Every child is unique. Their treatment should be too. We believe in a blended approach of ABA methodologies, which allows us to utilize the most effective approach based on each child’s learning style and needs.

• Pivotal Response Training (PRT) is a comprehensive, evidence-based treatment approach that targets your child’s pivotal areas of development, including motivation, social initiations, self-management, and responding to multiple language cues. PRT relies heavily on the motivation of the child to guide the activities of the session and uses natural reinforcement (e.g. if a child is reaching for a toy car, the therapist will prompt the child to say “car”, before handing over the car to the child). A well-run PRT session will make it appear like the child is playing.
• Discrete Trial Training (DTT) is a highly structured method of teaching where each skill is broken down into smaller components. Each smaller step is taught in an intensive and systematic manner using consistent arbitrary reinforcement (e.g. earning a piece of candy or a high-five for responding correctly) to help a child learn each skill. DTT is often associated with doing drills at a table. This may be true when new skills are introduced to make the initial instruction clear and present targets in a systematic manner. As the child learns each skill, sessions are also conducted in more natural contexts to work on generalization (the ability to apply a skill in different environments).

PRT and DTT are both beneficial teaching methodologies with useful applications. Every behavior technician at Ally Pediatric Therapy will achieve and maintain proficiency in both methodologies, allowing the technician to use the approach best suited to the skills being taught and the motivation of the child.

We use The PEAK Relational Training System as an evaluation tool and curriculum guide to teaching language skills to children with autism and childhood disorders. PEAK, which stands for Promoting the Emergence of Advanced Knowledge, enhances the traditional behavior analytic approach by supporting the development of a comprehensive verbal repertoire, including more complex nuances of the human language. The PEAK system incorporates strategies that help to teach your child to use and understand abstract language, read novel expressions, and decode the meaning of words in the context of the situation.

In addition to PEAK, we also utilize the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP), Assessment of Basic Language and Learning Skills (ABLLS), Assessment of Basic Language and Learning Skills-Revised (ABLLLS-R) and/or Assessment of Functional Living Skills (AFLS), Vineland, SSIS, FBA and FAs as appropriate.

Note: Each child is different and each day will look different depending on the individual needs of the child. This example is presented to illustrate what a day could look like. 

• 8:00am: Johnny arrives for his first session and is greeted in the lobby by Sue, his first behavior technician. Johnny loves playing with trains so Sue takes Johnny to the train room to start the day. Johnny has difficulty sharing toys with his siblings, so Sue works on the goals that are written into Johnny’s Individualized Treatment Plan (ITP) to help reduce the challenging behaviors he demonstrates while sharing toys. At the end of their session, Sue walks Johnny to Zach, his occupational therapist (OT), and shares any pertinent information from the morning.
• 10:00am: Teaching Johnny to dress himself and better tolerate the feel of certain types of clothing was a main concern of his parents when beginning treatment. Zach works with Johnny on dressing goals that are written into his Occupational Therapy Plan of Care. Zach then walks him to the speech offices for his speech and feeding session with Melissa, his speech-language pathologist (SLP).
• 11:00am: Zach updates Melissa on Johnny’s progress from the morning. Johnny has difficulty with stuttering, so Melissa works on goals from Johnny’s Speech-Language Pathology and Feeding Therapy Plan of Care to help with his speech fluency. Melissa takes Johnny back over to the ABA/OT center for Social Skills Lunch Bunch.
• 12:00pm: During lunch, Johnny works on social skills with other similarly functioning children his age. This group is run by a behavior technician and a speech-language pathologist assistant.
• 12:30pm: Cindy meets Johnny in the lunch room to pick him up for his afternoon session. She takes him to the pretend play room and begins to target his pretend play goals outlined in his ITP. Cindy follows Johnny’s lead to see what he is interested in today and begins playing “car wash” with him. She sets up goals to increase his play skills with narrative through a script. Scripts are varied depending on what Johnny is interested in for the rest of the session.
• 2:30pm: Bob, another behavior technician, will step in for Cindy to increase generalization of the skills Johnny has targeted throughout his day. Johnny’s Mom told Sue this morning that he didn’t get much sleep last night, so Cindy lets Bob know that Johnny was more sluggish than normal towards the end of her session. Bob takes Johnny over to the patio to begin working on some of his daily living skills. They first work on hand washing and head outside. Bob has some activities set up to help Johnny learn how to follow a simple set of instructions to plant in the garden.
• 4:30pm: Utilizing the safety objective of safely crossing the parking lot written into the ITP, Bob will walk Johnny over to the speech offices for his PM care until his Mom arrives for pickup at 5:15pm.