HAC provides individualized programs to individuals with a diagnosis of autism spectrum disorder (ASD) and other neurological and developmental disabilities.
Our dedicated professionals are committed to the highest quality of care using Applied Behavior Analysis and other evidence-based interventions. We offer intensive early intervention using positive reinforcement in a nurturing and supportive environment, helping kids develop and families thrive.
The comprehensive behavioral assessment involves an extensive interview with the child’s primary caregivers, a record review, and an interview with the child to assess the child’s development, as well as connecting with other therapists and physicians to develop a comprehensive care plan that is customized for the individual’s unique needs.
After the assessment is completed, a comprehensive treatment recommendation is presented that utilizes the individual’s strengths and interests to help close the remaining gaps.
We supervise the implementation of the program and monitor the success of the behavioral interventions to ensure that the program is effective and make modifications as necessary.
We offer a variety of therapies, which are facilitated by highly qualified specialists working in the fields proven to be the most effective at helping individuals with social and language and other developmental issues.
- Applied Behavior Analysis
- Speech and Language Therapy
- Occupational Therapy
- Cognitive Behavior Therapy
- Family Coaching
- Educator Coaching
Therapists communicate with families regularly to collaborate on progress and come up with strategies and modify programs to address certain delays or concerns. Parental involvement is critical.
Social Skills Program
Children with social delays and challenges develop their skills through guided social interactions and play. Groups are organized based on skill level and chronological age.
Teach skills which help with independent living e.g. preparation of food, laundry, personal hygiene, other household chores, safety, shopping, etc.
We provide school support which minimizes disciplinary issues, improves learning and helps build relationships with peers.
We help parents understand that they are not alone and that there is hope. Parents are empowered through training and support so they can learn to manage their child’s challenging behaviors in multiple environments, including home.
Occupational Therapy is an evidence-based treatment focused on increasing functionality and quality of life. Our Occupational Therapy Practitioners collaborate with your child’s Board Certified Behavior Analyst to develop and improve self-care and independent living skills. We also offer Occupational Therapy services independent of the ABA programming.
We specialize in autism and related challenges, using individuals trained in the most current protocols of Applied Behavior Analysis, cognitive behavioral therapy, recreational therapy, occupational therapy and speech therapy.
All programs are overseen by board certified behavior therapists and sessions are conducted by coaches who have passed a rigorous training program specific to the client’s needs.
1. Board Certified Behavior Analyst (BCBA)
- This is the individual who is specially educated and trained in programming for your child with autism. This person is board certified as a behavior analyst (BCBA) and is specially educated and trained in ABA (Applied Behavior Analysis). This individual is the service provider for your child’s program.
- The BCBA designation means that your consultant has very specific training and certification in Applied Behavior Analysis and is certified by a regulatory body called the Behavior Analyst Certification Board (BACB) (U.S. Designation).
- The BCBA will supervise specific assessments and observations with your child; analyze all the data collected; create specific programs for your child based on the assessments and observations; write the report to the insurance company or school regarding your child’s ABA program; train the family and behavior interventionists in autism, ABA, early intervention programs, and verbal behavior programs.
- The BCBA attends periodic team meetings, reviews the program data regularly, creates new programs as required, trains behavior coaches and program coordinators, creates behavior programs as required, as well as observes your behavior coaches during sessions regularly.
2. Program Coordinator
- This is the individual who is specifically trained by the BCBA to assist with the training and organization of your child’s program. The program coordinators will ensure the program is running smoothly and that the behavior coaches are following the protocols as outlined in each program.
- Program coordinators are the main contact for the family; the one who ensure that your child’s program is being run correctly as the behavioral analyst intended it and ensures that your behavior coach are trained and up-to-date on all the program techniques.
- Program coordinators conduct monthly team meetings, train behavior coaches, review your child’s program binder, reviews the data for each program and sends the data to the behavioral analyst and works directly 1:1 with your child at least once per month.
