ABA (Applied Behavior Analysis) is the recommended treatment methodology to be used
with children with a diagnosis of Autism or Pervasive Developmental Disorder. In 1999,
New York State published its clinical guidelines: Clinical Practice Guideline - Report of
Recommendations - Autism/Pervasive Developmental Disorders , in which ABA is
recommended as the primary methodology for working with children with this diagnosis.
In ABA, principles of behavior are used to improve useful behaviors and to reduce
inappropriate behaviors. (Cooper, Heron & Heward, 1989). Since Dr. Ivar Lovaas,
pioneered in using ABA to work with people with autism in 1987, the research and
techniques have proliferated.
Individual Curriculum:
Upon entering a program each child is assessed Assessment of Basic Language and Learning
Skills (ABLLS). The ABLLS is an assessment scale, which breaks down skills in 25 different
areas into their component parts and provides a baseline profile which then becomes the
foundation of the child's program, thus provide a set of clear and measurable objectives for
the child. These goals allow the team to individualize programs based on the child's unique
learning profile. A bar graph profile of each child's progress is updated quarterly.
Methods of Teaching:
We use a combination of intensive one-to-one discrete trial teaching and natural
environment teaching procedures to help each child acquire the necessary skills.
A combination of these techniques helps to maintain a high level of positive reinforcement
within the teaching environment.
Some other key elements of our teaching include the use of errorless teaching, i.e. mixing
and varying all tasks and interspersing easy and hard skills at the 80% to 20% ratio
respectively. Each of these teaching procedures helps maximize the pace of skills
acquisition and keeps the child motivated and interested in the learning process.
with children with a diagnosis of Autism or Pervasive Developmental Disorder. In 1999,
New York State published its clinical guidelines: Clinical Practice Guideline - Report of
Recommendations - Autism/Pervasive Developmental Disorders , in which ABA is
recommended as the primary methodology for working with children with this diagnosis.
In ABA, principles of behavior are used to improve useful behaviors and to reduce
inappropriate behaviors. (Cooper, Heron & Heward, 1989). Since Dr. Ivar Lovaas,
pioneered in using ABA to work with people with autism in 1987, the research and
techniques have proliferated.
Individual Curriculum:
Upon entering a program each child is assessed Assessment of Basic Language and Learning
Skills (ABLLS). The ABLLS is an assessment scale, which breaks down skills in 25 different
areas into their component parts and provides a baseline profile which then becomes the
foundation of the child's program, thus provide a set of clear and measurable objectives for
the child. These goals allow the team to individualize programs based on the child's unique
learning profile. A bar graph profile of each child's progress is updated quarterly.
Methods of Teaching:
We use a combination of intensive one-to-one discrete trial teaching and natural
environment teaching procedures to help each child acquire the necessary skills.
A combination of these techniques helps to maintain a high level of positive reinforcement
within the teaching environment.
Some other key elements of our teaching include the use of errorless teaching, i.e. mixing
and varying all tasks and interspersing easy and hard skills at the 80% to 20% ratio
respectively. Each of these teaching procedures helps maximize the pace of skills
acquisition and keeps the child motivated and interested in the learning process.
Children can have delays in various developmental areas and may need extra help in
moving toward age-level functioning in each of these areas. CHIP staff approaches
working with these children by assessing their strengths and difficulties in the areas of
communication and language, cognitive skills (thinking and reasoning), socialization,
emotional development and physical competence, and self care. The goals for the children
are individually developed to assist them in reaching appropriate milestones in each
developmental area. IFSPs (Individual Family Service Plans) define the type, frequency and
length of the educational and therapy services, and (the programs address) the specific
outcomes requested and outlined by parents for their children.
One-to-one teaching activities use the natural environment or incidental teaching to help
the children incorporate or generalize the skills learned into their everyday activities.
Children learn a wide range of vocabulary first through requesting the things they want.
They will be prompted to ask for things such as “bubbles”, “book”, “ball”, “nose” or for
activities, such as “swinging”, “jumping” or “eating”. They develop many new concepts
such as “in”, “up”, “down", “big”.
Any behavioral issues or concerns are dealt with using gentle behavioral strategies,
primarily the technique of ‘redirection’. Children may be re-focused on more appropriate
activities and play when they are found engaging in less useful behaviors such as throwing
objects or using toys incorrectly, or repeating the same activity over and over again
without variations or originality. Teaching techniques such as hand-over-hand prompting
may be used to encourage completion of a task such as a puzzle, rather than dumping the
pieces of the puzzle. The technique of ignoring inappropriate attention-seeking behaviors
is also used.
All areas of the parents concerns and goals, as incorporated into the IFSP are addressed in
the various classroom activities and therapy sessions. In addition, the teacher and the
therapists (OT,PT and Speech) are available to consult with parents, to answer questions
or explain methods being used, and to consult on problems with the child at home.
moving toward age-level functioning in each of these areas. CHIP staff approaches
working with these children by assessing their strengths and difficulties in the areas of
communication and language, cognitive skills (thinking and reasoning), socialization,
emotional development and physical competence, and self care. The goals for the children
are individually developed to assist them in reaching appropriate milestones in each
developmental area. IFSPs (Individual Family Service Plans) define the type, frequency and
length of the educational and therapy services, and (the programs address) the specific
outcomes requested and outlined by parents for their children.
