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Applied Behavior Analysis
- Reliable data which are gathered and analyzed on a schedule sufficient to make informed decisions is necessary to achieve the best outcomes for our learners.
- Functional communication is the foundation that supports the development of skills in all areas and therefore B.F. Skinner’s analysis of verbal behavior and the supporting empirical work informs our treatment and instructional recommendations.
- Reliance on the evidenced-based literature of the science of applied behaviour analysis and its underlying assumptions will lead to the best possible learner outcomes.
- Communication skills and other skills that lead to rewarding personal relationships, well being, vocational productivity, and self-determined daily activities should be targeted.
- Every learner has the potential to develop skills beyond their current level and should be free of behaviors and activities that cause injury, pain, or limit opportunities for full community involvement.
- Applied Behavior Analysis primarily works on positive reinforcement and the motivation of the child
- To increase positive behaviours (eg. Reinforcement procedures increase positive behavior or social interaction)
- To teach new skills ( eg. Systematic instructions and reinforcement procedures teach functional life skills, communication skills, or social skills)
- To maintain behaviours ( eg. Teaching self control and monitoring procedures to maintain new social skills)
- To generalize or to transfer behavior from one situation or response to another (eg. From completing assigned tasks in the resource room to performing as well in the mainstream classroom)
- To reduce interfering behaviours (eg. Self-injury or stereotype)
Programs by BCBA Certified professionals on parents request
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