- This is the individual who will work one-on-one with your child on a daily or weekly basis.
- They are trained and supervised by your BCBA and program coordinator.
- BC’s work with your child 1:1 each day and sometimes attend monthly team meetings.
What is ABA?
ABA stands for Applied Behavior Analysis
- It is a science of behavior that uses the principles of behavior and applies them to improve socially significant behavior.
- It uses experimentation to identify the variables responsible for the improvement of behavior.
- Collection and interpretation of behavioral data, which the goal to increase overall functioning, achieve independence and decrease maladaptive behaviors.
To better understand what the term Applied Behavior Analysis means, we can break it down into its components:
- Applied: means that the behaviors that are improved must be socially significant — behaviors that enhance and improve people’s lives.
- Behavioral: means that the behavior chosen must be one that requires improvement; it must be measurable; and it must be observable.
- Analytical: means that it should demonstrate a functional relation between the intervention and the change in the behavior (therefore, there must be proof that the intervention is what caused the change in the behavior).
- Verbal behavior is a format or protocol for teaching ABA—.
- Verbal behavior is based on the book written by B.F. Skinner in 1957 called, “Verbal Behavior.”
- In his book, Skinner defined verbal behavior as behavior that is reinforced through the mediation of another person’s behavior.
- Skinner viewed language as a learned behavior and that is acquired, extended, and maintained by the same types of environmental variables and principles that control no language behavior.
- Skinner believed that a person does not really have functional language until they have learned it across all the functional units.
- By looking at language in this way we are able to then contend that language is influenced by the environment and we are able to use the science of ABA to develop a strategy to teach functional language.
- Verbal behavior involves social interactions between speakers and listeners, whereby speakers gain access to reinforcement and control their environment through the behavior of listeners.
- Skinner’s verbal behavior is primarily concerned with the behavior of the speaker.
Verbal Behavior: The Behavioral Classification of Language
Skinner identified six elementary verbal operants to describe verbal behavior:
- Mand: a request, asking for reinforcers that you want—asking for a “cookie” because you want a cookie.
- Tact: a label, naming or identifying objects, actions, events, etc.—saying “cookie” when you see a cookie.
- Echoic: parroting or repeating something you heard—saying “cookie” because someone else says “cookie.”
- Intraverbal: filling in the blanks, answering “wh” questions, or having conversations in which your words are controlled by other words — saying “cookie” when someone says, “something you eat that has chocolate chips in it is a ___.”
- Textual: reading (decoding) the written word (without any implication of understanding the word)—saying, “cookie” because you saw the written word cookie.
- Transcription: writing and spelling words spoken to you—writing “cookie” because you heard the word cookie spoken.
Teaching to fluency
A child has not truly learned something unless he can produce the answer fluently—this means that the child must be able to give an answer quickly within a certain period of time—typically this is within 2-3 seconds—however, for some children this time may be a bit longer due to processing time challenges. A good way to understand fluency is to think about learning your “time tables”—you would have
to learn them quickly and have to use flashcards and answer within a very short period of time—this was because your teachers were trying to teach you fluency—therefore making certain that you really know the answer and can produce it very quickly at any time.
Harsha Autism Center has access to child Psychiatrists who specialize in the diagnosis and treatment of autism in Terre Haute. If you suspect your child has autism and need help with diagnosis our staff would be happy to schedule an appointment within a short period of time.
At HAC, we are committed to finding a way to enable families at all levels of the economic scale to benefit from this type of training. We are credentialed with many of the major insurance companies. Please contact us at firstname.lastname@example.org or 812.233.8833 for information and help working with your insurance carriers. For those who do not have insurance coverage, traditional hourly and package
rates are available. In addition, the level of service can be adjusted to best fit available resources, so all families can benefit from our amazing staff. Most services are covered by insurance. If you do not have insurance our staff can assist you with enrollment and credentialing.