Applied Behaviour Analysis (ABA) Based Programs
Once baseline data and asessments are completed an intervention package can be created. Program implimentaion may be done by parents, trained staff or Perchance to Dream. Before any intervention is started the assessment report and recommendations will be reviewed with the family. Assessment and interventions are conducted within a BCBA's area of competency.
During the assessment phase we will discuss the best approach for service implimentation based on the child and the needs of the family.
1) Parent Mediated: intervention strategies will be taught directly to the family who will be responsible for implementing and collecting data. Service will involve meetings with the child and the parent to monitor how the programs are progressing and if the desired behaviour changes are occurring. While Perchance to Dream will interact with the child there is no direct therapy occurring.
2) Service Provider Mediated: families may choose to hire their own therapist to implement the treatment protocols. Service will involve meeting with all therapists to monitor their adherence to programs, and monitor data collection. Service would include monitoring programs for revision and mastery criteria to ensure continued progress. Parental involvement with this approach will include this regular meetings and training of the programs.
3) Direct Service: for very specific short term behaviour interventions direct intervention services by Perchance to Dream may be available.
AREAS OF COMPETENCY
Early Learning Skills
The foundation skills for allowing a child to learn and be successful in preschool, social and academic settings. Skills included are: compliance, matching, imitation, close ended play activities, initiating requests, responding to name, and turn taking.
Non-compliance looks different in every child. The severity, frequency and duration will vary. Some children may only show non-compliance in certain situations others it is all the time. Non-compliance may be accompanied by other undesired behaviours such as aggression, property destruction, elopement or self-injurious behaviour. All strategies look at the function of the behaviour, the developmental age of the child and their skill set for intervention strategies.
Extensive experience dealing with urine and bowel training Conduct screening to ensure readiness and/ or eliminate medical issues. Able to assist families in establishing habit or scheduled training or conducting a more intrusive Rapid Toilet Training (RTT) approach.
Food Refusal / Selective Eating
There are children that are selective eaters who have either from infancy or over time reduced to their diet to a few foods. They may already have or need medical interventions to maintain their weight and daily nutritional sustenance. Behaviour based programing to introduce new foods and expand daily food consumption can occur. Food choices and amounts consumed will expand. (Please note depending on the severity of the feeding issue collaboration with medical professionals may be required)
Sleep can impact all other areas of the day. Younger children need more sleep than adults yet often parents indicate their children's sleep habits are negatively impacting their sleep. Behaviour interventions will focus on the bed time routine of going to sleep and maintaining sleep. (Please note depending on the situation there may require collaboration with medical professionals)
The first step in a person being able to change their level of escalation (increase OR decrease) is recognizing the signs. We all have internal and external signs of escalation that help us and others to know how we are 'feeling'. Only when we link these signs to the levels of escalation can we start to introduce calming or arousing strategies. The individual may need more external supports initially to support regulation and then over time these strategies can become internalized.
Academic Learning Skills (Primary)
Academic based activities to increase literacy and numeracy for Kindergarten to grade 3 learners. Various learning activities that explore these concepts with manipulatives and activities to increase comprehension.
Social Play Skills
We are social creatures and play is our way to learn how to navigate the social world. As we age our social play changes. Learning to navigate these play and social skills can become impaired or cease at any point. Having strategies to increase play and social interactions that are developmentally /chronologically appropriate will increase skill development.