What We Offer - Applied Behavior Analysis

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In-Home ABA for Children with Autism

At Advanced Therapy Solutions, we understand that children learn best within the context of functional, natural settings. Autism Spectrum Disorders impact children AND their families, therefore we offer In-Home ABA services to assist children function to their potential in the settings in which they live. These services are designed to provide a fun and productive learning environment in their home, school, and/or community

A Board Certified Behavior Analyst will conduct evidence-based assessments and create an individualized treatment plan for the child that specifies goals and objectives for therapy.  Although we will work on language development, social skills, and decreasing problem behaviors, In-Home Services provide us with a unique opportunity to work on self-care, leisure skills and daily living skills. It also provides us an opportunity to address skill development across a variety of naturalistic settings (home, grocery store, park, etc.). This approach to program development and teaching beneficial to children and their families. Our ABA therapists collected data on behavior and skill acquisition to objectively track progress. Although a therapist may be responsible for implementing programs, we understand that communication with parents is essential to success. Parents are encouraged to observe and be involved in therapy sessions. Parent Training is also provided to families of In-Home clients to enhance their ability to work with their children on skill development and reduction of problem behavior

  • All programs are led by experienced BCBAs who supervise BCBAs and ABA behavior therapists that work one to one with children with autism
  • We create skilled teams of BCBAs and aba therapists as well as fun, effective learning environments.
  • We use Center Reach for data collection and practice management to ensure that when our BCBAs are not in-home they can review data anytime from remote locations, rewrite programs and alert staff to changes immediately.  All data are automatically graphed allowing for accurate visual depiction of behavior and acquisition data. This allows more time for our therapists to work with children by eliminating end of session manual graphing of data.

School Program Evaluation and Consultation

Schools are often faced with very challenging students, their behavior and barriers to learning. We are available for consultation to ABA teams and school personnel to make recommendations for program development and improvement.

  • Our experienced BCBAs provide public and private school consultation to families and school districts that request our services.
  • We offer program evaluations for individualized student programs and school-based programs.  We offer program development services and on-going consultation based on the needs of students and school districts. Our goal is to assist in the development of well-designed programs implemented with procedural integrity and focused on producing intended student outcomes.

Staff Training and Supervision

  • Our experienced BCBAs offer ABA staff training in accordance with the Registered Behavior Technician (RBT) task list as developed by the BACB.
  • We provide supervision of qualified BCBA candidates in accordance with the requirements for supervisors of experience for those pursuing certification standards and the BCBA task list as set forth by the BACB.
  • Our BCBAs provide training on designing, conducting and  utilizing data derived from functional analyses to inform more effective interventions for problem behavior
  • Our experienced BCBAs can provide ½ day, full day, and multi-day training staff and parent training. Hands-on training and performance feedback are available as requested following initial training. Training topics can be developed by request. Current offerings include:
    • Introduction to Applied Behavior Analysis (ABA)
    • Applied Behavior Analysis for children with Autism
    • Assessing and Promoting Maintenance and Generalization with ABA
    • Introduction to Functional Behavioral Assessment (FBA)
    • Introduction to Positive Behavior Supports(PBS)
    • Teaching skills with ABA
    • Maintenance and generalization of acquired skills
    • Designing and Implementing Effective Treatments for Problem Behavior
    • Writing Measurable Goals and Objectives
    • Collecting, Graphing, and Using data
    • Introduction to Toilet Training
    • Functional Communication Training (FCT)

Assessments:

Functional Behavioral Assessments (FBA) are conducted to determine why your child or student engages challenging behavior. Functional assessments are designed to identify specific environmental and physical variables that may occasion and maintain problem behavior. Additionally, functional assessment links assessment of behavior problems to a choice of intervention strategies by indicating strategies for reducing problem behavior and increasing desired alternative behavior(s). These assessments consist of structured interviews and observations and may include direct manipulation of variables that may precede and follow problem behavior. Behaviors are maintained by their consequences. All interventions to reduce and eliminate problem behaviors should be informed by an analysis of the function of the problem behavior(s). There are two kinds of functional behavior assessments:

