Applied Behavior Analysis (ABA)
Behavioral Dimensions Consulting works with many different school districts and services in the school are determined by the how the child’s services are funded. Schools may request and pay for behavioral consulting or some county waivered service plans may fund the service. Most insurance companies do not pay for consulting in the educational setting.
First you will be contacted by the intake coordinator and potential services will be discussed. The more time periods during the day that you and your child are available to meet with a practitioner, the easier it will be to schedule services. Typically services may begin within 6 to 8 weeks.
Intensive Behavioral Intervention
The Senior Therapist of the autism program will work with the family to have preferred items or activities available to use as reinforcers to make learning fun for the child during his BDI shift and increase appropriate behavior. No one learns when upset and we strive for “no tears” shifts.
At the beginning of treatment for the child with autism, we will take small baby steps to teach a child how to sit at a table and pay attention to their staff and the teaching materials. As the child learns that their every effort is rewarded, sessions become more predictable and fun. The child will be given breaks as needed to keep learning at an optimal level throughout the shift, but our goal is to get as much teaching done in three hours as we possibly can.
Senior Therapists and Clinical Supervisors are trained to analyze data and troubleshoot learning difficulties that are child specific for each child with autism. Additional clinical and behavioral support will be scheduled in order to ensure that the child makes steady progress.
If there is enough trained staff in your area of Minnesota, and those staff are available during the times you desire, you will have a full schedule for your child. Every effort is made to fill open shifts with all children and the hiring process is an on-going process. Although BDI staff turnover is low, there are still situations when a child will have open shifts. Ideally, the easiest shifts to fill are those during a typical work day (between 8:00 a.m. and 5:00 p.m.); however, early evening and weekend shifts can be successfully filled if staff are available.
It is true that typically developing children are not highly rewarded for every little thing. However, reinforcement is critical when teaching new skills to a child with autism. The IBI program is designed to “thin” the schedule of reinforcement until the child is using the skill in the natural environment with no reinforcement system.
Beginning with basic imitation and matching skills, the child systematically moves through a curriculum to learn to understand and use language and social skills.
Children with a diagnosis of ASD who display significant delays in development as well as severe behavior disorders are appropriately treated with the IBI model. The disorder is so severe that the children are unlikely to:
a) be safe in the home or community;
b) attain normal developmental milestones; or
c) succeed in a regular classroom without substantial one-to-one support.
The IBI model is only appropriate for children for whom the goal of treatment is to restore normal functioning as much as possible, and who demonstrate strong response to treatment on objective quantitative measures. Services are typically most appropriate for children under the age of 5?????, BDI’s existing data suggest response to treatment can be evaluated after nine months of treatment.
Child must be available Monday through Friday, every day for 2 three to three and a half hour shifts for a minimum of 30 hours per week. We are only able to work around a child’s schedule who still requires naps. Additional weekday and weekend hours are available after the initial 30 hours are scheduled.
Length of service is typically 2 – 4 years
Service occurs in the child’s home; caregiver must be present
The family is required to meet with the Senior therapist weekly to discuss the child’s progress.
If the family is interested in additional training BDI provides a series of trainings on specific parenting strategies called General Interaction Strategies (GIS). The series of trainings teach the family about reinforcement, responding to requests, offering choices, giving instructions, redirection, and responding to upsets. Once the family completes GIS, BDI can also provide assistance with toilet training, sleep disorders, feeding disorders, outings, and social skills training.