We are open and following strict COVID-19 policies and procedures.
Accepting New Patients
Excellent Services for Children With Autism
What We Do
Applied Behavior Analysis (ABA) services take place in the child’s natural environment. This allows us to incorporate everyday triggers into the program. All areas of development are targeted through breaking down skills into their smallest components and building upon them through the use of positive reinforcement, practice and prompting.
Early Infant Intervention
This program is aimed at children under the age of 3. We teach kids the foundational skills for learning, such as imitation, matching, completion of closed-ended tasks, compliance, feeding therapy, and toileting.
This program allows us to generalize the skills learned in a one-to-one environment that can be applied within the community. Through the use of ABA techniques, we provide community-based instructions to increase a child’s independence, security, and social interaction.
We offer therapy for building age-appropriate skills to decrease or eliminate inappropriate behaviors that prevent a child from learning or interacting socially. These behaviors may include aggression, non-compliance, tantrums, and self-injury.
Our parent training program is designed to help parents and their family members participate in the child’s skill development and learn how to manage their child's inappropriate behaviors.
Social Skills Training and Groups
Prerequisite social skills are taught in a one-to-one setting. Once these skills are mastered, the child is placed in a dyad with another peer, allowing the child to generalize the skills from an adult to a peer. The number of peers increases as the skills are generalized. Learning to work and play within a group is critical to positive social and academic interactions.
School Consultation and Collaboration
We want to help individuals with autism reach their full potential within their home as well as their community. For children, this starts at school where they spend most of their time interacting and socializing with others.
Our services include behavior assessments, needs assessments, teacher consultation, aide training, modification of curriculum, inclusion consultation, and social facilitation consultation. We will work alongside the child’s school district to ensure that he or she makes the maximum amount of progress.
In addition to social exposure to peers, we practice safety skills such as going to the park, walking together on the sidewalk, and crossing the street just to name a few.
Several interventions have been scientifically validated to improve the prognosis of a child with autism. Behavior analysis does not limit the learning process solely to the individual’s capabilities, but on learning new skills as well. At Autism Behavioral & Educational Services, Inc., we practice various methodologies that have been proven and backed by research to help improve a child’s life.
Applied Behavior Analysis
Behavior analytic treatment uses reinforcement in structured and natural environments to help individuals learn new skills. Skills ranging from simple to complex are broken down into small, measurable units and are taught systematically. A high priority goal is making it enjoyable for the learner. Through carefully planned guidance and reinforcement, the learner is more likely to exhibit appropriate behavior during and after the teaching interaction. In contrast, problem behaviors are not reinforced.
Picture Exchange Communication System (PECS)
The Picture Exchange Communication System is an augmentative communication system developed for individuals with autism and other social-communicative deficits. PECS uses only pictures and words to help individuals communicate. Requesting and commenting are skills that are simultaneously developing in young, typical children. These functional acts are maintained through contact with social and tangible rewards.
Please note that if your child has an augmentative device, we are trained and work with outside speech therapists to expand and continue growth for your child utilizing their device.
Pivotal Response Training (PRT)
Pivotal Response Training is a set of instructional strategies that can increase a learner’s motivation and teach important skills. For learners with autism, this effect is extremely important. Oftentimes, learners with autism are not motivated to participate in social or educational interactions. When learners are motivated, they can learn so much more. PRT incorporates struggles that help parents and teachers make the most of the learner’s skills and choices in everyday settings. Also, parents can learn how to use PRT during instructional time and throughout daily activities.
Learning a new skill or being occupied can be difficult for learners with autism. An activity schedule is a tool that they can use to help promote their independence during play, leisure, and academic time. An activity schedule is a set of pictures or words that serve as cues for sequence of activities. Additionally, schedules help promote choice and can set the occasion for initiations to others.
Various curriculums are utilized to teach social skills to a child with autism. Social skills impact every part of our daily lives. They are used at home, school, and in the community. Since social skills are important ingredients of a successful life, we make sure that children with autism acquire these skills or learn social rules to compensate for what doesn’t come naturally.
Behavioral Skills Training
Learners with autism can sometimes tell what to do in a given situation, but when that situation arises, they do not behave in such manner. During a behavioral skills training, we focus on teaching what to do rather than what to say.
Executive Functioning Skills Training
Many individuals with Autism have difficulty with organization, planning, paying attention and inhibiting appropriate responses. They may also have trouble with certain skills like sequencing information, and self-regulating emotions.
We work with your chid to best to teach them the skills that work for them in the environments they are exhibiting these deficits and generalize this to the family and school environments.