The WWA Behavior Intervention program offers two components; early intervention behavior services and intensive behavior intervention services. The focus of Early Intervention Behavior services is on skill acquisition through the implementation of Applied Behavior Analysis (ABA) techniques. Moreover,Discrete Trial Training (DTT) is utilized to systematically introduce new skills and promote the maintenance and generalization of previously learned skills.Intensive Behavior Intervention services focuses on increasing appropriate desired functional behaviors, as well as reducing inappropriate excessive behaviors. Positive behavior support strategies are utilized in addition to behavior reduction techniques to teach the learning of replacement and socially appropriate behaviors.
The services WWA provides in the school setting are often referred to as “shadowing.” The instructor’s role is to facilitate the child’s involvement in the classroom, both in terms of academic performance and social development. This role is dynamic, changing not only during the course
of the school year, but often from activity to activity within the day. In addition to helping the child follow classroom routines, the instructor makes curriculum modifications that will enable the child to complete assignments with a greater degree of independence, while promoting play and socialization with the child’s peers. The instructor also models effective techniques for the teachers and classroom aides, so that the child’s gains can be maintained with less one-on-one support.
Based on information obtained during the initial evaluation, your WWA case supervisor will develop an individualized intervention program for your child. Following the initial evaluation, bi-monthly team meetings and observations are conducted to monitor progress and maximize the efficacy of the program. Each component of the behavioral intervention and academic curriculum is observed and discussed. Using data sources such as log notes, parent and instructor interview, and direct observation, the case supervisor will determine whether any portion of the program needs to be added, removed or modified. The observations allow the case supervisors to promote consistency across settings as this is imperative for generalization and to make recommendations for implementing an effective behavioral strategy in alternate settings. The team meetings are also used as a forum for parents to discuss behavioral issues they see at home, and obtain recommendations for how the behaviors should be addressed.
WWA case supervisors are available to attend IEP meetings upon parent invitation. In addition to attending the meeting, case supervisors provide progress reports and proposed goals, including both annual goals and tri-annual benchmarks. The case supervisor can also assist the IEP team in determining how behavioral services can be most beneficial and appropriate for the child in the school setting.
Finally, case supervisors consult with other professionals on the child’s team. This includes consultation with parents and/or instructors between clinic meetings, consultations with other paraprofessionals (e.g., speech therapists, occupational therapists, psychologists, medical professionals), and consultations with the Clinic Director, Assistant Clinic Director and/or Clinical Coordinator. Consultations are essential for maintaining consistency within a large team of service providers. In addition, telephone consultations and meetings give the case supervisor access to additional input that may be helpful in maintaining an effective program. Our experience has shown that multiple sources of data and knowledge enhance program development and ultimately facilitate the success of our clients.