We specialize in behavioral consulting and therapy services. Our goal is to provide highly effective treatment for children with autism and their families by following a method scientifically proven to bring clear results. We use Applied Behavior Analysis (ABA), a method based on extensive, clinical peer reviewed research. We are a local company which offers the benefits of lower costs, flexible service, and familiarity with community resources. We have been helping families since 2001.
Discourages socialization by keeping kids home.
ABA therapy encourages socialization by teaching children the pre-requisite skills they need to be successful in a social environment before placing them into an automatic self-contained placement. When children are placed into a more stressful social school or other social environments without the pre-requisite skills, they are significantly more likely to have an increased level of behavioral programs, which decreases the likelihood that they will be successful in a classroom setting and make friends. Compare this to being dropped off at college while you were only a high school freshman – would you have been ready socially?
ABA just uses food and toys to bribe kids into doing things / ABA gets kids hooked on edible rewards.
One of the most misunderstood concepts of ABA is the value and importance of reinforcement. ABA is a reinforcement based science. We understand that, in life, the things we do that are followed by positive changes in our environment are most often the things we choose to do again. This “success leading to repetition” is what creates our behavior patterns and ultimately helps us to determine the kind of people we are to become. The fact that reinforcement is defined as occurring after a behavior shows that the terms “Bribe” and “Reinforcement” are not synonymous. Bribes involve saying to someone, “If you do this, I will give you this.” Bribes are dependent on a negotiation before the behavior occurs. Since reinforcement occurs only after a behavior is completed, they are not one in the same. In fact, most ABA programs teach that the use of “If, Then,” statements are often contrary to good teaching. Additionally, there is nothing in the definition of reinforcement that dictates what reinforcement is or can be. It only dictates when reinforcement occurs and what it does for a behavior. The actual stimulus that serves as reinforcement should not and cannot be determined by the ABA program developer. Instead, reinforcement is always determined by what actually does increase future behavior.
In general, some forms of food, accessibility of items, physical or mental stimulation, attention, and praise act as the reinforcement for most everything we do. We eat because it tastes good and/or to nourish our bodies, read books because it stimulates our brains in positive ways and tend to be nice to others because it gives us some combination of attention, praise and self-satisfaction. The same is true for children with autism but to differing degrees. Depending on the child, it is quite possible that none of these higher-level stimuli support behavior change. That leaves us with only lower level items to work with at the start of a program. Food, physical play, music, videos, and toys are often good early reinforcers that help a child learn important new skills. But, as important as it is to identify what currently works as reinforcement for a child, it is just as important to increase the amount and level of reinforcement that is meaningful to the child.
Another critical component of a good ABA program is the move to work from lower level reinforcers such as food to higher level reinforcers such as praise over time, and to reduce the frequency at which the child is being reinforced.
ABA doesn’t “work” with older kids.
ABA now shows through research to yield significant skill gains with older children, as well as those who began as toddlers. While age at onset of treatment remains a powerful factor in the overall prognosis for a child with autism, this should not be sole reason to deny a child access to treatment
What does the research on ABA Therapy show?
Over the past 40 years, a number of peer-reviewed studies have been completed evaluating the effects of using a specific group of ABA techniques in a “comprehensive, individualized, intensive early intervention program for children with autism,” achieving extremely positive results. “Comprehensive” refers to the fact that intervention addressees all types of skills; “Early” means that intervention began before the age of four for most children in many of the studies; and “Intensive” referred to the number of hours / week received by the children (ranges between 25-40 hours per week).
Where does therapy take place?
Therapy can take place in the home, community, or school setting depending on what is appropriate for each child.
What does ABA teach?
ABA therapy programs are comprehensive and cover a variety of areas the child needs to be successful. Skills are broken down into small steps. These steps are then arranged into a clear and logical hierarchy and taught one small step at a time. These areas include Language skills, Behavioral skills, Cognitive/Academic skills, Social skills, Self Help/Daily Living skills, Motor skills, and Play/Leisure skills. The overall goal for a good ABA program should always be that the child is learning to learn!