Our team of professionals is dedicated to supporting families to make informed decisions regarding the best evidence-based intervention for their child. One of our educated and experienced clinicians is assigned to each family and guides through every aspect of their child’s program, from choosing the most suited intervention for each child/family to the ongoing communication and training throughout treatment and finally to aid in a smooth transition out of service. Caregivers can also refer to the ONTABA’s (The Ontario Association for Behaviour Analysis) ASD Report for Evidence-Based Practices for individuals with ASD.
See Link to Report:
https://www.behaviourinnovations.com/app/uploads/2019/03/ONTABA-OSETT-ASD-Report.pdf
What is the importance of choosing and Evidence-based intervention?
When Choosing an intervention for your child, it is crucial to understand the importance of choosing and evidence-based intervention. ‘Evidence-based’ means there is scientific evidence that the effectiveness of an intervention has been studied extensively and the results of those studies have been peer-reviewed and published. The guidelines for evidence-based treatment should address treatment efficacy, generalization and practicality in real world settings. In other words; if your chosen method of intervention is only successful in one environment, it should not be considered successful.
The Field of ABA uses several acronyms that can be confusing and overwhelming to many families. Below are just a few acronyms for commonly used terms, assessments and interventions.
Terms & Definitions
Autism Spectrum Disorders (ASD)
Not a formal diagnostic classification, ASD is used to refer to any disorder in the array of pervasive developmental disorders including Autism, Rett Syndrome, Childhood Disintegrative Disorder, Hyperlexia, Asperger Syndrome, and Pervasive Developmental Disorder Not Otherwise Specified.
Autism
A developmental disorder characterized by marked difficulty in communication and social relations and by the presence of atypical behaviours such as unusual responses to sensation, repetitive movements and insistence of routine and sameness.
Applied Behaviour Analysis (ABA)
An applied science that develops methods of changing behaviour and is a profession that provides services to meet diverse behavioural needs. It is based on the scientific study of principles of operant and respondent conditioning and interventions using these principles have been proven effective for individuals with Autism.
Intensive Behavioural Intervention (IBI)
A therapy that uses systematic methods derived from principles of Applied Behaviour Analysis to promote development and change behaviour. This therapy is intensive and typically involves between 20 and 40 hours of direct 1:1 service per week.
Discrete Trial Training (DTT)
An instructional strategy to teach children with Autism or other Pervasive Developmental Disorders that emphasizes distinct and repeated practice of correct responding to a signal, followed directly by reinforcement. A single trial is defined as a signal, the child’s response and the consequent feedback and is discrete because it has a clear beginning and a clear end.
Verbal Behaviour (VB)
A term first introduced by B.F. Skinner (1938) for any behaviour (vocal, written, gestural, and other) that achieves its reinforcement through the mediation of another person’s behaviour. Expressive language is seen as a behaviour that can be taught and each function of the of the word is taught explicitly.
Natural Environment Teaching (NET)
Teaching in an everyday setting in the home or community that includes routines and activities for individuals and their families, such as mealtime, interacting and shopping. NET uses structured learning situations in familiar settings allowing increased opportunity for generalization of skills.
Assessment of Basic Language and Learning Skills- Revised (ABLLS-R)
An assessment, curriculum guide, and skills tracking system for use with children who have autism or other developmental disabilities. It allows you to identify deficiencies in language, academic, self-help, and motor skills and then implement and monitor individualized intervention.
The Verbal Behaviour Milestones Assessment and Placement Program (VB-MAPP)
A criterion-referenced assessment tool, curriculum guide, and skill tracking system that is designed for children with Autism, and other individuals who demonstrate language delays. The VB-MAPP is based on B.F. Skinner’s (1957) analysis of verbal behavior, established developmental milestones, and research from the field of Behavior Analysis.
Respite
Care to individuals with a developmental disorder provided in their home, community or at the centre of a service provider in order to provide temporary relief to their caregivers.
Pivotal Response Treatment (PRT)
This therapy is play-based and follows the child’s motivation and interests. PRT is based on the principles of Applied Behaviour Analysis (ABA). The areas of focus include communication and language, positive social behaviours and reduction of competing or disruptive self-stimulatory behaviours.
Promoting Emergency of Advanced Knowledge (PEAK)
An evidence-based assessment and corresponding curriculum that combines the traditional ABA verbal behaviour approach with the science of Derived Relational Responding, which teaches the ability to make relations between concepts.
Source: Neisworth, J.T. and Wolfe, P.S. (2005). The Autism Encyclopedia. York, PA; Paul H. Brookes Publishing Co., Inc.