1. Krista Canon, M.A., BCBA
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2. Mission and Philosophy
 Interact Behavior Consulting (IBC) is committed to
creating individualized programs for each child that are
based on the principles of Applied Behavior Analysis
(ABA).
 IBC's mission is to teach our clients the skills needed to
make progress towards independence and to train
family, staff, and educators in the best methods for
supporting the client's needs.
 Small clinician caseloads in order to provide the
optimal level of service for each client.
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3. Programs and Services
 Early Intervention
 Home-based ABA services (adaptive skills)
 Functional Behavior Assessments (FBA)
 Parent education and training
 Consultation to educators and professionals
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4. Comprehensive Program Model
 Initial consultation
 Initial assessment
 Development of program goals
 1:1 sessions
 Staff and parent training/consultation
 On-going assessment
 Team meetings
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5. Assessment Methods
 Norm-referenced/Developmental
 Vineland-II
 Criterion-referenced
 Assessment of Basic Language and Learning Skills (ABLLS)
 Verbal Behavior Milestones Assessment and Placement
Program (VB-Mapp)
 Assessment, Evaluation, and Programming System for Infants
and Children (AEPS®)
 Other
 Parent/caregiver interviews (FAI, FAST, etc.)
 Direct observation (ABC data, frequency, duration, etc.)
 Preference assessments (formal and informal)
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6. Early Intervention:
Curriculum Goals
Addressing skill deficits in these areas:
 Language/Verbal Behavior
 Social Skills
 Play skills
 Pre-academic
 Self-help skills
 Psychosocial development
 Fine & Gross motor skills
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7. Home-based ABA:
Curriculum Goals
Addressing skill deficits in these areas:
 Functional language/Verbal Behavior
 Pro-social Behavior Goals
 Play/social skills
 Self-help skills
 Psychosocial development
 Fine & Gross motor skills
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8. FBA:
Behavior Goals
Reducing behaviors that interfere with learning and social
development:
 Define target behaviors in descriptive, quantifiable
terms
 Predict when behaviors will occur
 Determine why the behaviors are occurring
 Develop behavior support strategies (Behavior Support
Plan)
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9. Parent Training and
Education
 Instruction in basic principles of ABA
 In-vivo training on skill acquisition programs
 Training on Behavior Support Plan components
 General ABA-based strategies on behavior
management
 Frequent meetings as feasible for client family
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10. ABA Teaching Methods
Examples of teaching methodologies used:
 Discrete Trial Training
 Verbal Behavior Analysis
 Fluency Teaching
 Natural Environment Teaching
 Pivotal Response Training
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11. Entrance Criteria
 Age
 Early Intervention: Birth – 3 years old
 Home-based ABA: 3 years old – 18 years old
 FBA: 3 years old – 18 years old
 Developmental disability and delays in the areas of self-help;
receptive and expressive language; learning; mobility; self-
direction; independent living; and economic self-sufficiency
 Parents/caregivers must be able to commit to parent training
sessions
 Additional entrance criteria may be determined by third party
payers (e.g., health insurance)
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12. Exit Criteria
 Age
 Early Intervention: 3 years old
 Home-based ABA: 18 years old
 FBA: 18 years old
 Clients graduate from the program when the treatment
team determines the child and family has made
sufficient progress on instructional and behavioral goals
that result in measurable outcomes
 Additional exit criteria may be determined by third party
payer (e.g., health insurance)
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13. Clinicians
 Behavior Analysts/Clinical Supervisors
 Masters or Doctorate degree in ABA, psychology, special
education or related field
 Board Certified Behavior Analyst
 Program Supervisors
 Masters or Doctorate degree in ABA, psychology, special
education or related field
 2 years minimum in supervisory experience
 Behavior Therapists
 Bachelors degree in ABA, psychology, special education
or related field
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14. Copyright ©2011 All Rights Reserved