Intensive Behavioral Treatment Programs
GOAL: To provide children with the diagnosis of Autism Spectrum Disorder a continuum of intensive educational and behavioral programs using evidenced-based methodologies based in the principles of Applied Behavior Analysis, in order for each child to reach their highest level of independence. Children are taught to actively participate in the least restrictive social and educational environment possible.
BEHAVIORAL TREATMENT PROGRAMS: All programs are designed with the global goal of children with ASD integrating with typically developing peers in a general education classroom and/or within their community.
METHODOLOGIES: are implemented based on each child's individual learning profile and are data and research-based, showing efficacy for students with ASD. The intervention is based on shaping behavior through reinforcement of successive approximations, prompting and fading procedures, and use of positive reinforcers that are child-specific and functional (i.e., serve the intent of increasing behavior). These may include:
- Discrete Trial Teaching
- Incidental Teaching
- Pivotal Response Training
- Positive Behavior Intervention
- Natural Language Paradigm
- Verbal Behavior
- Social Skills Training
- Visually-Based Communication Training
IMPLEMENTATION: A child's individual program is designed and implemented based upon an initial developmental and curriculum-based assessment using tools such as:
- Douglass Developmental Disabilities checklist
- North Carolina Curriculum
- MacEachin & Leaf Developmental Assessment
- The Assessment of Basic Learningand Language Skills (The ABLLS) to determine the current functioning level across learning domains, behavioral strengths and deficits
Program recommendations, goals and objectives are presented to the child's IFSP/IEP team based upon the data collected during the assessment as well as the child's age, educational placement and participation in ancillary services. Specifics regarding this process are as follows:
- An initial assessment of 12-15 hours occurs within the home and can include observations if the child is currently receiving educational, language and behavioral support in varied settings
- Recommendations regarding methodology, weekly participation in the intensive educational in-home program, curriculum development, training of tutors and parents and development of proposed goals and objectives are indicated in the Assessment report
- An intensive 6 hour training, using P.L.A.Y.'s Training Manual, for the tutor(s) and parent is scheduled prior to the tutor beginning direct work with the child
- Initial Curriculum Development is completed
by the Behavior Consultant and occurs on an ongoing basis along with data analysis of the child's progress toward goals and objectives
- Skill sheets along with data recording sheets are developed by the Behavior Consultant to track the child's progress towards goals and objectives
- Data is reviewed on a regular basis by Senior Behavior Consultants and/or Program Directors for reliability purposes as well as Quality Assurance
- A Behavior Consultant from P.L.A.Y. is identified and delivers weekly Supervision (in-vivo modeling and training of specific skills and strategizes/data analysis) to the child, tutor and parents regarding implementation of the program
- Monthly clinics are conducted with the entire team to review progress, troubleshoot and continue program planning and design
- Quarterly meetings, with the IFSP/IEP team are suggested to review progress toward annual goals and objectives to substantiate the child's progress, review of overall program design by all providers and to discuss and/or make decisions regarding current interventions/methodologies and their effectiveness for the child
I. EARLY START: Designed for children under 3 years of age that may, as determined by the individual child's needs, ancillary services being provided and outcome of assessment, participate in 1:1 intervention, for 10-20 hours/week, with Behavior Therapists as well as consultation and supervision by a Behavior Consultant.
The focus of skill shaping is on language acquisition and expansion, play skills, joint attention, imitation and decreasing behavioral excesses. Side-by-side parent training by the Behavior Consultant is an important focus of this program in order for the child to benefit from multiple learning opportunities throughout the natural environment. Use of incidental teaching to take advantage of situations occurring in the natural environment to teach new behaviors, redirection, used as a non-intrusive method to interrupt self-stimulatory or repetitive behaviors as well as building upon the child's initiations are key strategies implemented within this program. Once a positive learning environment is established for both the child and the instructor, more structured time is gradually included. Structured time continues to emphasize reinforcers and motivating activities, but also allows for more difficult skills to be taught in a more systematic manner.
II. EARLY INTERVENTION: Designed for children ages 3-6 that may, as determined by the child's needs and outcome of assessment, participate in 1:1 intervention, for 20-40 hours/week, with Behavior Therapists as well as consultation and supervision by a Behavior Consultant. Skill shaping is based on individual learning profile with general goals of school pre-readiness skills and readiness skills such as:
- Visual discrimination
- Attending
- Joint attention
- Imitative skills
- Age and/or developmentally appropriate play
- Social and self-help skills
Parent training is included in the Behavior Consultative services.
III. FUNCTIONAL TEACHING: Designed for children who have transitioned from an Early Intervention program and participate in a school-based program. Functional Communication, language skills, social skills and behavioral regulation skills can be the primary focus of this type of program.
IV. CONSULTATION: A Behavior Consultant works directly with the child and parent in providing the direct intervention for 3-4 hours per week and/or recommendations per outcome of the assessment. Consultation is provided in addition to the child participating in an educational program within a school setting and/or as per the request of the IFSP/IEP team.
Cheryl Markowitz, M.A.
Founder / Executive Director
Anne Marie Gjestson, M.S.
Director
Kristi Miklusicak, M.A.
Senior Behavior Consultant
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