Giggles Therapy

Teaching Methods
Classrooms are set up to facilitate maximum opportunities for learning.

* We offer a print-rich environment to promote the development of language and reading skills
* Principles of Applied Behavior Analysis and Verbal Behavior are used daily to encourage learning in        
all areas
* New skills are taught in discrete trial format both in one-on-one therapy and in the classroom
* Generalization is facilitated across environments and instructors and opportunities for naturalistic
teaching are also utilized
* Once skills are acquired, they are maintained and built upon to promote retention
* Skills required for learning, such as receptive language and attention to task are constantly focused on

* New skills are taught with a rich schedule of reinforcement
* Desired behaviors are always reinforced
* Differential reinforcement, largely in the mode of redirection, is our primary method of management of
inappropriate behaviors.
* We reinforce desired behaviors and ignore inappropriate behaviors
* We provide desired behavior alternatives that are incompatible with the undesired behaviors
* Chaining and backwards chaining procedures are used to teach complex skills that must be performed
in sequence
* Skills required for learning, such as receptive language and attention to task are constantly focused on
* Shaping procedures are also used

Assessments

Giggles Therapy uses the ABLLS-R Assessment to determine each child’s skill level.   This assessment
is conducted three times during the school year: once at the beginning of the school year, once after the winter holiday break, and once at the end of the year.

Preference assessments are conducted regularly to ensure reinforcer effectiveness.

Development of Goals
Goals are recommended for each child by Giggles staff based on the results of the ABLLS assessment.   
In addition, Giggles meets with parents to determine their goals for their child and what skills must be
acquired in order to achieve those goals. All aspects of the child’s development are considered. Giggles
also request copies of each child’s IEP goals (if he/she is enrolled in school).

Every child with special needs is encouraged to be an active participant in all of their environments and in
the community-at-large. To promote appropriate social skills development:

* Children are given structured opportunities to interact with each other as well as staff members
* Opportunities for practice of appropriate greetings are facilitated multiple times throughout each day
* Children learn to take turns, request desired activities, take “no” for an answer, follow directions, deal
with anger and frustration, accept consequences for their actions, transition to new activities, join activities
already in progress, and go on community outings
* Opportunities for pretend/dramatic play are given as well

At Giggles, we also work on the development of independent, parallel, and interactive play skills.

Daily living and leisure skills are important to the overall happiness and well-being of each child.

At Giggles, we work on:

* Self-help skills such as eating and dressing, as well as independent toileting
* We also encourage the development of leisure activities and provide opportunities for the learning of
skills associated with those activities
* Children work on computer skills, fine motor activities such as puzzles, coloring, building with blocks, and
reading for pleasure, as well as a variety of other activities individualized to each child’s interests
* Activity schedules are also used to facilitate independence for each child