EIBI is a comprehensive intervention grounded in principles of Applied Behavior Analysis (ABA), and focuses on early and intensive treatment. Servicing children under six years of age, this comprehensive ABA model ranges from 30-40 hours per week with an emphasis on improving desired behaviors such as communication and adaptive functioning while decreasing undesired behaviors including noncompliance, tantrums, aggression and stereotypy. Quality Behavior Solutions individualizes programs for every learner and provides both structured and natural opportunities for learning. Our clinics provide an enriching environment with unlimited materials and activities to meet every stage of development. Every child receives 1:1 instruction from our highly trained Registered Behavior Technicians (RBTs) and under the supervision of our team of Board Certified Behavior Analysts (BCBAs). Our EIBI program also includes meaningful development in the areas of socialization with peers, independent play and safety skills.
At Quality Behavior Solutions, we are committed to bridging the gap between a child's current functioning level and that of their typically developing peers.
We believe parents are always the experts of their child's needs including determining what environment is better suited for their child's learning style. This can be a difficult decision for parents as they may feel pressure to put their child in a traditional school setting due to limited awareness of options or recommendations for their child's best benefit.
*Early education focuses on developing the social and interpersonal skills of preschool children. Referred to as social competence, these skills enable preschool children to communicate effectively with their peers and function successfully in a school setting.
Classroom based settings are excellent at teaching typically developing children the above skills through large group learning methods (teacher/child ratios of 1:14) with a strong emphasis on verbal instruction. Benefits to this approach is best suited for children who can engage in verbal communication, are socially motivated to follow instructions, engage with peers, and conform to the rules for learning in a classroom (often referred to as prerequisite skills). Additional indicators of school readiness include: attention, functional communication skills, compliance, social skills and self-regulation. When a child joins the academic setting without the skills necessary to succeed, the child is often identified as needing supports and placement in more restrictive environments. In these settings, educator ratios remain high, limiting access to individualized learning approaches for children who need 1:1 support.
ABA therapy focuses on teaching fundamental developmental skills such as attention, communication and socialization while minimizing maladaptive behaviors that impede learning (non-compliance, tantrums, etc.) through a 1:1 instructor:child model.
Children with developmental delays benefit most from individual instruction delivered by professionals trained in ABA who are specialized in working with children with developmental challenges and the behaviors impeding learning. At our Autism and Development Centers, every child's program is designed to meet their individual needs and learning styles. Our model incorporates school readiness skills, including practicing the skills necessary to transition the learner to the school setting with the least amount of supports, if any. In fact, research shows many children who participate in quality early intensive interventions begin school along with their same age typical peers and often are indistinguishable.
Which should parents choose?
In California, parents are not required to enroll their children in school until they are 6 years of age, on or before September 1st of the year they propose to enter school. Knowing this, allows parents to make an informed decision on what is best for their child.
Placement issues are often a source of confusion for parents and it is important to consider placement as another aspect of service delivery that requires complete individualization. As with any other individually determined decision, it is best made through a careful analysis of the characteristics and needs of the individual child. Contact us today for a free telephone consult with our behavior analysts.
*Kelly, Dr.. (2018, June 27). A List of Goals to Achieve as a Preschool Teacher. Work - Chron.com. Retrieved from http://work.chron.com/list-goals-achieve-preschool-teacher-24536.html