VCNH provides ABA therapy in the following settings:

• Clinic
• Home
• School

Programs target things such as:

• Challenging behaviors
• Social skills
• Communication skills
• Daily living skills
• Much more

ABA therapy can take place in a wide variety of settings including in-home, in center, and within the community. The location depends on what is most advantageous for the student and could potentially take place in all three settings. Programs can be comprehensive or focused depending on the needs of the student and could last a couple of months to across the lifespan of an individual depending on the severity of the disorder.

An ABA program will begin with an initial consultation, followed by an initial assessment, planning, and ongoing assessment to determine the appropriate goals for the student and the effectiveness of the goals and techniques used. Once the treatment plan is created therapists will be matched with the student and begin ongoing services. The BCBA conducts monthly to weekly supervision and parent meetings, depending on the need, to ensure and update the students plan accordingly and guide caregivers and staff in implementing the plan. Our plans include summaries of assessments, background on the student, techniques for preventing, managing, and teaching behavior, specific learning goals, and a fade out timeline. Our goals are to help the individuals we serve and their caregivers to lead happy, healthy, and productive lives.

Applied Behavior Analysis (ABA) is the scientific study of behavior and learning. ABA is defined as the science in which the principles of the analysis of behavior are applied systematically to improve socially significant behavior, in which experimentation is used to identify the variable responsible for the change in behavior. (Cooper, Heron, & Heward) In other words it is the use of techniques, such as positive reinforcement, and principles, how learning takes place, to bring about meaningful and positive change in behavior for the individuals we serve. Positive reinforcement is when something preferred follows a behavior and in turn that behavior is more likely to happen in the future.

ABA is endorsed as an effective treatment for autism by the American Medical Association, American Academy of Pediatrics, and the U.S. Surgeon General. Behavior analysts began working with young children with autism and related disorders in the 1960’s. Since then research has continued to produce well over 500 articles studying effective techniques for developing useful skills in learners from toddlers to adulthood.

One of the core features of ABA is that it is data based. With this therapy we create individualized goals for our students and take data on those goals to make sure that we are making meaningful changes for the individuals and the caretakers in the student’s life. We are able to tailor each treatment plan we write to the needs of the individual we are serving.

The VCNH Classroom Readiness Program empowers children with the skills and confidence needed for success in the classroom. By addressing individual needs through evidence-based ABA practices, our program provides a strong foundation for social, academic, adaptive, and behavioral success at school. 

The VCNH Classroom Readiness Program is designed to prepare children for a successful transition into an educational setting. Grounded in the principles of Applied Behavior Analysis (ABA), this program focuses on developing essential skills, adaptive behaviors, and social readiness to ensure a smooth integration into a classroom environment. 

 The Classroom Readiness Program breaks the skills required to be in an educational setting into smaller, individualized goals based on your child’s needs. A lead RBT provides instructions to the group to simulate a classroom environment and familiarize the children with routines and structure. Children in the program work 1:1 with a Registered Behavior Technicians (RBT) on ABA goals. Over time, RBTs decrease direct support allowing your child to develop independence and autonomy. 

Key Components of the Classroom Readiness Program: 

1. Assessment and Individualized Planning:

When your child begins ABA services, the BCBA conducts an initial assessment to identify a starting point for goal development to include social, communication, and behavioral goals. As part of this assessment, the BCBA identifies if a classroom readiness program is appropriate. 

2. Skill Development:

Targeted skill development is a core component of our program, encompassing functional communication, group instruction, peer interaction, and self-management skills. 

Examples of goals include responding to instructions, attending to a task, raising hand when finished with an activity or when help is required, transitioning between activities, and orienting toward a speaker when instructions are given. 

3. Behavioral Intervention Plans:

 Individualized Behavior Intervention Plans (BIPs) are developed to address any behaviors that may impede your child’s ability to succeed in a classroom setting.  ABA therapists work closely with your child to teach replacement behaviors and strategies for self-regulation. 

4. Social Skills Development:

 We place a strong emphasis on social skills development, including peer interaction, developing friendship skills, sharing, turn-taking, and communication with teachers and classmates. 

Social stories, role-playing, and structured play activities are incorporated into your child’s daily routine to foster an interest in socializing as well develop the necessary skills to initiate and sustain these connections. 

5. Functional Communication:

 Our program focuses on verbal and non-verbal communication to promote independence and help diminish frustration. 

Examples of goals related to functional communication training include asking for a break, stating they are “all done,” requesting to leave an area, voicing a refusal, and raising hand when help is needed. 

6.  Transition Planning:

Our structured transition plan and collaboration with school staff prepares children for success in an educational setting as well as continuity of any needed support. Session data is continually monitored in order to adjust your child’s program and ensure progress.