Wait List Policy
We often have wait lists for services- particularly afternoon services. Please read our formal wait list policy below. If you would like to be put on our wait list, we will call you when an opening is anticipated.
To ensure that we have the most up-to-date information on our clients, we will be placing families on three separate wait lists: 1) parent orientation, 2) assessment, and 3) service. When we can begin ABA therapy for a few children, we will take them off the service wait, and the next group of children from the assessment wait will begin the assessment process and then be placed on the service wait list. The assessment and service wait will have approximately 5 children on each list at a time. The remaining families will be on the wait list for parent orientation until that step is complete.
What to Expect in your ABA Journey at ABC Group!
At the intake assessment appointment, an interview will be conducted with the caregivers to obtain detailed information about the referral concerns and your child’s developmental history, medical history, and family history. Our Clinical Director will also observe your child during the intake appointment as well as utilize various assessment tools geared for the child to directly assess your child’s skill levels across various domains. The information obtained from the direct observations will aid in diagnosis and treatment decisions.
The results will be analyzed and a treatment plan will be written by the Clinical Director. She will meet with you and your family to discuss this plan, and clinical impressions regarding initial treatment recommendations/options based on the information obtained from the assessment process. The number of hours of ABA therapy sessions your child will be scheduled for is based on a variety of factors including recommendations of medically necessary ABA treatment, the skill deficits of the child, and behavioral barriers to learning.
ABA Treatment at ABC
Ongoing treatment at ABC will be provided by behavior technicians, and behavior analysts. Factors influencing this decision include the nature of the referral concerns, therapist specialties, and scheduling availability. Multiple therapists will work with your child so that skills generalize across settings and people. The treatment phase may be recommended for a duration which may vary from several months to several years.
The results of the skills assessment provide the necessary information to generate an individual treatment plan (ITP) for your child that will address the referral concerns. A lead BCBA/BCaBA will be assigned to your child to lead the treatment team. The BCBA/BCaBA will discuss with you the proposed goals and assessment results along the journey. Each child has his/her own program book that contains his/her treatment plan, curriculum skills graphs, data sheets outlining the specific goals targeted for each program in acquisition and other graphs for behavioral interventions of various kinds. Data will be collected and analyzed on an ongoing basis so that your child’s progress can be monitored daily. As your child masters skills, the treatment plan will be updated to reflect your child’s progress. In the event that progress is slower than expected, treatment plans can be updated to reflect revised teaching strategies and new goals.
Parent involvement in ABA treatment is highly correlated with successful outcomes. The BCBA/BCaBA will conduct the parent training component in which caregivers will be taught the basics of ABA including teaching new skills, preventing/managing problem behavior, and how to generalize and maintain skills acquired during ABA sessions. We will provide you with FREE access to www.AutismTrainingSolutions.com to access an online video library of modules which we will assign to you to complete, in addition to scheduling face-to-face training sessions with you and your family. Progress updates will occur during parent training sessions.
ABA Therapy Sessions
Therapy typically occurs in the clinic but will also take place in home, school or community locations as recommended and scheduled. Some sessions will also address problem behaviors and skills assessments. Acquisition skills are identified through a variety of skills assessments including the Verbal Behavior Milestones Assessment and Placement Program (VB‐MAPP), Assessment of Basic Learning and Language Skills (ABLLS). For school‐aged children, other curriculum are used to assess reading, math and writing fluency. Problem behaviors can also be addressed during skill acquisition sessions on an as needed basis. A typical therapy session in the clinic consists of alternating between table teaching and Natural Environment Teaching (NET); however therapy sessions can vary from child to child based on their individual needs. Table teaching sessions and NET sessions are described in more detail below:
- Table teaching or ITT most often include: language/communication (i.e., receptively identifying items or pictures, labeling items, answering questions, etc.), matching items, sorting items, academic tasks (i.e., writing, math, reading), motor imitation, and attending skills.
- Natural Environment Teaching usually consist of incidental teaching and therapist contrived learning opportunities to work on many skills areas including social skills, language/communication skills, play skills, and independent living skills. Incidental teaching is a child‐initiated teaching interaction.
Many of the skills that are initially taught during a table session will also be targeted during NET sessions once they have been mastered, in order to ensure that mastered skills can be performed in a variety of environments and with a variety of people.