As many parents hear upon
diagnosis and the onset of treatment, an
early intensive behavioral model, involves a full time, busy schedule, but for a reason. This model has been the only model proven to gain not only short term, but long-term goals. These goals allow children to best transition into inclusive classrooms with greater success as they fill in those gaps in their early learning profile. Here at CBS, we want to ensure that families can commit, appreciate, and understand the purpose behind these hours and the importance of consistency and regular participation in these early and crucial years. Our ultimate goal is that every child can:
Learn
Communicate
Participate…
…in all areas of their world! We have been striving to create and enhance each child’s ability to do this and we have enjoyed every second of it!
Research by Howard, et al. (2005) indicates that children under 3 years of age thrive on 25-30 hours per week of intensive behavioral therapy and children over 3 years should receive 35-40 hours per week with 4-5 technicians working with each child for 6-9 hours per week. CBS has spent a great deal of time networking, visiting, and researching models all over the country to provide what we feel is the best model for our young learners. What a family sees and experiences at our centers today is the combination of those recommendations, which were all derived from research and have been shaped and refined since we opened nearly 5 years ago, based on data analysis of our results.
Our model aims to get children up to 35+ hours of service, across 3 main RBTs (Registered Behavior Technicians), with an intensive BCBA (Board Certified Behavior Analyst) supervisory model, as well as the added layer of Peer Coaches who support programming and training. This model is unique in that it allows additional layers of depth of programming, quality, and more training support to ensure the children are getting the very best, while also supporting the growth of our ABA field.
Within any hour at the
center, children have anywhere from 50-100 learning opportunities per hour in order for us to meet our treatment planning goals. While this may seem like a lot, note that a great deal of their learning is embedded into fun, playful activities! What is important to realize, is that every block of their therapy day is important and targets different skill sets. We want parents to understand that we are 100% committed to their children and their learning. We realize they have entrusted us with their most precious loved ones, so we maintain an open-door policy and encourage families to visit, watch, ask questions, and engage in all the learning and family support models we offer.
One component of our therapy program consists of a weekly home visit to help families generalize their child’s newly acquired skills into the home. We also offer community outings to some of the popular “kids’ spots” in the community to help the children learn how to play and interact within settings that are important for social opportunities and creating friendships. We proudly share that our company
Works Hard and Plays Hard too, so it is only natural for us to create this same culture for the children we work with to help them reach their potential and transition with success!
Howard, J. S., Sparkman, C. R., Cohen, H. G., Green, G., & Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatments for young children with autism.
Research in Developmental Disabilities, 26, 359-383.
Leaf, R. B., Taubman, M. T., McEachin, J. J., Leaf, J. B., & Tsuji, K. H. (2011). A program description of a community-based intensive behavioral intervention program for individuals with autism spectrum disorders.
Education and Treatment of Children, 34, 259-285.
Lovaas, O. I.(1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children.
Journal of Consulting and Clinical Psychology, 55, 3-9.
Sallows, G.O., Graupner, T.D. (2005). Intensive behavioral treatment for children with autism: Four-year outcome and predictors.
American Journal on Mental Retardation, 110, 417-438.
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