Behavior and Education Inc offers the following Applied Behavior Analysis (ABA) services:

Home-Based Direct ABA Intervention

Direct (face-to-face) intervention is delivered in the child’s home by a trained behavior therapist. Individualized instruction is provided using the ABA instructional approaches of Discrete Trial Training (DTT), Pivotal Response Training (PRT), and Incidental Teaching. The degree of each approach within a treatment program is individualized based on the needs of the child. As appropriate, community outings for inclusion support and appropriate behavior training in natural environments may be included within a child’s home-based intervention program. Age-appropriate programming is made a priority through program design (e.g., play-based session for younger children; use of natural routines for older children) and use of age-appropriate programming materials.

Goals are individualized based on assessed need and can include:

  • Behavioral compliance
  • Readiness for learning
  • Functional communication
  • Understanding and using functional language
  • Age appropriate play skills
  • Social interaction and inclusion
  • Coping and tolerance
  • Self-management of behavior
  • Adaptive living and self-care
  • Appropriate behavior in community settings

Parent education is provided to help the family overcome behavioral challenges in the home environment, and to promote generalization of learned behaviors. Collaboration with the educational team is provided to promote generalization to school, and encourage a team approach to intervention.

Benefits: Controlled learning environment maximizes the rate of student learning. Reinforcement and instructional strategies are individualized and based on student needs and interests to capitalize on unique motivators. Parent education and collaboration with the school staff increases the likelihood of skill generalization across situations and settings.

School-Based Behavior Support

School-based behavior services entail a trained behavior therapist providing direct support to a student throughout the duration or a targeted portion of their school day. Behavior aides provide an appropriate level of support without enabling the student. Our aides use prompt fading procedures to promote independence, avoiding problematic issues such as prompt dependency and learned helplessness.

The behavior aide uses ABA principles to effectively:

  • Prevent and manage challenging behavior
  • Increase the student’s appropriate behavior
  • Support classroom success by addressing behaviors which interfere with learning
  • Advance social learning through addressing maladaptive social behavior deficits and excesses

Under the supervision of a behavior analyst, the behavior aide works collaboratively with the educational team to implement a program which is geared towards promoting a student’s functional independence and success as a learner.

Benefits: Increases student’s performance at school through improved learning readiness behaviors. Reduces the future reliance on an aide. Increases the student’s quality of life by improving their social relationships with peers. Restores classroom management capabilities for the teacher and reduces instructional challenges.

ABA Supervision

Supervision is provided for all direct intervention services by a qualified behavior analyst and entails direct (face-to-face) supervision of behavior therapist services, parent education, collaboration with team members, and program development and analysis.

  • Direct supervision of program implementation ensures that the behavior interventionist appropriately implements the program and correctly uses ABA techniques. The supervisor directly observes the child’s behavior for ongoing assessment and progress evaluation.
  • Parent education involves the supervisor working with the parents and/or caretaker to improve behavioral challenges in the home and community. The supervisor provides training in ABA strategies and instruction on how to create opportunities for target behaviors in natural situations.
  • Collaboration with team members occurs as a partnership between the supervisor and other providers to build a comprehensive program for the child. The supervisor shares results of the child’s behavior program including strategies used and progress towards goals, and solicits information about the child’s performance in other treatments.
  • Program development and analysis includes establishing an individualized program of behavioral goals, positive behavior support strategies, and ABA instructional techniques. The supervisor develops any necessary programming materials and therapeutic supports. Program development needs are based on functional assessment of behavior. Data is analyzed for treatment effectiveness and changes to the goals and treatment approach are made based on data analysis.
  • Progress reporting occurs for each child’s program which includes operationalized definitions of behavioral goals, a summary of treatment approaches utilized, and the child’s systematic progress towards meeting their behavioral objectives.

Benefits: Ensures efficacious treatment design and implementation. Ensures program changes are made on a timely basis. Increases the likelihood of a successful behavior change program.

District Para-Educator Training

On-site training of district para-educators for school-based behavior support is provided by a board certified behavior analyst (BCBA) and includes review and modification of the behavioral treatment program, instruction and support provided to the para-educator to implement behavioral techniques, training on data collection, analysis of progress, and program development activities related to program design and development. Training is provided on a weekly basis, with the recommendation of hours depending on the severity of problematic behaviors and complexity of the behavior treatment package. Completion of training is based on BCBA documentation that the para-educator is implementing the program as designed, taking reliable data, and that the treatment approach is effective in reducing problematic behaviors. Maintenance training may be recommended on a monthly schedule to ensure generalization of treatment strategies to novel situations, and to monitor the appropriateness of the intervention program over time. Each student’s behavioral treatment package is individualized; therefore training is specific to a particular child’s program rather than a general training of behavior techniques.

Benefits: Allows districts to provide qualified and trained individuals to meet the needs of students who require an ABA intervention program at school.

Social Skill Groups

We are now offering social skill groups for children ages 3 to 18 in the Los Angeles, South Bay, and Long Beach areas. Individualized assessment is conducted to determine each child socialization and community needs. Lesson plans are focused to address the specific needs of group members.

The group is facilitated by highly experienced behavior therapists using the principles of Applied Behavior Analysis (ABA), and supervised by a qualified behavior analyst. Parent participation during the group is strongly encouraged and parents are provided with supplemental practice activities to support training objectives.The following options are available for our social skill groups:

  • Private groups: You select the group members for your child’s social skills group, and enrollment is closed to the general public. Group makeup is your choice – you may select peer models only, or involve your child’s classmates and neighbors. Sessions run a minimum of 2 hours weekly, and can be provided in any location of your choosing. Group size is limited to 4 children and programming is centered around your child’s unique needs.
  • Public groups: Enrollment is open to the general public, and we group participants based on age, functioning level, and focus of instruction (e.g., social skill instruction, conflict resolution, self-management training, community inclusion). Sessions are held at local parks and community locations for two hours each, one day a week. Groups have a maximum enrollment of 7 children and are subject to availability.

Benefits: Participants gain valuable social and behavioral skills within a supportive group learning format. Promotes community inclusion and friendship development. Parents learn techniques to supplement group sessions with additional practice opportunities.

Please contact us for rates and availability of this exciting service.

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