Behaviour Consultation

We understand that each child is unique and requires and individually tailored treatment program to provide the best chance of achieving their specific developmental goals. We employ methodologies that are eclectic and sensitive towards your child's learning needs. We believe that there is no "one size fits all" solution towards achieving their developmental goals.

Prior to commencing any formal treatment, our Behavior Consultant will observe the child, review medical and school records, complete interviews with parents/caregivers and/or teachers to complete the assessment.

Once this background information has been examined, our Behavior Consultant will then proceed to develop a customized Behavior plan for the child that will form the roadmap for treatment going forward.

As every child learns differently, the Behavior plan will be continuously monitored and revised by our team over the duration of the treatment to ensure your child is receiving the most appropriate treatment for their specific needs and abilities.

FUNCTIONAL BEHAVIORAL ASSESSMENTS

Functional Behavior Assessments are critical in the development of effective behaviour programs. By determining the factors that contribute to disruptive and interfering behaviors, our consultants can develop plans that will effectively teach the child to behaviors which are socially acceptable and age appropriate. Behavior assessments also serve as means to evaluate the effectiveness of intervention as well as identify the needed refinements in the program. They also help to determine the need for the reduction in services or need for increased services after implementation.

Our consultants specialize in evaluating the needs of children with Autism Spectrum Disorder and will interview parents and teachers as well as make observations in a variety of settings (for example, at home, school and other social settings) to develop a comprehensive behavioral treatment plan.

A completed behavioral assessment will include:

Baseline Information

  • Descriptions of disruptive/interfering behaviors: behavior rates, antecedents that appear to trigger behaviors and consequences of those behaviors
  • Functional Analysis of behaviors: the factors that are contributing to disruptive behaviors
  • Identification of the child's abilities and skill deficits

Program Plan

  • Detailed plan to address identified target behaviors
  • Individualized curriculum to assist the child in mastery of critical skills

Recommendations

  • Behavior intervention services
  • Training plan for parents and/or teachers

 CENTRE-BASED INTENSIVE BEHAVIORAL PROGRAM

Research has proven that the earlier a child commences treatment, the more chance the child has in achieving their full potential. We encourage parents to seek help as soon as possible if they suspect their child is not developing consistently with their peer group. Our program targets development of the following skills:

  • Social attention and social skills
  • Language and linguistic skills
  • Play skills
  • Cognitive conceptual development
  • Academic skills and educational goals
  • Gross motor and fine motor development
  • Visual Spatial skills
  • Self-help skills

HOME-BASED INTENSIVE BEHAVIORAL PROGRAM

Our Home Intervention Program allows individualized attention to your child in your home environment. Once your child is comfortable and proficient with applying the learnt skills and behavior in the home environment, the treatment plan will then be expanded to generalize in other external, public environments. Our programs focus on generalization of the functional skills ranging from self- help skills, language and communication to age appropriate play skills. We focus on building the following areas:

  • Behavior Management
  • Attending to Person
  • Attending to Task
  • Cognitive Skills
  • Fine and Gross Motor skills
  • Visual-spatial Skills
  • Independent life skills
  • Language development
  • Communication skills

BEHAVIOR THERAPY FOR SCHOOL-AGED CHILDREN

The ultimate goal of our Behavior program is to equip and prepare the child in all facets of the child's functioning including the integration into the school system as well as becoming a valued and active member in his or her community. 

Behavior Programs at Symbiosis are built upon the following principles:

Creating the right learning environment
Learning occurs naturally when the learning environment is fun, positive and rewarding. Our therapists focus on establishing a positive bond with the child and delivering the intervention in a fun, exciting and resourceful atmosphere

Taking little steps to achieve great skills
Activities and programs are broken down into small steps according to each child's abilities to ensure the child remains confident and positive in his or her experience in the acquisition of the target skills

Social development leads to language
The child's potential unlocks when he or she learns to enjoy interacting and being engaged with the people in their environment (therapists and family members). As the child's social experience becomes positive and rewarding, his or her motivation for social interaction increases, hence the breakthrough in communicative intent and the use of language.

Learning for real
Acquisition of new skills begins with a structured learning environment and gradually becomes less structured as the intervention focuses on the generalization of the targeted skills. Our philosophy in training parents as partners plays a significant role in providing opportunities for new skills to crossover to put to use in the child's everyday life.

 

Early Start Denver Model

The Early Start Denver Model brings together the teaching of behavioral analysis with approaches based on developmental relationships, such as parent-child and teacher-pupil. The model blends the discipline of behavior analysis with play-based routines as a way to build a relationship with the child with autism. The approach can start with children as young as 12 months old.

