Author name: Josephine Tope-Ojo

Blog, Hope

“Mummy, I Can Hear the Rain”: Adaobi’s Journey from Despair to Discovery.. By Dr. Josephine Tope-Ojo (BCBA-D, LBA)

When Adaobi gave birth to Chukwuma, she had dreams of a future filled with laughter, school awards, and birthday parties with bouncing castles and small chops. She imagined him as a lawyer like his father, or maybe a brilliant engineer building bridges across the River Niger. But life had another plan. By age two, Chukwuma still wasn’t talking. He didn’t answer when called. He preferred to spin the wheels of his toy truck for hours rather than play with other children. Family members said things like: “Boys are usually slow.”“He’ll talk when he’s ready.”“You’re just worrying too much.” Adaobi wanted to believe them. But deep in her heart, she knew something wasn’t right. The Diagnosis That Changed Everything One hot afternoon in Enugu, Adaobi walked into the pediatric neurologist’s office, holding her son close. After a series of questions, the doctor looked up gently and said: “Your son is on the autism spectrum.” Adaobi froze. Autism? In Nigeria? She had only heard about it in foreign movies or random online articles. The questions flooded her mind: She cried for days. She felt alone. Her husband, Emeka, was supportive but confused. Church members prayed for deliverance. One aunty even suggested it was spiritual. But Adaobi needed more than prayers. She needed answers. A Mother’s Resolve Instead of sinking into depression, Adaobi did something different—she fought. She attended every workshop on special needs she could find in Lagos and Port Harcourt. She joined Facebook groups like Hope4AutismFamilies. She started keeping a daily journal of Chukwuma’s behaviour. She learned about speech therapy, occupational therapy, and sensory processing. Then one day, something remarkable happened. Chukwuma, now four, walked to the window during a Harmattan rainstorm and said: “Mummy, I can hear the rain.” It wasn’t just the words—it was the connection. For the first time, Adaobi saw light at the end of the tunnel. From Isolation to Inclusion At first, neighbours whispered. Children at the playground called Chukwuma “weird.” Even some teachers refused to include him in activities. But Adaobi refused to let ignorance win. She started a WhatsApp group called “Different, Not Less – Naija Mums.” In weeks, dozens of Nigerian mothers joined, each with their own stories of struggle and courage. She organized awareness events at churches. She wrote articles for parenting blogs. She began working with a team of local therapists to make early intervention services more accessible in her community. Chukwuma began to thrive. He now uses assistive communication devices and attends a school that celebrates neurodiversity. He loves drawing and is obsessed with trains. Every time he finishes a sketch, he runs to Adaobi and says, “Mummy, come and see! I made a train with three windows!” The Lesson We All Must Learn Autism is not a curse. It is not punishment or the result of “village people.” It is a different way of experiencing the world. Children like Chukwuma may not follow the same timeline as others, but their journey is no less beautiful. Adaobi once said at a parents’ conference: “Autism didn’t break my son. It broke me—in the best way. It tore down my assumptions, and rebuilt me into a stronger, more compassionate woman.” Hope for Every Nigerian Family If you’re reading this and wondering, “Will my child ever speak? Will he go to school? Will we survive this?”—the answer is yes. With early support, therapy, and acceptance, your child can thrive. And like Adaobi, you can become a light for others. 📩 For Counseling & Consultation: We’re here to walk this journey with you. Whether you need someone to talk to, professional guidance, or support in navigating your child’s development… Email us at:📬 info@hope4autismfamilies.com You are not alone. 💙

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ABA FACT SHEET

Applied Behavior Analysis (ABA) methodology involves the application of basic behavioral practices(positive reinforcement, repetition, and prompting) to facilitate the development of language, positiveskills, and social behavior as well as to help reduce everyday social problems and serious behaviordisorders.Data collected through hundreds of studies currently indicate that ABA is a highly effective method toteach children and adolescents with Autism Spectrum Disorders (ASD) and other developmentaldisabilities.Tested by research and experience for more than 35 years, ABA practices have been endorsed by theSurgeon General, the National Institutes of Health (NIH), and the Association for Science in AutismResearch. The skills and experience of an ABA professional are essential for successful treatment.Continuous and systematic evaluation of effectiveness is a fundamental component of the ABAmethodology.ABA can be used to teach a variety of skills and positive behaviors, including language, reading, socialskills, positive peer support, academic engagement, functional living skills, and more. ABA methodologyis also effective in decreasing inappropriate behaviors such as noncompliance, tantrums, bed-wetting,feeding problems, aggression, and self-injury.ABA techniques work across all environments: work, home, school, and the community. Examples oftherapy goals for each of these settings could include: Work – Increasing performance output, Improving upon social interactions amongst colleaguesor employers, Reducing off -task behavior, Increasing task fluency (speed at which a skill isperformed) Home – Toilet training, Sibling interaction/Social interaction, Communication or LanguageTraining, Chores or Task Completion, Homework Completion School – Increasing group participation, Reduction of problem behaviors, Functional BehaviorAssessments, Reducing off-task instructional behavior Community – Generalization of skills across settings, Extinguishing wandering or elopementbehaviors, Teaching street safety, Stranger DangerIdeally, all relevant caregivers or professionals (Teachers, Speech Therapist, Occupational Therapist,Nannies, etc.) should work collaboratively as a team to generalize and implement the treatment plandeveloped by the ABA professionals. Teamwork can make all the difference in helping children reachtheir potential.Effective ABA intervention for autism is not a “one size fits all” approach and should never be viewed asa “canned” set of programs or drills. On the contrary, a skilled therapist customizes the intervention toeach learner’s skills, needs, interests, preferences and family situation. For these reasons, an ABA 2program for one learner will look different than a program for another learner. That said, quality ABAprograms for learners with autism have the following in common:Planning and Ongoing Assessment ABA Techniques and Philosophy ReferencesBaer, D., Wolf, M., & Risley, R. (1968). Some current dimensions of applied behavior analysis. Journal ofApplied Behavior Analysis, 1, 91 – 97.Baer, D., Wolf, M., & Risley, R. (1987). Some still-current dimensions of applied behavioranalysis. Journal of Applied Behavior Analysis, 20, 313 – 327.Maine Administrators of Services for Children with Disabilities (MADSEC) (2000). Report of theMADSEC Autism Task Force.Myers, S. M., & Plauché Johnson, C. (2007). Management of children with autism spectrumdisorders.Pediatrics, 120, 1162-1182.National Academy of Sciences (2001). Educating Children with Autism. Commission on Behavioral andSocial Sciences and Education. New York State Department of Health, Early Intervention Program (1999). Clinical Practice Guideline: 3Report of the Recommendations: Autism / Pervasive Developmental Disorders: Assessment andIntervention for Young Children (Age 0-3 years).Sulzer-Azaroff, B. & Mayer, R. (1991). Behavior analysis for lasting change. Fort Worth, TX : Holt,Reinhart & Winston, Inc.US Department of Health and Human Services (1999). Mental Health: A Report of theSurgeon General.Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse andMental Health Services Administration, Center for Mental Health Services, National Institutes of Health,National Institute of Mental Health.www.centerforautism.comwww.appliedbehavioralstrategies.com  

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