We specialize in applying Applied Behavior Analysis (ABA) principles to children, adolescents and adults who exhibit problem behaviors. We use only the most effective methods that are empirically based when improving an individuals behavior.

Applied Behavior Analysis takes what we know about behavior and uses it to bring about positive changes in our clients (Applied). Behaviors are defined in observable and measurable terms in order to assess changes over time (Behavior). The behavior is analyzed within the environment to determine what factors are influencing the behavior (Analysis).

Decades of research has shown that Applied Behavior Analysis is the treatment of choice, and results in the best gains in terms of skill acquisition and problem behavior reduction. Behaviors which can be helped include, but are not limited to: aggression, self-injurious behavior, obsessive compulsive behavior, tantrums, non-compliance, feeding and any other inappropriate behaviors exhibited.

We provide behavior reduction services at our center, in our client's home, in school and whatever setting the problem behavior is occurring.

Behavior reduction services typically consist of the following:

• Comprehensive Functional Behavior Assessment
• Develop Individualized Behavior Intervention Plan
• Training for those implementing the Behavior Intervention Plan
• Progress Monitoring

B.F. Skinner introduced a natural science approach to the acquisition of language in a text known as Verbal Behavior in 1957. Skinner’s analysis of verbal behavior is based on the same principles of behavior and basic research that form the basis for the teaching procedures of discrete trial training (DTT) and applied behavior analysis (ABA).

The primary characteristic of the Verbal Behavior program to teaching language is that the meaning of a word is found in its function, not the form of a response. Teaching only the word or label is not enough. Some children with language delays need specific teaching on how to use their words functionally.

The Verbal Behavior method can also be used with typically developing babies and toddlers to help with the development of communication and learning skills.

We provide these services in a 1:1 setting at our center or in our client's home.

The process of developing an individualized Verbal Behavior program typically consists of the following:

•  Review Client's Relevant Records
• Verbal Behavior Assessment
• Data Collection and Analysis
• Develop a Verbal Behavior Program

Once the program is created, a Board Certified Behavior Analyst will recommend a schedule of intensity and frequency for implementation. Data is taken continuously throughout each sessions to help ensure accuracy.

Over the last twenty years, there has been much research indicating that social impairment is a common feature of children on the autism spectrum, and a common misperception is that these children lack interest in relating to others. Most of these children do not choose to alienate themselves – they are simply missing skills necessary for developing meaningful peer relationships.

Typically, social skills need to be taught explicitly to children and adolescents on the autism spectrum. They do not learn appropriate behavior through exposure to socially competent peers. Most social skills have to be systematically taught and consistently practiced. Opportunities to practice social skills need to be provided for many individuals on the spectrum. A lack of knowledge and opportunity to practice may lead to continued social skills deficits, and a continued cycle of peer rejection and isolation. This rejection may negatively affect other areas of the child's life.

Each Social Skills class consists of 4 students and is overseen by our BCBA. Students will have a personal goal to work on during each session in addition to our program.

We also offer 1:1 pragmatics therapy sessions which utilize ABA principals.

Some of our Target areas:

Ages 2-9

Social language, Social Interaction, Social Context, Group Skills, Non-verbal Social behavior, Pragmatics

Ages 9-18

Interpersonal Relationships, Social Norms, Social Cues, Recreation, Assertiveness, Emotions, Non-literal language