Applied Behavior Analysis (ABA) is a science that looks at how people behave, and uses a scientific process to analyze methods to modify these behaviors.

But science to us is all about having fun! So we will play with cars and dolls and build with blocks. We will facilitate play dates, help learners manage chores, and take trips to the mall, if needed. From our youngest learners to our oldest learners, we will use the principles of ABA to break complex skills into their smallest parts and teach beyond our learners’ levels. We say we teach beyond levels and not “to levels” because we are always trying to increase the skill set our learners possess. Learning is a lifelong process, for anyone and everyone. At HLG, we are proud to help facilitate this process for the learners with whom we work.

The misconception is that you can’t have fun while providing ABA services. We staunchly disagree. We use what kids love to do and with what they love to play to teach new skills and maintain gains. We keep a learner’s motivation high so, at times, they don’t even realize they are in “session.”

We are happy to explain our process in more detail. Give us a call for more information.

The acquisition and maintenance of new skills and behaviors are best learned in the setting in which those skills will most often be used. For children and adolescents, this place is the home. Working on skills in-home provides a fantastic spring board for the development of desired behaviors.

At HLG, we take a very systematic, yet fun, approach to home programming. We utilize the full home environment so children learn to generalize skills quickly and effectively. While we will engage learners in discrete trial instruction, we would much rather have that learner go through natural routines while learning to modify his/her behavior. ABA has many different faces, and we like to use them all!

Starting Programming

The start date of a program depends on two things: 1) Securing authorization, from either the school district or insurance and 2) Assigning a therapist who we feel is the best fit for the learner. Following authorization for funding, we will assign a therapist or therapists to your learner’s ABA program.

Once a therapist is in place, s/he will begin the pairing process.

The Pairing Process

A therapist is not automatically reinforcing to a student and must be “paired” with reinforcing items and activities. In other words, the therapist needs to work to build a rapport and positive relationship with the student. The pairing process between students and instructors is crucial in establishing a fun and positive environment. Successful pairing is evidenced by a student’s independent desire to take part in interactions with the therapist. Throughout the entire duration of the student’s program, pairing will occur during sessions to maintain the relationship.

Beginning Formal Therapy

Only after a successful pairing period is the program book is implemented. A program book contains the skill acquisition programs for each goal, as well as the graphical representations of your child’s data. You will find documentation of modifications made to the programs, targets for each program, and the Sd(s)** and materials specific to each program in the program book. We encourage parents to review the program book regularly so you may stay abreast of your child’s progress; parents are also welcomed and encouraged to sit in on sessions so they may learn strategies for best practices of ABA intervention. Regular review of the book also helps families provide carryover of instruction outside of formal programming.

Supervision is a natural and necessary part of ABA programming. The supervision meeting is designed to make sure the program is running smoothly. The student’s progress is tracked and, if needed, program modifications are made.

Maintaining the Program

There is program maintenance done on many levels. First, the programs are maintained daily through data collection and progress notes. Second, regular team meeting/supervision helps to answer any questions the therapist may have regarding protocol, behavior management or any other part of therapy. Third, the learning plan is updated every six months so all are aware of the student’s global progress.

** Sd – Discriminative Stimulus – “a stimulus in the presence of which a particular response will be reinforced”.
– (Malott, 2007, p. 202)
  1. Expectations of therapists

Parents should reasonably expect therapists to be punctual and professional for each visit with a learner. Parents should expect therapists to have a functional working knowledge of ABA and provide sound support and teaching to each learner. Therapists are expected to modify program targets as applicable and present any program concerns to the program supervisor as soon as possible.

  • Please allow ten minutes for the instructor to set up materials in the beginning of each session and review notes from the previous session.
  • Please allow ten minutes for the instructor to complete daily progress notes, record final data and review the program at the end of each session.

These time allotments are critical in maintaining a comprehensive and effective ABA program.

  1. Expectations of Supervisors

Parents should expect supervisors to maintain regular contact with families and therapists. Supervisors are expected to update program books and materials as needed. Notes will be left in the program book detailing each session conducted with a supervisor. Supervisors will also update learning plans once per yearly quarter.

 

BCBA Consultation

School districts may contract with Hybridge Learning Group for Board Certified Behavior Analyst (BCBA) or highly skilled behavior therapist in the field of Applied Behavior Analysis.  In schools, Hybridge behavior therapists can act as a child’s 1:1 aide, implementing behavior plans and skill acquisition programs.  They may also provide shadowing services for inclusion opportunities. .

A Hybridge BCBA can provide school consultation for the entire school district.  School consultation services may include teacher/paraprofessional professional development workshops, individual student behavior intervention plans, class-wide behavior management strategies, and IEP consultation and review.

Our staff will create a support schedule that meets the needs of your school.

Direct Service

School districts may contract with Hybridge Learning Group to provide therapists who are highly skilled in Applied Behavior Analysis. In schools, Hybridge therapists can act as a child’s 1:1 aide, implementing behavior plans and skill acquisition programs. They may also provide shadowing services for inclusion opportunities. Our staff will create a support schedule that meets the needs of your school.

 

Visit our Schools Page for more information

We offer professional development workshops on topics ranging from the Principles of Applied Behavior Analysis to Person-Centered Transition Planning. Our goal is to have each participant leave a workshop with information that can immediately be incorporated into the classroom. Our speakers can work with you to create professional development seminars unique to the needs of your school, agency or program.

Sample of topics offered (but not limited to):

  • Principles of Applied Behavior Analysis
  • ABCs of Behavior Management
  • Writing and Implementing Behavior Plans
  • Inclusive Classroom Management
  • IEP Goal Planning/Implementation
  • Person-Centered Transition Planning
  • Language, Communication and Behavior

We take great pride in tailoring all programs to the specific needs of the family, school district or other agency. Our goal is to have each participant leave a workshop with practical information that can be incorporated immediately.

The goal of parent training is to help parents and caregivers seize teachable moments throughout the natural course of a day. Applying ABA principles to these moments helps keep instruction consistent across teaching sessions and settings. Parent training empowers caregivers by giving the tools needed to confidently address and modify target behaviors. Parent training is delivered as part of in-home programs or independent of other programs.

Parent involvement is highly emphasized in all home-based programs. HLG attempts to create a lifestyle around applied behavior analysis strategies. Parents are taught how to seize natural teaching opportunities throughout the day and contrive situations that will help their children learn “away from the table.”

Inquire today about how we can help your family.
 

Visit our Parents Page for more information

With all the social nuances that are common to everyday interactions and the nonverbal language that makes up the majority of communication, being adept in the area of social skills is extremely valuable. However, teaching social skills is often difficult for many.

Simply putting a learner into a group with typically developing children (school or other) without a clear plan will not produce the results sought by instructors or caregivers. Social skills, like any other target behaviors, must be first parsed to identify areas of deficit and then broken down to its smallest parts in order to build a functional skill.

At HLG, we have loads of experience in teaching social skills and inclusive practices.Whether the sub-domain is play skills, conversations, participating in a group or other, we have know-how to help learners improve.

Our social skills groups always have typically developing peers involved with children with autism. We keep the groups small and add teaching assistants so all children get the attention and direction they need.

We provide independent social skills groups to learners in various communities. We are also able to bring social skills groups to schools.

Inquire today about how we can help your learner.