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This is where it is frustrating, | 0:00:11 | 0:00:15 | |
because I really, really want to know what he's trying to tell me. | 0:00:15 | 0:00:18 | |
Because he's very intelligent. | 0:00:18 | 0:00:20 | |
And I just think "Oh, I wish I could understand." | 0:00:20 | 0:00:23 | |
He doesn't know that he's going to school for the first time. | 0:00:34 | 0:00:38 | |
He's always seemed to be in his own world. | 0:00:38 | 0:00:43 | |
Jeremiah and Jack have both been diagnosed with autism, | 0:00:47 | 0:00:51 | |
a lifelong developmental disorder | 0:00:51 | 0:00:53 | |
which affects 1% of the population. | 0:00:53 | 0:00:55 | |
They're about to start at a school which uses ABA, | 0:00:58 | 0:01:00 | |
an intensive intervention which aims to change autistic behaviour. | 0:01:00 | 0:01:05 | |
We didn't know anything about ABA. | 0:01:09 | 0:01:12 | |
But we found out that parents are moving from Belfast, Liverpool, | 0:01:12 | 0:01:17 | |
Manchester, to this area, to put their children into this school. | 0:01:17 | 0:01:21 | |
We're hoping there will be | 0:01:27 | 0:01:29 | |
a lot of changes in him. | 0:01:29 | 0:01:31 | |
I like to think that he doesn't have autism. | 0:01:31 | 0:01:33 | |
He goes to Treetop and two years down the line he'll be OK. | 0:01:35 | 0:01:39 | |
My job as a professional is to choose the method | 0:01:41 | 0:01:44 | |
that has proven to have the best effect, and ABA is that method. | 0:01:44 | 0:01:49 | |
'Oh, it's so exciting because I've been waiting for this place so long. | 0:01:51 | 0:01:55 | |
'I just know it's going to work.' | 0:01:55 | 0:01:57 | |
I can see from a parent's perspective | 0:02:00 | 0:02:03 | |
that ABA might be attractive. | 0:02:03 | 0:02:04 | |
But when people devise interventions | 0:02:04 | 0:02:07 | |
I don't think they really think about the potential harm. | 0:02:07 | 0:02:10 | |
Bye-bye, Jack. | 0:02:10 | 0:02:12 | |
Try this, copy me. We shuffle the cards! Yeah, buddy. | 0:02:19 | 0:02:24 | |
You can have a crisp, there we go. | 0:02:24 | 0:02:25 | |
So we build a Lego, we build the Lego. Fantastic, try this one. | 0:02:25 | 0:02:29 | |
Copy me. Can we build a Lego? Fantastic, dude. | 0:02:29 | 0:02:33 | |
You can have a sweet. Well done. | 0:02:33 | 0:02:35 | |
Applied Behaviour Analysis, or ABA, | 0:02:38 | 0:02:40 | |
uses a system of rewards and consequences to modify behaviour. | 0:02:40 | 0:02:45 | |
It is based on the discoveries of psychologist BF Skinner | 0:02:45 | 0:02:48 | |
and his experiments with rats and pigeons at Harvard University. | 0:02:48 | 0:02:52 | |
Touch white. No. | 0:02:54 | 0:02:58 | |
ABA was first applied to children with autism in California | 0:02:58 | 0:03:03 | |
in the 1960s and '70s. | 0:03:03 | 0:03:04 | |
What do you want? No. | 0:03:04 | 0:03:09 | |
Right. Go to the corner. | 0:03:09 | 0:03:11 | |
Ever since it first appeared, it has raised questions | 0:03:11 | 0:03:15 | |
about the rights of children with autism. | 0:03:15 | 0:03:17 | |
Naughty, look at me. Naughty, naughty. | 0:03:17 | 0:03:20 | |
If I had a child who was three years old | 0:03:20 | 0:03:22 | |
and appeared to be a violin prodigy and I thought, | 0:03:22 | 0:03:25 | |
"OK, we're going to do 40 hours a week of violin drills," | 0:03:25 | 0:03:28 | |
social services would be | 0:03:28 | 0:03:29 | |
knocking my door. | 0:03:29 | 0:03:31 | |
But if I have a child with autism, | 0:03:31 | 0:03:33 | |
it's OK. | 0:03:33 | 0:03:34 | |
-What do you want? -I want cookie. -Good! | 0:03:34 | 0:03:39 | |
When I first knew of ABA, I remember thinking, | 0:03:39 | 0:03:42 | |
"Oh, I don't really like it. It's like dog training." | 0:03:42 | 0:03:45 | |
Having seen it now and seen how you motivate children | 0:03:45 | 0:03:49 | |
and the kind of results you can get if a child's well motivated, | 0:03:49 | 0:03:53 | |
to if the child isn't motivated at all, | 0:03:53 | 0:03:55 | |
now I'm the opposite, and I think anything goes. | 0:03:55 | 0:03:58 | |
Use what they love to get them doing what you want them to do. | 0:03:58 | 0:04:02 | |
Tickle, tickle, tickle! Ready? | 0:04:07 | 0:04:09 | |
ABA has changed radically since its early experiments, | 0:04:09 | 0:04:13 | |
and is now used widely in the US. | 0:04:13 | 0:04:15 | |
But not here. | 0:04:15 | 0:04:17 | |
Jack and Jeremiah are starting their first term at Treetops, | 0:04:17 | 0:04:20 | |
which is the only state school offering a full ABA programme. | 0:04:20 | 0:04:25 | |
When the children first start with us, | 0:04:25 | 0:04:27 | |
we find all of the things they like, | 0:04:27 | 0:04:29 | |
to get them to want to come to school, to enjoy being here. | 0:04:29 | 0:04:32 | |
You know, it's all based around fun. | 0:04:32 | 0:04:34 | |
It's autism heaven, because they're getting everything that they love. | 0:04:34 | 0:04:38 | |
It's impossible to know | 0:04:42 | 0:04:43 | |
how Jack and Jeremiah will be affected by autism as they grow up. | 0:04:43 | 0:04:47 | |
The condition develops differently in every child. | 0:04:47 | 0:04:50 | |
During this time we do an assessment of the children. | 0:04:50 | 0:04:53 | |
Eventually they will start actively teaching them new skills. | 0:04:53 | 0:04:57 | |
I mean, a lot of people would look at this child | 0:04:58 | 0:05:01 | |
and not really be able to see that much trace of autism in this child. | 0:05:01 | 0:05:05 | |
But he has got some. | 0:05:05 | 0:05:07 | |
There's your fishy. | 0:05:09 | 0:05:11 | |
I actually thought my son hated me, | 0:05:11 | 0:05:14 | |
because the way he was lashing out, | 0:05:14 | 0:05:17 | |
I couldn't comfort him. | 0:05:17 | 0:05:18 | |
It was awful, and that's what nearly | 0:05:18 | 0:05:22 | |
just brought me to breakdown. | 0:05:22 | 0:05:24 | |
I would say I was very close, very close, | 0:05:24 | 0:05:27 | |
during his biting period, very close to breakdown. | 0:05:27 | 0:05:31 | |
The kind of child that you say is engaged in their own world, | 0:05:35 | 0:05:38 | |
nobody can really get in on the fun or interact with them, | 0:05:38 | 0:05:41 | |
because they haven't been taught any other skills. | 0:05:41 | 0:05:44 | |
Sometimes you have to block that self-stimulative behaviour | 0:05:44 | 0:05:46 | |
otherwise you can't engage them in anything else. | 0:05:46 | 0:05:49 | |
They won't be able to learn anything new. | 0:05:49 | 0:05:51 | |
I'm not very good at looking after him. | 0:05:56 | 0:05:58 | |
Five minutes is enough for me. | 0:05:58 | 0:06:00 | |
You know, I get | 0:06:00 | 0:06:01 | |
really, really stressed. | 0:06:01 | 0:06:03 | |
There's no speech, no eye contact. | 0:06:03 | 0:06:06 | |
He doesn't follow any instructions at all. | 0:06:06 | 0:06:09 | |
And he doesn't know when he's hungry, | 0:06:09 | 0:06:11 | |
