Our Programs

Therapy Format
Each child's ABA therapy program is customized to address his or her specific area(s) of concern. In essence, the therapy content includes the skills a person needs to be able to function independently and successfully. The emphasis of our program- particularly in the case of younger children- is on development of speech and language, conceptual, and academic skills, as well as promoting play and social skills. As the child progresses, the emphasis shifts toward practical knowledge as well as adaptive skills.

The curriculum is designed to advance according to the developmental progress of the child, such that simpler skills and concepts are taught first and more complex ones will follow only when the child has grasped the core skills and knowledge. Nonetheless, therapists will leverage off the child's areas of strengths and build on them, while simultaneously work on the areas of weakness. Hence the program design and implementation will attempt to adjust according to each child's specific progress and adaptability as opposed to following a rigid format or order. In general, the therapy format follows three different stages, although these stages are not absolutely distinct, for reasons explained previously:

Beginning Stages involves getting to know your child. Early therapy emphasizes identification and establishment of reinforcers- items your child desires. There will be play and the giving of reinforcers. The child needs to learn that cooperation with request results in immediate and frequent reward. Beginning stages also entail acquiring skills such as sitting and paying attention, remaining on-task in the teaching situation, being responsive to instruction, learning how to process feedback, and understanding cause and effect.

Middle Stages of therapy involve learning specific communication, play, self-help, and social skills. Complex concepts are broken down into a series of steps that are taught systematically.

Advanced Stages involve making therapy progressively more natural and "generalizable" to the everyday environment. Working on more subtle social and play skills is often a component of this stage.

Evaluation
The child's progress will be evaluated based on the data gathered by the therapist. Data, including the baselines, number of trials, prompts, positive and negative responses, antecedents and consequences of the behaviors exhibited, words that the child can spontaneously say should be collected. The data collected will be plotted to graphs so it can be easily evaluated. The therapist will also keep a notebook to note down situations that cannot be plotted. Regular team meeting will be conducted to discuss the effectiveness/inefficiency of the program, so actions can be taken.