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behavior

Functional Behavior Assessments are conducted and a Behavior Intervention Plan is written and individualized to meet your child’s behavioral needs.

Appropriate behaviors are taught to replace problem behaviors through utilizing procedures such as:

Preventative Strategies

Strategies include utilizing daily schedules, teaching children to express their wants and needs appropriately, providing scheduled breaks, providing choices, and mixing instructional tasks in order to prevent negative behaviors by manipulating triggers within the environment.

Reinforcement Strategies

Strategies include reinforcing appropriate behaviors through verbal praise, social praise, and a variety of reward systems to increase the likelihood of recurrence in the future. Preference assessments may be utilized in order to determine strong motivators for the individual to insure that the reinforcement system is effective in evoking desired behaviors.

Management Strategies

Strategies include managing inappropriate behaviors in an effort to decrease the likelihood of recurrence in the future. A large focus is placed on antecedent interventions to manipulate the environment and put preventative strategies in place in order to prevent maladaptive behaviors from occurring. 

communication

The VB-MAPP and other related communication assessments are conducted and individualized communication programming is developed.

Verbal behavior training is frequently utilized during sessions in a discrete, 1:1 setting to teach the different verbal operants used in peer-to-peer conversations. The basic verbal operants targeted include the following:

Verbal Operants

Mand:

Requesting

items

Tact:

Labeling

items

Motor

Imitation:

Repeating

other’s actions

Echoics:

Repeating other’s sounds or words

Listener Responding:

Following directions

Intraverbal:

Answering questions and commenting

Natural Environment Teaching (NET) may also be utilized for children who are younger with less experience in an instructional setting. This may also be utilized when children have severe interfering behaviors and need time to adjust to a more intense instructional setting.

feeding

A thorough feeding assessment is conducted with a careful consideration of the child’s past and current food repertoire, texture sensitivities, and behaviors displayed during mealtimes. 

An individualized feeding plan will be developed to address these areas.
The following skills may be worked on when a feeding plan is implemented:

Using
utensils

Self
feeding

Cup
Drinking

Negative behaviors

Increasing food repertoire

Increasing food volume intake

Self-help skills

The Assessment for Functional Living Skills, along with similar assessments, are utilized to evaluate the skill level of a child for different self-help skills. Individualized task analyses and protocols are created to teach the steps within the skill effectively.

Task analyses break difficult skills into a
simple and easy to learn process.

Progress on each step of the skill is measured to insure that the skill is being learned correctly. Prompt hierarchies are utilized to systematically fade out the level of assistance the child is receiving until independence is achieved for each step of the skill.

Social skills

The Social Beginnings program is designed to provide an engaging curriculum based on the principles of Applied Behavior Analysis that is tailored to each child’s individual needs while being delivered to the group as a whole.

Verbal Beginnings has found success with quicker skill acquisition by incorporating the fun and colorful materials as well as the associated vernacular of Michelle Garcia Winner’s Social Thinking® program when teaching the children in the group. The Social Thinking® curriculum also identifies a plethora of social skills commonly deficient in children with delayed social skill development. The application of the principles of Applied Behavior Analysis are utilized to task analyze this bank of social skill goals, organize them in a progressive developmental order and apply them to each child’s individual needs.

School Consultation

Upon the parents’ request, our BCBAs will:

Review your
child’s IEP

Evaluate the appropriateness
of the goals

Evaluate the procedures and accommodations being utilized

Provide feedback
to the family

BCBAs are also able to do things such as attend IEP meetings to discuss and compare goals, to collaborate with the school team, and to provide suggestions for strategies that can be implemented in the school setting. Lastly, the BCBA is able to conduct classroom observations and provide school observation reports to the family and school team.

Our BCBAs are also happy to collaborate with any private therapists as well. The coordination of services insures that all care providers are continuing to use the most effective treatments across all environments.