when he wants a glass of water, or anything like that. | 0:06:11 | 0:06:16 | |
What, for you, is the thing that you find most stressful? | 0:06:16 | 0:06:20 | |
It's very difficult to say. | 0:06:20 | 0:06:23 | |
When you think about it, he hasn't called me Dada, you know. | 0:06:23 | 0:06:28 | |
Erm... | 0:06:28 | 0:06:30 | |
He hasn't said Mama. | 0:06:30 | 0:06:33 | |
One of the features of Jeremiah's autism is that he finds it difficult | 0:06:44 | 0:06:48 | |
when asked to move from one activity to another. | 0:06:48 | 0:06:51 | |
What's happened is, he's got used to people following him around | 0:06:51 | 0:06:55 | |
and people not really knowing the skills that you need | 0:06:55 | 0:06:57 | |
in order to be able to engage a child. | 0:06:57 | 0:07:00 | |
All you need to do to change behaviours | 0:07:06 | 0:07:08 | |
is to reward the behaviours that you want to see | 0:07:08 | 0:07:10 | |
and don't reward the behaviours that you don't want to see. | 0:07:10 | 0:07:13 | |
If you ask a child to do something | 0:07:13 | 0:07:15 | |
and they cry to get out of doing it, | 0:07:15 | 0:07:16 | |
make sure the crying or the biting | 0:07:16 | 0:07:18 | |
doesn't get them out of doing the task. | 0:07:18 | 0:07:21 | |
In a demand situation, the demand just stays on the child. | 0:07:24 | 0:07:28 | |
Nothing else happens in your world, nothing else fun's going to happen | 0:07:28 | 0:07:32 | |
until you follow through with my request. | 0:07:32 | 0:07:36 | |
Sometimes that may take five minutes, | 0:07:36 | 0:07:38 | |
sometimes it might take three hours. | 0:07:38 | 0:07:40 | |
It might take three hours on one day, | 0:07:40 | 0:07:42 | |
the next time it'll be less time, | 0:07:42 | 0:07:44 | |
and then soon you get a child that's complying with all your demands. | 0:07:44 | 0:07:48 | |
Before coming to Treetops, Jeremiah was at a mainstream nursery, | 0:07:55 | 0:07:59 | |
where he made very little progress. | 0:07:59 | 0:08:01 | |
70% of children who have autism | 0:08:01 | 0:08:05 | |
are able to go to mainstream schools. | 0:08:05 | 0:08:07 | |
Only those that are more severely affected attend special schools. | 0:08:07 | 0:08:11 | |
-# Hello, hello -Say hello | 0:08:13 | 0:08:16 | |
# Hello... # | 0:08:16 | 0:08:18 | |
15 miles from Treetops, | 0:08:18 | 0:08:20 | |
St Christopher's also has a large percentage of children with autism. | 0:08:20 | 0:08:25 | |
Like the overwhelming majority of special schools in the UK, | 0:08:25 | 0:08:28 | |
it has rejected ABA. | 0:08:28 | 0:08:31 | |
I think it's the rigidity that perhaps ABA offers | 0:08:31 | 0:08:34 | |
over other approaches that maybe we sort of avoid. | 0:08:34 | 0:08:38 | |
# How do you do? How do you do? # | 0:08:38 | 0:08:42 | |
All our children are individual, like we're all individual, | 0:08:42 | 0:08:45 | |
and it's about educating those people around them, | 0:08:45 | 0:08:48 | |
whether that's in school or in home, in society. | 0:08:48 | 0:08:51 | |
I think it's important about learning to accept people | 0:08:51 | 0:08:53 | |
that are a bit different. | 0:08:53 | 0:08:55 | |
The fundamental question about the education of children with autism | 0:08:55 | 0:09:00 | |
is whether to accept these autistic differences | 0:09:00 | 0:09:02 | |
or try to push children to learn new skills. | 0:09:02 | 0:09:05 | |
There's a huge clash of ideologies. | 0:09:05 | 0:09:07 | |
Many people believe that autism | 0:09:07 | 0:09:11 | |
is a different way of perceiving the world, | 0:09:11 | 0:09:15 | |
and that we shouldn't necessarily believe | 0:09:15 | 0:09:18 | |
that there is one normal development trajectory | 0:09:18 | 0:09:21 | |
that people should be following. | 0:09:21 | 0:09:22 | |
And on that view, you understand | 0:09:22 | 0:09:26 | |
that the child has differences and that's OK. | 0:09:26 | 0:09:30 | |
The aim then is to support that child in negotiating the world | 0:09:30 | 0:09:34 | |
without trying to fundamentally take the autism out of them. | 0:09:34 | 0:09:38 | |
No, Ricky, put it on top of the dresser. | 0:09:39 | 0:09:43 | |
Ricky! That's inside, put it on top. Good boy. | 0:09:43 | 0:09:47 | |
In ABA, at least historically, one of the main aims | 0:09:47 | 0:09:51 | |
was to make autistic children indistinguishable from their peers. | 0:09:51 | 0:09:56 | |
And so if that's your perception of what autism is, | 0:09:56 | 0:10:00 | |
something that needs to be fixed or something that needs to be cured, | 0:10:00 | 0:10:03 | |
or made normal, then ABA would be the route to go down. | 0:10:03 | 0:10:08 | |
Gunnar Frederickson is an independent ABA practitioner | 0:10:13 | 0:10:17 | |
who works with families all over Europe. | 0:10:17 | 0:10:19 | |
He believes it is possible for some children with autism | 0:10:24 | 0:10:27 | |
to be brought out of the condition. | 0:10:27 | 0:10:29 | |
I don't appreciate autism. | 0:10:31 | 0:10:33 | |
I cannot see anything good about it, to be honest. | 0:10:33 | 0:10:35 | |
I think we should fight against it, by all means, | 0:10:35 | 0:10:40 | |
as early as possible and as intensively as possible. | 0:10:40 | 0:10:44 | |
SPEAKS OWN LANGUAGE | 0:10:45 | 0:10:48 | |
OK, clap. | 0:10:55 | 0:10:57 | |
Tobias has no language | 0:10:57 | 0:10:59 | |
and finds it difficult to engage with the world around him. | 0:10:59 | 0:11:02 | |
Gunnar has been working with him for four months. | 0:11:02 | 0:11:05 | |
Clap! Clap! | 0:11:05 | 0:11:08 | |
TOBIAS CRIES | 0:11:10 | 0:11:12 | |
What kind of changes have you seen over the last few months? | 0:11:19 | 0:11:23 | |
He has opened his eyes | 0:11:23 | 0:11:25 | |
and he has opened his ears. | 0:11:25 | 0:11:27 | |
It's easier to give him short messages, | 0:11:29 | 0:11:33 | |
like "come here", "sit down", | 0:11:33 | 0:11:36 | |
"give me that" - stuff like that. | 0:11:36 | 0:11:39 | |
And he is a lot better with the eye contact. | 0:11:39 | 0:11:41 | |
Tobias? Tobias? | 0:11:43 | 0:11:45 | |
TOBIAS SCREAMS | 0:11:45 | 0:11:48 | |
There's a lot out there in the autism industry | 0:11:54 | 0:11:58 | |
trying to sell to parents that | 0:11:58 | 0:12:00 | |
you can change your child, | 0:12:00 | 0:12:01 | |
that the autism is a kind of | 0:12:01 | 0:12:04 | |
medical, separable appendage. | 0:12:04 | 0:12:06 | |
But autism is the way your brain's wired, | 0:12:06 | 0:12:11 | |
the way your brain has developed. | 0:12:11 | 0:12:13 | |
You can't remove the autism without removing the person altogether. | 0:12:13 | 0:12:18 | |
He seemed to be angry at me when I offered him sugar milk. | 0:12:18 | 0:12:22 | |
OK. | 0:12:22 | 0:12:24 | |
And that's quite unreasonable. | 0:12:24 | 0:12:25 | |
When a nice man offers you sugar milk | 0:12:25 | 0:12:27 | |
you shouldn't start to cry or be angry, you should be happy. | 0:12:27 | 0:12:30 | |
But he wasn't. | 0:12:30 | 0:12:31 | |
