• The Clinical Team - Intensive treatment and educational programs are designed and monitored by The Clinical Team and delivered primarily by Instructional Assistants. Therapy time is gradually increased and basic learning repertoires established.

• Basic Framework for Treatment - Involves intensive treatment primarily delivered by Instructional Assistants with strong participation by the Clinical Team. Therapy time is gradually increased and basic learning repertoires established
  

• Goals and Objectives - Each child is assessed and directly observed in a variety of situations. Goals and objectives are written for each domain, individualized for each child, and updated quarterly.
  

• Curriculum - We use multiple curricular and instructional resources. Applied Behavior Analysis is integrated with speech and language therapy methodologies. In addition, programs reflect current research findings and evidence-based teaching programs education, early intervention, developmental, and cognitive psychology to promote play, social, and academic progress.

• Parent Training and Involvement - Parents play critical roles in furthering the effects of treatment. They do this, in part, by implementing components of treatment outside therapy hours. In order to effectively extend treatment, parents are expected to participate in the staffings for their child as well as any scheduled agency-wide workshops and trainings.
  

• Generalization and Maintenance - When and wherever possible we use naturalistic settings, peers, siblings and self-management procedures to help promote behavior generalization and maintenance.
  

• Modifications to the Intervention Plan - Direct observation data reflecting the individual child's behavior rate of progress, etc., are collected and reviewed on a frequent basis in order to make rapid changes to the child's program.

• Measuring the Effectiveness of Treatment - There are multiple ways to measure the effects of intensive behavioral intervention for each child.

  Progress in meeting goals and objectives at the level of the individual child is reported to parents and funding agencies quarterly. These reviews are based on data largely collected through direct observation data collection methods such as event recording, time sampling, etc. Mastery of the 10-16 targeted domains is characterized by percentage of goals and objectives met within each domain. In addition, normative data, describing the age at which children typically demonstrate these skills allows members of the team to evaluate each child’s response to intervention.

  In addition, scores from annual testing by independent evaluators using standardized measures of cognitive functioning, language development, adaptive skills add to this body of information. In some areas, the independent evaluators are under contract to the regional center to provide this testing as part of placement in an intervention proram. In other cases, school personnel will conduct the testing. In some cases, families will need to access these services through private practitioners or centers such as the U.C. Davis M.I.N.D. Institute. See also “Outcome data” under “Research”.

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