FUNCTIONAL BEHAVIOR ASSESSMENT.

Behavior Therapy:
Applied Behavior Analysis (ABA) is the science to understanding and improvement of human behavior, which focuses on objectively defining observable behaviors of social significance (Cooper, Heron & Heward, 1987). The extensive use of applying behavioral techniques in teaching children with Autism (and related disabilities) to communicate has shown significant results. Teaching children to communicate is based upon Skinner’s Analysis of Verbal Behavior and over 20 years of empirical research in the journal, The Analysis of Verbal Behavior. A Verbal Behavior Therapy program will consist of the therapist first establishing themselves as a “conditioned reinforcer” before the structured teaching begins. This process builds a positive relationship between the child and therapist, as well as shapes social interaction and engagement. The child is taught communication skills across all verbal operants (i.e., requesting/manding, labeling/tacting, receptive skills, vocal imitation/echoics, and rudiments of conversation skills/intraverbals). Skills are broken down into its components, and then taught through a specific system of prompting and reinforcement, therefore setting the child up for success. As the child begins to master a skill, prompts are faded until the child can do the skill independently. We collect empirical data to direct us in analyzing treatment decisions. All programs are developed and monitored by a Board Certified Behavior Analyst (BCBA).

Language Assessment:
Before we implement a Behavior Therapy Program, a Language Assessment is conducted. We utilize The Assessment of Basic Language and Learning Skills-Revised (The ABLLS-R), developed by Partington (2006) which is an assessment tool used to design a language program. It is utilized to assess
the current language skills of the child, and determine all skill deficits across each verbal domain. After a Language Assessment is established, the language program is developed based on results from the assessment. Once therapy begins, data is implemented to monitor improvement across the different domains of learning (e.g., receptive language, requesting, etc).

Functional Behavior Assessment:
The first step in developing a valid behavioral treatment program is to determine why the problem behavior occurs. This assessment is vital in determining what treatment to implement in order to effectively decrease the problem behavior. This assessment has two components: a functional assessment interview, in which the Behavior Analyst will ask you specific questions about the problem behavior, and direct observations will be conducted. The Behavior Analyst will actually try to arrange situations in order to provoke the problem behavior to occur. Although this may seem unusual, it is necessary in order to accurately determine what the maintaining function of the behavior is.

Behavior Reduction Training:
Once a formal assessment has been conducted, and a treatment plan has been developed, the child’s caregivers are trained on how to collect data and implement the behavior protocols. Precise training is done so that the caregiver’s are able to effectively manipulate the environment in order to decrease inappropriate behaviors, and teach appropriate replacement behaviors.

Social Skills Group:
Our Social Skills Group consists of small groups that foster play, communicative interaction between children, and responding in group instruction. The following are just a few examples of social skills that are taught within the group: greeting peers, listening to other peers, accepting loss during competitive games, staying on topic during conversation, talking in group chats, etc. The principles of ABA are implemented across all skills to increase play, imagination, advanced language concepts (conversation), engagement, interaction and socialization.

IEP Development:
We provide consultation services that assist in the development of an IEP. Our goal is to implement behavior plans that allow children to achieve maximum potential in their academic environment. Attending IEP meetings, and collaborating with school staff is important when implementing programs in which everyone is involved.

Precision Teaching (Behavioral Tutoring):
Precision Teaching sets up the learning environment in which acquired skills are maintained while increasing the speed of performance, therefore retaining the accuracy of that skill with fluency. Teaching a skill to “fluency” means achieving accuracy with speed as a requirement of mastery. Precision teaching research proves that teaching a skill fluently will promote retention of that skill, endurance (the ability of the skill to be demonstrated at a particular level over time), and application (the ability to combine elements of a behavior to create more advanced concepts). Precision teaching is done in one-on-one instruction and data is collected on all fluency aims.

Educational Seminars:
As a part of Brilliant Minds ongoing mission to educate the professional community about the diagnosis, treatment and best practices in neurodevelopmental disabilities, our organization sponsors and co-sponsors conferences throughout the year. We collaborate with Sacred Heart Hospital, Nemours Children’s Clinic, FSU Center for Autism and Related Disabilities, and Child Neurology Center of Northwest Florida. These exciting projects assist us to better collaborate within a multidisciplinary format; cross training professionals and encouraging the growth of a partnership in treating these serious disorders.