The SCERTS® Model

The SCERTS® Model is a comprehensive, team-based, multidisciplinary model for enhancing abilities in Social Communication and Emotional Regulation, and implementing Transactional Supports for children and older individuals with Autism Spectrum Disorders (ASD) and their families.  SCERTS® is not an exclusive approach, in that it provides a framework in which practices and strategies from other approaches may be integrated, such as positive behavioural supports (e.g., ABA), visual supports, sensory supports, augmentative and alternative communication (AAC), and social stories.  The SCERTS® Model can be used with individuals across a wide range of ages and developmental abilities.

Floortime™ Therapy

Developed by child psychiatrist Stanley Greenspan, Floortime™ is a treatment method and a philosophy for interacting with autistic children.  It is based on the premise that the child can increase and build a larger circle of interaction with an adult who meets the child at his current developmental level and who builds on the child's particular strengths.

The goal in Floortime™ is to move the child through the six basic developmental milestones that must be mastered for emotional and intellectual growth.  Greenspan describes the six rungs on the developmental ladder as: self-regulation and interest in the world; intimacy or a special love for the world of human relations; two-way communication; complex communication; emotional ideas; and emotional thinking.  The autistic child is challenged in moving naturally through these milestones as a result of sensory over- or under-reactions, processing difficulties, and/or poor control of physical responses.

Applied Behavioural Analysis (ABA)

ABA is a science which involves the application of principles of learning to improve socially important behaviour to a meaningful degree and to demonstrate scientifically that the procedures used are responsible for the change in behaviour.  (Adapted from Cooper, Heron and Heward, 1987)

Intensive Behavioural Intervention (IBI)

Intensive Behavioural Intervention (IBI) is based on the scientific principles of the broader field of Applied Behaviour Analysis (ABA).  IBI is an intensive, comprehensive treatment strategy designed for young children with an Autism Spectrum Disorder.  It is typically provided between 18 and 40 hours per week and should begin early in a child's life, ideally before 4 years of age.  IBI is comprehensive in that it is designed to target a range of skills within a developmental sequence (e.g., functional communication, social/play skills [cooperative play; appropriate toy play]; cognitive skills [imitation; matching]; pre-academic skills; self-care skills; problem behaviours).

 



Contact us for a FREE, no obligation consultation with our Behavior Consultant to discuss your child's behavioral challenges and to receive recommendation on appropriate Behavior interventions. We respect your privacy, all information shared will be kept confidential.


 

Frequently Asked Questions

Are all Behavioral therapies the same?

All behavioral programs are not the same because any good program should be customized for the developmental objectives and abilities of the specific child who is receiving the treatment.

Hence, it is important that parents or caregiver research the credentials and experience of any Behavior Consultant prior to considering the intervention for your child. Ay Symbiosis, we have Behavior Consultants who are experienced in behavior planning and implementation. Our Consultant’s primary responsibility is the initial implementation of the Behavior plan and regular monitoring/revision to ensure your child's intervention program remains relevant and appropriate during the duration of intervention.

Why should I consider treatment at Symbiosis?

At Symbiosis, we are able to provide more comprehensive and wide-ranging treatments for children who need our support. Lot of other service providers focus on one specific aspect of treatment for your child (for example, an Occupational Therapist may focus on sensory dysfunction, a Behavior Consultant might focus on behavior approaches etc.) but we take a holistic approach of treatment and which are embedded in our treatment protocols. If we are not able to provide some of the interventions, we would let you know the options available elsewhere, so you can make an informed choice.

As a parent, can I receive the appropriate training and work with my child?

Yes - and it is preferable for the parents to be involved in their child’s behavior program.

Parents can help their child to generalize the learnt skills and continue using them outside of the therapy session and in different environments. However, we do not encourage parents to do the bulk of the therapy hours because of risk of burn-out.

How do you teach Social skills?

The approach taken for teaching skills to your child will be based on a process of modelling the appropriate behavior, practicing the skill and providing constructive feedback. Each session will cover a different social skill, but children will be encouraged to continue utilizing skills from previous weeks in each session.Often we use a "reward" system with children to encourage learning and application of new skills.  The reward system can be applied both in the social group setting and by parents when the child is at home.

How long should my child be on the Behavior program?

Every child is different, so there is no "normal" duration of treatment.  Notwithstanding, any behavior program is a long term treatment program that requires consistency and patience. In most cases, most children receive treatment for 1-3 years but with a reduced model of service after some period of time after implementation of the intervention program.

How much therapy will my child need a week?

Research has demonstrated that "more is better" when it comes to behavior intervention therapy. In general, our Intervention program requires a minimum of 20 hours a week for a program to be effective.  This therapy could be a combination of direct intervention with the child and/or parent training session.

If my child is receiving individual therapy do they need to join a social group?

Your child does not need to join a social skills group but it is likely be very beneficial for them especially if they struggle with appropriate social behavior and interaction.

Why should my child join a social skills group?

Your child will benefit from learning and interacting in a structured environment with their peer group. By observing and interacting with others, your child will should be able to better understand his/her own feelings as well as behaviors of others. Group settings also allow your child to practice behavior in a social setting with their peer group in a safe environment.