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General
Information

Child at Psychologist

Applied Behavior Analysis
(ABA)

A scientific approach used to understand and improve human behavior. It involves analyzing, designing, and evaluating changes in the environment to make meaningful behavioral changes. ABA relies on observing and measuring how behavior interacts with the environment. By altering environmental factors, like what happens before and after a behavior, ABA aims to bring about practical and significant changes in behavior.

ABA recognizes that behavior is influenced by both past and current environmental factors, as well as genetic and physiological factors.

There are two main types of interventions in ABA:

  • Comprehensive Treatment Models (CTMs): These involve a broad set of practices aimed at addressing core challenges in Autism Spectrum Disorder (ASD). CTMs target wide-ranging developmental and learning goals.

  • Focused Intervention Practices: These are designed to target specific skills or goals for a student with ASD. They are more narrowly focused, have clearly defined objectives, and typically occur over a shorter time frame compared to CTMs.

At FoundArt

Child Playing

We adhere to guidelines from the BACB, along with relevant research, literature, and insurance requirements. Each case is reviewed individually to create a tailored treatment plan. Based on recommendations from our supervising analyst, clients may become students at our center.

Our center offers focused intervention, where RBTs, BCaBAs, and BCBAs use our resources to work with students one-on-one or in groups. We implement ABA techniques through activities like dance, visual arts, and music, promoting both individual skill development and social interaction.

We design our activities to teach valuable skills such as fine motor abilities, patience, task focus, and reducing maladaptive behaviors. Our approach aims to make ABA interventions both effective and enjoyable.

Diagnosis

Child in Air Yoga
Distance Learning

Autism Spectrum Disorder (ASD) is characterized by two main features:

  • Difficulties in Social Communication: This includes challenges with social interactions, understanding non-verbal cues, and forming relationships.

  • Restricted or Repetitive Behaviors and Interests: This can involve repetitive movements or speech, strict adherence to routines, and intense focus on specific interests.

The DSM-5 does not specify the severity of ASD but instead describes the level of support an individual needs. Additionally, the DSM-5 allows for the diagnosis of co-occurring conditions, such as intellectual disability or attention deficit hyperactivity disorder (ADHD), alongside ASD. In contrast, the DSM-IV did not permit such overlapping diagnoses.

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Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopment disorder that typically starts in childhood and can continue into adulthood. Children with ADHD may struggle with paying attention, controlling impulsive behaviors, and may be excessively active. While it’s normal for children to occasionally have difficulty focusing or behaving, those with ADHD experience these challenges persistently and severely. This can lead to problems at school, at home, or with friends.

ADHD is categorized into three types:

  • Predominantly Inattentive Presentation: Difficulty focusing and following instructions.

  • Predominantly Hyperactive-Impulsive Presentation: Excessive activity and impulsive actions.

  • Combined Presentation: A mix of inattentive, hyperactive, and impulsive symptoms.

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We also accept and address other diagnoses related to behavioral concerns.

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