by Jessie Cooper | Apr 22, 2020
Last week in my blog I wrote about compassion and grace. I hope it served you. After identifying my own fears, I realized that so much more was going on behind them. It took guts to accept this followed by a bit of hard work to find what was really behind them.
Let me backtrack for a minute. There is nothing wrong with fear itself. Fear is a very useful instinct and absolutely necessary to survive. Fear tells us when we are in danger(remember, the amazing Tara Brach teaches about this). Fear told us over 10 thousand years ago how to survive; it’s instinctual. The problem with modern-day fear is it often becomes a story we’re making up versus a true danger. Sometimes it’s a little bit of both. So when we go behind our fears we have to sort them. Is the fear real, a story, or a mix? How do you know what type of fear you’re dealing with and what do you do with the fear once it’s named?
Recognizing Fear
Let’s start with the types of fear we deal with as humans. The first is physical fear within our control. This is a lion charging at you, a car that ran the red light, and anything else that could cause you physical pain or death. Our limbic system kicks in when we are dealing with these kinds of fears. Fight, flight, freeze. Our body ramps up to tell us how to respond and protect ourselves. If we have the right resources in that moment of fear (ex: brake pedal for the car coming at you) we can protect ourselves from the threat. This fear is super helpful and protective. However, our other fears like to dress up like physical fear and, in this guise, tell us they too are helpful. Let’s talk about them.
The next type of fear is fear beyond our control. This fear is a threat that comes into our lives that we cannot control. There is no brake pedal for this metaphorical speeding car coming full speed at you. These fears are almost always medical or life-altering in nature. These fears are a cancer diagnosis, heart disease, a baby born too early, divorce, being fired, a house burning down, etc.
These fears present themselves to let us know they are there. We usually have some options available to us to address them, but fears we can’t control often have outcomes we can’t control. When you or a loved one receives a cancer diagnosis, you/they can choose the treatment course with medical guidance. But what we can’t control is how the body will respond.
If you are fired from a job you cannot control working there again, but you can find new options for employment. These fears hurt. They just do. We see them, do what we can, given the resources available, but the outcomes are almost always beyond us. Not being able to control an outcome when a threat is present is hard. COVID-19 falls right into this category.
Rejecting Irrational Fear
This leads to the last type of fear; make-believe fear. This is the sticky, icky fear that we, as humans, create to try and cope with physical fear and fears beyond our control. It’s the story we’re making up and it causes anxiety. Make-believe fear tells us it’s helpful while driving us absolutely crazy at the same time.
As an example, let’s look at sanitizing per COVID-19. The truth is there are good sanitizing measures we can all take to reduce our exposure to COVID-19. A story you may be making up is that you need to sanitize your high touch areas 10 times a day and that if you don’t everyone in your family is going to contract COVID-19. Let’s look at another one. If you are afraid of how you’re parenting during COVID-19 you might tell yourself you are failing terribly. In response to this, you either step it up or scale it back to validate the fear. In both cases, you’re exhausting yourself mentally and putting yourself down. The reality is you can’t control kids being home 24/7 but you can just show up and do the best you can.
Is this making sense? Let’s keep it simple. Each fear we hold that is a story we’ve made up is not helpful or kind. This type of fear convinces us that if we behave a certain way that the fear will magically disappear. But it’s not gone–it’s amplified! The fear is driving the car. To put this fear down for good we have to name it, shine a light on it, and stop engaging in the behaviors associated with this fear. When we stop engaging in the behaviors associated with the fear it always hurts. That hurt sucks but is far kinder than tearing ourselves up in behaviors to avoid outcomes we cannot control. And in that hurt is a truth about what we really, truly need.
Using Fear to Stay Safe
Each story we’re making up is unique to all of us but as humans, it’s usually along the lines of needing love and belonging. To be seen. To be accepted. To be safe. Here’s the thing. We can be safe by identifying real fears versus stories. We can be seen by others once we see and know our authentic selves. Being accepted. That lives in your own heart, not anyone else’s. But when you love and accept yourself you can honor what you need from others.
