SERVICE OPTIONS

ELCA provides a variety of service options to meet the needs of each individual child. We provide the following:

INTENSIVE HOME-BASED ABA THERAPY

ELCA Inc. provides intensive home-based ABA programs when appropriate.  ELCA is a behaviorally based company that incorporates a variety of appropriate methodological approaches based on the individual needs of the child. This may include aspects of Discrete Trial Training (DTT)/the Lovaas Method, Floortime, Pivotal Response Treatment (PRT), Relationship Development Intervention (RDI), Pamela Wolfberg’s Integrated Play Groups, Carol Gray’s Social Stories, TEACCH, Picture Exchange Communication System (PECS), Visual Interaction Augmentation (VIA), Relational Frame Theory, (RFT) and more.

STEP 1

Parents wishing to have their child evaluated for an intensive ABA program may request any of the following:

  • AN INITIAL PHONE CONFERENCE WITH AN ELCA CONSULTANT
    • This will allow you to ask questions and assess if our company is a good fit for your family and your child’s needs.
  • INFORMAL EVALUATION FOR ABA ELIGIBILITY
    • Parent interview
    • Brief behavior observation / play observation / observation with family
    • Recommendations
  • FORMAL EVALUATION FOR ABA ELIGIBILITY
    • For those requesting formal documentation, an evaluation can be conducted using the same format as above, but including a formal report and recommendations.

STEP 2

  • ASSESSMENT
    • All children entering an intensive ABA program will need to be assessed (tested) to determine the starting levels of their program before the program can officially begin.
  • INDIVIDUALIZED PROGRAM DEVELOPMENT
    • Program development is based on the assessment findings. Upon request, a report is developed that outlines the child’s unique learning and behavioral style and the specific areas that will be targeted in initial programming.
    • An initial behavior support plan is created in order to address specific behavior of concern that arose during the evaluation and assessment process. Behavior support plans are developed based on behavioral literature and best practices in the field.
    • The binder is created. The binder outlines the active targets of the program in very detailed written form in order to ensure consistency across everyone working with the child. It also holds the data to show the progress that the child is making. Quantitative and qualitative data is documented in this binder each session in order to accurately track both behavioral changes and progress within the programming.
    • If the child demonstrates unique needs and programming is necessary 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 of skills over time.
    • Click here for more information about curriculum see our treatment domains

STEP 3

  • STAFF AND PARENT TRAINING AND SUPPORT
    • All ELCA staff are trained in the implementation of ABA programs and behavioral methodology. However, ELCA has an extremely high standard of excellence for our staff. For this reason, in addition to their exceptional education and training, we train each staff member specifically to each child they work with. During this training they are given time to observe and interact with the child in both formal and informal situations with higher level staff. They are also trained specifically on the programming being used for the child. This is done to ensure reliability and efficiency of the programs we create. It also gives the child a chance to get to know our staff and build a relationship that is both reinforcing and trusting. It is imperative that children view our staff as fun people of authority.
    • Parent 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 SERVICES
    • Children receive direct service from trained and qualified ABA therapists staffed by ELCA, Inc. Each therapist arrives for the session, reviews the progress the child made since the last visit, works with the child, and documents the data for that session in the corresponding sections of the program binder. Data is included for both the behavioral and programmatic targets.
  • TEAM MEETINGS
    • Team meetings are scheduled to discuss program updates, behavioral changes, address questions from parents, and others involved, etc. Team meetings generally occur 1-2 times per month.
  • ONGOING 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.


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SCHOOL SUPPORT

School support can be provided for any number of reasons and in any number of ways, including teacher training and support, behavioral support, on the job paraprofessional training, teaching recess skills, implementing token economies, etc. ELCA consultants can work collaboratively with parents and school staff to develop the most appropriate type of support and level of support.

  • ELCA PROVIDES SUPPORT IN DIFFERENT WAYS, AS IS APPROPRIATE FOR THE CHILD AND THE SETTING.
    • School consultation may be provided if appropriate. An ELCA consultant can visit the classroom and offer written feedback about the child’s behavioral and social performance and/or suggestions to help the child succeed in the classroom. This can be conducted on an as-needed basis or on a regular basis. If appropriate, the consultant can conduct a functional behavior assessment and write a behavior support plan to be used in the classroom setting.
    • ELCA can provide on-the-job training for the existing 1:1 or classroom aid support in the classroom.
    • ELCA can provide functional tools and visuals for use in the classroom setting that may help teachers assist children effectively in the classroom.
    • Functional Behavior Assessment / Behavior Support Plans can be conducted and written if the child is experiencing behavior management problems in the classroom environment.
    • ELCA can provide a 1:1 classroom shadow aide if necessary and appropriate for the situation. Our shadow aides are also behavioral therapists, so they are experienced and trained in ABA and are specifically instructed in strategies to help them effectively “work themselves out of a job.” For example, they are trained in how to direct the child’s attention to the teacher rather than either repeating the teacher’s instructions or pulling the child away to work with them.


