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Early Autism Services

Kathy Eads - Director of HR Early Autism Services

Organizational Announcement | Kathy Eads, Director of Human Resources

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Kathy Eads - Director of HR Early Autism Services

Kathy Eads | Director of Human Resources

EAS is pleased to announce that Kathy Eads has joined Early Autism Services as our new Director of Human Resources, effective April 6th, 2021. Kathy will be responsible for all aspects of our Human Resources strategy including: career planning, employee engagement, diversity & inclusion, and maximizing our investments in HR technology.
Kathy has an MBA and 25 years of experience in the field of Human Resources. She has worked for two HR consulting firms, a Fortune 500 company, and ran her own firm that provided Information Systems & HR services. Kathy is also a Society for Human Resource Management Certified Senior HR Professional and a Fellow in the International Foundation of Certified Employee Benefits Specialists.

Early Autism Services CEO Announcement

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Early Autism Services Announces Mareiko Au CEO Effective April 1st, 2021.

Early Autism Services is proud to announce the promotion of Mareiko Au to Chief Executive Officer, effective April 1st, 2021. In her nearly 10 years with EAS, Mareiko has excelled in a variety of roles including Associate Consultant, Lead Consultant, Director of Development & Operations, Clinical Director, and most recently Chief Operations Officer.
Throughout her tenure, EAS has grown from a small in-home therapy provider in Chicago, to an international organization made or more than 500 clinicians offering a variety of services for children with autism and their families. In her new role as CEO, Mareiko will lead EAS through the company’s continued growth throughout the United States.

“My dream is for people to be happy working at EAS…By creating more powerful leaders, we create more powerful technicians who can change more lives.”

Mareiko is a Board Certified Behavior Analyst with a Master of Arts in Teaching with a Specialization in Applied Behavior Analysis and a Bachelors of Arts in Psychology.

A message from our new CEO, Mareiko Au.

Journey
As I sit and reflect on the journey that got me here, I can definitely say that it has been a great honor to share my passion with many of you. If I was ever sure of anything throughout my life, it is that I wanted to empower children and work with people to become the best version of themselves.  I definitely went through many job experiences before calling EAS “home”. Upon finding my job at Early Autism Services, I was very specific about what I wanted in my next “job” and it was to work somewhere that cared about what they did and about the people who worked there.  I came from California, where there were as many ABA companies as there were McDonald’s. I didn’t want that.  I wanted to be happy, I wanted to make a difference and I didn’t want to be a number. What did that mean for me to be happy at my job?  Well, that meant that I received the proper training, proper support and I made an impact in a child’s life.

I remember my interview as vividly as I remember my first day of training.  In my interview, I asked “what makes you stand out from other ABA agencies?”.  The answer was simple, “We care about what we do and we care about how we do it”.  Sounds simple, but in practice, easy to lose sight of.

My first day of training was intense, very detailed and very specific about how we conducted ABA therapy, you could actually feel the passion in the intensity of my trainer.  She wanted me to be great.  As I met more people in this company, many had this same passion for being the best. I wanted to be better because everyone around me was so wonderful at their job, so I kept raising the bar for myself. How could I teach a skill better? How could I train better and how could I lead better?  How could I keep my teams, families and clients happy?  In every position as I worked my way up, I always asked those questions. It brought me joy to teach a kid a word, or to catch a ball, or ride a bike.  It also brought me joy to teach a technician to teach better or really become independent in the way they learned to acclimate to different learners. I was thrilled to watch technicians become leaders and eventually BCBA’s leading teams. It motivated me to empower them.  By creating more powerful leaders, we created more powerful technicians who could change more lives and bring more kids into care.

When I left my clinical role I thought it would leave a huge void in my heart, but I quickly found that my “why” stayed the same, but on a different level.  I still asked the same questions, but they were tailored towards things like how to create efficiencies on an organizational level and how to remove barriers so that everyone is working towards the same cause. My positions may have changed over the years, but my “why” remains the same: to work with people to reach their potential – potential beyond what they may even see that they are capable of.

