Mission Statement
To produce extraordinary behavioral outcomes by building unique partnerships between our highly skilled, caring staff members and our diverse clientele, using the precise scientific application of behavior analysis.
BDI Vision Statement
We strive to provide the highest quality of services such that as many families and clients as possible experience hope and positive life changing outcomes.
BDI Value Statements
- Evidence based
- Analytical
- Successful outcomes
- Flexible
- Excellent communication
- Seeks and is receptive to feedback
- Dependable
BDI HISTORY
When Applied Behavior Analysis (ABA) became a recommended treatment for young children with autism, BDI was one of the few companies that provided intensive behavioral intervention to children of MN. The outcomes of children who had intensive ABA reported in research and in personal books written by parents was truly amazing and BDI took the responsibility to replicate those results very seriously. BDI owners had extensive history as behavior analysts and mental health professionals working with individuals with severe and challenging behavior such that they could participate with their families and communities and increasing general happiness with more participation and enjoyment of life.
With the growing need for IBI for children with autism, BDI made a commitment to train for a new specialty and apply the values and principles of using strategies of applied behavior analysis we knew worked to also improve the lives of children. As BDI grew to include behavior analysts that shared their values and expertise in the area, the EIBI program adopted curriculum foundations from experts in the field (e.g., Leaf & McEachin, 1999; Taylor & McDonough, 1996) along with early and extremely important work in functional communication.
Extensive research on child development and how children with autism learn took place over many years with new approaches piloted and added to our overall curriculum based individualized plans for children. With BDI serving many individuals who were non-verbal for decades, there was a strong foundation of building the nonverbal communication skills that included important social communication skills children use before they can speak or move around. Children with ASD may not have moved through that stage of development so those skills are included as first programs to learn within our ABA program.
BDI’s experience using non-aversive strategies to decrease problem behaviors with individuals with severe and persistent challenging behaviors provided an additional perspective when looking at the needs of young children with autism. Behaviors that interfere with the child learning skills that will greatly improve their and their families lives are replaced with new skills that are important to the child and their family.
Using a developmental framework and current and on-going research on teaching early core communication skills to children with autism, our practitioners can potentially change the trajectory of learning while focusing on critical skills including, but not limited to, non-verbal social communication like joint attention and gestures.