This is my ask beautiful ones. Take this week to find some of the stories you are making up. Then put down the behaviors surrounding those stories and pick up some behaviors that show yourself some major love. Find a way to take care of yourself and through this, I promise you’ll be able to care for those you love too.
Xoxo,
Jessie
by Jessie Cooper | Apr 8, 2020
Over the last several weeks, our country and world have changed more than I believe we ever imagined. Each person and business has had to rethink what our new “normal” looks like because of COVID-19. For the autism community and ABA (applied behavior analysis) providers, one aspect of our new normal is telehealth.
I can say with confidence that very few BCBA’s or ABA providers were savvy to telehealth prior to COVID-19. Telehealth was used on a very small scale in regions that are remote and therefore barren of service providers. Outside of these outliers, we are a face to face field. So what do we do with this new service delivery model? How can we as service providers use telehealth for ABA to help our clients and their families get as much access to care as possible during COVID-19? At Instructional ABA Consultants (IABA) we’re approaching this in a few different ways. I also think from a mom’s perspective there are several aspects I would personally consider if it were my child. I’d like to share both.
Telehealth at IABA Consultants
To start, at IABA we first had to consider the clinical standards we want to see for all of our clients. It’s one of our core values that clients make progress every week. In eight years of business, I know this piece has always been true for us. Our data speaks volumes. With COVID-19 I knew as the owner I was willing to approve new policies to support our families so long as this value held true. I hold a great deal of trust in our team of directors and followed their guidance to ensure clinical quality.
Now please remember that we are essential workers and many of our clients are receiving direct care with supervision via telehealth. The reason for all supervision being by telehealth is to decrease the number of people gathering (#socialdistancing). There is a portion of our clients whose families are choosing not to have ABA providers in the home during Shelter in Place. For these families, we created three options for telehealth to address the variety of clients we serve.
Telehealth Options at IABA Consultants
The first option is for our clients who can independently respond (understand conversation through technology). In this option, we are doing direct telehealth sessions with them. This option allows clients to get the same content of their ABA session over video sessions.
The second option for our clients who can learn via telehealth, but cannot respond independently, is to require a moderator (family member) to assist during telehealth sessions. During telehealth sessions with a moderator, the ABA therapist will send over data sheets & materials prior to the session then coach the moderator on how to run goals.
The third and final option is for clients whose families are either not opting into any type of direct session (one on one goal work) either in person or via telehealth. This option is also available for clients who BCBAs do not feel their programming is appropriate for telehealth (remember our value of progress!). This third option consists of weekly or bi-weekly parent training sessions. During these parent training sessions the BCBA reviews goals, provides materials, datasheets, and trains the parents on their child’s ABA programming.
All of these options provide a spectrum of care for our clients. With ABA therapy we know that the amount of hours impacts learning and behavior reduction. One sacrifice that is made via telehealth is that hours are reduced so the speed of progress will slow. However, the benefit here is that for all families who are opting out of ABA therapy in the home, but into telehealth, progress will not stall and their child will not significantly regress.
I like to think of telehealth options as a good fitness program. When you are able to go to the gym and get goals from your trainer you will most likely make steady progress toward your goal. If the gym is not available and you’re now jogging outside you’re still making progress, but it’s not as fine-tuned as the gym. It’s progress, as you stay fit, but maybe you lose 2lbs instead of 5lbs this month. Telehealth tailored to our clients is like a really good jog and I’m beyond grateful for the response of the insurance providers to make this an option.
Telehealth from a Mom’s Perspective
Now, as promised, I want to take a moment to talk about telehealth as a mama. If my children were receiving this service I know that there are two things that would be important to me. The first piece I would want is for the telehealth session not to act as a babysitter. I would want my child to be actively learning not sitting and zoning. I can turn my own TV on. To monitor for this I would make sure the BCBA on the case was overlapping these sessions (also remotely), updating data, and providing weekly summaries of learning.