One-to-one teaching activities use the natural environment or incidental teaching to help
the children incorporate or generalize the skills learned into their everyday activities.
Children learn a wide range of vocabulary first through requesting the things they want.
They will be prompted to ask for things such as “bubbles”, “book”, “ball”, “nose” or for
activities, such as “swinging”, “jumping” or “eating”. They develop many new concepts
such as “in”, “up”, “down", “big”.
Any behavioral issues or concerns are dealt with using gentle behavioral strategies,
primarily the technique of ‘redirection’. Children may be re-focused on more appropriate
activities and play when they are found engaging in less useful behaviors such as throwing
objects or using toys incorrectly, or repeating the same activity over and over again
without variations or originality. Teaching techniques such as hand-over-hand prompting
may be used to encourage completion of a task such as a puzzle, rather than dumping the
pieces of the puzzle. The technique of ignoring inappropriate attention-seeking behaviors
is also used.
All areas of the parents concerns and goals, as incorporated into the IFSP are addressed in
the various classroom activities and therapy sessions. In addition, the teacher and the
therapists (OT,PT and Speech) are available to consult with parents, to answer questions
or explain methods being used, and to consult on problems with the child at home.
Occupational Therapy (OT)
is a treatment that addresses children's daily functioning and helps them learn skills and
participate in the routines that are typical of their age group. Occupational therapists
(OTs) help children develop play skills (a child’s work) and increase the ability to engage in
self care activities such as eating, dressing, bathing, etc. OTs promote children’s physical
development and motor skills and their ability to control the way they move in order to
accomplish every day tasks in their lives, especially those requiring hand dexterity, eye-
hand coordination, and motor planning. OTs look at how children use their senses
(vision, hearing, balance, movement, and all the other senses), at how they cope with
external stimuli such as touch, sound, light, etc., and at how they experience themselves in
space. They use special techniques and equipment to help children integrate their sensory
experiences of themselves and their environment. Typically OTs focus on helping children
perceive, experience and interact with the world and develop skills needed to support
their ongoing progress at home, in school, and in their social network.
Physical Therapy (PT)
is a treatment method that addresses children’s need for coordination, strength, and
mobility in order to engage in age appropriate gross motor tasks. Physical Therapists (PTs)
accomplish this through using specialized techniques and exercises that target muscle
groups and joints to improve children’s motor function and movement patterns. Typical
activities addressed by PTs include sitting, standing, walking, jumping, climbing, and
throwing, catching and kicking a ball. Balance, stability, and controlled movement are
essential components of developing these skills. PTs address children’s experience of
their bodies in space and of the world around them, helping them be alert to the
environment and it’s influence on their ability to negotiate safely. PTs can also advise
parents on how to obtain help if it appears that orthotic devices (for instance, special
shoes or braces) might be helpful in improving gait and balance. PTs are specialists in
helping children meet the challenges and enjoy the physical accomplishments that allow
them to perform daily routines and to participate with their peers in play.
Speech and Language Pathology (SLP)
is treatment that focuses on developing and supporting children's ability to understand and
communicate with the people in the world around them .
Speech/ language pathologists (SLPs) help children understand others and the environment
(receptive skills) and convey their wishes, needs and ideas to others (expressive skills).
This is done in many ways -- through eye gaze, gesture, physical contact, vocalization and
speech.
SLPs work with children to enlarge and enrich their ability to label, to follow instructions,
to understand increasingly complicated concepts. At the same time SLPs encourage, assist
and support children in increasing their verbal productions. This may be done by providing
an enriched, interactive environment where SLPs present and expand upon language
opportunities and expectations. It can be done by establishing a more structured system in
which children are given the opportunity and assistance to request what they want and to
enlarge upon the basic interaction. SLPs may also use special techniques, such as oral-
motor and 'prompt' methodology when children have difficulty producing sounds
effectively.
Another area of SLP expertise is in helping children who have difficulties chewing,
swallowing and drinking or who have sensitivities in and around their mouths that
interfere with eating and with speech. This can require intensive therapy and exercises for
strengthening, desensitization, and coordination of the oral muscles.
SLPs mission is for the children to develop the skills necessary for communication, self
expression, self care, and social interaction that will carry them forward in their lives.
is a treatment that addresses children's daily functioning and helps them learn skills and
participate in the routines that are typical of their age group. Occupational therapists
(OTs) help children develop play skills (a child’s work) and increase the ability to engage in
self care activities such as eating, dressing, bathing, etc. OTs promote children’s physical
development and motor skills and their ability to control the way they move in order to
accomplish every day tasks in their lives, especially those requiring hand dexterity, eye-
hand coordination, and motor planning. OTs look at how children use their senses
(vision, hearing, balance, movement, and all the other senses), at how they cope with
external stimuli such as touch, sound, light, etc., and at how they experience themselves in
space. They use special techniques and equipment to help children integrate their sensory
experiences of themselves and their environment. Typically OTs focus on helping children
perceive, experience and interact with the world and develop skills needed to support
their ongoing progress at home, in school, and in their social network.
