Services Provided
 

1. ASSESSMENTS

·        BASIC LANGUAGE ASSESSMENT FORM

·        ASSESSMENT OF BASIC LANGUAGE AND LEARNING

·        VB MAPPS

·        REINFORCEMENT ASSESSMENTS

·        FUNCTIONAL BEHAVIOR ASSESSMENTS

·        DISCRIPTIVE ASSESSMENTS

 2. PAIRING WITH REINFORCEMENT

In order to establish instructional control our first step is to pair our-selves with what is valuable to a child (positive reinforcement) based on their reinforcement assessment. Pairing begins with noncontingent reinforcement, meaning that the student is first reinforced without having demands placed on him or her.   Our goal is to have children enjoy learning and to want to be with their therapists which is accomplished by this procedure.  Once the child begins to approach his/her therapist, demands will gradually be faded in while increasing the response requirement before reinforcement is delivered. 

COMMUNICATION TRAINING

MAND/REQUEST- We believe that the most socially significant behavior is a child’s ability to make requests and have their needs met. Because manding is based in the child's motivation and what is meaningful to them, it is an essential first step in therapy. Think of mand as short for "demand" or "command." The positive consequence of the mand (getting a cookie when you ask for one) will make it more likely that the behavior will occur in the future, i.e., that the next time the child wants a cookie; he will say or sign cookie.
 

3. INTENSIVE INSTRUCTION- Skills that are taught at the table such as academics, motor imitation, visual performance, receptive commands, receptive identification and labeling.
 

4. NATURAL ENVIRONMENT TEACHING (NET) - is teaching the child away from the table (the structured teaching setting). Initially the therapist follows what is motivating to the child and then generates ways to teach an individualized curriculum using those reinforcements and materials within the natural environment.
 

5. ADDRESSING PROBLEM BEHAVIORS - Self injurious behaviors/problem behaviors will be treated by function as indicated by a completed Functional Behavior Assessment done by a Board Certified Behavior Analyst. 
 

6. SOCIAL SKILLS/PEER RELATIONS - Social skill groups will be offered on an as needed basis. In addition, Siblings will be incorporated into therapy sessions in order to provide appropriate modeling of social behavior.  
 

7. TOILET TRAINING - Guidance and materials will be provided to parents on how to effectively toilet-train their child.  In addition, if needed therapist can come to the home to assist with intensive toilet training. 
 

8. SCHOOL INCLUSION - For children appropriate for mainstream environment, therapists will act as “shadows” by attending school with a child one-on-one.  The goal of a shadow is to teach a child how to independently function within the classroom by prompting and fading as quickly as possible.

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