At Rhegnumi Consulting we focus on providing services in the home and community settings. In some cases services may be provided in a school setting upon approval by the school.
Services are generally billed through insurance or private pay. We are working to get credentialed with Colorado Medicaid, Cigna, Aetna and Blue Cross Blue Shield.
Skills Addressed in Applied Behavioral Analysis
Our team addressed a wide range of skills to help your child and your family. Programs are created based on individualized evaluations of your child’s needs. All interventions are based on the field of research and are targeted to address your child’s specific goals. Teaching new skills will primarily occur in the natural environment or structured work sessions. The following is a list of potential skills but is not exhaustive to what can be addressed in ABA.
Communication Skills:
- Mand Training (Requesting)
- Picture Exchange Communication System (PECS)
- Vocal Speech
- Conversational Language
- Commenting
- Taking turns in conversations
- Remaining on Topic
- Decrease behaviors of concern by teaching functional language skills and teaching replacement language.
Play Skills:
- Functional Play and Cause and effect play with toys
- Pretend/Imaginative Play
- Cooperative Play
- Sharing toys/items
Adaptive Skills:
- Self-care: brushing teeth and hair, getting dressed, bathing, etc.
- Transitioning between activities
- Completing chores or adult directed tasks
- Potty training
Social Skills Training:
- One-On-One settings
- Play Dates – Facilitated Peer Play
- Promoting family engagement during leisure activities
Assessments and Documents in Applied Behavioral Analysis
Functional Behavior Assessment: Functional Behavior Analysis (FBA) is an attempt to determine what function a behavior may be serving for a child. We work to look beyond the outward appearance of the behavior and attempt to gain an understanding on “why” they are engaging in that behavior. The primary functions of behaviors are to gain access to something or get away from something. A functional behavior assessment takes many hours and should not be rushed. It begins with interviewing all parties that may have any experience with the individual. This information is then utilized to observe the individual at times when they may engage in behaviors of concern but also when they are compliant and engaged. The assessor will take data on the antecedents (what happens before the behavior) and consequences (what happens after the behaviors) to analyze the settings and environments in which the behavior occurs and does not occur. After this process is complete the assessor will create a hypothesis for each behavior and situation in which the behaviors were observed.
Behavior Intervention Plan: A Behavior Intervention Plan (BIP) takes the information gained from the FBA and turns them into a plan of action for managing a child’s behavior. A BIP will include ways to change the environment to reduce the need for the individual to engage in behaviors of concern. The plan will also give details on how to reinforce replacement behaviors, so the individual has a more socially appropriate way to get their needs met. The plan will also give strategies for how to respond to the individual when/if they do engage in behaviors of concern. The BIP is a fluid document that should be updated as behaviors change, and the individual makes progress on goals.
Skill Assessments: The following assessment may be used to develop an understanding of the client’s current level of functioning and help develop appropriate goals and replacement behaviors to make meaningful changes. These are not used to make a diagnosis.
Verbal Behavior-Milestones Assessment Placement Program (VB-MAPP)
Assessment of Basic Language and Learning – Revised (ABLLS-R)
Assessment of Functional Living Skills (AFLS)
PEAK Relational Training
Early Start Denver Model (ESDM)
Essential for Daily Living (EFDL)
Individualized Treatment Plan (ITP): An ITP is developed based on the results of the skills assessment and interviews with caregivers and teachers. The ITP will include goals and objectives based on the skills prioritized for therapy. We utilize Rethink to collect baseline data on the goals and gain a better understanding of the individual’s performance in the identified domains. Interventions will be developed based on the data and will be modified as intervention is provided, and the data is analyzed to determine if the interventions are effective.
Parent Training: Parent training is our primary means of intervention as we do not hire technicians to work with our clients. Parents are expected to be directly involved in their child’s programming. The BCBA will ensure that the parents are trained in all interventions and will provide modeling and support for the family to learn how to meet the individual’s needs.
School Supports in Applied Behavioral Analysis
- Functional Behavior Assessments (FBA) and Behavior Intervention Plan (BIP) development for specific students
- Staff training: help to collaborate with teachers and professionals to accomplish individualized behavior goals for specific students.
- Training Opportunities: school wide workshops on classroom management and behavior supports.
- Individualized Education Plan (IEP) review and support in creating, implementing and monitoring progress.