Motiva’s Autism and Behavioral Services offers a variety of trainings that might meet the needs of individuals or staff that are seeking further knowledge in ABA and related areas.
Motiva’s Behavioral Services provides a variety of applied behavior analytic services, including training, assessment, program development and ongoing consultation to meet the needs of children who have been diagnosed with autism and related disabilities. Presently these services are being provided in clients’ homes (through the Regional Center) schools, and other professional personnel.
Our clinical team has been supervising behavioral programs and is working with various school districts to develop effective individualized behavioral programs. The following is a brief description of the services that we offer.
Applications of Applied Behavior Analysis (ABA)
This is an informative presentation for teachers or individuals, which focuses on educating individuals in the different applications of ABA. Pivotal Response Teaching (PRT), Discrete Trial Teaching (DTT), Natural Environment Teaching (NET), Floor Time are applications that are under the theoretical umbrella of ABA. As well as providing an overview on these topics, ideas on how to incorporate these strategies into writing IEP goals and documenting progress on goals and objectives are covered.
The role of educational consultants and advocates is defined and strategies on how to prepare for visits and IEP meetings with these professionals are discussed.
Autism and Applied Behavior Analysis: Theory and Practice
This comprehensive training explains the characteristics of autism and describes Applied Behavior Analysis (ABA) in depth. The topics covered in this training include the components of a discrete trial, prompting, shaping, chaining, how to develop and implement a functional analysis, principles of reinforcement, data collection and creating a curriculum.
We can assist in the comprehensive assessment of children to determine educational and behavioral needs. The Assessment of Basis Language and Learner Skills (ABLLS) is the most appropriate tool for assessing a student’s ABA program needs. The ABLLS is an assessment, curriculum guide, and skills tracking system for children with language delays.
The ABLLS contains a task analysis of the many skills necessary to communicate successfully and to learn from everyday experiences. The information obtained from the completed assessment assists in developing an effective Individualized Education Program (IEP) for the student.
The ABLLS Protocol provides criterion-referenced information regarding a child’s current skills and provides a curriculum that can serve as a basis for the selection of educational objectives. The ABLLS Protocol also includes a set of grids that comprise a skills tracking system making it possible to observe and document the child’s progress in the acquisition of critical skills.
Curriculum Development and Behavioral Programming
The ABLLS assessment results will be analyzed and these results will be utilized to create a comprehensive behavioral curriculum tailor made to meet the child’s specific needs. A written assessment report will be created as well as a program book that includes all prescribed protocols, skill tracking forms, and data collection forms. Specific protocol materials necessary to present protocols will be outlined.
Our comprehensive training curriculum includes behavior theory, behavior analysis, behavioral teaching techniques, program development and assessment. The following outline describes the training components we offer. We can also tailor a specific training agenda to meet particular needs.
- Introduction to Autism/PDD
- Introduction to Applied Behavior Analysis
- Behavioral Classification of Language
- Motivation Systems/Reinforcement
- Teaching Methods: The Discrete Trial
- Prompting, Shaping and Chaining
- Data Collection
- Development and Use of Program Books
- Procedures for Therapy Sessions
- Specific Protocol Information and Review
Ongoing skill assessment is important to ensure that the student’s prescribed goals are being met and to develop new goals as the student progresses. Students typically make very rapid gains in behavioral programs therefore ongoing assessment is a pertinent component of any effective program. Reassessment includes utilizing the ABLLS and making curriculum modifications that are necessary according to the reassessed skills.
We also provide ongoing consultative services involving continued supervision, training, troubleshooting, and curriculum development for the duration of the student’s behavioral program. There are many issues that arise when novice behavioral therapists begin working with a student. Ongoing consultation provides the direct teaching staff with an opportunity to discuss any learning or behavioral challenges that may occur as well as ongoing behavioral teaching strategies.
On site visits can also involve observing the student’s teaching session and reviewing data forms. Ongoing supervision and consultation can decrease, as district staff become more skilled in all aspects of teaching and programming.
In addition, our bilingual staff can offer family consultations to discuss the program, assessment results, and curriculum. Family involvement is of paramount importance to assist in continuity between skills performed across settings.
Provide clinical supervision to non-profit organizations that required licensed clinical personnel to supervised licensed eligible staff (e.g., MFT Interns).
Creating/Implementing the use of Task Analysis
The task analysis training defines what they are, which skills can be taught appropriately using this strategy, and how to implement a task analysis at school and at home. Types of task analysis, concepts of chaining and shaping behavior and issues of reinforcement are emphasized in this training.
This is a comprehensive presentation on how to develop a functional analysis of behavior as well as how to develop and carry out a behavior intervention plan.
Picture Exchange Communication System (PECS) Training
A description of the theory behind PECS and a detailed training on how to implement the program and suggestions on how to implement the use of PECS in the classroom and in the home setting is covered.
This training covers the issue of generalization from DTT to classroom instruction. The process of fading out 1:1 instruction and applying skills learned during individual instruction to a small group setting. Appropriate classroom goals and effective strategies for instructional aides are also covered.
Understanding and Teaching Verbal Behavior
B.F. Skinner’s Verbal Behavioral model is explained and ideas on how to implement these concepts with children with receptive and expressive language deficits are presented.