Camp routines can be very difficult for children without the structure that they are used to in school settings. Our instructors develop plans to structure after-school activities, sports practices and other events, then implement strategies to occasion the best outcome for participation and social learning.
Social Foodies ™
Social Foodies ™ is a community-based social skills group to teach children with different needs to navigate their way through the social landscape of dining out with same-age peers. Instructors specialized in applied behavior analysis create learning opportunities for greater independence. Most importantly, all Foodies learn to enjoy eating out and meeting their new friends.
Community Connections is a community-based social skills group to teach children with different needs to increase their adjustability to a variety of community settings, including the mall, bowling venues, mini golf and nature parks. While building self-management skills, Connections is a way to increase preferences for leisure skills and to develop new relationships.
For more information about our
Community-Based Instruction programs, please email
When a child is referred and enrolled in our program, an individualized plan is designed and developed after an initial assessment. The tactics and strategies introduced and implemented utilize the principles of Applied Behavior Analysis. Data on every program are consistently collected, reviewed and graphed. The team of instructors and lead coordinator review the data to ensure progress is being made. When there are inconsistencies with the child’s learning, the instructors make strategic changes to the program and continue to closely monitor the child’s progress. Clinic meetings are suggested monthly to review the targeted repertoires and answer any questions about the child’s program.
A Functional Behavior Assessment requires systematic manipulation of the environment to analyze the cause and function of problem behavior. An FBA requires observation(s) of the child, interviews with the involved staff and parents and sometimes direct interaction with the child. Based upon the behaviors observed, the information gained through personal communication and the data collected, suggestions are made for the students’ academic, social and behavior-analytic program.
When our students are ready for learning the vocational skills in the real-world setting, we provide trained coaches that can teach them every component of a job. The following components are taught to our students: Career planning skills Job application & Interviewing skills Preparation and practice of the job Interpersonal skills Self-monitoring for the purposes of self-evaluation and review of one’s job role
We offer parent training sessions as often as necessary to parents interested in applying some strategies, successfully utilized with their own children, at home. Necessity is defined as the effectiveness of the training on the behaviors of concern and progress at home. Goals and strategies are identified, discussed and demonstrated so that a set of user-friendly procedures can be developed for parents to use in the home with all family members. Parents are taught to use a data collection system that is simplified for the reality of a busy household. Parent trainers are available before and after school. We also offer evening hours for help with mealtime, leisure time and bedtime routines.
Peer Modeling Workshops are center-based social skills groups offered throughout the year. Sessions are held once per week for 6 weeks. Each session is comprised of a small peer group. Each session includes focused and specialized instruction run by either Board Certified Behavior Analysts, State Certified Teachers, or Direct Instructors specifically trained in social skills instruction and peer modeling. Sessions are conducted utilizing the principles of applied behavior analysis and include cooperative game play, common recess games, social pragmatics, video modeling and video feedback. The skills that are commonly targeted are sharing, teamwork, taking turns, initiating, maintaining, ending conversations, tattling versus informing, winning and losing, eating etiquette, reading non-verbal behavior, self-monitoring and self-regulation. Goals are determined based on your child’s individualized needs, social emotional assessment and direct observation. At the end of each 6-week workshop, parents receive one progress note including the observations of one session, suggestions and recommendations for an extension of social skills practice at home.
The RBT Credential requires at least 40 hours of training on tasks that are likely to be performed by behavior technicians, organized in the following areas: Measurement, Assessment, Skill Acquisition, Behavior Reduction, Documentation and Reporting, and Professional Conduct and Scope of Practice. BANJ also determines which Additional tasks behavior technicians may perform as a function of their competence and provides additional training to support and strengthen these repertoires.
This training program is based on the Registered Behavior Technician Task List and is designed to meet the 40-hour training requirement for the RBT credential.
The program is offered independent of the BACB.
We provide school consultation to ascertain areas of need for your student. School consultation is defined by an observation or observations of the child, data collection