Physical Therapy (PT)
is a treatment method that addresses children’s need for coordination, strength, and
mobility in order to engage in age appropriate gross motor tasks. Physical Therapists (PTs)
accomplish this through using specialized techniques and exercises that target muscle
groups and joints to improve children’s motor function and movement patterns. Typical
activities addressed by PTs include sitting, standing, walking, jumping, climbing, and
throwing, catching and kicking a ball. Balance, stability, and controlled movement are
essential components of developing these skills. PTs address children’s experience of
their bodies in space and of the world around them, helping them be alert to the
environment and it’s influence on their ability to negotiate safely. PTs can also advise
parents on how to obtain help if it appears that orthotic devices (for instance, special
shoes or braces) might be helpful in improving gait and balance. PTs are specialists in
helping children meet the challenges and enjoy the physical accomplishments that allow
them to perform daily routines and to participate with their peers in play.
Speech and Language Pathology (SLP)
is treatment that focuses on developing and supporting children's ability to understand and
communicate with the people in the world around them .
Speech/ language pathologists (SLPs) help children understand others and the environment
(receptive skills) and convey their wishes, needs and ideas to others (expressive skills).
This is done in many ways -- through eye gaze, gesture, physical contact, vocalization and
speech.
SLPs work with children to enlarge and enrich their ability to label, to follow instructions,
to understand increasingly complicated concepts. At the same time SLPs encourage, assist
and support children in increasing their verbal productions. This may be done by providing
an enriched, interactive environment where SLPs present and expand upon language
opportunities and expectations. It can be done by establishing a more structured system in
which children are given the opportunity and assistance to request what they want and to
enlarge upon the basic interaction. SLPs may also use special techniques, such as oral-
motor and 'prompt' methodology when children have difficulty producing sounds
effectively.
Another area of SLP expertise is in helping children who have difficulties chewing,
swallowing and drinking or who have sensitivities in and around their mouths that
interfere with eating and with speech. This can require intensive therapy and exercises for
strengthening, desensitization, and coordination of the oral muscles.
SLPs mission is for the children to develop the skills necessary for communication, self
expression, self care, and social interaction that will carry them forward in their lives.
Close coordination of the ABA Program and communication among the entire
interdisciplinary team and the family is facilitated through monthly team meetings at home
or Center. Team meetings at the Center may also be scheduled more frequently to meet
the needs of each child. The ABA Supervisor coordinates these meetings and the entire
interdisciplinary team.
Counseling
Counseling services for families of children diagnosed with Autism/ PDD or other
developmental delays are available through CHIP.
Parent Training
Training is given to teach parents about ABA principles, concepts and philosophy, as well
as about development, about therapies, behavior management and other issues of concern.
Both individual and group training are available to parents to help them and their child
practice and generalize skills, carrying these skills over to everyday life. It is important that
the child learns to be responsive to caretakers, not only to ABA teachers in the sessions,
and that the child interacts in his/her natural environment.
The ABA Coordinator provides individual parent training if requested by the parents and
mandated on IFSP. Approximately five hours of initial training is provided. During this time
the following topics are discussed: philosophy and mechanics of ABA, including, but not
limited to the ABCs of behavior, reinforcement, extinction, data collection and verbal
behavior. Ongoing training in ABA strategies, which parents can implement with their
child, is provided weekly or bi-weekly as mandated in the IFSP.
interdisciplinary team and the family is facilitated through monthly team meetings at home
or Center. Team meetings at the Center may also be scheduled more frequently to meet
the needs of each child. The ABA Supervisor coordinates these meetings and the entire
interdisciplinary team.
Counseling
Counseling services for families of children diagnosed with Autism/ PDD or other
developmental delays are available through CHIP.
Parent Training
Training is given to teach parents about ABA principles, concepts and philosophy, as well
as about development, about therapies, behavior management and other issues of concern.
Both individual and group training are available to parents to help them and their child
practice and generalize skills, carrying these skills over to everyday life. It is important that
the child learns to be responsive to caretakers, not only to ABA teachers in the sessions,
and that the child interacts in his/her natural environment.
The ABA Coordinator provides individual parent training if requested by the parents and
mandated on IFSP. Approximately five hours of initial training is provided. During this time
the following topics are discussed: philosophy and mechanics of ABA, including, but not
limited to the ABCs of behavior, reinforcement, extinction, data collection and verbal
behavior. Ongoing training in ABA strategies, which parents can implement with their
child, is provided weekly or bi-weekly as mandated in the IFSP.
