We emphasize a positive and systematic approach to teaching functional skills and reducing behavior problems. We emphasize creativity and flexibility, capitalizing on the resources available for each individual child. While we have found certain teaching techniques to be consistently effective, we also recognize that each person working with a child has their own style and unique contribution to make to the educational treatment process. In the initial treatment phases, it is important that all members of the team adhere consistently to the smallest details of the teaching plan. As the child masters skills, it becomes important to deliberately increase variability in order to facilitate generalization to all persons and settings in the child's natural environment.

 While most research on intensive behavioral treatment has been done exclusively with very young children, our experience has demonstrated that older children can benefit substantially from a similar treatment format. We make modifications in the treatment plan according to the age and developmental level of the person, taking into account the need for teaching functional and age-appropriate skills, effectiveness and suitability of reinforcers, severity of disruptive and interfering behavior, and realistic expectations for achievement.

We have extensive experience working with person of all ages in a variety of settings including home, schools, vocational and employment services, and residential care and training. Through the years we have served individuals with a broad range of needs. One group we have given special attention to is older children. This group requires special treatment to address their unique needs. Development of coping skills to deal with frustration, self-esteem and complex social skills are critical. Additionally, strategies designed to deal with interpersonal issues, such as depression, social problem solving and conflicts with family and friends, are often necessary.

 In determining the intensity or number of treatment hours, the childıs daily schedule should be considered in order to determine an appropriate balance between periods of intensive teaching and less intensive (but still structured) activities, as well as allowing for the child's need to have periods of free time. Besides the number of hours of 1-to-1 teaching, you should consider the quality of teaching and the degree of structure provided outside the formal therapy hours. Research shows that many children will do best with 30 or more hours per week of direct instruction. The length of therapy sessions should be adjusted to provide maximum benefit. Generally it is recommended that sessions last two to three hours. Once a child is spending part of the day in school, it may be advisable to reduce the treatment hours at home..