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About Intensive Behavioral Treatment - Historical Foundations & Reasearch Philosophy and Adaptation of the Treatment Model - Age & Treatment Intensity Curriculum - Treatment Team - Stages of Therapy - Evaluation What Makes a Good Program? - Job Descriptions - Our Directors
THERAPY FORMAT Teaching is a process which will change over time. Initially, the duration of time spent in formal discrete trial teaching will steadily increase as your child becomes comfortable with intervention. In later stages, the amount of time spent in discrete trials will decrease as time in other types of instruction increases (e.g., group and incidental teaching). Curriculum emphasis will also shift during the course of therapy. However, therapy's general structure will remain the same. Intervention will be a combination of programs designed to increase communication, play, social and self-help skills. Every child's program is individualized to his particular needs. However, the following is an example of how time might be allocated in a typical three-hour therapy shift:
Any part of this distribution may be increased or decreased dependent upon the child's age, the stage of therapy, and school requirements.
TEACHING FORMAT Applied Behavior Analysis is the major treatment modality employed in the program. Although many different techniques are used as part of treatment, the primary instructional method is discrete trials. Discrete trial teaching is a specific methodology used to maximize learning. It is a teaching process used to develop most skills, including cognitive, communication, play, social and self-help skills. Additionally, it is strategy that can be used for all ages and populations. IT IS A TEACHING STRATEGY THAT IS USED NOT ONLY FOR TEACHING LANGUAGE, NOR IS IT ONLY EMPLOYED FOR CHILDREN WITH AUTISM. IT IS SIMPLY GOOD TEACHING!!! The technique involves: 1) breaking a skill into smaller parts; 2) teaching one sub-skill at a time until mastery; 3) allowing repeated practice in a concentrated period of time; 4) providing prompting and prompt fading as necessary; and 5) utilizing reinforcement procedures. A teaching session involves numerous trials, with each trial having a distinct beginning and end, hence the name "discrete". Each part of the skill is mastered before more information is presented. In discrete trial teaching, a very small unit of information is presented and the student's response is immediately sought. This contrasts with continuous trial or more traditional teaching methods which present large amounts of information with no clearly defined target response on the student's part. Other techniques used in treatment may include behavior management, crisis intervention, structured teaching interactions and more traditional counseling.
TEACHING SETTING Initially teaching is done in an environment that will lead to early success. Sometimes that may mean a controlled environment with reduced distractions. However, teaching must quickly be extended to everyday settings. Not only is this more natural but it also promotes transferring learning to all settings. Therefore, therapy will occur THROUGHOUT the house as well as outside and in the community (e.g., the park, McDonald's, the market, etc.). If distractions pose a problem, it will be critical that we help the child learn to focus even in the presence of environmental interference. Children must be able to learn in varied environments where distractions naturally occur so as to prepare them for learning in typical settings such as school.
MATERIALS Teaching materials and reinforcers are critical to the therapy process. It is essential that parents have these materials ready when staff arrives. The program supervisor will help you in the selection of materials. Continued exposure to novel items in therapy improves the experience for both staff and child. Furthermore, reinforcers need to be varied and supplemented continually.
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