Both normative- and criterion-referenced assessment tools (i.e., VB MAPP, A-BILLS, PIRK, and Vineland Assessments) are utilized to identify current repertoires and capabilities across communicative, behavioral, social, emotional, play, motor and self-help domains. Assessments completed for school-aged children and Early Intervention are identical. Both provide recommendations for services and goal area needs. During assessments, for both age groups, a as Functional Analysis of any behaviors of concern is also conducted and recommendations regarding the treatment of behavior(s) of concern are made. Assessments for school-aged children typically take 10 hours, while assessments for children under three typically take 10-12 hours.
Intensive Home-based Programs
After the initial assessment, ABC offers intensive home-based behavioral programs for children under age three through Early Intervention and school-aged children from ages 3-17. Our programs consists of four parts: Skill Building (i.e., programs to target the skills needed to address a deficit); Behavior Management (i.e., interventions to reduce problematic behaviors); Parent and Family Training (i.e., education, support and training for parents, siblings and extended family); and Constant Program Monitoring (i.e., monitoring tactics and child progress to determine program/tactics effectiveness). Intensive Early Childhood Education or Early Intervention home-based programs vary between 15-40 hours per week of Direct Instruction and 10-20 hours of Supervision per month. Programs include the development of instructional materials and motivational systems, data collection, parent training, team meetings, delivery of behaviorally-based instruction targeting all problematic behaviors and areas of deficit, and the ongoing monitoring and reporting of both child and parent progress. Home-based programs for school-aged children typically include 10-15 hours per week of direct instruction and 8-12 hours of Supervision per month. As with Early Childhood Education, the program is individualized and designed to target all problematic behaviors and areas of deficit.
We provide consultation for all children learning to use the toilet. For children receiving intensive ABA programming, toilet training is just one of the many self-help skills we teach. This is a specialized, multi-step process that begins with careful observation and the development of a specific success plan. To begin the process, a consultant will interview the child's parents to gather information. Then the consultant will meet with the parents to present a detailed toilet training program. Usually the consultant will stay with you and monitor the child's progress for several hours on the first day of training. Parents may be asked to gather data on the training activities for as many as 10 days. This data allows us to adjust our strategies to maximize effectiveness, and minimize the time required to complete the entire toilet training process.
Sleep Training Consultation
We develop an individualized goal-oriented program and, if necessary, a consultant will remain in the home to monitor the successful implementation of the program.We offer expert consultation to improve your child's sleep habits. After medical issues have been ruled out, a consultant will gather information about the child's sleep patterns, habits, and difficulties prior to any intervention by monitoring the child in their own home bedtime environment.
We provide consultation and treatment for children who need assistance during meal times. Meal time training is also a supplemental service offered to children receiving intensive home-based ABA programming. Once physical and biological causes of feeding behaviors are ruled out, treatment begins with an assessment of the child’s problematic eating. We assess the child’s food intake, paying attention to the variety of foods presented and consumed. Direct observation of a mealtime is an important step in the process. After the assessment, a detailed program based on the child’s specific needs is created and implemented by both the child’s therapists and parents. This structured program continues until the child exhibits appropriate mealtime behavior.
Functional Assessments/Behavior Plans
Functional Assessments serve to identify the function of behavior, allowing the assessor to formulate treatment recommendations contained in a Positive Behavior Support or Intervention Plans (PBS & PBIP). The length of time required to complete Functional Assessments and develop a PBS or PBIP is determined on an individual basis. The average duration is 8-12 hours.