Through Applied Behavior Analysis, children gain functional language skills (using language to request, using language to label, etc.) In the early stages of their language development, children are taught to ask for, name, imitate, and more, starting with the most fundamental wants and needs (simple nouns). After achieving the early learning objectives, language is taught more complexly, combining nouns with verbs and adjectives while maintaining a function-based approach. Children develop conversational skills, social skills, and independence as their language development continues.
Individualized communication programming is created after conducting the VB-MAPP and other relevant communication exams.
The various verbal operants used in peer-to-peer talks are usually taught during sessions in a discrete, 1:1 environment using verbal behavior training. The following basic verbal operants are being targeted:
A child’s ability level for various self-help skills is assessed using the Assessment for Functional Living Skills and other comparable tests. To effectively teach the steps in the skill, customized task analyses and teaching methods are created.
To make sure the talent is being learned properly, each skill-building step’s progress is recorded. The level of assistance the child receives is gradually reduced via prompt hierarchies until independence is attained for each phase of the skill.
Reward-based strategies, as opposed to punishment-based ones, are used by ABA therapists in behavior management therapy to reduce undesirable behaviors that might be interfering with a child’s capability to learn or form lasting relationships.
In order to prevent undesirable behaviors by controlling environmental triggers, strategies include using daily routines, teaching kids to express their desires and needs appropriately, providing regular breaks, offering alternatives, and blending instructional assignments.
To improve the possibility of recurrence in the future, strategies include rewarding appropriate behaviors through verbal praise, social praise, and a variety of reward systems. To ensure that the reinforcement system is successful in motivating desired behaviors, preference assessments may be used to identify the person’s strong motivators.
STAR can provide in school therapy or consulation depending on learner’s need and insurance guideline.
BCBAs can collaborate with the school and teachers to help identify potential barriers for learning. This coordination of care ensures that providers are using the most effective and up to date intervention across all environments.