WHAT WE DO

Services Provided

Early Intensive Intervention Program (18 months to 5 yrs)
Functional Adaptive Living Skills Program (5 to 14 yrs)
Behavior Intervention Services (5 to 18 yrs)
Parent Training & Support
Sibling Support Group
Direct 1:1 Intervention & Instruction
Educational & Behavior Consultation & Supervision
Functional Assessment
Behavior Intervention Plans
Program Development
Program Workshops
Goal Development
Quarterly Goals Update & Progress Reports
Transitional Supports

Our Service Programs begin with a comprehensive assessment to identify the child’s current level of functioning across a spectrum of critical domain areas. As no two children on the spectrum have the exact same symptoms and behavioral patterns, understanding the learning needs is the first step in determining appropriate goals that are tailored to the child’s unique strengths, abilities, needs and interests. An initial assessment report with recommendations for goals and specific programming is presented, and services begin. Each child’s treatment program is designed with an understanding that what works for one does not work for all, therefore identifying learning differences continues to be an ongoing assessment process throughout programming to ensure that specific treatment approaches are effective in moving the child closer to established goals and the greatest potential. Quarterly updates of goals and reports on progress are conducted with the child’s team throughout programming.

We Believe that all children can learn and it is our responsibility to identify the ways in which each child learns best and match the program and teaching techniques to that learning style. In addition to structured teaching sessions, we provide children lots of opportunities to practice their skills during meaningful activities. We provide multimodal instruction, errorless learning, positive reinforcement of attempts and functional, motivating goals that meet child and family needs and priorities.

Individualized Instruction is critical to each child’s success. We provide comprehensive programs that involve a flexible structure, driven by the needs of the children and families we serve. Programs draw from a variety of best-practice, research-supported strategies to address the following areas:

Receptive and expressive language
Functional adaptive living skills
Independent and interactive play skills
Social skills
Engagement and attention
Fine and gross motor skills
Cognitive skills

Training and Support to parents and caregivers is a key to improved quality of life across settings by generalizing skills leaned in the environments needed. We provide training to support parents to become “better experts” on their children through support in the following areas:

How to prepare their environment to support independence and reduce the likelihood of challenging behaviors.
How to be a responsive communication partner for the child.
How to support their child’s engagement and language development using a multi-modal approach (i.e., verbal language, gestures, sign language, picture exchange and visual supports).
How to asses the child’s behavior, including function and skill versus motivational deficits.
How to teach the child new skills.
How to teach skills to replace challenging behaviors.
How to respond when their child displays a challenging behavior.
How to collect data on their child’s behavior.

How We Teach is through strategies that have been proven effective with children on the autism spectrum. We also believe that the best program considers individual learning differences and combines several complementary strategies that are based in the principles of behavior analysis.

Applied Behavior Analysis (ABA) is the foundation for every child’s program. ABA is the scientific study of learning and behavior and helps us understand the relationship between behavior and the environment, simply put:

What makes a behavior occur?
What makes a behavior stop?
What is the reason or purpose of the behavior?
How can adults change their behavior to produce child behavior change?
How can adults change the environment to produce child behavior change?

Applications of ABA include:

Positive Behavior Support (PBS)
Responsive Interaction (RI)/Pivotal Response Training (PRT)
Routines Based Instruction (RBI)
Visual and Environmental Supports (ES/VS)

Positive Behavior Support is an application of ABA that involves the development of behavioral action plans, including:

Prevention: setting the child up for success and making challenging behaviors unnecessary.
Teaching: teaching the child new skills and replacements for inappropriate behavior.
Responding: providing consistent consequences for appropriate and inappropriate behavior.

Responsive Interaction (RI)/Pivotal Response Training (PRT) are approaches that utilize repeated opportunities to practice skills across the day, to support teaching in meaningful, functional interactions (“teachable moments”). Language learning requires an observant and responsive interaction partner in order to:

Gain and maintain child’s interest and attention.
Embed learning opportunities during play.
Provide clear instructions and naturally occurring consequences
Reinforce attempts.

Routine-Based Instruction (RBI) is a practical method of implementing a program of learning in which routines are used for the basis for some natural instruction. As routines are an intrinsic part of our daily lives, it has been found that:

Some children learn best when learning takes place during natural routines.
Familiar routines provide opportunities for parents to practice their strategies and for children to practice their skills.
Familiar routines are often naturally reinforcing to the child and family.
Some children learn more quickly when provided with repeated practice during familiar routines.

Visual and Environmental Supports (VS/ES) are one way to provide information to the child about your expectations for him/her. For some children, it has been found that additional supports can:

Encourage independence and make challenging behaviors unnecessary.
Help children understand more quickly and effectively.
Teach flexibility, independence, social skills, rule following and more.

