Our Applied Behavior Analysis program provides both direct services to children as well as consultation and intervention to caregivers of children with a wide variety of developmental disorders. Intervention focuses on behavior management and addresses a wide range of concerns including (a) language, (b) academic and pre-academic skills, (c) appropriate social behavior, and (d) daily living skills (e.g., potty training).
Therapy is individualized to each child based on an initial assessment (e.g., the ABLLS-R, VB-MAPP, AFLS, C-PIRK, Essential for Living, Functional Assessments of problem behaviors, etc.) and continually modified based on the child’s progress. Based on the needs of each individual child, a curriculum of academic, pre-academic, social, and language skills will be developed. Targeted skills are worked on each day until the child reaches mastery criterion for the skill. All therapists continuously receive training in techniques that reflect best practice for the field of ABA. Ongoing supervision is provided by a Doctoral level Board Certified Behavior Analyst for the child’s initial assessment, skill acquisition programming, behavior plan development, and programming/plan updates. Staff competency is monitored frequently to ensure correct program implementation to optimize treatment outcomes.
Is ABA right for my child?
Children presenting with developmental delays in the areas of language, pre-academic/academic, adaptive or daily living, and/or social skills have been shown to benefit from the teaching techniques derived from the principles of ABA. Children with developmental delays, particularly ASD, may not develop skills through their daily interactions in their home or school environment like many of their typically-developing peers. To effectively teach children, highly specialized techniques which break tasks down into small, measurable units to be practiced repeatedly until the skill is sufficiently learned are used. Some skills may be a necessary foundation for other more complex skills (e.g., imitation of others, attending). Thus, we may begin by working on more basic skills that prepare the child to learn more advanced skills.
Once your child is able to demonstrate the skill, we will practice it periodically to ensure that your child maintains the skill over time as well as exhibits the skill in a variety of contexts (e.g., across different objects, in different settings). Parents may also be provided with information and materials to work on mastered skills in the home environment to promote new teaching opportunities in the child’s natural environment. It is our goal for your child to perform all newly-learned skills in a variety of environments and with a variety of people.
Trained therapists conduct instructional procedures across settings ranging from individualized seat work to naturalistic play interactions with adults and/or peers. A psychologist with specialty training in applied behavior analysis oversees all programs. Therapists record each occurrence of targeted skills; and the accuracy of the data is checked daily. Session-by-session data are graphed, reviewed, and analyzed multiple times each day by therapists and supervising psychologists. Data are used to guide program development and refine the academic interventions.
Our program uses a variety of empirically-validated procedures based on the principles of applied behavior analysis. Treatment procedures may include Discrete Trial Instruction in which learning opportunities are structured and therapist-led, Natural Environment Teaching (NET) in which learning opportunities are child-led based on naturalistic play and requests, and Peer-mediated strategies for social skills development (e.g., board games for turn taking, peer imitation). Additionally, if your child displays any problem behavior(s) that is/are of concern, assessment and treatment procedures will be utilized to reduce the occurrence of the challenging behaviors.