Introduction to Interact Behavior Consulting

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Introduction to Interact Behavior Consulting

  1. 1. Krista Canon, M.A., BCBACopyright ©2011 All Rights Reserved www.interactbehavior.com
  2. 2. Mission and Philosophy  Interact Behavior Consulting (IBC) is committed to creating individualized programs for each child that are based on the principles of Applied Behavior Analysis (ABA).  IBCs mission is to teach our clients the skills needed to make progress towards independence and to train family, staff, and educators in the best methods for supporting the clients needs.  Small clinician caseloads in order to provide the optimal level of service for each client.Copyright ©2011 All Rights Reserved
  3. 3. Programs and Services  Early Intervention  Home-based ABA services (adaptive skills)  Functional Behavior Assessments (FBA)  Parent education and training  Consultation to educators and professionalsCopyright ©2011 All Rights Reserved
  4. 4. Comprehensive Program Model  Initial consultation  Initial assessment  Development of program goals  1:1 sessions  Staff and parent training/consultation  On-going assessment  Team meetingsCopyright ©2011 All Rights Reserved
  5. 5. Assessment Methods  Norm-referenced/Developmental  Vineland-II  Criterion-referenced  Assessment of Basic Language and Learning Skills (ABLLS)  Verbal Behavior Milestones Assessment and Placement Program (VB-Mapp)  Assessment, Evaluation, and Programming System for Infants and Children (AEPS®)  Other  Parent/caregiver interviews (FAI, FAST, etc.)  Direct observation (ABC data, frequency, duration, etc.)  Preference assessments (formal and informal)Copyright ©2011 All Rights Reserved
  6. 6. Early Intervention: Curriculum Goals Addressing skill deficits in these areas:  Language/Verbal Behavior  Social Skills  Play skills  Pre-academic  Self-help skills  Psychosocial development  Fine & Gross motor skillsCopyright ©2011 All Rights Reserved
  7. 7. Home-based ABA: Curriculum Goals Addressing skill deficits in these areas:  Functional language/Verbal Behavior  Pro-social Behavior Goals  Play/social skills  Self-help skills  Psychosocial development  Fine & Gross motor skillsCopyright ©2011 All Rights Reserved
  8. 8. FBA: Behavior Goals Reducing behaviors that interfere with learning and social development:  Define target behaviors in descriptive, quantifiable terms  Predict when behaviors will occur  Determine why the behaviors are occurring  Develop behavior support strategies (Behavior Support Plan)Copyright ©2011 All Rights Reserved
  9. 9. Parent Training and Education  Instruction in basic principles of ABA  In-vivo training on skill acquisition programs  Training on Behavior Support Plan components  General ABA-based strategies on behavior management  Frequent meetings as feasible for client familyCopyright ©2011 All Rights Reserved
  10. 10. ABA Teaching Methods Examples of teaching methodologies used:  Discrete Trial Training  Verbal Behavior Analysis  Fluency Teaching  Natural Environment Teaching  Pivotal Response TrainingCopyright ©2011 All Rights Reserved
  11. 11. Entrance Criteria  Age  Early Intervention: Birth – 3 years old  Home-based ABA: 3 years old – 18 years old  FBA: 3 years old – 18 years old  Developmental disability and delays in the areas of self-help; receptive and expressive language; learning; mobility; self- direction; independent living; and economic self-sufficiency  Parents/caregivers must be able to commit to parent training sessions  Additional entrance criteria may be determined by third party payers (e.g., health insurance)Copyright ©2011 All Rights Reserved
  12. 12. Exit Criteria  Age  Early Intervention: 3 years old  Home-based ABA: 18 years old  FBA: 18 years old  Clients graduate from the program when the treatment team determines the child and family has made sufficient progress on instructional and behavioral goals that result in measurable outcomes  Additional exit criteria may be determined by third party payer (e.g., health insurance)Copyright ©2011 All Rights Reserved
  13. 13. Clinicians  Behavior Analysts/Clinical Supervisors  Masters or Doctorate degree in ABA, psychology, special education or related field  Board Certified Behavior Analyst  Program Supervisors  Masters or Doctorate degree in ABA, psychology, special education or related field  2 years minimum in supervisory experience  Behavior Therapists  Bachelors degree in ABA, psychology, special education or related fieldCopyright ©2011 All Rights Reserved
  14. 14. Copyright ©2011 All Rights Reserved

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