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• Create Individualized Programs to
Meet the Specific Needs of the Child
• Make the Family the Focus in
Developing Intervention Plans
• Implement Quality Assurance through
Ongoing Data Collection and Analysis
• Use Research Based Intervention
Strategies
• Maintain Cultural Awareness and
Sensitivity
• Apply a Collaborative Team Approach in
Assessment and Intervention
• Sustain a Positive Outlook and a
Holistic Approach in Assessing Resources
and Needs
• Provide Community Based Comprehensive
Services |
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| ...Our
Goals |
| FCDS utilizes research based
strategies derived from the principles
of Applied Behavior Analysis. Our
priority is skill acquisition in the
areas of social interaction, functional
communication, and self help/adaptive
skills. Each program is
individualized to meet the needs of the
family and the child. Program
modifications are based on the child’s
level of functioning and progress and/or
lack of it. Positive behavior support
programs are written based on the
principles and techniques of Applied
Behavior Analysis and include a
combination and a range of ABA
methodologies. Antecedent control
strategies and environmental
modifications are applied in order to be
proactive. Functional communication is
taught to decrease maladaptive behaviors
and facilitate parent/child
relationships. Behavior reduction
techniques are applied only when
inappropriate behaviors become hindering
factors in skill attainment and/or are
sources of imminent threat to the well
being of the child or others. A combination of
structured teaching and play based
strategies are used to achieve higher
levels of motivation and success.
Natural reinforcers are preferred to
avoid application of tangibles, unless
absolutely necessary. Tangible
reinforcers are faded as soon as
possible. Maintenance and generalization
procedures are applied for all the
behavior goals and acquired skills. |
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| Maintenance and Generalization |
| An important aspect of the
intervention is to assist the family
with strategies to decrease
inappropriate behaviors, and to put
emphasis on skill acquisition. It is
important to embed the proposed
strategies across a variety of routines,
such as free time/leisure activities in
the home as well as during more
structured activities. |
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| Upon reaching a desired level of
progress for each behavior objective,
opportunities should also be given for
performance of the newly acquired skills
across a variety of settings and
individuals outside the home, such as
social functions and community outings
to generalize the learned behaviors. |
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| Once alternate behaviors are
established through the use of
continuous reinforcement, the
reinforcement schedules are thinned to
an appropriate intermittent schedule
depending on the type of reinforces
being used and the level of progress
achieved. Focus is placed on the use of
natural reinforces, in which the
reinforcement is related to the behavior
being taught, such as access to
item/activity upon performance of the
appropriate behavior or request. |
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INTENSIVE ABA
PROGRAMS |
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| Each child’s program
consists of observable and measurable
goals, which are taught through
systematic trial sequences. Program
changes are determined by ongoing data
collection and analysis. The initial
focus of therapy is on developing basic
skills of attendance, compliance, and
imitation. Once the child is responding
to the therapist’s requests and
attending to the activities, additional
program goals in the areas of functional
communication, social skills, play and
leisure skills, higher level of
compliance, and daily living skills are
introduced. The program is
individualized for each child based on
functional behavioral assessments and
family needs. A combination of
structured teaching and play based
strategies such as Discrete Trial
Training (DTT) and Pivotal Response
Training (PRT) are used to achieve
higher levels of motivation and success.
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| • Pivotal Response
Training (PRT) |
| Pivotal Response
Training (PRT) is a behavioral treatment
intervention based on the principles of
Applied Behavior Analysis (ABA) and is
derived from the work of Koegel,
Schreibman, Dunlap, Horner, and other
researchers. It is a composite of the
research on task interspersal, direct
reinforcement, and role of choice. Key
pivotal behaviors have been identified
for children with autism: motivation and
responsivity to multiple cues (Koegel &
Koegel). PRT has demonstrated positive
changes in these “pivotal behaviors”
exhibiting widespread effects on many
other behaviors associated with language
and social interaction. Pivotal Response
Training (PRT) provides a guideline for
teaching skills and has been most
successful for language, play, and
social interaction skills in children
with autism. |
| • Discrete Trial
Training (DTT) |
| Discrete Trial Training
(DTT) is one of the instructional
methodologies used in ABA-based
programs. It was clinically developed by
Dr. Ivar Lovaas at UCLA and it is a
structured and systematic way of
teaching discrete skills. For example, teaching color identification vs.
teaching identification of red. Each
trial has a distinct beginning, middle,
and end. A very small unit of
information is presented and a response
is immediately sought and recorded. |
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| DTT is designed to teach
the child new skills which are lacking
in a generalized, natural teaching
context. The primary goal of using
direct instruction within the teaching
sessions is to target specific skills.