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FUNCTIONAL BEHAVIOR ASSESSMENT

FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) | TYPE 1

This type of FBA is intended to be provided alone. We conduct sole FBAs for children who either do not qualify for ABA programs or for whom ABA is not a feasible treatment for any reason (such as scheduling problems, supervision problems, financial reasons, etc.). The FBA includes observation, direct service if necessary, and a written report including a behavior summary, plan, and recommendations as appropriate. The consultant will be available to review the plan after it is written and provide follow up if necessary.

FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) | TYPE 2

This type of FBA is intended to be provided in conjunction with a home program or other service provided by the ABA team. It includes observations, direct service, and written behavioral observations, behavior plans, tips for school, etc. as appropriate.

The purpose of a formal functional behavior assessment is to formally observe and document the circumstances surrounding a particular behavior of concern, and develop behavioral strategies to decrease inappropriate behavior (while also increasing appropriate behavior). A Functional Behavior Assessment includes multiple behavioral observations across settings, data collection, and behavioral interviews with relevant caregivers and teachers. After data collection is complete, a formal Functional Behavior Assessment report is conducted and a Behavior Support Plan is written. This is provided to the family, ABA staff (if applicable), and all involved with the child in order to ensure consistency and treatment efficacy.

The following information is collected and reported on in a report.

  1. Any existing antecedents (what leads up to the behavior in question)
  2. The hypothesized function of the behavior (what is the purpose of the behavior)
  3. What the behavior looks like
  4. The frequency, intensity, and duration of the behavior
  5. Motivating operations (things that make the behavior more or less likely to occur)
  6. Any existing reinforcement in place

In the Behavior Support Plan, the following are proposed.

  1. New consequences the child should receive when the behavior occurs
  2. A set of Functionally Equivalent Replacement Behaviors to help the child develop appropriate ways to manage his behavior, request things appropriately, seek what he needs calmly, etc.
  3. A goal is set to help the team understand what the child will be expected to do
  4. Differential reinforcement (reinforcing the child for appropriate behavior) is outlined
  5. Extinction (ensuring any behaviors that were previously being reinforced are no longer being reinforced) procedures are outlined
  6. Preventative and teaching strategies are provided to the team

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SOCIAL SKILLS GROUP

SOCIAL SKILLS GROUPS

ELCA provides social skills groups to children who are ready to learn in a group setting. The groups vary greatly in terms of their structure, location, and theme. Weekly groups are offered for children ages 3 – 14. Children who are receiving intensive ABA programs may qualify for a group as well as their home therapy, but it is not necessary to have an intensive program in order to join these groups. Clinic based groups tend to include 4-6 children and school groups tend to include 2-4 children. Children are matched for a group based on a combination of their chronological age, developmental level, and areas of need. The following outlines some examples. Each group is run by an ELCA Group Leader or Consultant and therapists act as Group Support Staff, as needed.

SOCIAL SKILLS OUTING (SSO)

SSOs are for kids who are ready to be exposed to social situations but are not ready for socialization to be the only goal in a group situation, and who are reinforced by community settings. Groups are generally small, ranging from 2-3, and will likely have a ratio of 1:1. A typically developing peer is sometimes used to help facilitate the social interactions and model appropriate social behavior.

The children placed in this group require more reinforcing environments for the socialization to take place. There are two reasons that these groups take place in the community. The first reason is that the main purpose of these groups is to establish peers as reinforcing associatively, by pairing peers with reinforcing environments. The second reason is that the community setting allows the therapists to work on other targets in addition to socialization, including generalization, self-help, and establishing behavioral control in a variety of community settings. Some example goals of this type of group are staying with friends, social and environmental awareness, basic pragmatics such as greetings, and eye contact and joint attention.

SOCIAL SKILLS GROUP (SSG) AND CLUBS

SSGs are designed for clients who are ready to work within a team, read non-verbal communication, have acquired basic joint attention and social and environmental awareness, etc. Children are paired based upon their level of social skills, developmental age and chronological age. Groups range from 2-6 children and have a ratio of 1:1-3:1 depending on need. These children see peers as reinforcing and have established some basic peer relationships. Some goals for this group may be pragmatics, being a good sport, conversation, working towards a common goal/teamwork, problem solving, joint attention and theory of mind, practical use of perspective taking, how to invite or ask a peer to play, interactive peer play, etc. Here are a few examples of ELCAs SSGs.

FRIENDSHIP SOCIAL SKILLS GROUP

The Friendship Social Skills Group focuses on establishing friendships within the group through enjoyment of shared activities and experiences, learning to be a good sport, learning to praise and encourage others (so that the children themselves become reinforcers to one another rather than having an adult assume this key role), working together as a team, learning to have reciprocal conversations, reading the emotions of others and figuring out how to fix basic some of the basic problems that arise in relationships. Click here to see an example lesson plan (LINK to Friendship SSG lesson plan).

ADVANCED SOCIAL SKILLS GROUP

These SSGs are for older children who are able to establish friendships but have difficulty with the idiosyncrasies of relationships such as friends changing their mind, flexibility, creativity, disagreeing, compromising, advanced problem solving, building and repairing relationships and advanced pragmatics (such as understanding social groups, migrating social groups, etc).

