Intensive programs

ELCA Inc. provides intensive ABA programs that we have termed Social Cognitive Behavioral Therapy for Early Learners. This type of ABA program is provided for children 2-7 years old. We use a variety of appropriate methodological approaches based on the individual needs of the child that may include aspects of Discrete Trial Training (DTT), Floortime, Pivitol Response Training (PRT), Relationship Development Intervention (RDI), Pamela Wolfberg’s Integrated Play Groups, Social Stories, TEACCH, Picture Exchange Communication System (PECS), Visual Interaction Augmentation (VIA), and more.

Intensive programs include the following:

• Evaluation for ABA eligibility, which includes:
  • Parent interview
  • Behavior observation / play observation / observation with family
  • Evaluation of child's learning style
  • Evaluation report with service recommendations
• Assessment plan, which includes:
  • Testing of skill levels
  • Report with outlined targets for programming, initial observations, etc.
• Individualized program development
  • Program development is based on the assessment findings
  • If programming is needed that is not already available within existing ELCA curriculum, programming is created to meet the individual needs of the child. This process continues as the child develops mastery over skills.
  • Programs are documented and placed in a binder for parents and therapists to refer to as therapy occurs. Quantitative and qualitative data is also documented each session in this binder.
• Functional behavioral assessment, which includes:
  • Intensive behavioral observation and behavioral interview
  • Behavior Plan / Behavioral Regulation Plan, provided to the family, ABA staff, and all involved with the child
• Staff and parent training and support
  • Training includes topics such as general and specific behavioral strategies relating to the particular child, visual strategies, reinforcement, play, social skills, etc. Ongoing support is available to everyone involved.
• Direct Service
  • Children receive direct service from trained and qualified ABA therapists staffed by ELCA, Inc.
• Team meetings
  • Generally bi-monthly team meetings are scheduled to discuss program updates, behavioral changes / updates, questions / concerns from parents and others involved, etc.
• Ongoining programming and training as needed
  • Programming is continuously being updated and added as the child develops a higher skill level, and subsequent training follows as appropriate.

Click here for more service options including our Service Options Graph

When deemed appropriate (based on the individual needs of the child), we will implement the following:

• Functional communication systems
• TEACCH program components
• Integrative Play Therapy
• Social Skills Groups
• Social stories and other visual supports
• Functional life skill programs
• Individualized educational program goals
• Training of parents and staff working with the child

Groups and Clubs

Weekly groups are offered for children ages 3 - 10. Children do not need to be in an intensive program in order to join these groups. Weekly groups may include, but are not limited to:

• Drama Club
• Sports Club
• Social Skills Groups (We offer a variety of Social Skills Groups based on developmental levels of the children)
• Integrated Play Groups
• Facilitated Play Groups
• Community Based Learning Groups
• Summer camps

General Areas of Curriculum Content

• Behavior (including attention, engagement, self-regulation, etc.)
• Communication skill development
• Conversation
• Conceptual skills
• Pre-academics
• Emotions
• Flexibility
• Language development
• Verbal behavior
• Play skills
• Peer play
• Independent play
• Problem solving
• Coping skills
• Self-help
• Independent living skills
• Safety
• Self-regulation
• Social skill development
• Pragmatics
• Social behavior
• Theory of mind
• Joint attention

Click here for more service options including our Service Option Graph

ELCA's definition of IBI:

Intensive Behavioral Intervention encompasses using all the child’s strengths to work through the deficits that the child presents. This includes social skills, community skills, daily living skills, communication, play skills, functional skills, academic skills, cognitive skills, theory of mind and self-regulation.