In direct instruction additional skills
are achieved, which include learning
how to remain seated, attending to
others and relevant materials, remaining
on task, complying with instructions,
and processing feedback. DTT can be done
at a table, on the floor or in a play
based environment. Contrary to some
beliefs, DTT does not consist of sitting
at a table demanding responses from the
child using flashcards and edible
reinforcements. |
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ADAPTIVE SKILL PROGRAM |
| The goal of
the adaptive skills program
is to teach behaviors
necessary for the client to
become independent. Through
positive behavior support
strategies, FCDS will
utilize teaching methods
that are based on the
principles of Applied
Behavior Analysis. The
priority will be skill
acquisition in the areas of
social interactions,
functional communication,
and self help/adaptive
skills. Behavior reduction
techniques will be applied
only when the inappropriate
behaviors become hindering
factors in skill acquisition
and consequently create lack
of progress towards
independence. |
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EARLY INTENSIVE PROGRAM |
|
 There
has been an extensive amount
of research describing the
benefits of early intensive
behavioral intervention
strategies (e.g., Dawson,
2008). The goal of early
intensive intervention is to
target the underlying
learning-to-learn skills
that contribute to the
achievement of developmental
milestones during early
stages of child’s
development. Additionally,
these skills will facilitate
achieving developmental
milestones occurring later
on in the child’s program,
hence decreasing
developmental gaps and
bringing the child closer to
its chronological
developmental stage. The
FCDS early intervention
program focuses on ABA play
based strategies and
teaching the child learning
readiness skills such as
attending, making choices,
joint attention, following
instructions, and imitation
of actions or movements.
Parents are an integral part
of our early intervention
program. They are taught
specific skills on how to
motivate their child to
learn. ABA based strategies
have been shown to be
effective in teaching new
skills (Goldstein, 2002,
Odom et al., 2003,
McConnell, 2002). In
addition, many studies
demonstrate that ABA is
effective in reducing
problem behaviors (Horner et
al., 2002). A number of
studies also indicate that
when implemented intensively
(more than 20 hours per
week) and early in life
(beginning prior to the age
of 4 years), ABA may produce
large gains in development
and reductions in the need
for special services (Smith,
1999). Recent research has
resulted in the development
of better early intervention
and treatment programs. More
importantly early
intervention can make a
major difference in helping
children with autism reach
their full potential. |
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| References... |
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| IN HOME
PARENT EDUCATION |
| Parent involvement and education is
an integral part of the behavior
intervention program to ensure
consistency in delivery of ABA
strategies and to help their child
succeed. Parent participation provides
an empowering experience and a higher
level of motivation for the family to
make the necessary changes. Family
involvement allows for a more accurate
assessment of their needs and
establishment of attainable goals and
objectives. The in home parent education
program is designed to teach parents
antecedent based, teaching, and
consequence based strategies that are
derived from the principles of Applied
Behavior Analysis. Parents will be
involved in program goal setting and use
of strategies through daily routines for
skill acquisition and behavior
reductions, as well as maintenance and
generalization. The ultimate goal is to
leave the family with basic ABA tools
and strategies they need to teach their
child new and functional behaviors while
reducing the undesired ones. |
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| 16 HOUR
PARENT EDUCATION |
| Parents who participate in the
"16" hour parent education
program will be receiving behavioral
services for their children in the near
future. It is therefore crucial for them
to have a basic understanding of
concepts that might be introduced during
the course of an assessment and a
behavior intervention program. During
the "16" hour program parents
will have an opportunity to gain an
understanding of the underlying
philosophy of applied behavior analysis
(ABA). The basic premise behind
antecedent, behavior, and consequence
(ABC) analysis, the importance of
functional assessment, and introduced to
the possible intervention strategies
that might be applied during the course
of a behavior intervention program
offered to their children. |
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...References: |
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| Systematic reviews of scientific
studies: |
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- Goldstein, H. (2002).
Communication intervention for
children with autism: A review of
treatment efficacy. Journal of
Autism and Developmental Disorders,
32, 373-396.
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- Horner, R. H., Carr, E. G.,
Strain, P. S., Todd, A. W., & Reed,
H. K.(2002). Problem behavior
interventions for young children
with autism: A research synthesis.
Journal of Autism and Developmental
Disorders. 32, 423-446.
|
- McConnell, S.
(2002).Interventions to facilitate
social interaction for young
children with autism: Review of
available research and
recommendations for educational
intervention and future research.
Journal of Autism and Developmental
Disorders, 32, 351-372.
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- Odom, S. L., Brown, W. H., Frey,
T., Karasu, N., Smith-Canter, L. L.,
& Strain, P. S. (2003).
Evidence-based practices for young
children with autism: Contributions
from single-subject design research.
Focus on Autism and Other
Developmental Disabilities, 18,
166-175.
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- Smith, T. (1999). Outcome of
early intervention for children with
autism. Clinical Psychology: Science
and Practice, 6, 33-49.
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- United States Surgeon General
(1998). Mental health: A report of
the Surgeon General. Washington, DC:
Author.
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| Position statements from
professional organizations: |
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- Maine Administrators of Services
for Children with Disabilities (MADSEC).
(1999). Report of the MADSEC autism
task force (revised ed.).
Manchester, ME: Author.
|
- New York State Department of
Health, Early Intervention Program.
(1999). Clinical practice guideline:
The guideline technical report.
Autism/ pervasive developmental
disorders, assessment and
intervention for young children (Age
0-3 Years). Albany, NY: Author. For
additional information:
|
- Maurice, C. Green, G., & Luce,
S. C. (Eds.). Behavioral
intervention for young children with
autism: A manual for parents and
professionals. (pp. 45-67). Austin,
TX: Pro-Ed.
|
- Maurice, C., Green, G., & Foxx,
R. (Eds.). Making a difference:
Behavioral intervention in autism.
Austin, TX: Pro-Ed.
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