ASSISTING SCHOOLS NAVIGATE BEHAVIORAL ISSUES
We provide consultation to schools for a wide range of behavioral issues that prevent students from learning and remaining in their regular schools. You already know that the majority of BCBAs/LBAs out there have less than 5 years experience, and won’t be able to help you address the broad range of needs your district has. We can provide ongoing doctoral level consultation each week until their personal scope of practice is where you need it to be to help all the students in your district who need it.
Helping Your School
We assist on complex cases where it’s critical that you have a doctoral level BCBA-D/LBA to collaborate with the team.
We set up entire programs from scratch groups of students at all levels in your schools and train your teams to take them over or continue ensuring their effectiveness with our teams as long as you need.
We also provide full teams to support individual students and ensure they can be successful throughout the entire school day.
We provide just-in-time coaching to teachers and other professionals working with students to ensure that they can apply what they are learning when it counts.
What Makes Us Successful?
HELPING STUDENTS IN THE DISTRICTS WE CONSULT
We devote hours beyond what’s in the IEPs for a particular student and it doesn’t impact the costs to the districts.
We’re there to support the professionals at schools,, not replace them.
We provide just-in-time training and coaching to make new skills stick for teachers and others serving students.
We have doctoral level supports for BCBAs when things get complicated.
We tailor interventions to make sure that they are not only effective but sustainable because they fit the student and the teaching environment.
We work constantly to reduce and eliminate the need for our 1:1 student support teams and either transfer control to the district or enable the student to participate in school without the need for a 1:1.
FUNCTIONAL BEHAVIORAL ASSESSMENT
Descriptive analyses involve observing behavior and identifying common events that occur after the behavior and looking at the proportion of time specific consequences follow a behavior compared to other consequences. Descriptive analyses yield a hypothesis for the function(s) of problem behavior(s).
Functional analyses involve interviewing those who know the individual, observing the individual, and then setting up control and test conditions in which the consequence(s) that are thought to maintain the problem behavior are delivered only after the problem behavior occurs (test condition) or throughout the entire duration of a condition (control condition). Alternating between these two yields data about how often the behavior occurs in each which enables the Behavior Analyst to determine what consequence(s) causes the problem behavior(s). Functional analyses are much more accurate than descriptive analyses for identifying the consequence(s) that maintain problem behaviors. They also often take even less time than a descriptive assessment where hours and hours of observations are needed just to come up with a hypothesis (which in many cases has been demonstrated in studies to be inaccurate).
Help to identify the specific behaviors needed for a child to be successful in a given environment, including the amount of different behaviors that represent typical patterns. Ecological assessments often involve observing how child performs in specific environments compared to a sample of typical peers in that environment.
These assessments can help determine what learning value a child is getting from specific environment and whether that environment is appropriate given the child’s skills compared to those required to be successful in that environment.