Results

Research has shown that the utilization of Applied Behavioral Analysis (ABA), is an effective method in reducing maladaptive behaviors and increasing communication, learning, and social behavior. A well known study of ABA was done at UCLA by Dr. Ivar Lovaas (1987). In the study there were 3 groups of autistic children. The first group received 40 hours of 1:1 behavioral intervention. The second group received 10 hours of the same interventions. The third group received 10 hours of interventions but at off-site locations with independent providers. The results of the study showed that 47% of the of the group that received 40 hours of 1:1 behavioral interventions reached normal intellectual functioning and were able to be mainstreamed into classrooms with their peers without any assistance.

Our treatment philosophy is to follow what the research has shown. Though there is no guarantee of recovery, many children improve utilizing ABA depending upon the age at which the child starts services. Our behavioral treatment model addresses developmental milestones and each child’s strengths. Our model utilizes an interdisciplinary team approach focusing on the acquisition of newly developed skills and the generalization and maintenance of newly acquired skills.

The effectiveness of our services is highly dependent on the early identification of autism. We believe that with early intervention a child will need less intensive and restrictive services in the future. This is the reason for our focus on the preschool age child. With early interventions there is an increased chance that a child will reach the potential of becoming indistinguishable. Parents should know that children can recover from many of the symptoms of this very debilitating disorder through appropriate ABA programs. An appropriate program has 3 main components:

• Duration - commitment to several years of implementing the treatment depending upon the age and severity of the child.

Children can make progress without some of these elements. The issue then becomes, “What does this child need?” and, “What elements are necessary for them to reach their full potential?” This of course may vary with each child, but overall if there is a decrease in any of these areas, the child’s chances of reaching their full potential may be limited.