But I enjoy that because I want him to be more angry. | 0:12:31 | 0:12:35 | |
I want him to show his temper more. | 0:12:35 | 0:12:39 | |
-Because he will use that to learn and pick up new things. -Yeah. | 0:12:39 | 0:12:42 | |
We work with children with autism, | 0:12:42 | 0:12:45 | |
which have a very, very serious problem | 0:12:45 | 0:12:48 | |
with a very, very bad prognosis. | 0:12:48 | 0:12:50 | |
You cannot be afraid of conflicts. | 0:12:50 | 0:12:52 | |
You cannot be afraid of crying, unhappy children, | 0:12:52 | 0:12:57 | |
resistance towards demands. | 0:12:57 | 0:13:00 | |
Then I suggest that you do something else. | 0:13:00 | 0:13:02 | |
The use of punishment by early practitioners | 0:13:04 | 0:13:07 | |
gave ABA a reputation for harshness that has been hard to shake off. | 0:13:07 | 0:13:11 | |
SCREAMING | 0:13:11 | 0:13:13 | |
But while punishment is no longer used, | 0:13:13 | 0:13:16 | |
many in the autistic community | 0:13:16 | 0:13:18 | |
continue to question ABA's basic principles. | 0:13:18 | 0:13:21 | |
'The science it's based on is the increase or decrease | 0:13:22 | 0:13:28 | |
'in a behaviour deemed appropriate, or not, by non-autistic people.' | 0:13:28 | 0:13:34 | |
It can teach the child that it's not OK for them to be as they are, | 0:13:34 | 0:13:41 | |
and that they have to act differently, | 0:13:41 | 0:13:45 | |
not like themselves, not naturally, | 0:13:45 | 0:13:47 | |
in order to be loved and rewarded | 0:13:47 | 0:13:51 | |
from the people around them. | 0:13:51 | 0:13:53 | |
Good boy, well done. | 0:14:00 | 0:14:02 | |
Jeremiah, can you match? | 0:14:02 | 0:14:05 | |
Jeremiah, can you match? | 0:14:05 | 0:14:08 | |
See this? See this? | 0:14:08 | 0:14:13 | |
Good boy. Copy me. | 0:14:14 | 0:14:17 | |
Excellent, well done, Jeremiah, good boy. | 0:14:17 | 0:14:20 | |
You can have a raisin. | 0:14:20 | 0:14:21 | |
Jeremiah, can you match? | 0:14:21 | 0:14:24 | |
Match, good boy, well done, Jeremiah. | 0:14:24 | 0:14:27 | |
Can you match? | 0:14:27 | 0:14:29 | |
Match! Clever boy, well done, Jeremiah. | 0:14:29 | 0:14:33 | |
There we go, you can have these and you can have your raisin. | 0:14:33 | 0:14:36 | |
Clever boy. Jeremiah, can you match? | 0:14:36 | 0:14:38 | |
Yeah, clever boy, Jeremiah. | 0:14:41 | 0:14:44 | |
You matched. Excellent. Here we go. | 0:14:44 | 0:14:47 | |
You can have the beads, you can have the bells and you can have a sweet. | 0:14:47 | 0:14:50 | |
Good boy, Jeremiah. Excellent. | 0:14:50 | 0:14:52 | |
I think my mum brought me up behaviourally without knowing it. | 0:14:52 | 0:14:56 | |
If she asked me to do something, I had to do it, | 0:14:56 | 0:14:58 | |
there was no choice about that. If I was good, I got things. | 0:14:58 | 0:15:02 | |
COMPUTER VOICE: P-U-M-P-K-I-N. | 0:15:02 | 0:15:05 | |
Pumpkin. Give me ten, pal. Spud me. | 0:15:07 | 0:15:10 | |
Whoo! Right, you can have your 14th tick. | 0:15:10 | 0:15:14 | |
Shall we have some mushrooms? Yeah, we can have some mushrooms. | 0:15:14 | 0:15:17 | |
There you go, pal. | 0:15:17 | 0:15:18 | |
It's a very scientific approach, but when it's all broken down, | 0:15:18 | 0:15:22 | |
to me it just makes sense. | 0:15:22 | 0:15:25 | |
It's just, you know, it is just good parenting, it's good teaching, | 0:15:25 | 0:15:28 | |
it's teaching children to gain skills | 0:15:28 | 0:15:30 | |
and to be free of some of those behaviours that are enslaving them. | 0:15:30 | 0:15:34 | |
Tuck in your feet and hands. | 0:15:35 | 0:15:37 | |
-Ouch. -That's it. Fold your hands. Good boy. | 0:15:37 | 0:15:40 | |
Jack, touch your hands. Copy me. Copy me. | 0:15:40 | 0:15:46 | |
Good boy, well done, Jack. Good boy. | 0:15:46 | 0:15:50 | |
There's your lion. | 0:15:50 | 0:15:52 | |
Although Jack has good social skills, like many children | 0:15:52 | 0:15:56 | |
with autism he struggles with routine and has problems with food. | 0:15:56 | 0:16:00 | |
That is Jack's diet for two weeks. | 0:16:02 | 0:16:05 | |
That's all I can get into him. | 0:16:05 | 0:16:07 | |
Yes. Are you going to do it, Jack? | 0:16:11 | 0:16:14 | |
Will you do it for Mummy? | 0:16:14 | 0:16:16 | |
Good boy, well done. | 0:16:16 | 0:16:19 | |
What would happen if you fed Jack anything other than that now? | 0:16:19 | 0:16:24 | |
He would projectile vomit. Definitely. It would just come out. | 0:16:24 | 0:16:29 | |
I have tried so many different things. Grinding food up. | 0:16:29 | 0:16:33 | |
Just trying him with, like, a bit of egg on toast, | 0:16:34 | 0:16:39 | |
cutting it really small. | 0:16:39 | 0:16:42 | |
There's just no end of things I've tried. | 0:16:42 | 0:16:44 | |
He just gags, and that's it. He's just sick. | 0:16:44 | 0:16:48 | |
I just want to see Jack eating foods that children his age | 0:16:50 | 0:16:53 | |
would be eating. | 0:16:53 | 0:16:56 | |
He can't be on this jar food, like, when he's 16. | 0:16:56 | 0:17:00 | |
Do you know what I mean? | 0:17:00 | 0:17:01 | |
It's just going to go on and on and on. | 0:17:01 | 0:17:03 | |
And do you feel it's better for the school to tackle this than for you? | 0:17:03 | 0:17:06 | |
Definitely. | 0:17:06 | 0:17:08 | |
I've dealt with many things with Jack, | 0:17:08 | 0:17:10 | |
but the food situation is a very, very difficult one. | 0:17:10 | 0:17:14 | |
I'd like to be able to take my son to a restaurant, which is | 0:17:16 | 0:17:19 | |
just not possible at this stage. | 0:17:19 | 0:17:21 | |
Look at you. | 0:17:24 | 0:17:25 | |
Lesley started using ABA at Treetops 11 years ago. | 0:17:30 | 0:17:34 | |
To make it possible on a state school budget, | 0:17:34 | 0:17:37 | |
she recruits unqualified tutors who she trains and supervises herself. | 0:17:37 | 0:17:42 | |
The people that we've got working with the kids, | 0:17:42 | 0:17:45 | |
they're not super highly-trained people. I think | 0:17:45 | 0:17:47 | |
you can teach the science to almost anyone if they're intelligent | 0:17:47 | 0:17:50 | |
enough, but you can't teach people to be around kids and like kids. | 0:17:50 | 0:17:53 | |
So I try and find people that are naturally good with kids. | 0:17:53 | 0:17:56 | |
Push! Good boy, ready? OK. Push, good boy. | 0:17:58 | 0:18:04 | |
The school now has 70 pupils on | 0:18:04 | 0:18:07 | |
one-to-one programmes. | 0:18:07 | 0:18:08 | |
I do show parents when they come round that not | 0:18:08 | 0:18:11 | |
all of the children are going to speak, we're not going to | 0:18:11 | 0:18:13 | |
cure your children, but I do think everyone's reaching their full | 0:18:13 | 0:18:16 | |
potential, and that's the important thing. | 0:18:16 | 0:18:19 | |
Know what this sound is, this is...? | 0:18:19 | 0:18:21 | |
N. | 0:18:21 | 0:18:23 | |
Excellent, well done, everyone have a token, brilliant. | 0:18:23 | 0:18:26 | |
-And this sound is? -M! -Brilliant. | 0:18:26 | 0:18:28 | |
