Applied behavior analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior (Baer, Wolf & Risley, 1968; Sulzer-Azaroff & Mayer, 1991). ABA therapy utilizes the methodology of Applied Behavior Analysis. It is designed to help children with Autism, communication disorders, and other developmental disabilities. Though it is designed for children with behavior concerns, we believe it is equally beneficial for children who exhibit any form of a developmental delay. ABA helps children develop the skills necessary for independent functioning and success through childhood. Our Board Certified Behavior Analysts and Direct ABA Therapists ensure that only evidence-based, data-driven methods are utilized, so every child has the opportunity to reach their fullest potential.

Though we focus on Verbal Behavior and Natural Environment Teaching, our approach also incorporates Discrete Trial Instruction (DTI), Incidental Teaching, Task Analysis Instruction, Pivotal Response Training (PRT), and Fluency-Based Instruction as needed. Our program’s focus is to work on expanding a child’s verbal behavior and communication skills, expanding their play skills, increasing social awareness, teaching pre-academic and academic skills, independent self-help skills, and following school or social routines. Each program is individualized to the child’s needs and learning style.

The following are general indicators that a child may benefit from a Behavioral Evaluation and ABA Therapy:

  • Difficulty with communication, including verbal and nonverbal
  • Exhibits little interest in peers and prefers to play alone
  • Little interest in age appropriate toys and play skills
  • Atypical behavior including, but not limited to, hand flapping, spinning, humming, vocal stimming, tip toe walking, looking out of corners of eyes, covering ears, mouthing objects
  • Interest in an object vs the function of that object, for instance, spinning the wheels of a toy car vs rolling it around the room
  • Aggressive or self-injurious behavior
  • Repetitive behavior, such as, opening and closing cabinet doors, lining up toys, playing with lights, doorknobs, or faucets
  • Difficulty with age appropriate self-help skills, such as toileting, washing hands, or brushing teeth
  • Attention and organizational problems with school tasks
  • Difficulty with social interaction, including spatial awareness
  • Difficulty with feeding, food aversions and textures, and/or has a very limited diet
  • Difficulty regulating activity level, and is often hyperactive
  • Frequent emotional outburst or “meltdowns” in behavior