ABA therapy focuses on to increase desirable behavior and minimize unwanted or problem behaviors in the natural environment. ABA therapy programs are comprehensive and cover a variety of areas the child needs to be successful. These areas include language skills, communication skills, cognitive skills, social skills, self-help/daily living skills, motor skills, and play/leisure skills. The overall goal is to teach your child to learn how to learn!
Our regular therapy sessions are for 1.5 hours daily (Monday to Friday). We also provide 1 hour clinical therapy sessions for school goers & high functioning kids, who doesn’t need intensive therapy. Clinical sessions are after 5 pm.
You can either consult us at our centre for admission or call us at 9036457096/8147946115
Every kid who joins Be Change centre receives an Individualized Education Program (IEP). Once the assessment is completed, the IEP is created based on the assessment report.
It defines the child’s learning needs for the upcoming term. IEP will be updated periodically and as per the kids progress.
Yes Definitely, As Be Change Centre’s prime goal is parent’s involvement, All documents and data related to the kid will be shared with the parents. We encourage the parents to work with the kid at home using our IEP.
We provide intensive ABA Therapy to individuals with autism, in a safe, kind, encouraging environment. You can find our full list of programs here:
One on one ABA Therapy
- Social Skills Group
- Sports and Yoga Group
- Swimming Classes
- School Readiness Program
Be Change Centre is unique for many reasons, but mostly because of our high quality of care. We provide a place where individuals with autism learn to live in the world and families learn they are not alone. We operate with a “family first” philosophy — we view parents as our partners and an integral part of the team. By permitting parents in the session rooms, we have complete transparency of our sessions and nothing is done behind doors. We are one among the very few centres that allow parents in the session room.
In addition, All our therapist’s are experienced and possess a Masters degree in Psychology or related fields. we do not hire any freshers to our team so that the highest standard is maintained across all the therapist.
Yet another highlight of Be Change centre is that we have individualized room for every kid.
Be Change Behavior Therapists who work with your child will document data throughout the day so his or her progress can be assessed. This information is reviewed with the family during parent meetings and training sessions. It is a priority at Be Change Centre that parents remain informed regarding their child’s therapy and care. The skills mastered in every quarter will be graphed as well as the entire skill list of the child will be recorded in a binder(file).
An ABA session is typically a high energy interaction between the client and the therapist.
ABA sessions include some discrete trial work which might occur at the table, lots of positive reinforcement using whatever is motivating for the child: praise, tickles, hugs, high-fives, opportunities to play, sometimes edibles. Often there will be a mix of tasks that the therapist is practicing in order to assure that there is focus and mastery vs. rote repetition or boredom.
In order to be successful, the therapist must develop the rapport with the client. A process of pairing with reinforcement will take place during a portion of the session. Generalization is very important for children with autism as well. A portion of the session will be spent in the natural environment, away from the table, doing incidental teaching of skills. If the child doesn’t like the therapist, he or she won’t do what the therapist directs them to do, so establishing that relationship is a critical first step.
ABA does not require “table time”.Good ABA therapists follow a child’s motivation in order to develop and shape behaviors effectively. If the child is motivated on the floor, that may be where therapy begins. To develop highly functional skills over time, it may be helpful to build the ability to work at the table and attention to task at the table can be developed over time.
ABA therapy stresses receptive, and expressive language skills by working on structured programs to measure vocabulary and expand capabilities in matching features and functions.
ABA goes beyond what a speech therapist does by mixing language programs with play programs, academic programs, motor skills, and activities of daily living such as toileting. ABA teaches all of the verbal operants or functional units of language as described by Skinner in his book Verbal Behavior.
When these units of language are systematically taught using principles of ABA, a child with autism benefits through an increase in receptive and expressive language, including communication, or requesting.
The way to ensure that children don’t respond robotically is to work on the child being able to perform the skills in a generalized setting away from the table with a variety of people, in a natural way. This is done through incidental teaching in the natural environment (around the house, outside, in the community). Incidental teaching structures and sequences educational objectives so that they occur within ongoing, typical activities. Incidental teaching also takes advantage of student interests and motivation.
Neuro-typical kids often expand their capabilities by following the lead of their peers or adults. Children on the autism spectrum need to “learn how to learn”. Imitation can be one of the most efficient and effective ways of building skills. Once a child picks up imitation as a core skill, they can build other skills more quickly.
Matching is one of the brains core skills for analyzing information. When children can identify which things “fit” with other things, they have a pre-requisite for other things such as sorting and counting which can eventually lead to higher executive functions.
ABA assists in developing social interaction skills when working on programs related to turn-taking, conversation and other skills that neuro-typical kids may pick up naturally. By identifying those individual areas where a child on the spectrum has deficits and building the developmental skills using ABA, social skills can be remediated.
All behavior is reinforced positively or negatively by what happens after the behavior. By using reinforcers such as praise, access to toys, or allowing preferred activities, you have the ability to influence your child’s behavior in ways that provide you with more control and help your child develop more self control over their behavior.
ABA is a Reinforcement based science. It is within human nature to be motivated by foreseeable things that will help us achieve certain goals, and children are no different when it comes to this. Reinforcement encourages positive behavior and promotes frequency in a child practicing good behavior in the future. The fact that Reinforcement is defined as occurring after a behavior shows that the terms “Bribe” and “Reinforcement” are not synonymous. Bribes involve saying to someone, “If you do this, I will give you this.” Bribes are dependent on negotiation before the behavior occurs. Since Reinforcement occurs only after a behavior is completed, they are not one and the same. In fact, most ABA programs teach that the use of “If, Then,” statements are often contrary to good teaching. ABA focuses on identifying strong motivational things in order to help children engage in the program and there are no limits as to what reinforcers can be.
Yes! ABA is a science that was theorized and developed long before there was any thought of applying it to Autism Spectrum Disorder. ABA is used to help all kinds of people overcome all kinds of social and behavioral problems, such as quitting smoking, personality disorders, relationship counseling, obsessive compulsive disorders, and many other common human issues. Behavioral principles only began being used for children with autism in the late 1960’s and 1970’s.
Our programs are very flexible and customized to suit individual needs. When designing a program, we look at factors such as your child’s age, language ability and existent skills. We treat both high and low functioning children, of which some are non-verbal. We can incorporate practices instructed by other professionals into the program, e.g oral exercises instructed by your child’s speech therapist.
- Tantrum behavior
- Play and leisure skills
- Imitation skills
- Attending skills
- Functional communication skills
- Social communication deficits
- Adaptive living / self-help skills
- Personal safety
- Independence in daily routines
- Decreasing stereotype
- Community inclusion
Simply stated: The earlier, the better.
Plenty of clinical research has demonstrated that children who start ABA therapy as early as possible (~2 years old) make the most significant improvements in their areas of deficit. In fact, children who received early intensive ABA therapy progressed to the point of being virtually indistinguishable from their neurotypical peers.