Our Approach

Our approach features a positive and systematic, yet flexible approach to Applied Behavior Analysis (ABA) for autism intervention. Creative and accommodating, our treatments are tailored to address each child’s unique abilities. We serve clients ages birth to 18 years old. Our teaching strategies are natural and motivating, so that skills will become independent and organically reinforcing.   

Additionally, our treatment approach encourages active collaboration with the parents throughout the program. We believe that having continuous ongoing communication between parents and therapists is important to monitor progress, encourage generalization of skills and thus achieve the best outcomes for your child.

Assessment and Treatment Planning 

At GSBC, all services begin with a comprehensive assessment by a Board Certified Behavior Analyst (BCBA). The assessment captures specific levels of behavior at a baseline to be used in the establishment of treatment goals. We then develop a carefully constructed, individualized and detailed behavior-analytic treatment plan. Our therapists follow that plan with ongoing and frequent direct assessment, analysis, and adjustments from our Behavior Analyst based on a child’s progress as determined by observations and data analysis. 

The purpose of assessments is to obtain a comprehensive profile of a child’s development, including behavioral, cognitive, visual skills, communication, motor, social, play and daily living skills.  

A BCBA conducts the assessment to learn more about your child’s skills.  Assessment tools may include but are not limited to: 

•  EarlyStart Denver Model Checklist 
•  VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program)
•  ABLLS-R  (Assessment of Basic Language and Learning Skills Revised)  
•  VinelandIII Adaptive Behavior Scales  
•  FunctionalAnalysis and Functional Assessments 
•  SSIS (Social Skills Improvement System)  
•  IGLR (Inventory of Good Learner Repertoires) 

Intensive Early Intervention Clinic Program  

The ultimate goal of this program is to build a solid foundation of critical skills that will prepare our early learners for lifelong learning.  At our Intensive Early Intervention Program, you will find a fun and motivating learning environment focused on teaching children the necessary skills to transition to preschool or kindergarten. Within our scheduled day, activities are child-led and play-based to motivate learning within the natural environment.  BCBAs work closely with the therapists and parents/caregivers to develop a solid foundation of skills.  Our objective is to have each child believe they are playing when therapy is the true focus. 

Key Components of Our Program:  

• Children can begin services as early as they are diagnosed with ASD and continue in IEIP until they begin school, typically age 1-6 years old  
• We utilize the Early Start Denver Model Checklist to determine treatment intensity, goals, and placement 
• Hours of treatment typically range from 14-35 hours per week 
• Children are staffed in a 1:1 ratio with a trained Behavior Technician 
• The schedule includes a mix of individual and group instruction times 
• Children are placed in leveled classrooms based on skills assessment outcomes  
• Self-regulation skills are included in the programming for all children.  
• Our clinic day is structured to mimic a typical pre-school classroom and associated routines  
• BCBAs are ALWAYS on-site to offer assistance, guidance and supervision throughout the day 
• Each week is highlighted by unique theme-based activities to encourage learning through fun activities like circle time, story time, music and movement, and arts and crafts  
• While our program has a whole child focus, we place a strong emphasis on play skills, verbal and nonverbal communication, personal independence and social skills  
• If needed, toilet training is provided using a systematic approach 
• Food expansion and behavioral feeding protocols are also incorporated as needed

Our Classrooms  

Our early intervention program has four classrooms designed to focus the level of teaching to the skill level of the child.  Children are placed according to their assessment outcomes for play skills, verbal and nonverbal communication, and social skills.  Each child’s pace of advancement through the program/classrooms is determined by their own rate of acquisition and skill development.     

In our Discovery Zone, the children begin to discover the world around them by increasing early communication, social connections, and play skills.  The children in our Explorer’s Club are exploring their use of language and playing alongside their peers.  As children advance to Adventure Alley, they develop imaginative play with peers and communicate using detailed language.  Our Voyager’s classroom is the final stop before children advance to school or other community settings.  In the Voyager’s classroom, children focus on increasing their communication, cooperative play, developing independence and school-readiness skills.     

Session Times: 

   AM Sessions: 8:30am—12:00pm 

   PM Sessions: 12:00pm—3:30pm  

    Full Day Sessions: 8:30am—3:30pm 

ABA Therapy   

For those children between the ages of 6 and 18, ABA therapy can be beneficial and offer continued support and skill development that will enable children to gain necessary skills to increase independence in home, school, and community settings.  

• An assessment is conducted to determine your child’s areas of strengths and weaknesses across a number of skill domains including but not limited to:  communication, social skills, self-regulation, executive functioning, personal independence skills, leisure skills and behavioral excesses.  
• A treatment plan is then developed that outlines your child’s strengths and deficits and identifies goals for skill acquisition and behavior reduction.  
• Hours recommendations typically range from 6-10 hours.  Sessions are typically scheduled in 2-hour increments and are conducted within the clinic, home or community setting as deemed appropriate to each client and the skills being addressed.  

Parent/Caregiver Training & Coaching  

At GSBC,  we believe that the level of parent involvement is key to a child’s success therefore we put a strong emphasis on parent training.  Our BCBAs conduct weekly or biweekly training with each child’s parent/caregiver(s) based on program intensity. Our behavior analysts educate parents about the principles of ABA, specific interventions being used with their child, and address additional parent concerns and goals as needed or requested.  With the knowledge gained through training, parents/caregivers can extend the BENEFITS of therapy beyond the clinic and into all areas of the child’s life.  Thus, further benefitting the child and the family.

Behavioral Feeding   

Children with ASD have a tendency to develop restrictive behaviors.  Feeding is one area that is frequently impacted.  Children may be restrictive in the amount and types of foods they will eat or refuse solid foods altogether.  Those who engage in food refusal may also exhibit problem behaviors at meal time such as swiping or throwing foods, choking, gagging, vomiting, crying,  and tantrums that disrupt mealtime for the entire family.  If these issues have been determined to be “behavioral” and not the result of a physical impairment or other medically indicated cause, our approach to treatment includes direct feeding support at mealtimes, parent training, and systematic intervention that allows parents to focus on step-by-step goals.  The goal of treatment is to decrease inappropriate behaviors at meal times and expand the texture and variety of foods accepted by the child. 

Coordination of Care   

Children learn from their environment and models within.  When children begin to build skills within therapy and start attending pre-school, community settings, or other therapies, we coordinate with the service provider or teacher to ensure skills learned in therapy are generalized.  When your child starts school, we provide support in IEP planning and meetings.