The second piece I would be mindful of is how much time my child is spending with the telehealth option. As I said above, ABA therapy improves outcomes based on the amount of time a child receives therapy each week. I don’t think this is true for telehealth. I would be wary as a mama if my service provider still wanted to do 40 hours of ABA via telehealth. At IABA we’re looking at between 30 minutes to an hour at a time based on the learner. These can be multiple times per day but eliminates the worry of just keeping a screen on all day with no progress. If both of these pieces (progress & length) were monitored for my child I would feel at ease with telehealth as a short term solution.
I hope the way IABA is approaching telehealth and my views as a mama serve you. We’re all in this together and together we’ll all be stronger for it.
Xoxo,
Jessie
by Jessie Cooper | Mar 25, 2020
Over the course of the past week, our lives have changed rapidly. Here in Illinois, as in many states, we are formally following Shelter in Place. ABA therapy is medically necessary for children with autism and ABA therapists are categorized as essential workers. That being said, we gave our families and staff the option to pause services or work until the Shelter in Place lifts on April 7th in Illinois. We gave the same option to our Colorado families. There are still families receiving services and staff working, but we have more families currently on pause than those continuing with ABA therapy (as a personal choice). As a clinician and mama who is now going on week 2 home with my own children, I know how hard it can be. This week I’d like to provide some insight on simple tips for children with autism who are at home without their usual support team.
Tip #1: Make a Daily Routine
I know that this tip sounds simple. I’ve even seen this tip on several parenting sites not specifically meant for children with autism. Having a daily routine during a time when life feels uncertain can be comforting. It’s also an easy way to ensure you are doing what’s important for you and your children every day.
For children with autism, routine has been, and will be, important beyond the COVID-19 outbreak. People who have autism often think in patterns and sequences. Life itself is one big pattern! To a person with autism, knowing what comes next can bring down anxiety levels. If anxiety is low, problem behaviors surrounding a change in the routine (the next task on the schedule) are less likely. The more predictable you can make each day for your child with autism, the calmer they are most likely to feel.
Tip #2: Single Task
I’ve mentioned this before, but in “How Not to Lose Your Shit with Your Kids,” single tasking is brought up A LOT. Maybe after COVID-19 the book will be a New York Times best seller! Just kidding. But in all seriousness, if, while you are implementing your child’s (or children’s) daily schedule, you are trying to multitask you are setting yourself up for failure. Single tasking is just what it sounds like. Do one thing at a time.
With millions of us now working from home, while our littles are there as well, I know what a large feat this is. You are trying to work and keep your children happy, which is multitasking in itself!
How I’ve personally tackled this is by setting up my children’s schedule (minus naps & food) around my day. What this can look like is taking breaks from work to transition your children through their schedule. It may look like cutting yourself some slack and when you really need to work. Things like putting a movie on or setting up play time that you don’t need to be involved in may seem like sub optimal parenting. While I know the mom guilt can be real, knowing our own boundaries makes for a calmer house. Do one thing at a time the best you can to keep your nervous system at bay. If you do lose your shit, go ahead and give yourself a great big mental hug. It’s OK, we’re all struggling.
Tip #3: Choose Small Goals
I learned this tip working with children with autism well over a decade ago. I was working with a boy with autism back in Ohio and he had a goal to learn to shower independently. In order to learn the full task of showering we broke the skill of showering into small steps. The goal was broken down into steps like taking clothes off, turning on the water, checking the temperature, and so on so forth. The whole process was over 25 steps! We taught one step at time and, in time, he learned to shower by himself. In ABA we do this for all our clients in their programming.
While you’re home with your child with autism, pick a few goals that are really important to you–ones that will bring pride or joy to your child. These goals can be new communication (pick 2-3 words/signs, communication cards), play goals with siblings, play goals alone, eating goals, or self care. Think about things you’d like your child to be able to do. Observe your child and write down all the steps they would need to know in order to accomplish the full goal. From there, you’ll pick the first step of the goal. Teach, teach, teach until that first step is learned. After you see success on the first step, move to the next. You may not get to the full goal by the end of Shelter in Place but your child will be learning!