SCHOOL BASED “LUNCH BUNCH” SOCIAL SKILLS GROUP

School Based Lunch Groups offer children at the same school to review social expectations, practice social games, and increase their capacity for conversation, engagement, and friendships while making the most out of their lunch and recess time together. ELCA staff meet the children on site and lead the group through ELCA’s social skills curriculum. As always, these groups are specifically designed around the children enrolled in the group and this type of intervention has been found to be exceptionally beneficial for children of all grades.

Clubs are designed with specific themes in mind. These highly motivating groups are created around areas of interest for the children in the group. The benefit of labeling it as a club is that the term “social skills group” can be somewhat stigmatizing for some children. However, children will hear about “clubs” at school, whether with a more structured meaning, such as “chess club” or with more generic meanings such as a group of girls that say that no boys can join their “girl’s club”. ELCA has hosted Drama Club, Sports Club, Art Club, Photography Club, and much more. The themes of the groups are cleverly and creatively utilized in an effort to target the areas of need for the children. Here are just a few examples of some the clubs ELCA has designed.

DRAMA CLUB

Drama Club was designed for moderate to high functioning children who struggle with reading social cues and interpreting social information in real life environments. This group is called a “club” because fostering on-going friendships is one of the targets of this group. Children in this group are working on reading, interpreting and acting out non-verbal and verbal cues. Check out the Drama Club lesson plan to see the outline from one of our actual groups. Click here to see an example lesson plan (LINK to Drama Club lesson plan)

EARLY LEARNERS DRAMA CLUB

The Early Learners Drama Club was developed as a prerequisite to the Drama Club for younger children. This group also enjoys acting but do so through play and basic role playing of how to initiate and respond in social situations that they encounter. Click here to see an example lesson plan (LINK to Early Learners Drama Club lesson plan)

SPORTS CLUB

Sports Club was designed to provide children with the necessary skills to be successful at the sports being targeted. Underlying themes, however, include sportsmanship, social referencing, joint attention, theory of mind, and executive functioning.

INTEGRATED PLAY GROUP

IPGs are designed based on the work of Schuler and Wolfberg (LINK to her website-www.autisminstitute.com) utilizing typically developing peers. Peers are prompted and encouraged to include and engage the children with autism. Children who have a strong imitative repertoire and who have developed independent/basic interactive toy play are appropriate for an IPG. IPGs may be used to prepare children for more advanced social interactions. IPGs are often used prior to placing a child in a SSG/SSO, to generally increase peer awareness such as following directions from a peer, asking a peer to play, noticing that the peer is doing which fosters parallel play, help develop interactive play skills, etc. They are also used for other reasons. For example, an IPG might be appropriate to prepare a child for more advanced social interactions, such as if a child were being prepared for mainstreaming. They might also be used for children that do not respond well to other children on the spectrum.

FACILITATED PLAY GROUPS

Facilitated Play Groups may or may not include typically developing peers. Play is facilitated by staff, who actively prompt, encourage, and reinforce children to actively participate in play activities.

COMMUNITY BASED LEARNING GROUPS

Community Based Learning Groups occur solely in the community. Children are guided through activities and events that might seem overstimulating (such as the mall or even Chuck E. Cheese) or that they have had trouble with in the past (such as the grocery store), but the activities are thoughtfully paired with reinforcement.

SUMMER CAMPS

Summer Camps are offered during the summer months and generally last 1-2 weeks. Themes have varied from drama camp, to sports camp, to recess camp, to ready to learn camp.

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ADAPTIVE SKILLS PROGRAM

ELCA became a vendor for the San Andreas Regional Center’s Adaptive Skills program in 2007. Through this program, ELCA is able to reach out to families who qualify for this service in new ways. This program is designed as a parent training program. Children who qualify through the regional center may be referred to ELCA, and the following procedure takes place.

  1. An ELCA consultant conducts an initial assessment and report, and makes recommendations about the number of hours per month of services, the target areas, and the goals.
  2. Service begins. An ELCA behavioral therapist and consultant team up and being working 1:1 with the child, while parents carefully observe.
  3. The sessions are slowly taken over by the parents, who are actively trained by ELCA staff.
  4. The sessions transfer over to the parents once mastery is attained.

(To find out if your child qualifies for the Adaptive Skills program, contact your case manager at the regional center.)

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COMMUNITY OUTINGS

Outings can be used to help generalize home or school based skills, build independent living or self-help skills, generalize the understanding of safety, etc. Children who use a functional communication system (such as PECS) practice using their system in the community. Hour allocation depends on the main targets and the acquisition level.

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TRAINING FOR PARENTS AND PROFESSIONALS

ELCA provides many workshop-style trainings that are used for our own staff training, and offers these workshops to the public as well. These trainings are hosted by ELCA periodically on an as-needed basis for individuals interested in these trainings. ELCA is excited to share its knowledge and experience with the community in this manner and we hope to continue to expand this in the future. If interested, please email us to request information.

ELCA also offers group training workshops to organizations (such as schools, summer camps, parent support organizations, or any other entity) wishing to provide training to their staff or members of the organization. These workshops are an exciting opportunity for either small or large groups.

SEE TRAINING CHART