Vista Behavior Consulting provides a variety of services in applied behavior analysis. All services are based on ABA research.
Vista Behavior Consulting contracts with local regional centers to provide intensive early intervention services for young children with autism and other developmental disabilities. Research has been conducted clearly demonstrating that ABA services help children with autism achieve significant progress in their communication and social skills and their ability to continue their skill development in natural settings.
1:1 services are provided in the home or community settings by staff with experience in working with young children. A licensed preschool is available for site-based services and additional child care. All staff are supervised by a Board Certified Behavior Analyst.
Each infant development program is individualized to meet the specific needs of each child, often with the focus of increasing the child’s cumulative utterances, imitation skills, play skills, self-help skills, and other deficit areas. Some intervention procedures include discrete trial training, pivotal response training, functional communication training, incidental teaching, and planned activities training. Visual support strategies might also be utilized when appropriate. Vista staff record data on the child's progress and completes regular progress reports detailing the child's progress and necessary program revisions. Vista also regularly meets with the family to facilitate the child's continued progress across all settings.
(36 MONTHS AND UP)
Vista Behavior Consulting contracts with local regional centers and school districts to provide in-home behavior services for children 3 years of age and older. Services are typically provided in the home and/or community settings. A licensed preschool for children ages 2-6 are also available for site-based services. All staff have received hands-on and classroom training in ABA interventions and are supervised by a Board Certified Behavior Analyst.
In order to adequately assess the needs of the child, an initial assessment is typically completed. During the assessment process, staff begin by reviewing the student's cumulative file and all relevant previous assessments and reports. Staff then observe the child in a variety of settings such as school, home, and the community and during several different activities to assess the student’s skills in each setting. Interviews with parents, classroom staff, and other service providers are also conducted as part of the assessment process. Staff then complete a checklist of skills with the student and ask the family to complete the remainder of the checklist. All the information is then compiled and summarized in a comprehensive assessment report that includes the child’s current level of functioning in each major skill area (e.g. language & communication, academics, gross motor, fine motor, self-help skills). Staff then create individual goals providing detail on the child's current level of functioning and specific goals to address deficits. The assessment report then makes a clear recommendation regarding the level of and type of service recommended to facilitate the student in meeting the specified goals.
The programs are then designed to meet the specific needs of each child with a focus on developmentally appropriate skills. The services address the child's communication, social, self-help, and academic skills. Some skills that might be addressed include increasing the child’s cumulative utterances and functional communication, increasing the child's ability to follow directions and transition to different activities, improving self-help skills such as toileting and dressing, and improving the child's interactions with his siblings and other peers. The in-home behavior services would also focus on goals that are part of a child's IFSP or IEP.
Family members are encouraged to participate in the in-home services so that the child's skills generalize across people, places, and activities. A Board Certified Behavior Analyst provides supervision and consultation to the family. The family members and the BCBA meet on a regular basis to discuss the child's progress, the need for changes in intervention procedures, and to identify ways in which the family members can address the target behaviors.
The behavior specialists from Vista Behavior Consulting provide 1:1 assistance to students with disabilities in general education pre-schools and classrooms. The primary goals of this service are to provide each student with the amount and type of support they need while continuing to build independence and maximizing their ability to learn in a full inclusion setting. Staff work with the assigned student to facilitate their progress on IEP goals, participation in classroom assignments and activities and the development of social skills and friendships. A variety of strategies might be used to facilitate the child’s participation in the classroom including minimal prompting, Planned Activities Training (P.A.T.), and peer modeling/peer support. The staff work closely with the classroom teacher to increase the child’s ability to follow the classroom routine and to facilitate the child’s independence during the school day. Staff also work with teachers, resource specialists, speech therapists, and other professionals to individualize the student’s curriculum while facilitating their inclusion. Vista collaborates with the school team to improve communication with families to ensure consistency across settings.
Vista Behavior Consulting also provides 1:1 behavior support to children in special education settings. Vista staff utilize techniques in applied behavior analysis to facilitate the child’s participation and learning in the classroom environment. Staff work with the assigned student to facilitate their progress on IEP goals, to promote participation in classroom assignments and activities, to increase independence, and to assist in the development of social skills and friendships. A variety of strategies might be used to facilitate the child’s development of skills in the classroom including minimal prompting, Planned Activities Training (P.A.T.), and peer modeling/peer support. The staff work closely with the classroom teacher to increase the child’s ability to follow the classroom routine. Staff also work closely with teachers, resource specialists, speech therapists, and other professionals to individualize the student’s curriculum. Vista collaborates with the school team to improve communication with families to ensure consistency from school to home.
Program supervisors and consultants at Vista are experienced in conducting functional behavior assessments and designing behavior intervention plans for students who demonstrate significant challenging behaviors. Vista conducts a functional behavior assessment by first reviewing the student's cumulative file and all relevant previous assessments and reports. Extensive interviews with relevant individuals such as family members, school staff, and service providers to obtain information about the child’s behavioral excesses and deficits in a variety of settings and with different people. Vista then conducts observations of the student in various settings during various activities, with a variety of individuals. Vista then completes a checklist of skills with the student and ask the family to complete the remainder of the checklist. All the information is then included in a comprehensive assessment report and utilized to design an individualized positive behavior intervention plan.
The positive behavior intervention plan includes several components. First, it includes an environmental analysis and provide suggestions for environmental manipulations in the classroom or home settings that might help to prevent the onset of challenging behaviors. Proactive strategies for preventing challenging behaviors are also included in the positive behavior intervention plan along with suggestions for increasing replacement behaviors. Building replacement skills decreases the likelihood of continuing challenging behaviors. Finally, the plan includes procedures for addressing the challenging behaviors when they do occur. Recommended behavior goals and objectives and recommendations for an intervention program are included in the functional analysis assessment.
Vista Behavior Consulting provides consultation to school district personnel regarding the implementation of individualized programs in applied behavior analysis. Programs are designed after a thorough ABA assessment. This consultation is provided for students in early intensive ABA programs, inclusive classrooms, special day classes, and for students who have positive behavior intervention programs. Consultants collaborate with the child’s entire IEP team to maximize the effectiveness of the child’s educational programs.
Vista staff also provide training and workshops to parents and district staff. The staff conducting the parent trainings are Board Certified Behavior Analysts with numerous years of experience in working with children with developmental disabilities.
Vista is currently contracted with local regional centers to conduct individualized parent training services. The parent trainings are provided after a thorough functional behavior assessment has been conducted with recommendations based on the needs of the child and the family.
Vista is also contracted with school districts to provide trainings and workshops to district staff. Some training topics include: basics of applied behavior analysis, inclusive education, autism, intensive early ABA programs, discrete trial training, early childhood development, child interaction skills, incidental teaching and other naturalistic teaching strategies, task analysis training, self-help skills, toilet training, social skill understanding, prevention of challenging behaviors and establishing replacement behaviors, understanding the special education system including individual education plans and development of IEP goals, and data collection.