One, two, three, four, five. | 0:18:28 | 0:18:32 | |
Right, that's five, Joe. | 0:18:32 | 0:18:35 | |
There is sometimes a really visceral response when you say ABA. | 0:18:35 | 0:18:40 | |
Some people just really hate it, and others obviously don't. | 0:18:40 | 0:18:44 | |
Others think it's been highly effective with their child. | 0:18:44 | 0:18:46 | |
But because ABA is so intensive, you often have to work | 0:18:46 | 0:18:50 | |
one-to-one with a therapist and child, it's therefore expensive. | 0:18:50 | 0:18:54 | |
So it costs, either parents if they go privately, | 0:18:54 | 0:18:58 | |
or local authorities, so taxpayers' money, a lot of money, | 0:18:58 | 0:19:01 | |
in order to deliver ABA to autistic children. | 0:19:01 | 0:19:06 | |
-And what did you do yesterday? -Yesterday. | 0:19:07 | 0:19:09 | |
Where did you go yesterday with Daddy? | 0:19:09 | 0:19:12 | |
Where did I go? | 0:19:14 | 0:19:15 | |
-It starts with A. -A. -Aah. | 0:19:15 | 0:19:18 | |
-Aah. -What did you see? Tell me. | 0:19:18 | 0:19:21 | |
-You went to see some fish, where did you go? -Aquarium. | 0:19:21 | 0:19:24 | |
We're trying to teach him recall, which is quite hard. | 0:19:27 | 0:19:30 | |
It's like a new concept. | 0:19:30 | 0:19:33 | |
He's 13 and he has the functional age of a seven-year-old, | 0:19:33 | 0:19:39 | |
so we have quite a way. | 0:19:39 | 0:19:40 | |
But as you know, we have all the time, don't we, Reuben? | 0:19:40 | 0:19:43 | |
For parents like June, who don't live near Treetops and want ABA | 0:19:45 | 0:19:49 | |
for their child, the only options are to set up a home programme | 0:19:49 | 0:19:54 | |
or fight to get funding to attend one of the few ABA private schools. | 0:19:54 | 0:19:58 | |
My son went to a local authority special school. | 0:19:58 | 0:20:02 | |
He was failed very badly. | 0:20:02 | 0:20:04 | |
I got him out of there and started on an ABA programme | 0:20:04 | 0:20:08 | |
and he started talking. | 0:20:08 | 0:20:09 | |
So, you know, I mean, since he's been there now for | 0:20:09 | 0:20:13 | |
many, many years and he's doing very well, as you can see. | 0:20:13 | 0:20:16 | |
He's doing a lot of writing. | 0:20:16 | 0:20:18 | |
But I know a lot parents who didn't have...who don't have | 0:20:18 | 0:20:22 | |
the resources to either run the home programme, to get the evidence | 0:20:22 | 0:20:27 | |
that the ABA works, and then to mount a tribunal appeal | 0:20:27 | 0:20:31 | |
to move their child into a specialist ABA school. | 0:20:31 | 0:20:36 | |
I know a boy called Matthew, | 0:20:36 | 0:20:38 | |
he was at the same school that my son was at, and he was there | 0:20:38 | 0:20:42 | |
for six years and he made absolutely no progress at all. | 0:20:42 | 0:20:45 | |
Actually, in fact, he regressed, | 0:20:45 | 0:20:47 | |
and his mother wanted ABA but didn't have the resources to make it | 0:20:47 | 0:20:52 | |
happen, and now she's taken him out of that school | 0:20:52 | 0:20:56 | |
and she's home-teaching him and trying the best that she can. | 0:20:56 | 0:21:01 | |
Go on. | 0:21:01 | 0:21:02 | |
Go on. | 0:21:05 | 0:21:06 | |
Go on. | 0:21:08 | 0:21:09 | |
Go on, hold it. | 0:21:13 | 0:21:15 | |
Well done. | 0:21:19 | 0:21:20 | |
Do you feel that Matthew's been let down? | 0:21:26 | 0:21:30 | |
Yes. He's been in that school six years with no progress. | 0:21:30 | 0:21:35 | |
The school have spent six years - almost nothing. Yeah. You want soup? | 0:21:35 | 0:21:41 | |
OK. | 0:21:41 | 0:21:43 | |
So I have to give up everything at my end to look after my son. | 0:21:43 | 0:21:48 | |
More bread. Here. | 0:21:53 | 0:21:57 | |
What has happened? | 0:22:00 | 0:22:02 | |
Since 2005 he's been in that school - what have they done? | 0:22:02 | 0:22:05 | |
A child who was able to count up to 17 | 0:22:08 | 0:22:11 | |
now only can count up to ten independently. | 0:22:11 | 0:22:16 | |
That's not progress. | 0:22:16 | 0:22:18 | |
By now Matthew should be able to count up to 100, | 0:22:18 | 0:22:21 | |
but Matthew cannot - only one to ten, a 14-year-old. | 0:22:21 | 0:22:25 | |
What are you hoping for now? | 0:22:25 | 0:22:28 | |
Well, I just want a full ABA programme for my son. | 0:22:28 | 0:22:34 | |
You know, I need funding, which I haven't got. | 0:22:34 | 0:22:37 | |
I'm just trying here and there to get some funding, which is | 0:22:37 | 0:22:42 | |
not coming through. | 0:22:42 | 0:22:44 | |
I want him to be independent and be able to pay back the society. | 0:22:44 | 0:22:49 | |
That's what my aim is, to be fully part of the society, not excluded. | 0:22:49 | 0:22:56 | |
-Look. -Frog. | 0:22:59 | 0:23:02 | |
Frog, well done. Look, Um... | 0:23:02 | 0:23:07 | |
-Umbrella. -Umbrella, well done. | 0:23:07 | 0:23:09 | |
I'm the mouthpiece for him. | 0:23:11 | 0:23:14 | |
He didn't ask for this disability to come. It just happened. | 0:23:14 | 0:23:18 | |
So then the least you could do is help him. | 0:23:19 | 0:23:22 | |
If you talk to people with autism, or | 0:23:24 | 0:23:27 | |
if you, for those who can't speak, if you spend your time observing | 0:23:27 | 0:23:30 | |
them, what you'll see is a different cognitive style, a different way | 0:23:30 | 0:23:34 | |
of learning, which is overlaying a different sensory perceptual system. | 0:23:34 | 0:23:39 | |
It's not wrong, it's just different. | 0:23:41 | 0:23:44 | |
These differences can vary dramatically over a wide | 0:23:47 | 0:23:50 | |
autistic spectrum. | 0:23:50 | 0:23:51 | |
Are you going to wear your scarf today? | 0:23:51 | 0:23:54 | |
You should, with that. You had a sore throat yesterday. | 0:23:54 | 0:23:58 | |
OK, I'll put it on. | 0:23:58 | 0:23:59 | |
It was only when he started | 0:23:59 | 0:24:01 | |
going to nursery school that | 0:24:01 | 0:24:02 | |
I really noticed it. | 0:24:02 | 0:24:04 | |
He was crying, he was rolling about the floor, | 0:24:04 | 0:24:06 | |
he was climbing under desks... | 0:24:06 | 0:24:08 | |
He would get very upset. | 0:24:08 | 0:24:10 | |
He would have meltdowns. | 0:24:10 | 0:24:12 | |
He used to lash out. | 0:24:12 | 0:24:13 | |
'I'd been called into the school lots and lots cos of the problems, | 0:24:15 | 0:24:18 | |
'and the speech and language therapist sat down, | 0:24:18 | 0:24:20 | |
'and she said Joss probably has something called Asperger's.' | 0:24:20 | 0:24:25 | |
And she said, "Well, you'll know because you're autistic as well." | 0:24:25 | 0:24:28 | |
And I was like, "No, no, I'm not. I'm not autistic." | 0:24:28 | 0:24:33 | |
She said, "You are autistic and you need to get checked now." | 0:24:35 | 0:24:38 | |
I had no idea what autism was. | 0:24:40 | 0:24:43 | |
For me, when I got the diagnosis, it made everything make sense. | 0:24:43 | 0:24:47 | |
With Joss, it made things easier. | 0:24:49 | 0:24:52 | |
