When a child is not learning, we need to change the way that we teach.

Our practices are:

Meaningful

We recognize the uniqueness of who a child is and teach them skills so that they can advocate for themselves and determine their future. We find ways to ask children about their preferences, wishes, and desires when they don’t use spoken language; then, we support children and their families to develop a system for communicating so that children can advocate for themselves.

Evidence-based

We use research and data to guide our teaching practices. We keep our caseloads small to ensure that we can deliver the level of individualized attention needed to get results. All services are delivered by experienced Registered Behavior Technicians (RBTs) or Board Certified Behavior Analysts (BCBAs) specializing in treatment of children with Autism Spectrum Disorder. 

Dignifying

Our teaching practices are respectful to our learners and do not cause undue harm, distress, or trauma.  We consider children’s affect and behavior as indicators of consent, even if they can’t speak. 

Practical

We recognize that parents have busy lives.  When we develop treatment plans, we consider what is reasonable to ask a parent or teacher to do.

Efficient

We want every second of therapy time to be worthwhile.

Precise

We ensure that our written plans include the specific techniques that are effective for our children to learn.

We believe in working together with families and other service providers to meet children’s needs.

Caregiver training and caregiver collaboration are embedded into our services.

We believe that consistency is key to success for rapid learning to occur. An important part of your child’s treatment plan is for you, the parent, to understand how your child learns best. As part of all in-home consultative sessions, a BCBA will be working closely with you and any additional care providers you may choose to learn your child’s treatment plan.  This may include learning how to implement your child’s behavior plan or how to work on specific skill acquisition goals. We also find it greatly beneficial to provide teaching sessions out in the community where you and your child typically like to go to ensure the skills are generalizing in a natural setting. 

We embrace collaboration with other service providers. 

Children with ASD and other developmental delays often have a number of specialists (e.g., Speech, Occupational Therapy, Physical Therapy) in addition to their school teachers working with them on a range of skills. We recognize how important strong communication is across providers which is why we make every effort to collaborate with your child’s providers in order to coordinate goals and support continuity of programming.