Providing caring ABA Therapy to Richmond, Katy, Sugar Land and surrounding areas.
In Home ABA Therapy
Applied Behavior Analysis services provided in the client’s natural environment. In home ABA therapy promotes the generalization of skills outside of the therapy session and increases the likelihood that the individual will utilize the skills learned in their natural environment. In home therapy also promotes family and caregiver involvement, allowing family members to observe therapy more easily, as well as learn and practice new techniques with the BCBA present to guide them.
Training On Independent Living Skills
It is important to encourage the development of necessary life skills and self-help skills, such as dressing, showering, and cleaning. All individuals deserve to live the most independent life possible. In order to achieve this, it is often necessary to dissect the task into small, manageable pieces and provide direct instruction until the individual has mastered the ability to complete the task independently. This will allow them to live the fullest, most independent life possible.
Kendra Satterfield began her career as a special education teacher in the public school system. Academic services, including assistance in reading and math, are available, providing it is developmentally appropriate for the client. Skills that are often worked on include the development of sight word reading, phonetics, letter recognition, letter sound recognition, reading comprehension, one-to-one correspondence, addition, subtraction, solving word problems, and more.
Community Outings and Trainings
Appropriate behavior in the community is a vitally important skill for every individual and family. Every individual deserves the right to access their community to the fullest extent possible. Oftentimes problem behaviors may inhibit an individual from these activities. Community outings target appropriate behavior in a variety of settings out in the community. This can increase the individual’s ability to tolerate crowds and noises, and teach them appropriate behavior. It also provides skills and strategies to family members and caregivers that can assist in responding appropriately to the individual during those outings in order to ensure it is successful.
Social Skills Training
One primary aspect of Autism Spectrum Disorder is a delay in social skill development. This can include a lack of eye contact, lack of interest in peers, inability to engage in social play, inappropriate responses to social situations, and more. Social skills training involves direct instruction of social rules and norms, along with the opportunity to practice them with peers. Social skills are vitally important for friendship development, success at school, and even obtaining a job later in life.
Oftentimes children struggle with appropriate behavior in the school or daycare setting. These situations can be overwhelming for a variety of reasons, including overstimulation, inability to navigate through the social expectations, delayed academic skills, inability to respond to group instructions, among others. School shadowing involves a therapist being present with the child in this setting in order to facilitate generalization of learned skills and behaviors into the classroom, as well as train the teacher on behavioral techniques that can be used to help the student be more successful in the classroom.
Use of Augmentative Communication Devices
Many individuals struggle with verbal communication, whether it be due to an inability to emit functional words or difficulty being understood due to difficulty with pronunciation. When this occurs, the individual is left without a functional way to communicate. This often leads to inappropriate behaviors due to high levels of frustration. It is vitally important that these individuals be taught a way to communicate their thoughts, feelings and desires. One method of communication that is rising in popularity is the use of Augmentative Communication Devices. These are typically electronic devices which can be programmed to include language that the individual frequently needs to use in his environment. Kendra Satterfield has years of experience training individuals and their families on using these devices in a functional manner.
Discrete Trial Training
A structured ABA technique in which the practitioner breaks a skill down into small, manageable components and teaches each component in a structured, concise, repetitious manner. By doing so, the practitioner is making the skill more manageable for the individual, increasing the likelihood of success and decreasing the likelihood of frustration or stagnation. As the individual successfully engages in the correct behavior, he will be reinforced for said behavior, thus increasing the likelihood that he will continue utilizing that skill.
Verbal Behavior/Communication Training
Verbal behavior is based upon Skinner’s theory presented in 1957. Verbal behavior is the application of behavioral principals to teach communication. The basic principles of behavior continue to be used, such as reinforcement and punishment. Additionally, as with nonverbal behavior, the BCBA will look at the various functions of behavior (Why is the behavior of communicating occurring?). Using these principles, communication skills can be discretely taught and strengthened.
Direct Behavioral Intervention
The BIP targets one to three of a student’s undesirable behaviors with interventions that are linked to the functions of the behavior; each intervention specifically addresses a measurable, clearly-stated targeted behavior. A BIP can include prevention strategies, which stop the behavior before it begins, as well as replacement behaviors, which achieve the same function as the disruptive behavior without causing disruption.
Behavior Intervention Plan Development
A behavioral intervention plan can be thought of as a plan to support the student in order to help him or her change behavior. Effective support plans consist of multiple interventions or support strategies and are not punishment. Positive behavioral intervention plans increase the acquisition and use of new alternative skills, decrease the problem behavior and facilitate general improvements in the quality of life of the individual, his or her family, and members of the support team.
Staff need to form strong and lasting relationships with the families of program youth and should constantly look for opportunities to reach out to families, address their concerns, and utilize their knowledge and skills. To achieve such a complementary and trusting relationship, staff must connect with families, hear their concerns and wishes, and offer resources and suggestions on how they can help their children be successful.
Functional Behavior Assessments
Problem-solving process for addressing student problem behavior. It relies on a variety of techniques and strategies to identify the purposes of specific behavior and to help IEP teams select interventions to directly address the problem behavior.