Advanced ABA provides services to children and teens diagnosed with Autism Spectrum Disorder (ASD) or related diagnoses (e.g. PDD-NOS, Asperger’s) and are between the ages of 18 months and 18 years old. This is an intensive intervention program in which ABA techniques are used to teach and maintain fundamental skills necessary to succeed in everyday life.
We emphasize on positive behavior strategies to teach and increase appropriate behavior such as communication, cognitive skills, social skills, motor skills, and self-help skills, while decreasing maladaptive behaviors that interfere with a child's everyday life such as tantrums, aggression, self-injury, and repetitive behaviors. Each program is highly individualized to meet each child’s needs, thus allowing for a successful learning experience.
We offer in-home services throughout the Santa Clara County, and center-based and social group services at our clinic in Campbell.
Every child’s program begins with an extensive assessment to identify individual strengths and deficits across developmental domains (e.g., communication, social, cognitive, play, physical, and self-help). This assessment allows for services to be tailored, meeting the individual and unique needs of each child and family.
Assessments are conducted in the home and community on two to three different days using a variety of tools, including:
A report is written based on the results of the assessment in order to identify the child's current skill level, behavior excesses and deficits. The report also includes individualized program recommendations and goals. Once the report is reviewed with the family and/or client, services can begin.
Advanced ABA provides quality services to all families, which includes individualizing its approach to each child’s needs. Techniques from different approaches are used as needed and indicated by the child’s assessment results, treatment goals, and progression through therapy. The following are some of the methodologies used and blended in each child’s program: Naturalistic Environment Teaching (NET), Discrete Trial Teaching (DTT), Pivotal Response Training (PRT), Verbal Behavior (VB), and Treatment and Education of Autistic and Communication related handicapped Children (TEACCH).
Clinical Directors are Board Certified Behavior Analysts (BCBAs). They complete the initial intake and assessment, develop the child’s report with treatment goals (including behavior and parent goals), and oversee the case. They provide support, feedback, and education to the family, and regularly meet with the Behavior Consultant on the team to review programming. Directors attend Team and Parent Education Meetings, as well as attend IEP/504 Plan Meetings and collaborate with other services providers such as Speech Language Pathologists, Occupational, Therapists, Psychologists, etc.
Behavior Consultants are BCBA Trainees who are pursuing or already hold a Master’s Degree. They monitor individualized programs and behavior plans according to the assessment reports. They write progress reports and complete weekly programming (e.g. prepare materials and behavior intervention plans, update lessons as needed, etc.) and complete weekly or biweekly direct visits to sessions.
The Behavior Consultant provides ongoing evaluation, support, training, and feedback to Behavior Technicians to ensure quality services. Consultants also provide parent support, education, and feedback to address family participation. Consultants schedule Team and Parent Education Meetings regularly, as well as attend IEP/504 Plan Meetings and collaborate with other services providers such as Speech Language Pathologists, Occupational, Therapists, Psychologists, etc.
Senior Behavior Technicians are highly skilled Technicians who help train fellow Technicians. They assist Behavior Consultants with creating materials and overlapping at sessions when the Behavior Consultant is not available. They also sub at sessions if the regularly scheduled Behavior Technician calls in sick or requests time off in advance.
Behavior Technicians facilitate the one-on-one sessions and implement individualized programs and behavior plans as specified by the Behavior Consultant or Clinical Director. They document all aspects of therapy for the adequate progression of a child’s program.