Early Intervention

Research suggests that young children should receive early, intensive, behavior analytic services (Sallows and Graupner, 2005; Howard et al, 2005; Lovaas, 1987).  At Hope Reach, children who are diagnosed with autism or other related developmental disabilities can receive in-home, in-school, or center-based treatment programs.

Hope Reach’s early intervention programs generally employ two teaching techniques: discrete trial training (“DTT”) and natural environment training (“NET”). Current research suggests that this type of intervention is the most appropriate approach for young children on the autism spectrum (see Sundberg and Partington, 1998).  As needed, the earliest portions of our intervention focus on mand training (requesting) and then gradually build into compliance and skill acquisition.  At Hope Reach, we typically employ errorless learning as well as error correction procedures (no-no-prompt).

Many children begin our program without vocal language.  To ameliorate this deficit, we may employ iconic communication systems (like PECS), sight reading, or sign language to facilitate language development.  Of course, other children begin our program with some language skills.  If that is the case, we immediately target expanding their language skills and building their repertoire of verbal behavior.  Other children, including many diagnosed with Asperger’s syndrome, may need very little language remediation.

Play is one of the most important aspects of childhood; therefore, much of our earliest programming focuses on appropriate play skills.  Newly acquired play skills are often the channel for social interaction because play skills and social development go hand in hand.  Therefore, early attempts are made to encourage appropriate social interaction, eye contact and gesturing.

Although language and social development are extremely significant factors in an applied behavior analysis (“ABA”) program, each child will receive individual attention in specialized areas to help reach maximum potential.  These specialized areas may include adaptive and self-help issues such as toilet training and special feeding programs.  Similarly, programs may be required to help a child develop new gross motor and fine motor skills, such as throwing a ball or cutting with scissors.

Later Programming

As a child acquires more advanced skills, our program shifts away from discrete trial and natural environment training to more of a social cognitive approach.  This method allows treatment to focus on more complex skills such as theory of mind, perspective-taking, inferencing, etc.  In this stage of treatment, children work on discussing past events, inferring emotional states, predicting actions of others, developing humor, understanding jokes, etc.  Children who enter our program with advanced verbal skills may begin with these types of programs.  This stage of programming is often appropriate as the point of beginning treatment for clients with Asperger’s syndrome.

Treatment goals are designed around the specific needs of the client at this stage of programming.  Clients may access any or all of our available resources recommended by the supervisor.  Those services include: school shadowing, after-school tutoring, peer play dates, and social skills groups.

Other Services

Functional Assessments – Hope Reach offers Functional Behavior Assessments (FBA) and Behavior Intervention Plan (BIP) development.  This service is available for current clients as well as individuals or school districts seeking assistance with the assessment of problem behavior and the development of appropriate behavior intervention plans as outlined under I.D.E.A.

Short Term Services – Hope Reach offers short term services for children and or adolescents who need assistance with problem behavior.   These services may be clinic-based, home-based, or school-based, depending on individual situations.

Staff Development and Training – Hope Reach also offers training to agencies, school districts, and other entities.  Typical training topics include Behavior Analysis, Iconic Communication System Implementation, Functional Communication, Functional Assessments, etc.  Staff development can be geared toward large or small groups and can be tailored for individual needs.  The most effective training situations include didactic training, guided practice, and feedback.