The ABA Program
How Do We Design Your Child's ABA Program?
Our BCBA reviews all available reports provided by family
Developmental assessment(s) are conducted, results collated, report prepared and discussed with family. Parents, pediatrician, teachers, ad other therapists contribute to this assessment.
FIRST 2 - 3 MONTHS:
Short and long term goals are set by parents in collaboration with the BCBA
THROUGHOUT THE DURATION OF THE PROGRAM:
Goals are broken down into teachable components. Procedure sheets are developed and implemented to teach new skills.
Once a new skill is learned, it is generalised across people, places, materials and language.
Data are recorded every session to allow tracking of skill acquisition, learning rate, mastery and generalization.
Data are analyzed by our BCBA Supervisor to inform decisions about skill and goal mastery.
DURING CLINIC MEETINGS:
Data are reviewed and discussed and mapped against goals set by family and Program Supervisor.
EVERY 6 MONTHS:
Progress is comprehensively reassessed and mapped against the developmental assessment with results expressed as a percentage of skills master in each domain. Results compared to previous development assessment testing results.
Our Approach to ABA
Pediatric Therapy Studio’s approach differs in many fundamental ways from those who have a more rigid application of ABA.
Some of the hallmarks of our approach include:
We use a range of ABA techniques
We emphasize the positive – our approach is all about finding the things the child does well, and helping them to do it more often
We teach each child to “learn how to learn” so they can get along in everyday life
Therapy is a creative process and is implemented with structured flexibility, capitalizing on the resources available for each individual child
A multi-disciplinary approach . . .
At Pediatric Therapy Studio we recognize that there is often a need to utilize the expertise of professionals across disciplines, who all share a compatible philosophy to the treatment of children with developmental delays/disorders and adopt a behavioral model of teaching.
In many instances, children who receive behavioral intervention services will also receive speech therapy and occupational therapy to address the various deficits effectively. We work in a collaborative relationship with our team of speech-language pathologists and occupational therapists in order to create a comprehensive program that addresses all the developmental needs of the individual child.