Vision
In a recent interview, I was asked “what is your dream for the company?”.  I had the simplest answer, for people to be happy working here.  While that sounds so cliché, it isn’t an easy thing to achieve.  This simple concept requires not just one person, but many people to work together to create this.  Even the best leaders can’t simply conjure happiness, we must all work together to create it.  There is an African proverb that says “If you want to run fast, run alone. If you want to run far, run together”. In this day, there are a lot of ABA providers for people to choose from.  We can’t just say we are the best, we need to prove it, and for us to really ensure we are relevant years from now, we need to “run together”.   As I step into the CEO position, I ask that we work together creating not only the best versions of ourselves and each other, but work at creating a company that we can all be proud to work for. It is in raising the bar for ourselves, that we continue to raise the bar for the children we service.

– Mareiko

EAS Organizational Announcement

Snowmen at Night: Storytime Read-Along with EAS

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EAS Story Time: Snowmen at Night: A fun read along story about snowmen that includes themes about understanding and identifying emotions. This story is a great book for children with autism who are learning about emotions.

Book Description: “Have you ever built a snowman and discovered the next day that his grin has gotten a little crooked, or his tree-branch arms have moved? And you’ve wondered, “What do snowmen do at night?” Witty, imaginative verse offers many amusing details about the secret life of snowmen. An entertaining read-aloud for bedtime sharing or winter storytimes.

This delightful wintertime tale reveals all! Caralyn Buehner’s witty, imaginative verse offers many amusing details about the secret life of snowmen and where they go at night, while Mark Buehner’s roly-poly snowmen are bursting with personality and charm. From the highly successful team that created such winning titles as Fanny’s DreamSnowmen at Night is fabulous, frosty, and fun!”

Parenting Tips for Story Time

Author:

Jessica Goldberg | Autism Parent & Behavior Therapist/Outreach Specialist
Early Autism Services

Emotions and Autism Therapy

Helping Your Child Manage Their Emotions

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Learning to identify and regulate emotions can be very challenging, especially for young children on the autism spectrum. While emotions can feel overwhelming, there are tools that can help your child learn to identify, and regulate, their emotions.

Use Familiar Books & Videos

Using fun books and videos to identify facial expressions and label emotions is a fun way to teach your child to, eventually, label their own emotions.

  • Here is a fun example video you can watch with your child where we read a story called “Snowmen at Night”. Using the illustrations in the book, we point out different expressions and emotions: EAS Story Time: Snowmen at Night

Parenting Tips for Story Time

Zones of Regulation

Another way you can help your child learn to identify and manage emotions is using Zones of Regulation. Identifying facial expressions can be challenging for some individuals with autism, so Zones of Regulation teaches emotions in the form of colors. Once kids learn what behaviors and emotions fall under each color, they start learning how other people feel when they are in certain zones.

How it Works

There are 4 colors: Blue, Green, Yellow, and Red. (This section will have photos)

  • Blue Zone means you’re tired, bored, not quite ready to work, etc.

  • Green Zone means you’re calm, relaxed, ready for the day, eager to learn, etc.

  • Yellow Zone means maybe you’re annoyed, getting frustrated, or maybe starting to feel a little out of control, but not quite there yet

  • Red Zone means you’re out of control, furious, terrified or devastated

How to Teach Zones of Regulation at Home

Imagine your child is upset after losing a game of monopoly with his friend. He’s frustrated and starting to lose control.  He stops talking to his friend and stomps away. This would be the “yellow zone”. Using the zones approach, consider asking your child, “How do you think your behaviors are making your friend feel?” “What kinds of things are they thinking?” “What might they say to you?” These kinds of questions teach a child how their behaviors affect others. Soon after, they’re learning about appropriate responses to different events in their lives. Some problems are really big, but some are really small. Red Zone responses may be appropriate for huge problems, but they aren’t appropriate for tiny problems. Zones of Regulation focuses the rest of the curriculum on teaching appropriate replacement behaviors in the form of coping strategies. There are tons of different strategies, from breathing exercises to physical activity to requesting breaks.

