ABA

ABA

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Applied Behavior Analysis (ABA) treatment for a center focusing on comprehensive domains like executive functioning, functional communication skills, functional problem-solving, activities of daily living, literacy, functional communication, and positive behavior support typically involves a structured and individualized approach. Here is a general outline for such a program:

  1. Assessment and Goal Setting

    • VBMAPP
    • PEAK
    • Conduct comprehensive assessments to identify the individual's strengths, needs, and areas for improvement.
    • AGW team believes that parents, caregivers in the individual’s life is the most important model influencing the child’s life. Hence, AGW mental health consultants, therapists provide training for parents and caregivers on behavior management techniques and consistency in interventions.

  2. Executive Functioning

    • Implement tasks that enhance planning, organization, and time management skills.
    • Use activities like puzzles, memory games, and structured tasks to improve cognitive flexibility and working memory.
    • Conduct comprehensive assessments to identify the individual's strengths, needs, and areas for improvement.

  3. Problem Solving

    • Teach problem-solving strategies through role-playing and real-life scenarios.
    • Encourage the use of visual aids, step-by-step guides, and social stories to navigate complex situations.

  4. Activities of Daily Living (ADLs)

    • VIsual task analysis
    • use strategies such as : backward chaining, whole task analysis, modeling, video modeling, behavioral skills training to provide hands-on training for personal care tasks (e.g., showering, shopping, walking to the nearest store independently, spending leisure time independently in the community, as well as, dressing, grooming, hygiene).
    • Use task analysis to break down ADLs into manageable steps and reinforce independence.

  5. Literacy club

    • Utilizing the science of applied behavior analysis such as modeling, reinforcement, chaining, behavioral skills training. Additionally, instructors utilize based Use phonics-based approaches for reading and writing skills development.
    • Incorporate visual supports, interactive reading sessions, and literacy games to enhance comprehension and engagement.

  6. Functional Communication is the most essential skill for living a high quality functional life

    • @AGW the instructors foster the growth of functional communication through out the individuals life.
    • Employ augmentative and alternative communication (AAC) tools if needed (e.g., P2G, LAMP, visuals, sign language, PECS, communication devices).
    • Focus on teaching expressive and receptive language skills through naturalistic teaching methods and social interactions.

  7. Positive Behavior Support

    • every negative behavior provides a clue for communication
    • Maryam Pazhang BCBA has noted that individuals with high levels of FUNCTIONAL communication, confidence, and self control display problem behaviors alot less than their peers with lower confidence, self control and weak communication means. Thus, at AGW , the first step is functional assessment to indicate the function or functions of behaviors.
    • AGW implements behavior intervention plans (BIPs) based on functional behavior assessments (FBAs).
    • AGW utilizes reinforcement strategies to encourage desired behaviors and reduce challenging behaviors.

  8. Data Collection and Progress Monitoring

    • Regularly collect and analyze data to track progress towards goals.
    • Adjust interventions and strategies based on data to ensure effectiveness.

  9. Behavioral Skills training for Family and Caregiver Training

    • Conduct workshops and training sessions for families to support the individual's learning and generalization of skills at home.
    • Provide resources and ongoing support for families to maintain consistency in interventions.

  10. AGW fosters 100% Community Integration from the start of the program for skill generalization

    • CAGW team provides Behavioral skills training for social skills and community engagement all over GTA. For example, public libraries, shopping malls, indoor parks, community classes, participation in group activities, social skills groups.

The ABA treatments are adapted from the following research

    1. Dawson, P., & Guare, R. (2010). Executive skills in children and adolescents: A practical guide to assessment and intervention. Guilford Press.
    2. Diamond, A. (2013). Executive functions. *Annual Review of Psychology, 64*, 135-168.
    3. Dawson, P., & Guare, R. (2018). *Smart but Scattered: The Revolutionary "Executive Skills" Approach to Helping Kids Reach Their Potential*. Guilford Press.
    4. Barkley, R. A. (2012). *Executive Functions: What They Are, How They Work, and Why They Evolved*. Guilford Press.
    5. Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. *Child Neuropsychology, 8*(2), 71-82.
    6. Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. *Trends in Neuroscience and Education, 3*(2), 63-68.
    7. Shure, M. B. (2001). *I Can Problem Solve: An Interpersonal Cognitive Problem-Solving Program: Preschool*. Research Press.
    8. Matson, J. L., & Hattier, M. A. (2012). Determining treatment outcome in early intervention programs for autism spectrum disorders: A critical analysis of measurement issues in learning based interventions. *Research in Developmental Disabilities, 33*(5), 1580-1584.
    9. Boyd, B. A., et al. (2014). Evaluation of a behaviorally based intervention to improve adaptive behaviors in young children with autism spectrum disorder. *Research in Autism Spectrum Disorders, 8*(3), 147-156.
    10. Wheeler, M., & Mayton, M. R. (2010). *A Comprehensive Guide to Intellectual and Developmental Disabilities*. Paul H. Brookes Publishing.
    11. Nation, K., & Norbury, C. F. (2005). Why reading comprehension fails: Insights from developmental disorders. *Topics in Language Disorders, 25*(1), 21-32.
    12. Chiang, H. M., & Lin, Y. H. (2007). Reading comprehension instruction for students with autism spectrum disorders: A review of the literature. *Focus on Autism and Other Developmental Disabilities, 22*(4), 259-267.
    13. Paul, R., & Norbury, C. F. (2012). *Language Disorders from Infancy through Adolescence: Listening, Speaking, Reading, Writing, and Communicating*. Elsevier Health Sciences.

Research Articles

  1. Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. *American Journal of Speech-Language Pathology, 17*(3), 212-230.
  2. Light, J., & Drager, K. (2007). AAC technologies for young children with complex communication needs: State of the science and future research directions. *Augmentative and Alternative Communication, 23*(3), 204-216.
  3. Beukelman, D. R., & Mirenda, P. (2012). *Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs*. Brookes Publishing Company.
  4. Horner, R. H., & Sugai, G. (2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. *Behavior Analysis in Practice, 8*(1), 80-85.
  5. Carr, E. G., et al. (2002). Positive behavior support: Evolution of an applied science. *Journal of Positive Behavior Interventions, 4*(1), 4-16.
  6. - Dunlap, G., Kincaid, D., & Ferro, J. (2009). *Positive Behavior Support and Functional Communication Training*. Springer.
  7. Koegel, R. L., & Koegel, L. K. (2012). *The PRT Pocket Guide: Pivotal Response Treatment for Autism Spectrum Disorders*. Brookes Publishing.
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