All I knew was he was going to grow up knowing that he was just | 0:24:56 | 0:24:59 | |
great who he was and he was his own wee person. | 0:24:59 | 0:25:02 | |
I wasn't going to change him. | 0:25:02 | 0:25:04 | |
I wasn't going to force him to be something or someone he wasn't. | 0:25:04 | 0:25:08 | |
You experience the world differently. | 0:25:11 | 0:25:13 | |
I'm being social right now. | 0:25:16 | 0:25:19 | |
I'm conforming right now. | 0:25:19 | 0:25:21 | |
If you see me... | 0:25:21 | 0:25:23 | |
..at home or things like that, I might not look at you. | 0:25:25 | 0:25:29 | |
I might rock more. | 0:25:29 | 0:25:31 | |
Hand flapping, I still do, | 0:25:31 | 0:25:32 | |
or I walk round in tiny circles or my hands'll go... | 0:25:32 | 0:25:36 | |
Is that stress? Does it relieve the stress? | 0:25:37 | 0:25:40 | |
I think so. It seems to happen when I'm under stress, | 0:25:40 | 0:25:43 | |
so it must be doing something or my body wouldn't | 0:25:43 | 0:25:46 | |
naturally do it. | 0:25:46 | 0:25:48 | |
Repetitive and self-stimulatory behaviours are defining | 0:25:52 | 0:25:56 | |
characteristics of autism. | 0:25:56 | 0:25:57 | |
Whenever you look at what the goals of an ABA programme are, you'll see | 0:25:59 | 0:26:03 | |
things on there about lessening or eliminating repetitive behaviours. | 0:26:03 | 0:26:07 | |
These are things like hand flapping and watching your fingers - | 0:26:08 | 0:26:12 | |
the things that mark someone out and parents find them | 0:26:12 | 0:26:15 | |
embarrassing or strange. | 0:26:15 | 0:26:17 | |
And that's considered a perfectly good thing to use | 0:26:17 | 0:26:20 | |
ABA to get rid of. | 0:26:20 | 0:26:21 | |
On the other hand, if you talk to people with autism | 0:26:23 | 0:26:25 | |
you find out that these behaviours are actually functional. | 0:26:25 | 0:26:28 | |
They're things that allow them | 0:26:28 | 0:26:29 | |
to cope with sensory perceptual difficulties that they're having. | 0:26:29 | 0:26:33 | |
They allow them to cope with stress. The behaviours work. | 0:26:33 | 0:26:36 | |
Gunnar has now been working with Tobias for six months. | 0:26:40 | 0:26:44 | |
Hi, Tobias. | 0:26:44 | 0:26:45 | |
HE SPEAKS OWN LANGUAGE | 0:26:45 | 0:26:47 | |
This is an activity he doesn't learn anything from, | 0:26:54 | 0:26:59 | |
just the self-entertainment without any progress or development. | 0:26:59 | 0:27:05 | |
Other people might think that this is a necessary activity for a child, | 0:27:05 | 0:27:09 | |
so they leave them doing it. | 0:27:09 | 0:27:12 | |
The point is, having worked with a lot of kids, | 0:27:12 | 0:27:14 | |
I can't see it makes them happy. | 0:27:14 | 0:27:16 | |
I can't see it causes development, | 0:27:16 | 0:27:19 | |
and I see lots of motivation problems and learning problems. | 0:27:19 | 0:27:26 | |
SHE SPEAKS OWN LANGUAGE | 0:27:26 | 0:27:28 | |
Gunnar has trained the parents | 0:27:35 | 0:27:37 | |
so that they can work intensively with Tobias as his tutors. | 0:27:37 | 0:27:41 | |
SHE SPEAKS OWN LANGUAGE | 0:27:41 | 0:27:43 | |
Fantastic. | 0:27:51 | 0:27:53 | |
HE SPEAKS OWN LANGUAGE | 0:27:56 | 0:27:59 | |
It was fantastic. | 0:27:59 | 0:28:01 | |
He is receivable, for your instruction. | 0:28:01 | 0:28:04 | |
And your influence. He'll watch you, he watches you a lot. | 0:28:04 | 0:28:08 | |
Just a few times you say, "Look at me," and he looks at me immediately. | 0:28:08 | 0:28:12 | |
HE SPEAKS OWN LANGUAGE | 0:28:12 | 0:28:15 | |
You are not a happy parent of a child doing...all the day. | 0:28:21 | 0:28:25 | |
So, er, it's much better to work and see the progress. | 0:28:27 | 0:28:31 | |
Some days you go back, and I don't think that I smile every day, | 0:28:31 | 0:28:36 | |
but it's much better when we see we help him, | 0:28:36 | 0:28:40 | |
than see him being worse every day. | 0:28:40 | 0:28:44 | |
I try to learn parents to be focused on defining the behaviour as I do - | 0:28:50 | 0:28:55 | |
reasonable or unreasonable - | 0:28:55 | 0:28:56 | |
and if it's unreasonable behaviour, you should demand some other | 0:28:56 | 0:29:00 | |
behaviour from the child. | 0:29:00 | 0:29:01 | |
Some people might think that you're being unreasonable. | 0:29:01 | 0:29:05 | |
I don't think so. I think I'm quite reasonable. | 0:29:05 | 0:29:09 | |
The point is, he has to perform, he has to... | 0:29:09 | 0:29:14 | |
do something to gain, | 0:29:14 | 0:29:17 | |
to reinforce the wanted object. | 0:29:17 | 0:29:20 | |
And I don't care if that stresses him today, | 0:29:20 | 0:29:23 | |
because the goal is not today, the goal is many years ahead. | 0:29:23 | 0:29:27 | |
And if he cried towards me at the age of three-and-a-half year, | 0:29:29 | 0:29:34 | |
when he's six, that doesn't matter - he would never remember it even. | 0:29:34 | 0:29:41 | |
So, I don't really see the dilemma. | 0:29:41 | 0:29:44 | |
Look, we've got the snake. | 0:29:47 | 0:29:49 | |
Halfway through Jack's first term, | 0:29:49 | 0:29:52 | |
Lesley is ready to start tackling his food issues. | 0:29:52 | 0:29:55 | |
The whole food thing is a really difficult issue. | 0:29:56 | 0:29:59 | |
You can't force children to eat food against their will. | 0:29:59 | 0:30:02 | |
We wouldn't want to do that. | 0:30:02 | 0:30:04 | |
But sometimes you have to encourage children to do things | 0:30:04 | 0:30:06 | |
they don't want to do, in order to be able to move them on. | 0:30:06 | 0:30:09 | |
Here comes dinner. | 0:30:09 | 0:30:10 | |
It's a big, red lorry. | 0:30:14 | 0:30:16 | |
The first thing that we're doing is getting Jack used to | 0:30:22 | 0:30:24 | |
sitting at the table with food in front of him. | 0:30:24 | 0:30:27 | |
He needs to be able to tolerate the food being there without panicking. | 0:30:27 | 0:30:32 | |
Don't do that. | 0:31:06 | 0:31:08 | |
We have seen quite a few cases where children would only eat | 0:31:14 | 0:31:17 | |
orange food or only eat baby food. | 0:31:17 | 0:31:20 | |
I've left that there thinking he may have gone for that. | 0:31:20 | 0:31:25 | |
That's not going to happen in a month of Sundays. | 0:31:25 | 0:31:29 | |
You do have to consider he's a little child | 0:31:32 | 0:31:35 | |
and it's a person who doesn't want to do something. | 0:31:35 | 0:31:38 | |
They're not just being difficult. | 0:31:38 | 0:31:40 | |
They may have sensitivities or feel or think things differently | 0:31:40 | 0:31:43 | |
to how you do. | 0:31:43 | 0:31:45 | |
But I don't think you can let that stop you trying to teach them | 0:31:45 | 0:31:48 | |
new skills. | 0:31:48 | 0:31:49 | |
I think you just have to be careful how you introduce it. | 0:31:49 | 0:31:52 | |
