Applied Behavior Analysis (ABA) is based upon more than 50 years of scientific investigation with individuals affected by a wide range of behavioral and developmental delays. Research has shown ABA to be effective in teaching commonly deficient skills such as complex communication, social, play and self-help skills.

Individual Parent Training Sessions

Parent training is ESSENTIAL! Meaningful progress will only be made when the parent is an active participant in their child's development. If your child has challenges in the following areas we can help!
• Toileting
• Behavior Management
• Language Development
• Sleep Concerns
• Creating Positive Parent-child interactions
• Feeding
• Self-Help Skills
• Improving Social Interactions

Functional Behavior Assessments

A Functional Behavior Assessment (FBA) guides educators into making data-based decisions about how to help a child become more socially and academically successful in the home and/or school setting. The process involves interviewing parents, teachers, and others who work with the child, as well as, direct observation of the child in the home and/or school setting.

Behavior Intervention Plans

Based on the information collected in the Functional Behavior Assessment, a Behavioral Intervention Plan (BIP)  is developed. A BIP is the systematic implementation of procedures that result in lasting positive changes in the child's behavior. They are designed to provide the child with greater access to a variety of community settings and social contacts, using proactive intervention strategies.

Individualized Skill Assessments/Scales

Childhood Autism Rating Scale (CARS)
by Eric Schopler, Ph.D., Robert J. Reichler, M.D., and Barbara Rochen Renner, Ph.D.
This 15-item behavior rating scale helps to identify children with autism and to distinguish them from developmentally handicapped children who are not autistic. In addition, it distinguishes mild-to-moderate from severe autism. Brief, convenient, and suitable for use with any child over 2 years of age, the Childhood Autism Rating Scale (CARS) makes it much easier for clinicians and educators to recognize and classify autistic children.
Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP™)
by Amy M. Wetherby, Ph.D., CCC-SLP, & Barry M. Prizant, Ph.D., CCC-SLP
This norm-referenced screening and evaluation tool helps determine the communicative competence (use of eye gaze, gestures, sounds, words, understanding, and play) of children with a functional communication age between 6 months and 24 months (chronological age from about 6 months to 6 years).
The Verbal Behavior Milestones Assessment and Placement Program (The VB-MAPP)
by Mark L. Sundburg, Ph.D., BCBA
A criterion-referenced assessment tool, curriculum guide, and skill tracking system that is designed for children with autism, and other individuals who demonstrate language delays. The VB-MAPP is based on B.F. Skinner’s (1957) analysis of verbal behavior, established developmental milestones, and research from the field of behavior analysis.
The Assessment of Basic Language and Learning Skills — Revised (ABLLS-R)
by James W. Partington, Ph.D., BCBA
The ABLLS-R is an assessment, curriculum guide, and skills tracking system for use with children who have autism or other developmental disabilities. It allows you to identify deficiencies in language, academic, self-help, and motor skills and then implement and monitor individualized intervention.
The Preschool and Kindergarten Behavior Scales (PKBS-2)
by Kenneth W. Merrel
The PKBS-2 is a behavior rating scale designed for use in evaluating social skills and problem behaviors for preschool and kindergarten age children, ages 3 through 6 years. The PKBS-2 includes items in two scales: Social Skills (34 items) and Problem Behavior (42 items). Both of these scales comprise empirically derived subscales that are useful in identifying specific clusters of social skills and problem behaviors.
The Child Development Inventory Profile (CDI)
by Harold Ireton, PhD
The CDI is a research based parent questionnaire that obtains, through parent report, present development of their child, including the child’s strengths and possible need areas. The 270 developmental items of the CDI are grouped to form scales including: Social, Self Help, Gross Motor, Fine Motor, Expressive Language, Language comprehension, Letters, Numbers and General Development. The CDI represents a child’s scores in relation to age norms.

Individualized Program Development

Program development is based on the assessment findings. A report is developed which outlines the child’s unique learning and behavioral style and the specific areas which will be targeted in initial programming. Data is collected on active targets of the program in very detailed written form in order to ensure consistency across everyone working with the child. Quantitative and qualitative data is documented each session in order to accurately track both behavioral changes and progress within the programming.