Applied Behavior Analysis Therapy

In Specialized Behavior Services we provide ABA therapy based on idividualized plans for childrens with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Developmental Delay, Oppositional Defiant Disorder (ODD) and other related disorders. The therapy is based in each child’s unique needs. We can provide services at home, school and community. Our services are focused on improving/ building skills such as Social Skills, Self-care, Communication and Language skills, Play and Leisure, Motor Skills, Learning and Academic Skills and so much more.

Also we provide Parent training helping parents to learn about effective ways to improve their child’s skills, manage challenging behaviors, and support their child’s growth and development.

Specialized Behavior Services is operated by Board Certified Behavior Analysts (BCBA) and Registered BehaviorTechnitians (RBT) who are passionate, engaged and portrays the highest level of professionalism and ethical standards in the field.

SOME INTERVENTIONS WE IMPLEMENT

INTERVENTIONS

Environmental Manipulations

Environmental manipulation is the fundamental technique used by ABA. Current behaviors are carefully observed and recorded and any observed patterns are used to determine how consequences should be manipulated in order to effect change.

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INTERVENTIONS

Premack Principle

Reinforce less desired behavior by the opportunity to engage in a more desired behavior.

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INTERVENTIONS

High Probability Request

High-probability (high-p) requests are a sequence of requests to which a child is highly likely to respond. High-p requests are made before the therapist provides a low-probability (low-p) request— one with which a child infrequently or never responds—to promote child compliance for a target behavior.

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INTERVENTIONS Environmental Manipulations

Arrange furniture:

For example, if a child frequently tries to escape the session by running away, moving the position of the chair at the table may help. If a child has a difficult time making eye contact, positioning your chair directly across the table from him/her may help in increasing eye contact.

Adding Items:

As an example, if your client has habits of running out of the rooms before their session is complete, then consider adding a visual cue. This could be done by placing a stop sign in a location to prevent your client from leaving an area. Another example would be placing tape around a chair to mark where it should stay while the client is sitting.

Removing Items:

If adding an element to your client’s environment isn’t suitable, why not consider taking something away? As an example, there may be too many images, words and decorations on the walls of your room resulting in your client being easily distracted. Limiting the number of decorations on your walls may help keep the attention on the task at hand.

Improve Accessibility:

A final way of changing an environment is by allowing more access to materials that may help the student from delays of a certain task. If your client suffers from allergies and often needs to blow his/her nose, placing a box of tissues nearby can help decrease interruptions. The learner will no longer need to leave the therapy room to get a tissue. Also, keeping a box of supplies near a client so he/she can easily reach for one if a task calls for certain materials (scissors, pencils, glue, etc.) will mean less time wasted searching around the room for the right supplies.

INTERVENTIONS Premack Principle

How to implement Premack Principle:

1. Pick an activity that often leads to problem behavior: For example, if transitioning your child into the bath causes meltdowns or aggressive behaviors, this might be a good behavior to target using the Premack Principle.

2. Pair the less desired activity with a highly desired activity: For example, if your child enjoys a story before bedtime, use reading a story as the reinforcement for taking a bath.

3. Use consistent, clear, and concise language: For example, rather than say, “We can read a story after you take your bath.” Say, “First bath, then story.”

4. If they are able, have your child repeat the phrase back to you. This ensures they have a clear understanding of the expectation.

5. Consider using a visual aid such as a First/Then board to help reinforce the expectation. This means using a sheet of paper or cardstock, type or write the word “First” on the left side of the page, draw a line down the middle, and type or write the word “Then” on the right side of the page. Use images from a website such as Boardmaker, or print images from photos of the activities you are using for Premack Principle.

Example:

1- First, put your shoes on then, you can go outside.

2- First, do your homework then, you can play video games.

3- First clean your room then, you can go to the pool.

4- First eat your peas then, you can have desert.

INTERVENTIONS High Probability Request

Example:

The teacher asked the child to touch three different body parts in rapid succession, and after the child complied, asked the child to sit in a chair.

1- Start by making a list of high-p requests for your learner. This can include motor movements or verbal responses the client can complete independently and will do without hesitation or non-compliance, 100% of the time. Then use these high-p requests, presenting 2 to 5 quickly to the learner before the low-probability request.

2- It is important that differential reinforcement is used while implementing a high-p request sequence. This means that non-compliance must be placed on extinction. Compliance with high-probability requests must be reinforced immediately after each response (e.g., verbal praise), and compliance with the low-probability request must be reinforced immediately with a powerful reinforcer (i.e., a jellybean).

3- While running instructional programs with clients, be sure to present the high-p request sequence at the beginning and throughout the session. This helps reduce the chance that challenging behaviors will provide the client with reinforcement.

4- Once you have identified a task as being a low-probability request (i.e., the client engages in escape-related behaviors), it is time to implement the high-p request sequence!

OUR MISSION

To provide inmediate and effective ABA therapy to help individuals dignosed with Autism Spectrum Disorder or other related disordes to reach their full potential and empower families by providing ongoing support and resources.

KEEP IN TOUCH

***We speak Spanish***