Ultimately Zones of Regulation can be a great tool for teaching emotional regulation to your child. If you’d like some help in teaching the Zones to your child, reach out to your child’s BCBA. They can assess your child’s needs and build an individualized program for them. If your child does not currently have a BCBA, and you’d like to speak with a clinician, please give our team a call to schedule a free consultation.

Authors:

Heather Snodgrass | Board Certified Behavior Analyst
Early Autism Services

Jessica Goldberg | Autism Parent & Behavior Therapist/Outreach Specialist
Early Autism Services

How to Motivate My Child with Autism

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  • Children with autism are not typically socially motivated.
  • We must then find any physical item, food, or activity that motivates them.
  • Finding that item will make it easier to teach your child new skills.
  • Avoid thinking that your child will become too dependent on these items. If it helps them learn, then let’s use it to teach new skills.

Two ways to find items your child likes include:

  1. Watch them during their free time. During free time, put your child in a spot that has all their favorite things. If needed, you can add extra stuff your child likes in the room.
  • Write down what they did during their free time.
  • Write down how long they did that activity for.
  • Watch out for behaviors your child engages in- this can include staring at a fan, hand flapping, rubbing their hands together, looking at the wheels of cars.
  1. Grab all the items and activities your child enjoys.
  • You will present two items at a time as a choice. Ask your child to “pick one.”
  • You will then rotate which items you present together.
  • Present each item equal amount of times.
  • Write down which item your child chooses most often.
  • The item your child chooses the most is his/her most preferred item.

 

Learning new skills can help any kid get through their day to day life.

Getting Through the Wait List

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If you suspect your child might need a diagnosis to receive extra support and services, it is important to receive proper therapies ASAP. You will soon find yourself stalled by waiting-lists upon waiting-lists.

Getting through the wait list as quickly as possible is your goal!

Tips on obtaining a quick diagnosis:

  • Call your insurance provider to obtain a list of locations that provide diagnosis.
  • Ask your insurance provider to give you diagnostic centers up to an hour away from your home. Provide them with a remote area (less likely to have a wait list).
  • Call all of these diagnostic centers and tell them to place you on the waiting list (if they have one).
  • Ask how long the wait list is.
  • Intermittently call the diagnostic centers to see if they had any cancellations. This increases your chances of obtaining a quicker appointment.
    • “The squeaky wheel gets the grease”

 

Another method on getting through the wait list:

  • Research what type of therapies your child will benefit from once they obtain the diagnosis you suspect.
  • Call local agencies that provide those services.
  • Ask them if they refer any diagnostic centers with a short wait list- mention you are willing to drive up to an hour or two away (if possible).

If you would like to find out more about the services that EAS offers, please visit our website at earlyautismservices.com or call  (312) 965-2997.

Going to the Doctor: A guide for children with autism and other sensory needs

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Going to the Doctor: Getting my child with a disability through the office successfully

No one likes doctor visits! It can be a scary place for children, especially those with a disability, or those that cannot understand verbal language quite well.

Before going to the doctor’s office:

  • Buy play doctor instruments. Pretend play with your child how the doctor will utilize these different materials.
    • Use a stethoscope to listen to the heart
    • Use a pretend doctor stick to look at the mouth
    • Use a pretend toy to look at the eyes
    • Use a pretend otoscope to look at ears
  • If your child has a hard time pretend playing with the play instruments, you can utilize something your child likes to get them to be more likely to pretend play.
  • For example, if your child loves to watch videos, tell your child “first listen to the heart then watch the video.” Once your child lets you pretend listen to his/her heart, give him the video for 30 seconds or so. Repeat with all the other pretend materials.
  • If your child prefers videos, find a video of a child going to the doctor. Show it to your child and tell them they will be going to the doctor soon. Show them the video every day, up to 7 days before the appointment.
  • If your child prefers pictures, find a book of a child going to the doctor. Read it to your child!