# Put your coat on | 0:31:54 | 0:31:56 | |
# Put your coat on | 0:31:56 | 0:31:57 | |
# And come along out to play | 0:31:57 | 0:32:00 | |
# Put your scarf on | 0:32:01 | 0:32:03 | |
# Put your scarf on | 0:32:03 | 0:32:05 | |
# Make yourself nice and cosy | 0:32:05 | 0:32:08 | |
# Put your boots on | 0:32:08 | 0:32:10 | |
# Put your boots on | 0:32:10 | 0:32:12 | |
# Now come along out to play. # | 0:32:12 | 0:32:15 | |
St Christopher's take a different approach to | 0:32:16 | 0:32:19 | |
children's issues with food. | 0:32:19 | 0:32:21 | |
Cameron is one of the few that refuses to eat anything. | 0:32:21 | 0:32:29 | |
He's never eaten a solid thing in his whole entire life. | 0:32:29 | 0:32:32 | |
So he has six milkshakes a day that bulk him up. | 0:32:32 | 0:32:35 | |
He will be given exactly the same as all the other children, | 0:32:37 | 0:32:40 | |
and then it's down to him to then make those choices | 0:32:40 | 0:32:42 | |
if he wants to put it to his mouth. | 0:32:42 | 0:32:44 | |
If you try and push the children too much, | 0:32:45 | 0:32:47 | |
you then lose that trust with them. | 0:32:47 | 0:32:49 | |
So we try and take steady steps with them to build that | 0:32:49 | 0:32:53 | |
trust and allow them to sort of make further progress like that. | 0:32:53 | 0:32:56 | |
And what will happen with someone like Cameron, | 0:32:56 | 0:32:59 | |
because I guess that can't carry on? | 0:32:59 | 0:33:00 | |
No, I mean, he's 11 years old now | 0:33:00 | 0:33:03 | |
and so Mum is discussing about medication, | 0:33:03 | 0:33:06 | |
anxiety medication and trying to reduce the anxieties around food. | 0:33:06 | 0:33:10 | |
Hopefully we'll be able to then take that window of opportunity to | 0:33:10 | 0:33:15 | |
make him feel comfortable enough to then try and eat solid food, | 0:33:15 | 0:33:18 | |
but it probably will end up being that he'll be tube-fed. | 0:33:18 | 0:33:22 | |
Treetops have been working with Jack on his food issues for | 0:34:08 | 0:34:12 | |
three weeks, but at home his eating has got worse. | 0:34:12 | 0:34:15 | |
Bye-bye. | 0:34:15 | 0:34:17 | |
He wouldn't even touch his custard last night. | 0:34:17 | 0:34:20 | |
He just tipped it over the side, as if, so, you know, | 0:34:21 | 0:34:25 | |
he couldn't then eat it. | 0:34:25 | 0:34:27 | |
So, have you spoken to the school about it? | 0:34:29 | 0:34:32 | |
Well, I didn't know what to do, | 0:34:32 | 0:34:34 | |
and they said about coming out and showing me what to do at home. | 0:34:34 | 0:34:37 | |
Because I did want to know. | 0:34:37 | 0:34:39 | |
But I just didn't quite realise, he's got to sit there | 0:34:39 | 0:34:43 | |
and he's not allowed to be sick, | 0:34:43 | 0:34:45 | |
and then if he's sick he doesn't get his custard as a reward. | 0:34:45 | 0:34:50 | |
-And what happened? Was he sick? -Yes. | 0:34:50 | 0:34:53 | |
And the two times I tried to do it, he was just projectile vomiting. | 0:34:54 | 0:35:00 | |
You know, it wasn't good. I just don't know the answer. | 0:35:01 | 0:35:07 | |
There's no way you'd have dealt with it, Mum. | 0:35:07 | 0:35:09 | |
No. Just don't know what to think, | 0:35:09 | 0:35:13 | |
but he won't eat something so you'll give him, like, | 0:35:13 | 0:35:17 | |
chocolate custard and he'll eat that, and then he'll decide what | 0:35:17 | 0:35:22 | |
else he wants to eat and he's going, "Lovely, that's what I want." | 0:35:22 | 0:35:25 | |
So then when you try him with ordinary food, he's not going to - | 0:35:25 | 0:35:30 | |
he's trying you out. | 0:35:30 | 0:35:31 | |
Well, they said he's doing OK at school, | 0:35:31 | 0:35:34 | |
but I do need to go in and see that for myself to decide | 0:35:34 | 0:35:37 | |
whether I will continue with the programme | 0:35:37 | 0:35:40 | |
because I can't do it if it's the way it was here, | 0:35:40 | 0:35:44 | |
Friday, I just can't do it. | 0:35:44 | 0:35:47 | |
Come on! | 0:35:48 | 0:35:49 | |
-Bye-bye. -Good boy! | 0:35:51 | 0:35:54 | |
Say bye-bye, Nana. | 0:35:55 | 0:35:57 | |
Bye-bye, Nana. | 0:35:59 | 0:36:01 | |
Nan's gone. Going to come back in now? | 0:36:02 | 0:36:06 | |
Going to come back in? With me. Going to come back in? | 0:36:06 | 0:36:13 | |
Come in. Come in, Jack. | 0:36:13 | 0:36:15 | |
Quickly. Quickly. | 0:36:17 | 0:36:20 | |
Quickly! | 0:36:20 | 0:36:22 | |
HE LAUGHS | 0:36:33 | 0:36:35 | |
Come on. | 0:36:35 | 0:36:36 | |
HE CRIES | 0:36:36 | 0:36:37 | |
Oh! | 0:36:41 | 0:36:42 | |
HE CRIES HARDER | 0:36:42 | 0:36:45 | |
HE CRIES | 0:36:56 | 0:36:58 | |
Where's your pass? | 0:37:05 | 0:37:07 | |
OK, give us a cuddle. | 0:37:09 | 0:37:10 | |
HE CRIES | 0:37:12 | 0:37:14 | |
Oh! | 0:37:21 | 0:37:23 | |
HE CRIES | 0:37:24 | 0:37:27 | |
HE CRIES HARDER | 0:37:32 | 0:37:35 | |
Woh-ah-ah. | 0:37:51 | 0:37:54 | |
Ah, hey. | 0:37:56 | 0:38:00 | |
-Hello, June. -Hi, Patience, how are you? | 0:38:01 | 0:38:06 | |
June works as a volunteer adviser for parents of children with | 0:38:06 | 0:38:09 | |
special educational needs. | 0:38:09 | 0:38:11 | |
She has stayed in touch with Patience since Matthew | 0:38:11 | 0:38:14 | |
and Reuben were at school together. | 0:38:14 | 0:38:16 | |
Yes, you've grown. | 0:38:16 | 0:38:18 | |
Wah, oh, ah, ha. | 0:38:18 | 0:38:20 | |
Hello. | 0:38:20 | 0:38:22 | |
Sorry. | 0:38:22 | 0:38:23 | |
Hi. | 0:38:23 | 0:38:25 | |
-Reuben is 13 now? -Yes. | 0:38:27 | 0:38:29 | |
And Matthew's near to 15. So it's only a two years' gap. | 0:38:29 | 0:38:33 | |
But you know, when Matthew started, as you say, he could count to 20. | 0:38:33 | 0:38:37 | |
Reuben didn't, couldn't. He didn't know his numbers. | 0:38:37 | 0:38:42 | |
Maybe one, two maybe. | 0:38:42 | 0:38:44 | |
Matthew knew more than that when he started, yes. | 0:38:44 | 0:38:46 | |
Yeah. Reuben hadn't. He had maybe five words. | 0:38:46 | 0:38:49 | |
He'd learned fantastically. | 0:38:49 | 0:38:52 | |
As you see, you know, he can read, he can write. | 0:38:52 | 0:38:55 | |
You see, this is one of my worries why I don't want him | 0:38:55 | 0:38:58 | |
to go to any more special schools, whereby he picks up more | 0:38:58 | 0:39:01 | |
negative behaviour and then, you know, he will be very unmanageable. | 0:39:01 | 0:39:08 | |
So that's why I said I feel a little bit... | 0:39:08 | 0:39:10 | |
But you, no, you've got him at home, but he's not... | 0:39:10 | 0:39:13 | |
because you don't have the money to have tutors in, he's doing nothing. | 0:39:13 | 0:39:17 | |
He's un...you know, he is just bored! | 0:39:17 | 0:39:21 | |
We do work. There are these two things. Some cutting. | 0:39:21 | 0:39:25 | |
We do coupons. | 0:39:25 | 0:39:27 | |
But, Patience, it's a lot of work because, you know, | 0:39:27 | 0:39:30 | |
he needs to be stimulated six hours a day. | 0:39:30 | 0:39:33 | |
If you imagine a child at school, you can't manage at home, because | 0:39:33 | 0:39:37 | |
at the moment you don't have the funding, you need to push that side. | 0:39:37 | 0:39:41 | |
You do. | 0:39:41 | 0:39:44 | |
You obviously work with loads of parents, | 0:39:44 | 0:39:46 | |
