| 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). 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 Behavior Management Our team uses the principles of applied behavior analysis to promote increases in desired behaviors. * 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 Social Skills 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 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 Therapy One-on-one behavior therapy is provided as part of every child’s program who is enrolled full or part time at Giggles. * Additional therapy may also be available * Therapy may be provided independent of other services at Giggles as well * Therapists are trained in the principles of applied behavior analysis and verbal behavior * Discrete trial methods are used along with opportunities for instruction and generalization in the natural environment * The environment is contrived to provide maximum opportunities for practice in the development of skills * Therapist focus on goals set for each individual child in the intensive setting of one-on-one therapy as well as promote generalization by assisting the child in participation in the classroom environment |
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