At the doctor’s office:

  • Before going to the doctors, have a special toy, or food ready for your child. Tell them if we do good at the doctors, he/she can have it.
  • When it is time to go to the doctor’s room, have the doctor or nurse give your child a small food item or toy your child likes. You might have to bring something from home.

Make sure the doctor or nurse physically gives it to the child. This can start a great child-doctor relationship! Your child will learn the doctor is a pretty cool person.

  • Bring whatever materials you used at home to practice to the doctor’s office.
    • Tell your child the doctor will listen to their heart. You can listen to your child’s heart (like you practiced at home), and then the doctor can do it! Remember to give your child the item he/she likes (just like at home).
    • If you used a book, show your child the picture of what the doctor will do. Then your doctor can do it!
    • If you used a video, show your child the step on the video. After they watch the step, have the doctor do it.
    • After each step, don’t forget to give your child something they like!

 

 

Early Autism Services ABA Therapy

Press Release: Early Autism Services Brand Changes

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*** For Immediate Release ***

St. Louis, MO – Comprehensive Early Autism Services has formally updated its business name to Early Autism Services. In addition the organization has released a new company logo which is displayed below.

Early Autism Services will continue to provide Applied Behavior Analysis (ABA) Therapy for children with autism and their families, but will move forward with this new branding.

“We are passionate about each of the children and families that we work with, and we were ready for an image that shared our energy and passion for the work we do and the families we serve,” said Adam Kuda, Marketing Director at Early Autism Services.

Early Autism Services opened nearly a decade ago in Chicago, IL, and now the organization works with children in more than 10 states in the US and also has operations in Canada and Australia.

 

 

# # #

 

For questions please contact:

Adam Kuda – Marketing Director
akuda@earlyautismservices.com

“Time-Out” & “Time-In”

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behavior planning for autism

Autism, or Autism Spectrum Disorder (ASD), refers to a broad range of conditions that often bring challenges related to: social skills, speech, and behavior. For many parents, trying to understand and manage their child’s behaviors can be difficult. One of the biggest challenges is trying to create a consistent structure for handling situations when their child is acting out. Additionally, having a consistent way to reinforce positive behaviors is often overlooked.

Below is an example of a method parents can use effectively when trying to address certain behaviors of their child, both positive and negative.

Time-Out & Time-In.

 

What is Time-Out?

When a child is told to go somewhere – like a chair or facing a wall, alone for a determined amount of time.

How to effectively implement Time-Out.

  • Use a calm voice and avoid making choices based on emotions.
  • Set specific rules and criteria and ensure a consistent implementation.
  • Use brief statements of the behavior you want to see next/again.
    • “When you are calm, you can tell me what you need.”
    • With an inside voice, let em know what you want when you are ready.”
    • The video games are not available, you can have a book or your race car. Let me know when you are ready to pick with an inside voice.
      • Avoid offering to many options.
      • Avoid offering options after the behavior occurred.

When NOT to use Time-Out

  • With children who use behavior to avoid or escape situations, tasks, or activities.
  • With children who engage in self injurious behavior and could cause harm to themselves.

What is Time-In?

Reinforcing positive behaviors through praise or attention.

Ho to use Time-In

  • Provide lots of attention for the behaviors you want to see again.
  • Labeling the things you like. (Descriptive praise.)
    • “I love how you are sharing your blocks with your sister!”
    • “You are sitting waiting so nicely!”
    • “Thank you for helping clean up!”
  • Identify what your child likes.
    • Verbal praise, hugs, tickles, squeezes, high fives, tokens, toys.
    • Use these paired with descriptive praise.
  • Use high energy and incorporate them with activities your child likes.

 

At EAS, we build individualized Applied Behavior Analysis (ABA) therapy programs which help address behavior planning, as well as: social skills, fine motor skills, language and communication, play skills, self help, and more. If you would like to speak with a clinician to set up a time to see discuss building a personalized program for your child, please click on the link below.

REQUEST A FREE CONSULTATION