AST is in agreement with the field of Applied Behavior Analysis that the literature
supports the need for intensive ABA services for children in early intervention.
For children severely impacted by autism this will require a weekly minimum of 25 hours
of direct service, with services reaching as many as 40 hours per week. Each child
requires an individualized program tailored to intervention needs in the area of language,
play, behavior, social skills, and self-help skills. AST works with the family and other
treatment providers to develop a program of appropriate intensity. We have clients who are
currently receiving much more than the 25 hour minimum, as well as clients who have a
broader range of services allowing for fewer than 25 hours of ABA.
AST believes
that programming for appropriate intensity goes well beyond the consideration of hours. There
is a range of ABA methods that fall accross a spectrum of intensity. Other variables to
consider are: 1) qualifications of the staff member providing weekly services, 2) quality
of data collection procedures, 3) frequency of program modification, 4) amount of structure
that is maintained within each session, 5) educational and experiential background of those
overseeing the program.
Click here to read more about the importance of Structures.
III. SCHOOL AND
HOME SERVICES(Preschool to Early Elementary)
Our School and Home services extend the child's in-home ABA program to the classroom.
While these
programs are highly individualized, it is typical for AST staff to be involved in developing classroom-based programs, training school staff, and continuing
an in-home program with a strong focus on language, social skills, and parent education.
- IEP Planning, Attendance, and
Negotiations
- Fostering Home-School
Collaboration
- Classroom Consultation
- Programming in Self-Management
- Embedding Positive Behavioral Supports
within Classroom Routines
- Creating Accountability for Teaching to
the IEP Goals
- Establishing Data Collection Systems for
the School Setting
- Curriculum Accommodation, Adaptation, and
Modification Strategies
After-School
Programs
Language and social skills are taught
within the child’s home after school. Every effort is made to
maintain quality parent education and school collaboration.
Play goals are also targeted through a number of different
modalities, such as play dates, sibling education, and
community activities.
Social
Skills Programs
AST offers a number of different social skills programs. Children
ages 4 to 7 are guided through a structured play curriculum
that teaches specific interactive skills that are pivotal
to social development. Children who are older, and have more
advanced social abilities, are introduced to an advanced program
that involves both individual and group sessions. These programs
are tailored to individuals across the autism spectrum.
Workshops
AST conducts workshops on a range of intervention topics.
These can be tailored to a specific audience (e.g., parents,
school personnel, administrators). Popular topics include:
Behavior Interventions, Pivotal Response Training, Teaching
Language, Play and Social Skills, and Self-Management.
IV. POSITIVE
BEHAVIOR SUPPORT(Elementary to Adulthood)
Autism Spectrum Therapies offers comprehensive behavioral support services
to individuals of all ages and diagnoses. Services are provided in home, school, and community settings.
We rely heavily on building functional communication, teaching self-management and coping strategies,
and having an intensive family-focused approached.
Individualized social skills programs are a
major focus of the Positive Behavior Support division
Click 
here to read and article on Positive Approaches to reducing challenging behaviors.
AST
conducts a comprehensive assessment for each client. The outcome
of this assessment is a detailed report of why the behaviors
are occurring, the skills that need to be taught, and the
changes needed within the child’s daily routines. The
goals of each behavior program are 1) effective communication,
2) increased opportunities to engage in meaningful activities,
and 3) an improved quality of life.
Reducing
Challenging Behavior
- Functional Behavioral Assessments
- Intensive Family-Focused Approach
- Incorporation of Communication
and Social Goals
Developing Functional Communication
- Teaching Verbal
and Non-Verbal Skills
- Addressing a Range of Functions
-Initiating,
Question-Asking, Commenting, Asking for Help
Teaching Social Skills that
Increase Quality of Life
- Individual and
Group Approaches
- Structured
Social Skills Curriculum
- Peer-Oriented
- Multiple
Contexts
Academic Readiness and Motivation
- Increasing
Attention to Task
- Building
Responsivity
- Creating More
Productive Work Environments
- Enhancing
Engagement with Teachers and the Curriculum
Family Support
- Consultation
Support on Coordination of services and transition planning
- Building Family
Capacity through Parent Education, Sibling Training, and
Direct Intervention
- Embedding Positive Behavioral Support within
typical family Routines.
Our early intervention in-home model focuses on building functional communication,
social, self-help, and play skills. Each child's program is individualized, and
is evidence-based. We concur with the recent ABA literature that an intensive
early intervention program involves a minimum of 25 hours of direct service