SUPPORTING FAMILIES IN dallas – farmers branch
What is ABA Therapy at InBloom?
What is center-based ABA Therapy in Dallas – Farmers Branch? Applied Behavior Analysis (ABA) Therapy is a science that applies the principles of learning and behavior to create socially significant change in behavior helping various populations of people – including those diagnosed with Autism Spectrum Disorder (ASD). ABA is backed by decades of research and is constantly evolving. It can be applied in any setting to reinforce helpful behaviors while discouraging harmful behaviors.
At InBloom Autism Services, we specialize in early intervention ABA Therapy for children 18 months to 5 years old. In our ABA Therapy programs, specific goals are added to a child’s learning plan to continually improve their independence through developmental skills and daily living skills. Some of the primary goals in ABA Therapy are related to improving key skills such as communication, socialization, daily living activities, (e.g. potty-training, toothbrushing, eating, dressing, etc.), and other essential skills!
What can you expect?
Positive Effects of ABA Therapy for Autism:
Gain Independence
ABA Therapy’s goal is to improve a child’s life by teaching them socially significant behaviors: desired skills, or undesired behaviors, targeted during ABA Therapy. Socially significant behaviors improve the learner’s quality of life in some capacity and have long-term positive effects. Social significance is determined by factors such as age, whether the child can access reinforcement in their natural environment by engaging in these behaviors, and caregiver needs. The list goes on!
- For example, a 2-year-old who cannot yet communicate their basic wants and needs (e.g., asking for food, drink, etc.) will find no use in learning colors at this stage. To that child, learning to ask for specific needs is a socially significant behavior, and learning to identify colors is a meaningful skill to target at a later time.
It is the duty of the Board Certified Behavior Analyst (BCBA) to identify and prioritize socially significant behavior goals in collaboration with the child’s caregivers. In an effective and successful center-based ABA Therapy program, the learner acquires these skills in therapy and generalizes and uses the skills outside of the therapy setting, thus gaining independence.
Behavior Goals
Every child is unique. Allowing them to express themselves in whatever manner they prefer is the goal of ABA Therapy. However, some behaviors can be harmful to the child or those around them. These are considered “problem behaviors.” When addressing problem behaviors in ABA Therapy, it is important to understand why these behaviors are occurring. In other words, we must first determine the function of the behavior (sensory, escape, attention, or access to tangibles.)
When we think of problem behaviors, we must ask ourselves these three questions:
- Is this behavior a safety concern to the child or others around them?
- Does this behavior prevent the child from living a least restrictive life?
- Does this behavior prevent the child from acquiring new skills?
If the answer is “yes” to at least one of these questions, then the behavior is considered a “problem behavior.” It’s important to note that problem behaviors cannot be decreased without teaching and increasing the use of a functionally equivalent behavior. These replacement behaviors should always be individualized for each kiddo to make sure their functional needs are being met.
Peer Interaction
Oftentimes, parents of children with ASD express a variety of concerns with peer interaction. These concerns include that their child has either no interest in their same-age peers or expresses interest but is unable to initiate or sustain peer interactions.
So, how do we begin to teach something as complex and vague as peer interactions? They can be looked at as an umbrella term that encompasses many other sub-skills. Some of these may include sharing, taking turns, initiating greetings, engaging in cooperative play, making a request of a peer, and holding a conversation with a peer, among many other skills! Oftentimes, prerequisite skills need to be developed before peer interactions can be tackled. These prerequisite skills might include eye contact, parallel play, following directions, and tolerating sharing and taking turns.
When assessing social skills, ABA Therapy measures observable and countable social behaviors and defines the behaviors in specific terms that can be measured to ensure progress toward goals. Above all else, social interactions can vary significantly based on the child, so even peer interaction goals need to be very individualized to each child’s needs.
So Is ABA Therapy Right for Your Child?
As a parent searching for options for your child’s care, you’ve likely come across many options that tout themselves as your best path forward. The more straightforward answer is that while we have complete faith in the positive impact center-based ABA Therapy can produce for every child and their family.
The best way to find out if it’s the right fit for you is to take the next step and schedule an assessment with a BCBA. These assessments help identify strengths and goals for your child and are the first step in determining the ABA program for autism to best suit you and your child. Click here for additional resources and information about our ABA Therapy program!
If you are interested in scheduling an assessment, we encourage you to reach out to our Care Team!
Testimonials
Inbloom is the very best thing that has happened to my family this year our son has reached so many milestones with the help of the staff! Every staff member is so attentive to the needs of our son and so professional! These five stars are not enough to rate or appreciate them!
Raykeshia S.
Farmers Branch, TX
Raykeshia S.
Farmers Branch, TX
We are so grateful for finding InBloom! I was shocked when she made more progress in her first 3 weeks at InBloom than she did the entire time at the other facility. On top of that, the entire staff is so wonderful and communicates with us on every little step. I can't recommend them highly enough!
Christiana M.
Chandler, AZ
Christiana M.
Chandler, AZ
He’s only been going for 3 months and has already learned so much. Dad and I can definitely tell he’s learning and picking up on things he’s being taught. He’s always excited to go to “InBloom School.” He even asks on weekends. I highly recommend it.
Ebony F.
Colorado Springs, CO
Ebony F.
Colorado Springs, CO
Every interaction I've had there with anyone at all has been a pleasant one. It's always scary to leave my son somewhere the first time but the way he is eager to go back the next day instantly made me feel at ease. Everyone is so compassionate and I can already see slight changes in how he carries himself. I definitely recommend this Learning Center.
Nicole M.
San Antonio, TX
Nicole M.
San Antonio, TX
My son has made so much progress since he started there. Everyone there is so nice and good at their job! Would absolutely recommend!
Sara W.
Brookfield, WI
Sara W.
Brookfield, WI
Our son has made tremendous progress, and we as a family are beyond thrilled to see the love and care this team has for our son. He loves it there, his therapists, and his peers!
Emily B.
Jacksonville, FL
Emily B.
Jacksonville, FL
The most enjoyable part is seeing all of your effort paying off. When you can hear a child say something or even SING something, when they can't speak at all or in anything other than baby talk, is the most rewarding thing ever.
Registered Behavior Technician (RBT)
Norwich, CT
Registered Behavior Technician (RBT)
Norwich, CT
I’m beyond blessed to work for a company that is so supportive and generally cares for every student and employee's growth. I’ve been in this field for over 7 years and I’ve NEVER had a company provide so much assistance that betters my quality of teaching.
Registered Behavior Technician (RBT)
St. Petersburg, FL
Registered Behavior Technician (RBT)
St. Petersburg, FL