and I wonder how unusual Patience's experience is? | 0:39:46 | 0:39:50 | |
It's not unusual at all. It's becoming more frequent. | 0:39:50 | 0:39:58 | |
And there are lots of families around the country doing home | 0:39:58 | 0:40:01 | |
programmes and funding it themselves, | 0:40:01 | 0:40:03 | |
so you don't hear of them at all, | 0:40:03 | 0:40:05 | |
but they are, they're there. | 0:40:05 | 0:40:07 | |
It's this kind of hidden community of parents doing ABA at home. | 0:40:07 | 0:40:12 | |
Gunnar considers one of his most successful home programmes to | 0:40:18 | 0:40:21 | |
have been with a family who live in Stockholm. | 0:40:21 | 0:40:25 | |
We're going to say hello to Richard, a Swedish boy, he's 16. | 0:40:25 | 0:40:30 | |
He got an autism diagnosis at around age three. | 0:40:30 | 0:40:35 | |
The official system told the mum and dad not to be too optimistic, | 0:40:35 | 0:40:39 | |
and they should prepare themselves for sending Richard | 0:40:39 | 0:40:43 | |
to a special school, | 0:40:43 | 0:40:45 | |
but the parents thought otherwise. | 0:40:45 | 0:40:47 | |
Richard plays badminton for the Swedish national junior team. | 0:41:03 | 0:41:07 | |
The parents contacted me | 0:41:18 | 0:41:20 | |
and we started development training when he was three and a half. | 0:41:20 | 0:41:23 | |
It was a struggle. | 0:41:23 | 0:41:25 | |
Most of all, it was a struggle for the parents, | 0:41:25 | 0:41:28 | |
not always agreeing on how to do things. | 0:41:28 | 0:41:32 | |
THEY SPEAK IN SWEDISH | 0:41:37 | 0:41:40 | |
THEY LAUGH | 0:43:39 | 0:43:40 | |
So this is his birthday, is it? | 0:43:49 | 0:43:51 | |
This is his two-year birthday. | 0:43:51 | 0:43:54 | |
HE LAUGHS | 0:44:09 | 0:44:11 | |
THEY LAUGH | 0:44:13 | 0:44:15 | |
This is in November, he was born in April... Three and a half. | 0:44:38 | 0:44:41 | |
So at this point speech hadn't really started? | 0:44:41 | 0:44:45 | |
No, no, no, not at all. | 0:44:45 | 0:44:47 | |
OK, OK... Shh! | 0:44:48 | 0:44:52 | |
SHE SPEAKS IN SWEDISH | 0:45:00 | 0:45:02 | |
HE CRIES | 0:45:17 | 0:45:19 | |
THEY SPEAK IN SWEDISH | 0:45:42 | 0:45:44 | |
He doesn't want to watch more. | 0:45:47 | 0:45:49 | |
He's a really happy child right now, | 0:45:51 | 0:45:54 | |
and it's great that you have done this, | 0:45:54 | 0:45:56 | |
but it's, yeah, hard to see. | 0:45:56 | 0:45:59 | |
Yeah, it is very surprising. | 0:45:59 | 0:46:01 | |
And I never think it was so hard. | 0:46:02 | 0:46:06 | |
And I think I was just sick, but not so sick. | 0:46:06 | 0:46:11 | |
He had a condition that tells him to try to avoid demanding situations. | 0:46:14 | 0:46:22 | |
It was very difficult to find anything you could use | 0:46:22 | 0:46:26 | |
as a proper reinforcement. | 0:46:26 | 0:46:28 | |
There was a couple of things he could like, | 0:46:28 | 0:46:30 | |
but nothing he was willing to climb Mount Everest to get. | 0:46:30 | 0:46:35 | |
You see what I mean? So we had to be firm. | 0:46:35 | 0:46:38 | |
If not, he wouldn't take us seriously. | 0:46:38 | 0:46:40 | |
And seeing the result today, | 0:46:40 | 0:46:42 | |
I don't personally feel very, very bad about it. | 0:46:42 | 0:46:44 | |
Listening to Richard telling that he really doesn't recall | 0:46:44 | 0:46:47 | |
anything from that period. | 0:46:47 | 0:46:50 | |
So it's a little bit... In a hospital, when we get hurt, | 0:46:50 | 0:46:54 | |
it looks like a mess. | 0:46:54 | 0:46:56 | |
There's blood all over, | 0:46:56 | 0:46:58 | |
it's sweat and tears, it's sadness, | 0:46:58 | 0:47:01 | |
and then they fix you. | 0:47:01 | 0:47:03 | |
-Where's it gone? -Have we got our bus with the doors today? | 0:47:27 | 0:47:30 | |
Shall we shut them? | 0:47:30 | 0:47:33 | |
I can't believe him. Why did he give me all that grief? | 0:47:33 | 0:47:37 | |
-Yes, good boy. -Clever boy. | 0:47:37 | 0:47:41 | |
You know, I've been reading in the book that he's not | 0:47:41 | 0:47:44 | |
been sick for the past two days, | 0:47:44 | 0:47:47 | |
so obviously it is me. | 0:47:47 | 0:47:51 | |
It's got to be me, ain't it? | 0:47:51 | 0:47:52 | |
It's going to be a long process, | 0:47:52 | 0:47:55 | |
and that emotional attachment makes it so much harder, | 0:47:55 | 0:47:58 | |
cos you don't want to see him upset and distressed, you know, | 0:47:58 | 0:48:02 | |
and he's not used to you doing things like that with him. | 0:48:02 | 0:48:06 | |
So it's almost he's got a whole new learning process. | 0:48:06 | 0:48:09 | |
Where's that truck? Who's that? | 0:48:09 | 0:48:12 | |
SHE LAUGHS Hello! | 0:48:12 | 0:48:14 | |
"What are you doing here, Mummy? What's Mummy doing here?" | 0:48:14 | 0:48:18 | |
-What's she doing? Did you come to speak to Michaela? Wow! -Mummy! | 0:48:19 | 0:48:25 | |
Have you been eating food? You been eating food? | 0:48:27 | 0:48:31 | |
I think we might get tears. | 0:48:31 | 0:48:33 | |
Yeah. Just go and sit over there with Michaela. | 0:48:33 | 0:48:36 | |
We're nearly finished now, ain't we? Where's the last one? | 0:48:36 | 0:48:39 | |
Where's the truck gone? | 0:48:39 | 0:48:42 | |
Where's the truck gone? | 0:48:44 | 0:48:46 | |
People have to think very carefully about exactly what compliance | 0:48:48 | 0:48:52 | |
is teaching their children, | 0:48:52 | 0:48:54 | |
because you're giving way to an adult. | 0:48:54 | 0:48:58 | |
You are complying with an adult, all the time, | 0:48:58 | 0:49:00 | |
and that can leave you extremely vulnerable, extremely vulnerable. | 0:49:00 | 0:49:04 | |
Yeah, we're done for today. | 0:49:04 | 0:49:06 | |
So he's tried two bits of everything and no...no gag at all. | 0:49:06 | 0:49:12 | |
Come here, you cuddle Mummy. | 0:49:12 | 0:49:14 | |
Aw! | 0:49:14 | 0:49:17 | |
I think the argument is, it's the child's right to say no. | 0:49:17 | 0:49:21 | |
But we believe that it's the child's right to be able to experience | 0:49:21 | 0:49:24 | |
other things, and they don't really know what they're saying no to | 0:49:24 | 0:49:27 | |
because they've got a barrier | 0:49:27 | 0:49:29 | |
so it's about removing those barriers and retraining their brain | 0:49:29 | 0:49:33 | |
so that actually they can access a whole lot of other things | 0:49:33 | 0:49:36 | |
and enjoy a much fuller life. | 0:49:36 | 0:49:38 | |
Although I wasn't diagnosed as a child, | 0:49:54 | 0:49:58 | |
it was obvious that I was different. | 0:49:58 | 0:50:01 | |
You know, there's no blame, there's no hard feelings, | 0:50:04 | 0:50:09 | |
but this drive to make me | 0:50:09 | 0:50:14 | |
look, appear, behave, think, feel... | 0:50:14 | 0:50:17 | |
..experience everything in a normal way | 0:50:19 | 0:50:25 | |
was... | 0:50:25 | 0:50:26 | |
it-it broke me inside. | 0:50:26 | 0:50:30 | |
It is a form of cruelty to deny a person who they are. | 0:50:32 | 0:50:36 | |
Erm... | 0:50:36 | 0:50:38 | |