	WHO WE ARE
	WHAT WE DO
	WHERE WE ARE		Services Provided Early Intensive Intervention Program (18 months to 5 yrs) Functional Adaptive Living Skills Program (5 to 14 yrs) Behavior Intervention Services (5 to 18 yrs) Parent Training & Support Sibling Support Group Direct 1:1 Intervention & Instruction Educational & Behavior Consultation & Supervision Functional Assessment Behavior Intervention Plans Program Development Program Workshops Goal Development Quarterly Goals Update & Progress Reports Transitional Supports Our Service Programs begin with a comprehensive assessment to identify the child’s current level of functioning across a spectrum of critical domain areas. As no two children on the spectrum have the exact same symptoms and behavioral patterns, understanding the learning needs is the first step in determining appropriate goals that are tailored to the child’s unique strengths, abilities, needs and interests. An initial assessment report with recommendations for goals and specific programming is presented, and services begin. Each child’s treatment program is designed with an understanding that what works for one does not work for all, therefore identifying learning differences continues to be an ongoing assessment process throughout programming to ensure that specific treatment approaches are effective in moving the child closer to established goals and the greatest potential. Quarterly updates of goals and reports on progress are conducted with the child’s team throughout programming. We Believe that all children can learn and it is our responsibility to identify the ways in which each child learns best and match the program and teaching techniques to that learning style. In addition to structured teaching sessions, we provide children lots of opportunities to practice their skills during meaningful activities. We provide multimodal instruction, errorless learning, positive reinforcement of attempts and functional, motivating goals that meet child and family needs and priorities. Individualized Instruction is critical to each child’s success. We provide comprehensive programs that involve a flexible structure, driven by the needs of the children and families we serve. Programs draw from a variety of best-practice, research-supported strategies to address the following areas: Receptive and expressive language Functional adaptive living skills Independent and interactive play skills Social skills Engagement and attention Fine and gross motor skills Cognitive skills Training and Support to parents and caregivers is a key to improved quality of life across settings by generalizing skills leaned in the environments needed. We provide training to support parents to become “better experts” on their children through support in the following areas: How to prepare their environment to support independence and reduce the likelihood of challenging behaviors. How to be a responsive communication partner for the child. How to support their child’s engagement and language development using a multi-modal approach (i.e., verbal language, gestures, sign language, picture exchange and visual supports). How to asses the child’s behavior, including function and skill versus motivational deficits. How to teach the child new skills. How to teach skills to replace challenging behaviors. How to respond when their child displays a challenging behavior. How to collect data on their child’s behavior. How We Teach is through strategies that have been proven effective with children on the autism spectrum. We also believe that the best program considers individual learning differences and combines several complementary strategies that are based in the principles of behavior analysis. Applied Behavior Analysis (ABA) is the foundation for every child’s program. ABA is the scientific study of learning and behavior and helps us understand the relationship between behavior and the environment, simply put: What makes a behavior occur? What makes a behavior stop? What is the reason or purpose of the behavior? How can adults change their behavior to produce child behavior change? How can adults change the environment to produce child behavior change? Applications of ABA include: Positive Behavior Support (PBS) Responsive Interaction (RI)/Pivotal Response Training (PRT) Routines Based Instruction (RBI) Visual and Environmental Supports (ES/VS) Positive Behavior Support is an application of ABA that involves the development of behavioral action plans, including: Prevention: setting the child up for success and making challenging behaviors unnecessary. Teaching: teaching the child new skills and replacements for inappropriate behavior. Responding: providing consistent consequences for appropriate and inappropriate behavior. Responsive Interaction (RI)/Pivotal Response Training (PRT) are approaches that utilize repeated opportunities to practice skills across the day, to support teaching in meaningful, functional interactions (“teachable moments”). Language learning requires an observant and responsive interaction partner in order to: Gain and maintain child’s interest and attention. Embed learning opportunities during play. Provide clear instructions and naturally occurring consequences Reinforce attempts. Routine-Based Instruction (RBI) is a practical method of implementing a program of learning in which routines are used for the basis for some natural instruction. As routines are an intrinsic part of our daily lives, it has been found that: Some children learn best when learning takes place during natural routines. Familiar routines provide opportunities for parents to practice their strategies and for children to practice their skills. Familiar routines are often naturally reinforcing to the child and family. Some children learn more quickly when provided with repeated practice during familiar routines. Visual and Environmental Supports (VS/ES) are one way to provide information to the child about your expectations for him/her. For some children, it has been found that additional supports can: Encourage independence and make challenging behaviors unnecessary. Help children understand more quickly and effectively. Teach flexibility, independence, social skills, rule following and more.
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