Comment on our Facebook post your questions about goals and we’ll reply!
Tip #4: Celebrate Success
It’s so easy to become frustrated with each other during Shelter in Place. I mean, we’ve all seen the Shining… Staying in place can be filled with wonderful family moments, as well as some pretty real human moments. To help your child with autism know what they are doing well, make it a point to praise them! Try to find 10 positives a day to praise your child. Knowing that they are doing something correctly gives your child the confidence to continue their positive behaviors. And hey, while you’re at it, maybe thank your husband or wife for dumping clothes in the hamper not the floor.
Tip #5: Remember Functions of Behavior
Over the course of the winter, I wrote about the functions of behavior. I explained how everything happens for a reason and how in ABA we use four categories to explain why behavior happens. These categories are attention, escape, access to tangibles/activities, and automatic. During your time at home with your child, if a problem behavior occurs start to observe it the best you can to find the function. Here’s a quick guide:
- Attention: Parent is busy-problem behavior occurs, parent provides either positive or negative attention
- Escape: Parent requests-behavior occurs, parent removes demand
- Access: Child requests an item or activity-behavior occurs, parent gives access
- Automatic: this one is complicated, please reference my previous blog here
Once you notice what your child wants with their tantrums or problem behavior, it’s important to do two things. First, try to be preventative and fill them up with what they want before the behavior occurs, when feasible (for escape this is lots of breaks/attention & access is self-explainable). Then, if the problem behavior still occurs, do not give your child the consequence they are seeking. You don’t want to reinforce bad behavior. Stay consistent and sooner, rather than later, your child will realize the behavior isn’t working and it will go down. Also, remember to teach language skills to help your child request their needs more safely!
Tip #6: Give Yourself a Break
Life is disrupted for pretty much everyone right now. It’s easy to start your day with a plan only to have that plan change–sometimes only minutes into the day! It could be from work, your child’s particular mood at the moment, or that you yourself are just having a bad day. Try hard not to judge yourself and instead provide grace. Say kind things to yourself when you’re struggling and make sure you’re carving breaks out for yourself. These should be things you love to do. Mine look like naps, a kid-free hour, and running. If I’m overwhelmed I look to when I can schedule a me moment in. I hope you can too.
Xoxo,
Jessie
by Jessie Cooper | Mar 18, 2020
Over the course of the last week we as a nation have, and are still, struggling to make the best decisions possible in response to COVID-19. As individuals it began as laughing with friends over the toilet paper crisis to within days social quarantining. Many of us started stocking our freezers and cupboards to create supply. In my home my husband has lived through times without food in Bulgaria, this is no joke to him. We have enough food to feed an army after his trip to Costco, I’ve blanched A LOT of veggies, and he’s still scared. Our government and businesses are rapidly making new decisions each and every day. People are losing work temporarily every day. I’m working around the clock with a beautiful team and trying not to make this my employees reality, all sixty plus of them. It’s a scary time, one none of us have lived through. So how does surrender fit into this scenario?
Surrendering, to be clear, does not mean we are stopping. To surrender means to recognize that no matter how hard we try, sometimes things are out of our control. On a larger note, for my soul sisters and brothers out there, it also means to give an outcome over to the Spirit or Divine. I have used surrender in every darkness I have walked and it has always brought me home to myself and to whom I call God.
As a type 8 on the Enneagram, a Challenger, I can tell you honestly that surrender and I fist fight until I call, “Uncle!” It’s in my nature to fight obstacles, to rethink systems, and to always find a solution for the greater good. To serve the underserved at IABA (and my soon to be third company with fabulous Nicki Worden for postpartum mama’s) is easy as breathing for me. Please don’t roll your eyes, we’re all built differently and I honor you however you are built! Slowing down and realizing that there are actual things outside of my control is an actual process for me.
Going Through the Surrender Process
The process isn’t easy. It typically starts with a healthy dose of anger over the thing I’m trying to control. Just ask anyone how well I take to being sick! In the past it could have been a bad boyfriend, components of my marriage, business outcomes, and hell yea mommyhood. It now also includes COVID-19.