  1. Descriptive Analyses include observing behavior and identifying common antecedents to problem behavior and events that occur after problem behavior.  The proportion of time specific consequences occur contingent on a behavior occurring is compared to other consequences. Descriptive assessments are often accompanied by structured and unstructured interviews. These indirect interviews do not constitute an FBA in the absence of additional assessment. Descriptive analyses yield a hypothesis for the function(s) of problem behavior(s) but do not demonstrate a functional relationship between behavior and environmental variables.
  2. Functional Analyses are conducted by interviewing people familiar with the child whose behavior is being assessed, observations of the child and manipulation of antecedents and/or consequences of the behavior to identify a functional relationship between these variables and behavior.  Short control and test conditions where the consequences hypothesized to maintain problem behavior are delivered after problem behavior occurs (test) or throughout the duration of a condition (control) are conducted. Alternating between both conditions provides data about how often the behavior occurs in each condition to determine what consequences reinforce problem behavior(s). This process is much more accurate in identify consequences that maintain problem behavior and ca take considerably less time to conduct than descriptive analyses. Please click here for more information and literature to support this method of determining the function of problem behavior

Preference assessments are conducted to determine what stimuli serve as reinforcers for your child or student. Our assessment methods include rating scales, direct assessment, and observational assessments. Preference assessments should be completed frequently as part of a regular behavior program. Additionally, preference assessments are a helpful addition to an FBA.

Ecological assessments help identify specific behaviors necessary for a child to be successful in an environment (e.g., home, school community) and the frequency of different behaviors that form typical patterns of behavior Ecological assessments can involve observing a child’s  performance in relation to that of a sample of typical peers in that environment. These assessments can help determine if a child is learning in a particular environment and whether that environment is appropriate given the child’s skills in comparison to the skills required to succeed in the environment.

Skills assessments are used to determine and prioritize areas to focus on for intensive behavioral intervention.

  • The ABLLS-R is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities. This practical and parent-friendly tool can be used to facilitate the identification of skills needed by your child to effectively communicate and learn from everyday experiences.
  • VB-MAPP is a criterion-referenced assessment tool, curriculum guide, and skill tracking system that is designed for children with autism, and other individuals who demonstrate language delays. The VB-MAPP is based on B.F. Skinner’s (1957) analysis of verbal behavior, established developmental milestones, and research from the field of behavior analysis. The VB-MAPP can identify deficits I skill development for early intensive behavioral intervention and can offer a helpful starting point for intervention and curriculum development.
  • The PEAK Relational Training System is an evaluation and curriculum guide for teaching basic and advanced language skills from a contemporary behavior analytic approach. The PEAK: Relational Training System is a novel approach to Verbal Behavior Therapy, which embraces traditional verbal behavior accounts of basic language and incorporates contemporary behavior analytic strategies for promoting relational responding (a broad repertoire of learning meaning through relations between stimuli) which are responsible for our ability understand and use abstract language.
  • The Assessment of Functional Living Skills (AFLS) is an assessment, skills tracking system, and curriculum guide for the development of essential skills for achieving independence. It can be used to demonstrate a learner’s current functional skill repertoire and provide tracking information for the progressive development of these skills throughout the lifespan. The AFLS contains task analyses of many of the skills essential for participation in a wide range of family, community, and work environments and can be used simultaneously with the ABLLS®-R. There are currently three Protocols, and they address these different areas: Basic Living Skills, Home Skills, and Community Participation Skills.
  • Essential for Living (EFL) is based on an extensive body of research literature from special education, along with the concepts, principles, and empirically-validated procedures from Applied Behavior Analysis (ABA) and from B. F. Skinner’s analysis of verbal behavior. Essential for Living, however, requires no previous knowledge or experience with ABA or verbal behavior. It can be used in conjunction with other curricula, including The VB-MAPP, PECS, The ABLLS-R, The Lovaas Curriculum, A Work in Progress, The Early Start Denver Model, The ACE Curriculum, The Murdoch Center Program Library, and The MOVE Curriculum. Essential for Living (EFL) is designed for teachers, speech-language pathologists, behavior analysts, behavior specialists, curriculum coordinators, providers of residential and vocational services, and support coordinators who work with children and adults with moderate-to-severe disabilities. It is especially suited for individuals with limited skill repertoires, limited-to-no speaking skills, and/or severe problem behavior. For special educators who must respond to the Common Core State Standards, the language and functional academic skills of Essential for Living are linked to these standards.
  • The Social Skills Rating System (SSRS) is a norm-referenced assessment tool that focuses on social behavior in pre-school, elementary and secondary students. The SSRS focuses on measuring social skills, problem behavior and academic competence and can assist in focusing intensive behavioral interventions addressing social skills deficits.