Resources & Terminology

Applied Behavior Analysis (ABA)

Applied Behavior Analysis (ABA) is the process of systematically applying behavioral principles of learning to improve socially appropriate behaviors and increasing or decreasing targeted behaviors. ABA determines how behavior works in real situations. The goal of ABA Therapy is to increase behaviors that are helpful and decrease behaviors that are harmful or affect learning of the individual. ABA Therapy targets:Applied Behavior Analysis helps us to understand:

How behavior works
How behavior is affected by the environment
How learning takes place

ABA Therapy targets:

Language and communication skills
Improving attention, focus, social skills, memory, and academics
Improving self-help and independent daily living skills
Reducing behaviors that may cause harm or interfere with individuals learning

Board Certified Behavior Anaylst (BCBA)

Identify specific behaviors of concern and establish goals for the child and family to work on
Create a behavior support plan to reduce and replace challenging behavior
Provide training and supervision to behavior techs, leads, and office admin
Monitor and evaluate the outcome of interventions

Registered Behavior Technician (RBT)

This staff works directly with the individual implementing the treatment plan and behavior plan that has been written after observation and assessments completed with the BCBA and individual. This staff is certified and successfully passed the Registered Behavior Technician exam.

Supervision Sessions

Supervision sessions are when the BCBA is present and observing the individual while the RBT implements the treatment plan and behavior plan. This is where the BCBA can model, interact, and provide feedback towards the RBT to ensure the best individualized therapy is being implemented.

Intake process

This can vary from 4-6 weeks. The intake process consists of:

Insurance connection (to make sure provider and insurance are in network)
Parents will complete questionnaire and will be interviewed by BCBA
In-Home Observation- BCBA will create a relationship with the individual and observe individual in home/community setting.
Intake Assessment- Another in-home visit will occur and specific assessment will be utilized to identify specific strengths and areas needing support. Each assessment is chosen after interviewing parents and in home observation to assure that the assessment is best fit for the indivudal childs' needs.
Treatment plan- The BCBA will write the treatment plan based off of parent interview, BCBA observation, assessment results, and after collaborating with other service providers.
Authorization- The treatment plan will be submitted to insurance and we will wait for approval (can be a few weeks).
Collaboration Meeting- BCBA will meet with RBT, individual and parents to review treatment plan and behavior plan. All questions and concerns will be reviewed and discussed throughout this meeting. (Collaboration meetings will be held consistently biweekly to review, check in and connect),
Start of services- Depending on specific hours requested from BCBA and hours approved through insurance, the RBT and or BCBA will begin to provide direct therapy to indiviudal.

Mand

This is a form of verbal behavior where the individual asks for what they want or need.

Tact

This is a form of verbal behavior where the indivudal can label things in their environment. For example, an individual can label a "dog" when they see a picture of a dog.

Intraverbal

This is a form of verbal behavior where the speaker responds to another individuals verbal behavior. For example: filling in the blank or answering a question.

Expressive language

This is the ability to express indiviudal wants or needs through verbal and non-verbal communication. For example: asking questions, making comments, using facial expressions, or using gestures.

Receptive language

This is the ability to comprehend and understand language. For example: following directions, answering questions, or understanding gestures.

Discrete Trial Training (DTT)

(DTT) is a cycle of behaviorally based and systematic instruction which includes:

Discriminative Stimulus (SD) – this is the instruction provided to the client to signal the availability of reinforcement.
Prompt – a cue to assist the client in providing the correct response, if needed.
Response – a single instance of behavior in response to the teacher’s instruction
Reinforcement – the delivery of a stimulus to increase future appropriate responding
Inter-trial interval – the amount of time between the reinforcement provided and the next discriminative stimulus; also referred to as the time between instructional trials.

For example: An individual is learning animals, the therapist prompts "Show me cat", individual points to the cat and therapist reinforces, "Awesome job showing me the cat!" and gives the indivudal a high-five prior to moving onto the next animal.

Naturalistic Environment Teaching (NET)

A teaching procedure that teaches the individual skills in the natural environment rather than in a DTT setting. The teaching takes place in the natural setting where the behavior would typically occur in the real world and allows the client to access reinforcement that naturally occurs in their environment.

ABC Data

A three-term contingency called ABC (antecedent, behavior, consequence) data collection to accurately describe a behavior and the events surrounding the behavior. BCBA’s can then analyze what is consistently happening before and after a behavior to better determine why that behavior is occurring.

Antecedent

What occurs directly before the behavior. Who? What? When?

Behavior

Anything the person says or does.

Consequence

What occurs immediately after the behavior.

Target behavior

This is a behavior that the BCBA and RBT are working with the individual on increasing or decreasing. Increasing behaviors that assist with communicating the individuals' wants and needs while decreasing behaviors that may cause harm or interfere with the individuals' learning.

Prompt

Instructions or cues provided to assist with the individual responding correctly. Least to most prompting includes: verbal prompt, gestural prompt, model prompt and physical prompt. Prompts are meant to be faded to promote independent correct responding by the individual.

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