Although the practices of the Association of Behavior Consultants (ABC) are firmly rooted in the science of Applied Behavior Analysis, we incorporate an eclectic approach to the treatment of the children and families we serve. All treatment plans are uniquely individualized to the child and are derived from evidence-based, best-practice models.
We Begin with Assessment
All programs begin with a comprehensive assessment which evaluates the child’s developmental deficits as well as any behavioral excesses which negatively impact their ability to interact with the world around them.
Assessment tools such as the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP; Sundberg 2008) and Carolina Curriculum for Infants and Toddlers with Special Needs help aid in the developmental of treatment goals aimed to remediate the identified developmental deficits and behavioral excesses. Goals are established to increase functional skills in the domains of expressive and receptive communication, socialization, play, imitation, and self-care.
Importance of Communication
Communication is emphasized early in all programs as it is viewed as critical to the success of the child. All children are taught to communicate their wants and needs through one of several modalities that meet their current skill set. While we strive to teach all children to communicate vocally, language systems such as PECS (Picture Exchange Communication System) and sign allow the child to communicate effectively and immediately in the meantime.
Collecting and Using Data
ABC uses a data driven model to assess the progress of all goals being targeted. This means that every time a skill or concept is practiced, the therapist makes a record of the child’s response. This constant monitoring allows the treatment team to continuously evaluate the effectiveness of the intervention and make the necessary adjustments to produce maximal change.
Long-term success depends on the child’s ability to generalize skills and concepts being taught across naturalized, functional situations. To this end, ABC provides programs for the generalization of skills across people, settings, activities, and materials from the start. Through a combination of contrived and functional teaching scenarios, the child is taught to employ learned skills in meaningful daily circumstances.
ABC uses positive programming procedures to produce meaningful behavioral change. Positive programming involves identifying and altering environmental events which contribute to behavior, and relying on reinforcement to change behavior.
Parent and Family Education
Parent and family education is persistent throughout the intervention process. Caregivers meet regularly with the behavioral specialist to undergo training on behavioral principles so that they have the knowledge and tools to address behavioral concerns that inevitably will arise. In addition, we aim to provide families with the knowledge and confidence to teach their children new skills and concepts long after we leave their home.