There was no cruel intent there, the best interest was | 0:50:38 | 0:50:42 | |
always there, but it wasn't right for me, and I couldn't put | 0:50:42 | 0:50:49 | |
Joss into a system or a programme | 0:50:49 | 0:50:54 | |
that wasn't designed for him. | 0:50:54 | 0:50:56 | |
I couldn't rob Joss of who he was, of his soul, of his essence. | 0:50:57 | 0:51:04 | |
And if part of that was autistic, then fair enough. | 0:51:04 | 0:51:09 | |
It's not necessarily a bad way of living. | 0:51:09 | 0:51:13 | |
But there's other people who are profoundly autistic | 0:51:13 | 0:51:18 | |
and I can't... I can't speak for them. | 0:51:18 | 0:51:21 | |
# Happy birthday to you | 0:51:21 | 0:51:25 | |
# Happy birthday to you | 0:51:25 | 0:51:29 | |
# Happy birthday, dear Jeremiah | 0:51:29 | 0:51:35 | |
# Happy birthday to you. # | 0:51:35 | 0:51:39 | |
Ready, steady... | 0:51:39 | 0:51:42 | |
THEY CHEER | 0:51:42 | 0:51:44 | |
Some people suggest the goal of ABA is compliance with social norms, | 0:51:45 | 0:51:50 | |
with rules, and that is in fact true. | 0:51:50 | 0:51:54 | |
But everybody expects that from their children. Nobody wants chaos. | 0:51:54 | 0:51:58 | |
We are who we are, due to some genetic endowment. | 0:51:58 | 0:52:03 | |
But most of who we are is in fact the result of a set | 0:52:03 | 0:52:08 | |
of environmental events completely out of our control | 0:52:08 | 0:52:11 | |
and unwittingly applied by people around us. | 0:52:11 | 0:52:13 | |
But the fact that we're unaware of it doesn't make it | 0:52:13 | 0:52:16 | |
any less effective. | 0:52:16 | 0:52:18 | |
Dr Vince Carbone is a leading ABA practitioner | 0:52:18 | 0:52:21 | |
and researcher from New York. | 0:52:21 | 0:52:23 | |
He constructed the programme that Treetops follows | 0:52:23 | 0:52:26 | |
and visits the school twice a year. | 0:52:26 | 0:52:28 | |
-Who's that? -This is Jack. | 0:52:28 | 0:52:31 | |
Jack, huh? | 0:52:31 | 0:52:33 | |
That was funny, huh, Jack? | 0:52:35 | 0:52:37 | |
Look at him sign. | 0:52:37 | 0:52:41 | |
In a book! | 0:52:41 | 0:52:43 | |
Nice, Jack! | 0:52:43 | 0:52:45 | |
That's great. | 0:52:47 | 0:52:49 | |
I think it's important that people pay attention to what people | 0:52:49 | 0:52:53 | |
with autism say about ABA therapy. | 0:52:53 | 0:52:57 | |
But we're not trying to change the soul or... | 0:52:57 | 0:53:00 | |
the essence of the person, | 0:53:00 | 0:53:03 | |
what we're attempting to do is change their behaviour patterns so | 0:53:03 | 0:53:06 | |
that they garner more reinforcement during their life than they do | 0:53:06 | 0:53:09 | |
negative attention and punishment from the social community. | 0:53:09 | 0:53:12 | |
And...a biscuit. Well done! | 0:53:12 | 0:53:16 | |
Hey, do some exercise or else you'll freeze. | 0:53:25 | 0:53:29 | |
Matt, go on, go on the bike. | 0:53:29 | 0:53:31 | |
I'm not regretting what I did | 0:53:34 | 0:53:37 | |
because any mother in my position would do the same. | 0:53:37 | 0:53:40 | |
It breaks my heart to watch him growing up, you know, | 0:53:53 | 0:53:58 | |
not getting any better. | 0:53:58 | 0:54:00 | |
The love for my child, is it right? | 0:54:10 | 0:54:12 | |
Nothing else. It's that love that I have for my son that drives me | 0:54:12 | 0:54:17 | |
to do anything, anything that it takes. | 0:54:17 | 0:54:20 | |
If I don't fight for him, nobody does. | 0:54:23 | 0:54:26 | |
Thank you. Shall we go home? | 0:54:34 | 0:54:37 | |
Matthew, come on. | 0:54:42 | 0:54:44 | |
It's getting dark, look. Night-time. | 0:54:44 | 0:54:48 | |
Night-time. | 0:54:48 | 0:54:49 | |
Listen, five, four, | 0:54:51 | 0:54:55 | |
three, two, one! Home time. | 0:54:55 | 0:55:01 | |
Home time. | 0:55:01 | 0:55:03 | |
Going home, going home... | 0:55:03 | 0:55:06 | |
-You want me to leave you? -Yeah. | 0:55:06 | 0:55:08 | |
I'm going now, Matt. I'm going. Bye-bye. | 0:55:08 | 0:55:12 | |
OK, I'm going, bye-bye! | 0:55:12 | 0:55:14 | |
I'm going, are you coming? | 0:55:16 | 0:55:18 | |
Are you coming? Come on! | 0:55:18 | 0:55:20 | |
Let's go. | 0:55:22 | 0:55:23 | |
Come on. | 0:55:24 | 0:55:25 | |
He never used to look at me. | 0:55:43 | 0:55:45 | |
Even if you called for him, he never used to come. | 0:55:45 | 0:55:48 | |
Things changed for me. | 0:55:49 | 0:55:50 | |
He does come to me now. | 0:55:50 | 0:55:52 | |
I'm much happier than what I was. | 0:55:52 | 0:55:56 | |
That stress level is, you know, reduced enormously. | 0:55:56 | 0:56:00 | |
BOY LAUGHS | 0:56:01 | 0:56:03 | |
You can have it later, OK? | 0:56:06 | 0:56:07 | |
The changes are always going to be slow. There is no quick fix. | 0:56:09 | 0:56:14 | |
But the changes are very positive, and if he is going to | 0:56:14 | 0:56:17 | |
a mainstream school, I don't think it would have happened. | 0:56:17 | 0:56:21 | |
Do you feel that you're just able to communicate better with him? | 0:56:22 | 0:56:28 | |
Yeah. | 0:56:28 | 0:56:29 | |
Jeremiah, how do you say sweeties? How do you say crisps? | 0:56:29 | 0:56:34 | |
Crisps, good boy. | 0:56:34 | 0:56:35 | |
How you say raisins? | 0:56:35 | 0:56:37 | |
Raisins. | 0:56:37 | 0:56:38 | |
How do you say biscuits? Biscuits. How do you say bubbles? | 0:56:38 | 0:56:41 | |
Bubbles. How do you say up? Up. | 0:56:41 | 0:56:45 | |
Good boy. Show his nose, eyes. | 0:56:46 | 0:56:50 | |
Touch your nose. Touch your nose. | 0:56:50 | 0:56:53 | |
Touch your nose. | 0:56:53 | 0:56:55 | |
Look. Touch your head. Head. | 0:56:55 | 0:56:58 | |
Touch your head. Good! That's a good boy! | 0:56:58 | 0:57:01 | |
Spin! | 0:57:01 | 0:57:02 | |
Spin! | 0:57:03 | 0:57:05 | |
There is this fine line about knowing when to allow children to, | 0:57:06 | 0:57:10 | |
kind of, step out of their comfort zone and when not to. | 0:57:10 | 0:57:13 | |
And this is, I think, the case for all children, | 0:57:13 | 0:57:16 | |
but it's particularly difficult for children with autism, | 0:57:16 | 0:57:18 | |
who are often very set in their ways. | 0:57:18 | 0:57:21 | |
Can they be pushed at this moment in time in order to experience | 0:57:21 | 0:57:24 | |
something new, or should we just, kind of, hold back? | 0:57:24 | 0:57:27 | |
And parents and teachers are making these really quite subtle, | 0:57:27 | 0:57:30 | |
ethical decisions all the time. | 0:57:30 | 0:57:32 | |
Yeah, I know. It'll be here in a minute. | 0:57:35 | 0:57:38 | |
Dinner come in a minute. | 0:57:38 | 0:57:40 | |
We'll watch the children first. Yeah? | 0:57:40 | 0:57:44 | |
Look. Look, Jack. | 0:57:44 | 0:57:46 | |
Wow! | 0:57:47 | 0:57:49 | |
Yeah, Mummy's going to cut it up for you. | 0:57:50 | 0:57:54 | |
There you go. | 0:57:54 | 0:57:55 | |
Look at him. I never thought this day would come. | 0:58:05 | 0:58:08 | |
Never. Nothing makes him sick any more. | 0:58:08 | 0:58:11 | |
Oh, it's just absolutely fantastic. | 0:58:11 | 0:58:15 |