Prior to a child learning to speak, strategies must be employed to teach them functional communication skills so they can effectively get their needs met, using gestures, objects, or pictures. Often, intervention is required to replace a child’s problem behavior with effective communication.

Social interactions with siblings and friends are taught using a combination of the above techniques.

Some children may display behavior which interferes with their learning (such as tantrums or stereotypy), or with their (or other’s) well-being such as self-injury or aggression. Problem behavior may be effectively reduced by building alternative appropriate behavior in the child, or by implementing planned ignoring or redirection techniques.

This approach is similar to massed trial teaching or “drills.” A number of responses to be learned are grouped together in an instructional session. Numerous opportunities to perform each response are provided.

This term describes a number of procedures used to address problems with generalization often experienced by children with autism. Skills are taught throughout the child’s day in natural situations. Incidental teaching, milieu training, and in situ teaching are specific procedures designed to be implemented in the natural environment. Situational teaching can be used to teach language and social skills, and adaptive skills such as shopping, playing at the park, or safely riding in a car.

Conversational Skill Training: Teaching complex interactions between people which involve conversations and activities may be facilitated by developing written scripts. Initially, the child learns to follow the script exactly but, over time, begins to emit novel responses.

Independent Skill Training: Teaching a child to be independent in skills such as self-care activities or leisure skills often involve different teaching strategies than employed for teaching skills such as language and other social skills. Task analyses of skills are taught to a child in such a way that ultimately the child learns to perform the skill without the presence of an adult.

Prior to a child learning to speak, strategies must be employed to teach them functional communication skills so they can effectively get their needs met, using gestures, objects, or pictures. Often, intervention is required to replace a child’s problem behavior with effective communication.

Social interactions with siblings and friends are taught using a combination of the above techniques.

Some children may display behavior which interferes with their learning (such as tantrums or stereotypy), or with their (or other’s) well-being such as self-injury or aggression. Problem behavior may be effectively reduced by building alternative appropriate behavior in the child, or by implementing planned ignoring or redirection techniques.

The service occurs in the child’s home and a caregiver must be present at all times.

The family is required to meet with the Senior Therapist weekly to discuss the child’s progress.

Children with a diagnosis of autism who display significant delays in development as well as severe behavior disorders are appropriately treated with the IBI model. The disorder may be so severe that the children may be unlikely to function safely in the home or community; attain normal developmental milestones; or succeed in a regular classroom without substantial one-to-one support.

The IBI model is only appropriate for children for whom the goal of treatment is to restore normal functioning as much as possible, and who demonstrate strong response to treatment on objective quantitative measures. Services are typically most appropriate for children under the age of 5. BDI’s existing data suggest response to treatment can be evaluated after nine months of treatment.

The child must be available Monday through Friday, every day for two 3-3.5 hour shifts for a minimum of 35 hours per week. We are only able to alter the schedule for a child who still requires naps. Additional weekday and weekend hours are available after the initial 35 hours are scheduled.

The length of service is typically 2 – 4 years.

The service occurs in the child’s home and a caregiver must be present at all times.

The family is required to meet with the Senior Therapist weekly to discuss the child’s progress.