With our compassionate, highly trained interdisciplinary clinical team, our top priority is to provide the highest standards of services that cater to the individual needs of every client we serve.
We believe that all persons can learn and it is our responsibility to identify the ways in which each person learns best and match the program and teaching techniques to that learning style. In addition to structured teaching sessions, we provide a lot of opportunities to practice their skills during meaningful activities. We provide multi-modal instruction, errorless learning, positive reinforcement of attempts and functional, motivating goals that meet individual and family needs and priorities.
Our Mission: To provide evidence-based quality services for individuals with disabilities that exceed expectations in order to promote independence and improve their quality of life.
Individualized Instruction is critical to each person’s success. We provide comprehensive programs that involve a flexible structure, driven by the needs of the individuals and families we serve. Programs draw from a variety of best practice, research-supported strategies to address functional adaptive living skills.
Training and Support to parents and caregivers is a key to improved quality of life across settings by generalizing skills learned in the environments needed. We provide training to support parents to become “better experts” on their children and adults through support in the following areas:
- How to prepare their environment to support independence and reduce the likelihood of challenging behaviors.
- How to assess behavior, including function and skill versus motivational deficits.
- How to teach the new skills.
- How to teach skills to replace challenging behaviors.
- How to respond when their child or adult displays a challenging behavior.
- How to collect data on behavior.
How We Teach
We teach through strategies that have been proven effective with individuals on the autism spectrum and other neurodevelopmental disorders. We also believe that the best program considers individual learning differences and combines several complementary strategies that are based on the principles of behavior analysis.
Applied Behavior Analysis (ABA) is the foundation for every person’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 or adult up for success and making challenging behaviors unnecessary.
- Teaching: teaching the child or adult 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”).
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.
If you wish to learn more about our agency, don’t hesitate to contact us at 916-550-9628.