I think about how much I want a different scenario, self evaluate and then work my ass off (in the wrong direction) to change it. It’s the fight after anger. I say it’s the wrong direction because in all these scenarios big and small there are pieces to each of them I cannot control. Once I let my mind finally stop the fight and realize the outcome is either up to the other person or the universe I can surrender. In this surrender I’m honoring a couple of things. The first is that not everything is up to me. The next is that other people need to be given space to be their best self or to fail. It’s not my place to stand in anyone’s way of either. The last is in giving it back to Spirit I know it will be taken care of. By following this process what I’m accepting is that controlling outcomes isn’t accomplishing anything. That there is always a higher way to think about life and any situation in it. That everything is not up to me, really. My job is to be my best self and to show up for the work Spirit puts in front of me; that’s it. And I can tell you every instance of surrender things have worked out. They do not work out how I wanted them to be when I was stuck in fear or control, they turn out better.
So how do you or I surrender in the face of COVID-19? First we can go back to the first lesson of surrender; this is out of our control. COVID-19 is a virus rapidly spreading that none of us have antibodies to fight with a luckily low mortality rate. It just is. We can’t control that. We can control our own actions surrounding the outbreak.
Making Amends With Reality: Putting it into Practice
This means most importantly social distancing. In our social distancing comes another level of fear about our work and interruption of daily lives. Again, this is out of our control. What is in our control is either working with our employers so long as they have resources to employ us or with the state for emergency unemployment. It’s also within our control, for those who have more, to be aware of who has less. If we notice families without it’s our duty to step in and help provide; whatever that looks like. Personally I’ve seen so much love these past five days in my community alone.
In regards to our daily lives being interrupted, again out of our control. We can find peace in simplicity. Meals are less varied and always at home, more time outside, less consumption of goods, more time together. Perhaps instead of paper towels you’re now using wash clothes; mother earth thanks you. No, it’s not our normal lives and I miss what is available just like anyone else. But, in its place now that I’ve surrendered to the fact we’re here I’m finding ways to be grateful each day. That gratitude is building joy in my home.
Work is still unknown for our field. We’re actively working to ensure children with autism continue to receive our care. ABA is medically necessary for a child with autism and I can’t imagine pause in service for so many of our clients. If there is a state or nationwide quarantine, then there is. From there, together we’ll rebuild our therapy sessions but hope it doesn’t come to that. In the meantime my staff are doing a beyond fabulous job supporting each other and their clients through the crisis.
Me? I’m enjoying extra baby snuggles in my home, working my ass off for my company, and praying for the best for all.
Xoxo,
Jessie
by Jessie Cooper | Mar 11, 2020
Over the last few weeks, I’ve been sharing some of my favorite parenting practices, practices that I believe have a direct impact on positive development. In writing these blogs, I’ve been getting a lot of questions about my take on academics and young children. In a world that has growing expectations concerning what children should know, I’m more than happy to write my spin. That being said, I have to admit that my opinion on this topic stems from my grandma.
As a child, family was really important to my dad (it still is). He made a point to see his parents and to keep us connected with our aunts, uncles, and cousins. One way he kept my sister and I connected with my grandparents, who lived on a farm about an hour away, was to leave us with them for a week every summer. This was my favorite week of the year!
During the week on the farm, we would help take care of the animals (well, mostly me!) garden (again, me ) and learn to sew (mostly my sister). We got this amazing exposure to a slower pace of life and to learn about my grandparents’ take on the world.
My Grandma Virginia was the matriarch of the family and a force to be reckoned with. There was really only one opinion that mattered: hers. I loved her. Originally my grandma went to college to become a teacher but met my widowed grandpa who had two small children. Her life quickly changed when they wed. They had four more children of their own and she spent her years raising them while my grandpa worked as a traveling minister. When all her children were grown (all 6!) she went back to get her master’s in special education, which was right around the time I was born. She then went on to teach 6th grade and special education.
