ABA Therapy

What is Applied Behavior Analysis Therapy?

"Behavior Analysis grew out of the scientific study of principles of learning and behavior. The branch called Applied Behavior Analysis is a well-developed discipline among the helping professions, with a mature body of scientific knowledge, established standards for evidence-based practice, and distinct methods of service."

-Behavior Analyst Certification Board

 

ABA therapy is an evidence-based treatment for autism. The goals of ABA are to shape and reinforce new behaviors (such as learning to communicate, play, and socialize), and reduce undesirable behaviors.

 

Our company utilizes cutting-edge teaching techniques and methods that have been studied and validated via research. The Early Start Denver Model, Pivotal Response Training, and Verbal Behavior are three state of the art methodologies used.

 

 

 

What is the Early Start Denver Model?

 

Many treatments exist for young children with autism. The large majority of research conducted in interventions has been conducted on children over the age of five. Therefore, it is difficult to find empirical research proving the efficacy of intervention for toddlers and preschoolers. A new treatment model utilizing principles of the science of Applied Behavior Analysis (“ABA”) grew out of the limited research on toddlers and preschoolers. This treatment approach is called The Early Start Denver Model. It was developed by Dr. Sally Rogers, a leading researcher in early childhood cognitive, social, emotional, and behavioral development at the UC Davis M.I.N.D. Institute, and Dr. Geraldine Dawson, a developmental psychologist, autism researcher, and the Chief Science Officer of Autism Speaks. The Early Start Denver Model draws extensively from previous work in two well-known models for autism intervention: the Denver Model and Pivotal Response Training.

There are three main goals of treatment for young children with autism in the Early Start Denver Model:

  1. Bringing the child into coordinated, interactive social relations for most of their waking hours, so that social attention, imitation and communication can be developed and learning through social experiences can occur.
     
  2. Increasing the reward value of social engagement with others by choosing materials, activities, and routines that are enjoyable and interesting for children, by reading children’s cues and following children’s interests as we choose activities, and by developing play routines that add meaning and predictability for children. 
     
  3. Developing play activities into joint activity routines designed to build skills and “fill in” current learning deficits. The main skills that we focus on include teaching imitation, developing awareness of social interactions and reciprocity, teaching the power of communication, teaching a symbolic communication system, teaching more flexible, conventional and creative play with toys, and making the social world as understandable as the world of objects. Just as the typically developing toddler and preschooler spend virtually all their waking hours engaged in the social milieu and learning from it, the young child with autism needs to be drawn into the social milieu - a carefully prepared and planned milieu that the child can understand, predict, and participate in.

 

 

To receive a list of the services we provide, please send an email to info@btscleveland.com.

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