Applied Behavior Analysis

Evner Behavior Services utilizes the principles of Applied Behavior Analysis as a way to create meaningful changes in your child’s life. We believe that children learn best in functional, natural settings. Problematic behaviors not only affect the child but every member of the family. These services follow a best practice model involving behavior assessment, increasing socially appropriate behavior, skill acquisition, and providing parent and family training. 

We will work with you to identify interfering behaviors and discover ways to increase motivation to ensure skill development. We will assess your child’s current skill levels and then determine how to enhance them to foster new social, communication, and life skills, along with replacement behaviors. 

Our staff has vast experience creating and utilizing interventions for severe aggressive and self-injurious behaviors. We are trained to assist with various forms of AAC devices and implement new ways to increase communication in a number of settings.

What is ABA?

Applied Behavior Analysis (ABA) is a field of study that concentrates on the application of the principles, processes, and procedures of the science of behavior. ABA studies the interactions between people and the environment to determine the affects the environment has on a  person’s behavior. Teaching new skills (social skills, play skills, communication skills, independent living skills, safety skills, vocational skills, etc.), improving performance in mastered skills, and decreasing problematic behaviors such as aggression, stereotypy, self-injurious behavior, task refusal, and other socially inappropriate behavior are all things that are a focus of ABA.

Intake Appointment

At the intake appointment, an interview will be conducted with the caregivers, using a Functional Analysis Screening Tool (FAST) and a Behavior Rating Scale (BRS), to obtain detailed information about their referral concerns.  Your child’s developmental, medical, and family history will also be collected. The Board Certified Behavior Analyst (BCBA) will also observe and collect information of the child in his/her own environment.

Assessments

The Verbal Behavior Milestones Assessment and Placement Program

The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) is a multi-method, multi-component, criterion-referenced assessment, and skills tracking system for individuals with developmental delays. The assessment surveys a broad range of 14 domains and 170 measurable language and learning milestones. The Milestones Assessment of the VB-MAPP is a streamlined version of the assessment designed to provide a representative sample of the child’s existing language and communication skills repertoire. Data is compiled to complete a skills tracking grid for each skill’s domain. Based on the results of the assessment, goals will be created to increase communication, social interactions, and classroom routines. The Domains are defined below:

MAND: (Request) Asking for things that you want.

ECHOICS: (Vocal Imitation) Repeating precisely what is heard, usually immediately. 

MOTOR IMITATION: Copying someone’s motor movements.

RECEPTIVE LANGUAGE / LISTENER RESPONDING: Following instructions or complying with the request (mands of others).

TACTS: (Label) Naming or identifying objects, actions, events, relations, properties, etc.

VISUAL PERCEPTUAL SKILLS AND MATCHING: Attends to, responds & matches visual stimuli.

FEATURE, FUNCTION & CLASS: Responding to items in the environment when provided a description of them.

INTRAVERBAL: Answering “WH” questions or having a conversation so that what you say is determined by what the other person says.

The Assessment of Basic Language and Learning Skills – Revised

The Assessment of Basic Language and Learning Skills – Revised (ABLLS-R) is an assessment and skills tracking system that guides the instruction of language and critical skills for individuals with developmental disabilities. It has the ability to cover a wide range of skills targeting, 544 skills from 25 skill areas to be exact. This includes language, social interaction, self-help, academic and motor skills. The assessment results allow us to identify an individual’s skill repertoire and skill deficits which creates their individualized program.

Autism Diagnostic Observation Schedule -2

The Autism Diagnostic Observation Schedule- Edition 2 (ADOS-2) is a standardized assessment tool that aids providers in diagnosing autism spectrum disorder (ASD) in young children through adulthood.

This evaluation includes activities and opportunities to observe behaviors that are explicitly related to the diagnosis of ASD. Planned social activities that target the client’s developmental level and chronological age are designed to create situations in which social interactions, behaviors and communication skills to emerge.

The provider will select a module according to the clients age (12 months through adulthood), developmental level and language abilities. Based on the client, the assessment duration typically takes 40 to 60 minutes to finish. Once the evaluation is complete, the provider will score the ADOS-2 based on the notes and observations throughout the assessment. The end score will convey whether or not the client’s characteristics are consistent with an ASD diagnosis.

Functional Behavior Assessment

A Functional Behavior Assessment (FBA) is the primary tool used to identity the function or purpose of any problem behavior which includes: attention, escape/avoidance, sensory, or access to an item. In other words, it helps determine why the child is engaging in those unwanted behaviors. An FBA consists of observing the client in a variety of situations (command situations, denial of preferred activities or items, denial of parent attention/boredom, play situation, etc.).  Once the function of the behavior is determined, replacement behaviors that serve the same function will be identified. Eventually your child will learn that engaging in the unwanted behavior is no longer successful at getting what he/she wants. The results of the FBA are used to create the treatment plan.

Individualized Treatment Development

The results of the assessments are utilized in the production of a treatment plan. Plans are designed to increase socially appropriate behavior while in return decreasing the problematic behavior that is functionally related. This helps the individual learn to become independent while meeting his/her goals. The BCBA will develop a treatment plan based on the data gathered through interviews, assessments and observations. The goal is to address behaviors that are socially significant and that will have a profound impact on your child and family. The treatment plan is closely monitored and updated when necessary.

Data Collection and Observation Notes

Data is gathered about your child throughout each session using data sheets specifically tailored to your child’s treatment plan. You will also see graphs and charts that record your child’s behavior, so the BCBA can ensure the treatment plan is effective. We encourage you to review the program binder regularly, as it is important for you to understand the goals and objectives being targeted and how the targets are being documented. It is imperative for you as a parent or caretaker, to review the data together with your Board Certified Behavior Analyst and use this information to modify treatment plans as necessary. This will give your child all of the tools to be successful.

Behavioral Therapy Scheduling

It is most beneficial to choose a consistent behavioral therapy schedule for your child based on your family’s schedule. Hours per session will be determined by the needs of your child and on a case-by-case basis. If the schedule needs to be amended, please contact your BCBA as soon as possible, ensuring arrangements can be made.