Our Intervention Approach
What is Applied Behaviour Analysis (ABA)?
All our programmes use the principles of Applied Behaviour Analysis (ABA). ABA is a science devoted to the understanding and improvement of human behaviour.
Its central focus is on behaviour that is important to individuals, groups, or communities, enabling them to lead more fulfilling lives.
A research-based provision
Our programme is based on the work of Dr O. Ivar Lovaas through more than 40 years of scientific research conducted at University of California, in Los Angeles (UCLA). The programme utilises the principles of Applied Behaviour Analysis (ABA) and comprises of specific teaching techniques developed through extensive research. We have also conducted our own outcome research, more information can be found on our research page.
How does the programme work?
Our comprehensive teaching curriculum addresses all skill areas in deficit, including:
- speech and language;
- play and social skills;
- and self-help and independent living skills.
Teaching is conducted in a systematic manner, breaking down tasks into manageable components. The intervention is structured so that positive, appropriate behaviours such as play, language and socialisation are maximised through prompting and positive reinforcement.
This involves shaping behaviour through reinforcement of successive approximations:
- If you get a positive reaction after you perform a behaviour, you will be more likely to repeat the behaviour again: this is the principle of reinforcement.
- The individual’s motivation to participate in the learning process is key in our behavioural interventions.
- Prompting new skills and then systematically fading prompts until the individual responds independently.
- Creating a teaching environment that maximises a child’s success and minimises failure.
Excessive inappropriate behaviours are reduced through redirection, and alternate more socially acceptable forms of behaviour are taught. Teaching is conducted primarily in the child's home, with gradual integration into mainstream school placements.
Through early intervention, a sizeable minority of children with autism, other pervasive developmental disorders and related developmental disorders have been able to achieve normal educational and intellectual functioning by seven years of age. These children have been mainstreamed into regular classrooms, and have advanced successfully through the school system without additional assistance. Look at our research page for more information.
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