Goals and Objectives

Shapiro Educational & Behavioral Consultants in North Central Massachusetts provides an initial assessment process completed by a Board Certified Behavior Analyst (BCBA) to collaborate with the family in identifying important learning objectives. This assessment process includes observation, interview, and a formal skills assessment, during which time specific learning targets are identified and agreed upon between SEBC and the family, with a focus on skill-building, maximizing reinforcement, and targeting skills that will provide the greatest benefit to the person receiving services. Among the formal curricula, we use in arriving at learning targets are the Essential for Living Curriculum, the Healthy Relationships Curriculum, the Skillstreaming prosocial skills training program, the Verbal Behavior Milestones Assessment, and Placement Program (VB-MAPP), the Assessment of Basic Language and Learning Skills (ABLLS), the Assessment of Functional Living Skills (AFLS), and the ABA Parent Curriculum.

The initial assessment is followed by the development of a specific and individualized curriculum. This curriculum includes evidence-based teaching strategies based on the principles of Applied Behavior Analysis (ABA), such as Discrete Trial Training (DTT), Task Analysis/Chaining, Shaping, and Incidental Teaching.

Home-based Learning

These strategies are implemented by a trained Behavior Technician under the supervision of a Board Certified Behavior Analyst in the family’s home. This home-based service delivery provides added convenience for the family.

The likelihood of learned skills being carried out beyond sessions typically increases due to the fact that they are taught in the same environment in which they are expected to be displayed.

Progress Evaluations

Data are collected on progress during every session, and are graphed and analyzed regularly. This analysis serves to monitor progress, evaluate the effectiveness of the teaching strategies, and make changes to learning targets or teaching strategies as appropriate.

Collaboration

As appropriate, we stay in close contact with other service providers, including schools, and frequently attend IEP meetings and doctor appointments. We also conduct regular classroom observations as part of this process to ensure high-quality and consistent strategies are in place across settings.

In addition, we offer ongoing parent/caregiver consultation, which serves to maximize growth and potential. We strive to be partners in a larger team that works together to bring out the very best in the children and young adults we support.