MAGIKO SYMPAN LOADING . . .
Magiko Sympan
Research and Intervention Centre for Children, Adolescents and Family
Dr Katerina Dounavi, BCBA-D
  • Please select language.

Toilet training

Using the toilet gives children independence, helps them develop valuable motor and emotional skills that will be necessary at school, removes a weight that allows them move freely (since underwear is lighter and much more comfortable than diapers) and of course reduces parents work and family expenses. Usually, toilet training starts between the age of
[ read more… ]

Feeding Disorders: Treatment of Selective and Inadequate Food Intake in Children

The purpose of this article is to offer a practical guide for professionals and parents who implement behavioural interventions to treat feeding disorders in children. Feeding problems appear more frequently among children with developmental disorders (33-88%) but are also common in typically developing children, 2% to 35% of whom also exhibit them (percentages vary depending
[ read more… ]

Time to do homework! 10 Tips for effective study

Below you will find useful tips on how to help our little friends concentrate during study time, become more productive but also set a schedule that suits their needs. The role of parents in establishing functional study habits is extremely important both at a psychological level but also through the real help they provide with
[ read more… ]

Brain plasticity and early intervention

Plasticity is the brain’s ability to learn, i.e., to change as a result of its interaction with the environment, for instance by creating new synapses or by specialising its initial structures. Brain’s plasticity is higher during the first years of life, making the brain considerably sensitive to damaging factors but also significantly able to acquire
[ read more… ]

Autism and school inclusion: 10 steps towards success

Mainstream settings offer more opportunities for social interactions to children with autism and other special needs than special settings, therefore lead to more space for social growth. However, simply “placing” a student in a mainstream classroom does not guarantee meaningful inclusion and skills development. Inclusion is about adjusting the educational environment to meet each individual
[ read more… ]

Sleep: A nourisher in life’s feast? How to teach your child to sleep well

Although sleep is very important to a healthy development (see how many hours of sleep humans need at different ages by clicking here), sleep disorders appear very often during childhood. At the age of 3-6 months, most children can sleep through the night without needing an adult’s intervention, however 25 to 50% of children at
[ read more… ]

What is a “Board Certified Behavior Analyst®-BCBA®”

Numerous studies have shown that Behaviour Analysis is the scientific basis for the most effective interventions for individuals with Autism and other developmental disorders. Because Behaviour Analysis is a science, the quality and integrity of the intervention that is designed based on the discipline greatly depends on the training background of the expert who designs
[ read more… ]

Autism Diagnosis and now what? 7 steps on how to start an ABA programme

1. Supervisor: A successful ABA programme starts with the identification of the specialised clinician that will design and supervise it, will train parents and the therapeutic team, will be in contact with school and ultimately will be the person responsible for the overall student’s progress. The quality of the intervention based on Applied Behaviour Analysis
[ read more… ]

Towards true multidisciplinarity

Read our article published by the Centre for Education Research and Practice entitled “Towards true multidisciplinarity: How behaviour analysis can feed multidisciplinary work.”

Teach me how to talk: 10 Tips for teaching language to children with Autism

1. Motivation: Identify reinforcers, i.e., the student’s preferences, and make sure these vary as often as possible. 2. Create opportunities for the students to ask for access to things or activities they like, make comments, respond to other people’s questions. 3. Use a variety of antecedent stimuli (e.g., pictures, objects, questions) so that the acquired
[ read more… ]