therapist is doing a good job -- but it's also important to know what words, concepts and techniques the therapist is using. This way, you can build on the therapist's work. Ideally, you'll be meeting with the therapist on a regular basis to discuss your child's progress, but seeing the process in action is equally critical.
As you observe, pay attention to the process, the content, and the relationship. Ask yourself:
If, after you've reviewed your child's therapeutic program, asked about his therapist, and observed his therapist in action, you feel the program is inadequate -- it's time to act.
If your therapist is working for you, and you're paying out of your own pocket, you're in the driver's seat. Ask for the changes you want, or ask for a change in therapists. If you don't get what you feel you need, go back to the BACB (Behavior Analyst Certification Board) website, ask other parents for suggestions, and find a different therapist with the qualities you're seeking.
If your therapist is provided by the school system, you can start with the same approach. Armed with your knowledge of the therapist's training, credentials, experience and approach, bring your concerns to the school administration and/or IEP team. Be sure to put all of your concerns in writing, and be sure to keep a copy for your files.
It may be easier than you anticipate for the school to administer appropriate assessments, provide additional training, or change therapists. If your school does not respond to your concerns, it may make sense for you to take the next step on your own.
As you observe, pay attention to the process, the content, and the relationship. Ask yourself:
- Does my child seem to like and look forward to working with this therapist?
- Does this therapist seem to like and look forward to working with my child?
- Is my child's therapy specific to his developmental level, or is it identical to therapy provided to others in his group/class?
- Are the reinforcers (rewards) offered to my child truly appropriate? That is, are they rewards that he really prizes, or just the usual candy and crackers?
- In addition to physical rewards, is the therapist rewarding my child with real emotional engagement (smiles, praise, high fives)?
- If she does, does my child respond?
- Is my child's therapy conducted entirely at a table, or does the therapist also work with my child in natural settings?
If, after you've reviewed your child's therapeutic program, asked about his therapist, and observed his therapist in action, you feel the program is inadequate -- it's time to act.
If your therapist is working for you, and you're paying out of your own pocket, you're in the driver's seat. Ask for the changes you want, or ask for a change in therapists. If you don't get what you feel you need, go back to the BACB (Behavior Analyst Certification Board) website, ask other parents for suggestions, and find a different therapist with the qualities you're seeking.
If your therapist is provided by the school system, you can start with the same approach. Armed with your knowledge of the therapist's training, credentials, experience and approach, bring your concerns to the school administration and/or IEP team. Be sure to put all of your concerns in writing, and be sure to keep a copy for your files.
It may be easier than you anticipate for the school to administer appropriate assessments, provide additional training, or change therapists. If your school does not respond to your concerns, it may make sense for you to take the next step on your own.
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