Treatment Philosophy
We believe…
Time with our clients is based on trust, compassion and assent.
Services are fundamentally assent-based, and individuals and families are always partners in decision making.
Intervention is play-based and naturalistic whenever possible/appropriate.
Instruction is preceded by extensive rapport and relationship-building with providers.
Programming and strategies are reinforcement-based.
We honor individual identity, neurodivergence, and cultural background.
Reformed ABA teaches skills that help learners of all abilities achieve a better “quality of life,” and the unique definition of “quality of life” is specific to each individual and family.
We do not seek to "cure" or "fix," we do not view differences as "deficits,” and we do not expect clients to mask their autistic traits.
A learner's cultural background and values should always be acknowledged and honored throughout all development of goals and treatment strategies.
In addition to teaching novel skills, we are building on learner’s current strengths and interests.
Successful ABA programs are family-centered and collaborative.
Family input and partnerships are fundamental to goal development and decision making.
Collaborative parent /caregiver coaching and problem solving support are critical for comprehensive, generalizable treatment.
Consultation and shared learning with related service providers (SLPs, OTs, etc.) is conducted routinely.
Goals are coordinated with school, caregivers, coaches and educators whenever possible.
Learners need to be proactively set up for success.
Success and progress should be primarily fostered via use of antecedent supports, including preventative strategies and adjustments or additions to the learning environment and milieu.
Complex behaviors often reflect a need for new skills and communication tools.
The functions (“underlying causes” or “messages being communicated”) of behaviors are determined with careful and thorough assessment and analysis.
New skills are taught to replace or supplement complex behaviors that are not effectively serving the interests, goals or healthy development of the individual.
Functional communication support/learning is an essential component of behavioral programming.
Meaningful skills should be prioritized, including…
Skills that are of importance and value to the learner and the learner’s family.
Pivotal Skills (skills with the potential to break down barriers to mastering new larger skill sets).
Skills that allow the learner to access preferred outcomes and reinforcement more easily and more often.
Skills that have the most potential to promote independence and increased quality of life.
Skills that are taught in natural settings and more easily generalized to “the real world.”
Progress is achieved with practice.
Sessions are scheduled frequently and consistently, as appropriate, so that the learner can experience success and growth through repetition and small, achievable steps.
Learners should experience meaningful progress steps with a pace and approach that fosters enthusiasm and pride in learning and growing.
Analysis is at the core of our work.
Intervention techniques and practices are evidenced-based.
Programming is goal-oriented and systematic.
Progress is evaluated and analyzed routinely with data collection and measurement strategies.
Program changes and modifications are made systematically and with data-based decisions.