Learning About Education
In talking to me about children and education, there was something my grandma said to me that has always stayed with me. She told me that when she went back to college she was amazed by how many new theories had been created and how expectations had changed yet children were still just children. To her, this new world of education was based on adults wanting to “make a system better based on their own take,” versus really just following a child. She was concerned about the new level of academic work being pushed at a kindergarten level that then, of course, lead to the age of standardized testing.
Now, mind you, I was born in 1987, which was the year my grandma got her master’s. It was most likely the mid-90’s when she shared this opinion with me. But sitting here this morning, writing this to all of you, I can’t help but feel she was onto something.
I’ve now sat across the table from hundreds of parents with children who have autism and are worried that their young children are behind academically. In speaking to these parents, I have learned they are concerned with things like their children being unable to sit in a group, or solo, for a long period of time, not knowing shapes, colors or ABC’s, and not being able to read by kindergarten. I also know my mom-friends of young neurotypical children have the same concerns. These parents want to make sure their children are set up to be successful at school. This is a great goal, but, if you ask me, the academics really don’t matter in early childhood. Here’s why.
Childhood Development: More than Academics
To me, in regards to education, I have one skillset to emphasize to my children before they go to school; love to learn. That’s it. As I’ve written about before, children are naturally curious and ready to take on their world every single day. This thirst is what will drive them to learn just about anything we ask of them later in life. At an early age, forcing rote memorization of facts (colors, numbers, letters, shapes) doesn’t match the level of curiosity children have; it confines them to a small space versus the world. In doing table time work with small children, we’re teaching them to follow a rule (sit/see/do) versus teaching them to learn. Please don’t get me wrong; sitting at a table and doing work is super important as a child gets older but up until age 5 or so I really don’t see a benefit.
When a child is little I want to see them sit to eat, read books, play, and with family around 5 to 10 minutes at a time. Going potty is also a time to sit. If a child can sit through these social scenarios and understand the expectation, awesome! I really don’t expect more than that before age 5. The reason for this is children are natural movers! They learn through exploration and don’t have an attention span longer than their age. Asking a child under 5 years old to sit and “do homework” is really just an expectation of the institution versus something developmentally appropriate. Now, I know A LOT of educators might read this and not agree; that’s OK, that’s your right. I can tell you, however, that by working in a preschool with young children with autism and by watching my own children that I strongly believe in what I’m saying.
Children learn in their world. If we, as educators, parents, and therapists, begin forcing academic behavior and content before a child shows interest (between the ages of infancy to 6 years) then I do not believe we’re helping them get ahead. What I have seen as a huge benefit in development working with young children with autism and my own children is to just follow their interests. This means play, play, play or read, read, read! And if there are opportunities to teach during moments of play or reading? Go for it! It’s totally OK to ask for letters, shapes, colors and so on while playing or reading. By doing this, we’re teaching children that learning is exciting and to love to learn! There’s no pressure in this way of instruction and children learn to seek out this type of interaction. It reinforces curiosity & learning. This is what I want for my children and, more so, what I would want for a child with autism.
Encouraging Childhood Curiosity
If children are curious about adult interactions and finding new interactions within their world, the rest (like academics) will come. Really! For children with autism, learning the value of social interaction is a key component of their treatment in ABA (applied behavior analysis) therapy. What I don’t want to see in a young child with autism before the age of 4 is being brought to a table to learn and memorize information as the primary part of their therapy. I want to see them working with their therapists through play with only a small part of therapy reserved for focus and tabletop work. In my children and other neurotypical children, I don’t see any value in tabletop work before age 5 unless a child initiates it.
Children are magically curious, with an appetite to know more each and every day. What my grandma noticed when she returned to college all those years later was an increase in the expectations from institutions yet no change in the child. In her words, “we don’t need to reinvent education.” It’s been some time since my years on the farm and my grandma has since passed on but today I feel close to her and in complete agreement. Let them be little, let them be wild, let them be a little wild!
Xoxo,
Jessie
