Applied behavior analysis (ABA) guides our interventions and services. Click here for more information on ABA. Our programs are provided in the home, community, school, and or virtual setting. When a caregiver and learner consents to participate in our serves, we employ strategies supported by research, designed to be effective for the learner, and appropriate to the skill or behavior goal. Individualized goals and objectives for our Treatment, Instructional, and Training / Coaching plans are collaboratively adopted. These plans for services are based on the learner’s needs, assessment, and ongoing observation and evaluation. Our commitment to respect the values regarding service delivery approaches of those we serve is paramount; when participants elect our services, our plans are collaboratively adopted.
Enrichment Programs are educational and or recreational activities.
Training and Coaching Programs use ABA strategies and other research-supported training and coaching methods. Example approaches: behavior skills training, competency-based learning, arranging environments to support desired goals (e.g., performance management), measuring meaningful outcomes and results (desired results achieved), and ACTraining.
Instructional Programs use ABA strategies, are informed by an understanding of learning outcomes and instructional design, and embody characteristics of explicit instruction (e,.g., Direct Instruction curricula).
Treatment Programs are designed according to the learner’s needs. Treatment Plans use a combination of research-based strategies that effectively address skill acquisition and reduction of concerning behaviors based on principles of learning, behavior, and motivation. The individual’s learning and performance progress is regularly evaluated for efficacy and modified accordingly. Our commitment to respect our individual’s and caregiver’s values about service delivery approaches is paramount.
Approaches and methods Tikvah Center may use include:
Explicit instruction / Direct Instruction (DI)
This includes curricula or teaching materials that employ Direct Instruction or explicit instruction (Archer & Hughes, 2011; Knight, 2012, Engelmann & Carnine, 1991; Johnson, Street, Kieta, & Robbins, 2021; Maloney, Brearly, & Preece, 2003) or individualized instructional lessons based on an understanding of learning outcomes and instructional design (Tieman & Markle, 1983; Markle, 1990, respectively), and embodies characteristics of explicit instruction.
Precision Teaching and Fluency-based Instruction (PT/FBI)
This focuses on pinpointing the specific target behavior and context to teach a skill so that ultimately the individual performs a skill correctly and fluently (high rate of responses.
Acceptance and Commitment Training (ACTraining)
ACTraining is a behavior analytic approach to help individuals who engage in problematic verbal behavior leading to behavioral rigidity and demonstrate insensitivity to socially significant contingencies. ACTraining is used by adapting existing ACT methods within ABA interventions and plans and or by creating individualized ACTraining interventions. The overarching goal is to strengthen behavioral flexibility (referred to as psychological flexibility in Acceptance Commitment Therapy), which is attending to, observing, contacting, or making room for the present moment. Behavioral flexibility involves six skillful behavioral repertoires that support one another (i.e., acceptance, defusion, present moment attending, self-as-context, values, and committed action) (Tarbox, Szabo, & Aclan, 2020). One example of ACTraining used is behavioral parent training (Gould, Tarbox, & Coyne, 2018). [Note: ACTraining is not intended to be psychotherapy.]
Caregiver Training & Coaching / Parent-Implemented Instruction
Goal Setting / Self-Monitoring / Self-Management
Peer-Mediated Instruction and Intervention
Behavior Intervention Plan/Behavior Support Plan (BIP/BSP)
These are detailed plans which include a description of behavior of concern(s) or problem behavior(s) and empirically-supported proactive and/or reactive strategies to address the behavior of concern and teach pertinent contextually appropriate replacement behaviors (e.g. functional communication training, non-contingent reinforcement, differential reinforcement of incompatible behaviors)
Discrete Trial Training (DTT)
This is an instructional approach used to teach target skill in a highly specified and structured manner, using repeated trials, or instructional opportunities. Known or mastered skills are gradually introduced into subsequent trials.
Intensive Teaching Trials (ITT)
In this approach, target skills are taught in a highly specified and structured manner facilitating a high number of training trials. ITT incorporates errorless teaching, mixing and varying, pairing, variable ratio schedules of immediate reinforcement, short delays in-between trials, and the use of Skinner’s analysis of verbal behavior to guide instruction and goal selection.
Natural Environment Training (NET) and Incidental Teaching (IT)
Natural Environment Teaching presents a target skill in the natural environment and in a manner most resembling the natural context in which the skill would be utilized. Typically this is done in play and uses contextually-appropriate reinforcers whenever possible. NET focuses on the learner’s immediate interests and activities.
In Incidental Teaching, a target skill is taught by capturing a teaching trial in a naturally unplanned opportunity.
Pivotal Response Training (PRT)
In a Pivotal Response Training session, learning trials are presented within a naturalistic procedure that includes a learner’s choice, task variation, interspersing known and unknown tasks, reinforcing attempts (i.e. shaping), and the use of contextually-appropriate reinforcers. Targets selected are based on pivotal areas in an early learner’s development (e.g. motivation, responsively to multiple cues, and social initiations).
