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ABA stands for Applied Behavior Analysis. It is a systematic process of studying and modifying measurable observable behaviors through a manipulation of the environment to improve socially significant behaviors (e.g., academics, social/play skills, communication, adaptive living skills, etc.). Over the past 30 years, thousand of published research studies have documented the effectiveness of ABA as one of the most reliable treatment applied with children diagnosed with Autism and other developmental disorders. This approach has been proven to generate behavior change that LASTS. At SEEK Education; we follow the principles of ABA as the foundation of our treatment approach designing program and intervention based on individual needs.
DTT stands for Discrete Trial Training. It is one of the teaching methodologies developed based on the principles of Applied Behavior Analysis. It is a form of teaching for students that display deficits in discrimination that required breaking down a chain of behaviors into reachable unit to teach one at a time and for those who require repetition to learn. It is usually performed in a structured 1:1 environment and it is DATA driven.
Generalization is the occurrence of a behavior in the presence of a novel stimulus. In another word, the child is able to perform a certain set of responses in different situation without being trained and reinforced. Many children with developmental disorders display deficits in generalization. Therefore, generalization training is a major part of SEEK program in serving children with special needs. SEEK has developed a systematic generalization program (Level 1 to level 4) based on the principles of generalization in the field of ABA. Each generalization program is individually designed based on the child’s needs. We believed that generalization of mastered skills is just as, if not more, important than acquisition of new skills.
Positive Behavior Support (PBS) involves developing an intervention plan for clients with challenging behavior. PBS is based on the analysis of the function or motivation behind the behavior and recognizes that clients exhibit challenging behavior as a way to get their needs met. PBS attempts to develop more proactive (strategies to prevent behaviors from occurring and teaching alternative responses) and appropriate ways for a client to get those needs met. At SEEK Education, PBS is incorporated into our behavior intervention plan to achieve the desired behavior change.
At SEEK, We specialize in providing applied behavior analysis interventions and functional skills teaching programs to populations such as Autistic Spectrum Disorders, Asperger’s Syndrome, Cerebral Palsy, Down Syndrome, Mental Retardation, and Attention Deficit Disorders.
SEEK Education, Inc. follows the philosophy of positive programming. Through the implementation of this philosophy our clinical staff will train family members to address behavioral deficits while simultaneously reducing behavior excesses. Our agency’s goal is to teach the principles of Applied Behavior Analysis to parents of consumers with special needs to enhance the quality of the consumer’s life. SEEK provides interventions in the home, school, and community in order to have the most comprehensive treatment plan for the consumer. This research-based intervention provides the primary caretakers, family members, and school staff with a team that works in close communication with all its members, and allows the supervisor of the consumer’s behavioral program to monitor his/her progress on a consistent basis. This intervention includes functional assessment, training of primary caretakers family members, and/or school staff under the guidance of our Behavior Consultant. Also, SEEK Education, Inc. adherers to the “trainer of trainers” model, in that primary caretakers and family members will be trained to target deficit skills in areas such as social, self-help, play, and functional communication skills as well as in the implementation of applied behavior analysis principles to reduce behavior excesses with their child with special needs. Behavior excess will be addressed through the implementation of positive behavior intervention plans designed throughout the program.
This is an intensive treatment program that can be provided in the home and/or school environments. It is for
- A consumer, ages 2-22, who meets the DSM-IV-TR (APA, 2000) criteria or is diagnosed with developmental disorders and/or displays disruptive or maladaptive behaviors such as stereotypic, perseverative, ritualistic and/or dangerous behaviors that interfere with communication, self-help, socialization, and functional skills.
- A consumer demonstrating deficits in functional communication skills, social and play skills, independent living and generalization skills and/or those with behavior excesses that interfere with learning and/or socialization may qualify for discrete trial training (DTT) programs, functional skills teaching program, and/or behavior modification program focusing on community integration and vocational skills (depending on the needs of the individual consumer).
- A consumer is in good health without chronic or sensory deficits that would preclude from full participation in treatment.
- A consumer’s home environment supports the behavior intervention program.
Note: Should a consumer not meet the specified entrance criteria, consideration will be made on a case-by-case basis.
- To provide functional assessments to determine the consumer’s treatment needs based on identified skill deficits and behavior excesses.
- Training parents, tutors/ Behavior Technician, teacher/school staff and other professionals in effective behavioral interventions for consumers with special needs.
- To provide the consumer with a strong foundation of functional skills (e.g., communication, play, social integration, safety awareness, and self-help skills) by using empirically validated behavioral techniques such as Applied Behavior Analysis, Discrete Trial Training, Incidental Teaching, Pivotal Response Training. Functional Communication Training, and Functional Skills Training.
- To target generalization of acquired skills, in order to become more independent in the home and community environments.
- To maximize the level of independence for the consumer and family’s life.
This is a short-term treatment program that can be provided in the home and/or school environments for
- A consumer who meets the DSM IV criteria or displays behavior excess defined as behaviors that interfere with the consumer’s socialization and/or acquisition of new skills.
- A consumer who is between the ages of 2-22.
- The consumer is good in health without chronic motor or sensory deficits that would preclude full participation in treatment.
- The consumer’s home environment supports the behavior intervention program.
The primary focus of the Behavior Intervention Service (BIS) is to train primary caretaker/family members/ teacher/school staff to target deficit skills in areas such as social, self-help, play, and functional communication to their consumer with special needs. In addition, moderately intense levels of behavior excess will be addressed though the implementation of positive behavioral intervention plans designed at the time of assessment. All behavior intervention plans created at SEEK Education, Inc. are based on the analysis of data collected during the course of assessment. All treatment plans will be designed with a heavy focus on preventing the occurrence of the behavior excess in the future. In addition, the plans will focus on increasing alternative or incompatible responses that will replace the behavior excess based on its determined function through the use of specific reinforcement schedules. Also, the treatment plans will be designed to train primary caretaker/family members/teacher/school staff on how to effectively reduce the frequency, duration, and intensity of the behavior excess by locating better consequences. Finally, all treatment plans will be designed to effectively generalize alternative responses across settings, individuals, and materials. At SEEK Education, Inc. we understand the difficulty in implementing a behavioral based intervention plan in the home setting and will design the plans to be manageable by primary caretaker/family members/teacher/school staff In addition, our Behavioral Specialist will be updating and reviewing the efficacy of the intervention plans weekly and will troubleshoot any problems that might arise.
This service follows a “trainer to trainer” model, which means that the Behavioral Specialist will be training primary caretaker/family members/teacher/school staff how to work with their children. Although the Behavioral Specialist might model a behavioral technique with the consumer with special needs it is the primary caretaker/family member/teacher’s responsibility to carry out the intervention.
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