Services

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What to Expect from Easy Steps

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After years of working with children with ASD, it is fascinating to see how they can change within a well established and well run Autism Therapy Programme. However, the one thing that we have learned very well all these years is that all children are unique, so they all need unique programmes, based on their level of abilities, strengths and weaknesses.

The first thing we do is have an informal discussion and get as much information as possible, in order to get an idea of the child’s level of functioning. After that we conduct an initial assessment, in order to be able to determine the child’s baseline and develop a programme that will meet his/her needs, but will also be motivating and reinforcing, as motivation is always the key to a successful intervention.

As soon as the programme is developed, we train the tutors and parents and we then revise the programme regularly, in order to maintain high standards of services. We also provide training within schools and develop IEPs to help with transition and learning within a mainstream school environment.

We are working very closely with parents, carers, tutors and teachers in order to develop the most suitable programme for the child, which will be teaching essential skills, such as communication, play, social interaction skills, self-help, academic skills etc.

We work with children of all ages, and we make sure that our programmes “grow up” together with the children.

With older children we work a lot on self-awareness and self-esteem, as well as independent living skills and advance social interaction skills. Furthermore we provide counselling services to parents, as parents need support to cope with all the changes in their lives and to be able to help their child effectively.

 Collectively, the practices that you should expect from our services are the following:

 

1) Integrated Intensive Therapy (IIT) for children with autism

IIP-Integrated-Intensive-ProgramsIntegrated Intensive Therapy is a specially developed ABA therapy program in which we provide all the therapy staff (Consultants, program supervisors and therapists/Tutors) needed for a targeted and fully controlled treatment in order for the child to be taught more consistently all the essential skills, such as communication, play skills, social interaction skills, self-help skills, academic skills etc.
The program is designed especially for the child’s needs taking under consideration his strengths and weaknesses as well as the family’s individual needs. IIT uses techniques from Verbal Behaviour (VB), Functional Communication Training (FCT), Pivotal Response Training (PRT), Natural Environment Teaching (NET) and Discrete Trial Training (DTT). ITT also uses Functional Analysis (FA) to determine why disruptive behaviours happen (functions) and to develop effective behaviour plans to reduce them.

This service include:

  • A highly experienced ABA Consultant who develops and oversees the child progress’s program on a by-weekly basis and
  • At least 2 tutors who are responsible for the daily implementation of the program. The tutors are all highly experienced, however further training will be also provided, in order for them to be able to adapt their experience and knowledge to individual children’s therapy for better results.
  • Baseline assessment and on-going assessments (using well researched tools like VB-Mapp, ABBLS-R, AFLS) to identify the strengths and weaknesses of the child and to ensure steady progress.
  • 35 hours per week of intensive 1 to 1 therapy, at home , school or both.
  • Parents training in ABA techniques, to ensure consistency and to transferability of skills within the natural environment
  • 6 monthly assessments by a Speech and Language Therapist (SLT) and an Occupational Therapist (OT) whose recommendations will be implemented within the ABA program for achieving an even more comprehensive curriculum.

The programme is highly recommended for pre-school children as research reports have shown that children who receive early intensive ABA treatment make larger improvements in more skill areas than those who participate in less intensive ABA programmes and/or other early intervention or special education programs. In addition, parents of children who receive intensive ABA report greater reductions in daily stress than those whose children receive other treatments (Autism Speaks).

 

2) Home-based programmes

  • Thorough assessment of the strengths and limitations of the child with ASD using indirect (e.g., behavioural interviews, questionnaires, rating scales etc.) and direct (e.g., collection of objective data through direct observation) methods including the administration of the Vineland II, VB-MAPP, ABLLS-R and AFLS assessments tools as appropriate.
  • To match Special Report USA-AUTISM/DRUGSDevelopment of a structured intervention plan tailored to the learning needs of each child and his/her family, employing a variety of different behavioural procedures/methods such as Shaping, Incidental Teaching, Chaining, Discrete Trial Teaching, Pivotal Response Training, Precision Teaching, Video Modelling, Activity Schedules, Social Stories, Functional Communication Training, Token Economy Systems, Self-management Treatment Package, Schedules of Reinforcement and others.
  • Ongoing monitoring and evaluation of the intervention plan by reviewing data collected through the implementation of a variety of objective measurement systems.
  • Development of a positive behavioural support plan based on the findings from the functional behavioural assessment/analysis describing the procedures and intervention needed in order to reduce the frequency of problematic/challenging behaviours.
  • Provision of training to parents, tutors, teachers or other therapists in a view of enhancing their knowledge in the theory and practice of Applied Behaviour Analysis for the benefit of the child whom intervention is provided for.

