All ABA progams begin with a comprehensive functional assessment including an extensive evaluation of the individual’s language, play, and social repertoires.
The VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program, Sundberg, 2008) or ABLLS (Assessment of Basic Language and Learning Skills, Partington & Sundberg, 1998) is used to identify language deficits that prevent the child from communicating, playing and socializing.
For children 0-5 years old, the Carolina Curriculum for Infants/Toddlers is used to see how the child functions compared to same age peers.
Skill deficits are probed within ABC’s generalization levels (REAL – Recreating Environments to Accelerate Learning, Terzich, 1996) to determine the level of generalization training needed to maintain the behaviors in the child’s daily life at home, in school, and the neighborhood.
Intervention programs are designed to build the repertoires needed by the individual with autism to interact with others in a purposeful and meaningful way.
The language repertoire first taught in each child’s program is critical communication (Frost & Bondy, 1997), which teaches appropriate ways to request and initiate wants and needs. All lessons that follow are built upon this foundation of language.
When behavior problems arise (excesses), a descriptive and functional analysis (functional assessment) is performed on the behaviors that interfere with the child’s learning or jeopardize the safety of the child and/or others.
Based on the outcomes of the functional assessment, proactive procedures are developed.
Behavior reducing procedures contain preventative strategies: treatment procedures that systematically reduce or eliminate behavior excesses; and more impotantly, functionally equivalent alternative responses to replace the problem behavior.
Our professional staff globally receive the highest level of training and supervision, in line with cutting edge ABA.