 

3) School-based programmes

  • Facilitation for the development and implementation of functional behaviour analysis/assessments and behaviour intervention plans. More specifically, for addressing a problematic/challenging behaviour(s) of a pupil, consultation may include the following activities:
    • Initial consultation with school staff and parents in order to assist in determining the nature and extent of the problem and how it interferes with the pupil’s attainment of valued outcomes as well as in identifying acceptable and reasonable expectations for the pupil’s behaviour.

    • autism_consultationClassroom observations in order to gather initial observational data on the problem, to monitor implementation of the planned interventions as well as to monitor the effectiveness of the planned interventions
    • Assistance in planning an intervention by interpreting the collected pre-intervention data for teachers, school staff, or parents; suggesting effective techniques based on data gathered through informal interviews, systematic direct observations and other means of collaboration; and by providing a written framework for collaborative plan development.
    • Assistance in implementing an intervention by modelling in the classroom or as role-play the process of data collection and intervention strategies, which are unfamiliar to all peaople involved in the intervention; monitoring the implementation of the intervention through classroom observation; and suggesting revisions of an intervention to improve its effectiveness.
    • Provision of follow-up consultation to review progress and address any further intervention adjustments.

  • Guidance for the development and implementation of district-wide PBS (positive behaviour support) in an effort at supporting and improving educational outcomes for students with behavioural challenges.

  • Development and implementation of ongoing training towards the professional development for both general education and special education staff. That is, we will conduct staff in-service training sessions regarding collaborative consultation, data collection, and intervention strategies as appropriate and necessary.

 

4) Clinic based ABA programmes

Clinic based ABA programmes are ideal for early behaviour intervention to achieve faster results in the children’s behaviour, communication, generalisation and socialisation, before integrating them in a mainstream school. It is the most structured and efficient method to teach them whatever is needed in order to successfully integrate them back into their natural environment (home and school)  either independently or supported by a trained shadow.

ABA Clinic programme in 1:1 setting

  • clinic-based-autism-group-therapyAll sessions in our Clinic are 1:1 (1 tutor for 1 child) and utilise procedures in Applied Behaviour Analysis. Our therapists are highly trained and are required to attend professional development workshops throughout the year. We employ therapists who are experienced in Applied Behaviour Analysis programmes, RBT (Registered Behaviour Technician) certified (or undergoing certification) and are completing their required clinical supervision hours. All sessions are overseen by a qualified ABA Consultant on-site and weekly supervision feedback is given to each therapist. The 1:1 therapist will collect data on both skill acquisition and behaviour reduction programmes.  All data is thoroughly analysed and updated on a weekly basis by the ABA Consultant. There are more than 1 tutors dedicated in the child’s programme, so that generalization can be achieved.
  • All Clinic programmes are inclusive, meaning that we provide all the associated staff (Applied Behaviour Analysts, Programme supervisors and therapists, as well as Speech and Language therapists and Occupational Therapists) needed for a targeted and fully controlled treatment in order for the child to be taught more consistently all the essential skills, such as communication, play skills, social interaction skills, self-help skills, academic skills etc.

The programme is designed especially for the child’s needs taking under consideration his strengths and weaknesses as well as the family’s individual needs. Blooming Tree ABA Clinic uses techniques derived from Applied Behaviour Analysis research such as

  • Verbal Behaviour (VB),
  • Functional Communication Training (FCT),
  • Pivotal Response Training (PRT),
  • Natural Environment Teaching (NET) and
  • Discrete Trial Training (DTT)
  • Functional Behaviour Assessment

 This service includes:

  • A highly experienced ABA Consultant/Behaviour Analyst who assess, develops and oversees the child progress’s programme
  • At least 2 tutors who are responsible for the daily implementation of the programme. The tutors are all highly trained, however further training will be also provided, in order for them to be able to adapt their experience and knowledge to individual children’s therapy for better results.
  • Baseline assessment and on-going assessments (using well researched tools like VB-Mapp, ABBLS-R, AFLS) to identify the strengths and weaknesses of the child and to ensure steady progress.
  • Intensive 1 to 1 therapy, at Blooming Tree clinic.
  • Parents training in ABA techniques, to ensure consistency and transferability of skills within the natural environment
  • By-weekly sessions with a Speech and Language Therapist (SLT) and an Occupational Therapist (OT) whose recommendations will be implemented within the ABA programme to develop an even more comprehensive curriculum.
The clinic based programme is available as
  • Full-time programme – 35 hours/week in clinic
  • Half-time programme – 15 hours/week in clinic

for more information about our clinic please visit the clinic’s site at www.bloomingtree.co.uk 

ABA consultant, consultant, what is autism, autistic children,therapy, Applied Behavor Analysis, Counselor, senior tutor, psycology, child psycologist, seeking early intensive behavioural intervention, Autism spectrum disorder, UK, ABA therapist, London, Oxford, Great Britain, tutor, ABA programme supervisor