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ABA at Deron

ABA at Deron

Children do not “outgrow” Autism Spectrum Disorder (ASD), but studies show that diagnosis and early intervention lead to significantly improved outcomes. A number of studies have demonstrated that children make greater gains when they enter a comprehensive, individualized program at a younger age. Each child or adult with ASD is unique, and their support and educational plans should be tailored to address their specific needs. Celebrating 50 years serving students with special needs, ages 3-21, The Deron School remains synonymous with excellence in special education.

Deron’s mission of delivering a dynamic school experience is clearly evident when it comes to providing the safest, and most effective treatments for ASD. Doctors and educators alike recognize that Applied Behavior Analysis (ABA) provides lasting improvements in the lives of individuals with ASD and their families. As a part of our ongoing commitment to meeting the needs of our students, ABA is an integral part of Deron’s comprehensive program.

At Deron, Board Certified Behavior Analysts implement and oversee effective interventions for students with ASD. Areas of focus include reduction of problem behaviors, knowledge and skill acquisition with an emphasis on socialization, language and communication. ABA teaching methodologies include:

  • Naturalistic Teaching
  • Verbal behavior techniques
  • Fluency based instruction
  • Positive Behavior Interventions
  • Discrete trial teaching

The “Great Beginning’s” Collaborative Service Delivery Model can out-perform traditional methods for serving students with ASD and other language-learning disorders. Collaborative Service Delivery enables the learners to acquire skills at a faster rate by taking a team approach. Team members collaborate to formulate a single educational program for each student. The team devises all treatment goals, testing methods, intervention plans, and data systems to enhance the student’s academic and social functioning in the school environment. All team members are aware of the student’s entire curriculum, and team members typically share responsibility for specific educational goals. Together we can help our students discover talents, cultivate strengths, conquer challenges, and fulfill dreams.

Beyond Great Beginnings, ABA at Deron is used to help students acquire the following skills

Social interaction skills

  • Recognizing personal space
  • Developing appropriate conversational skills

Communication skills

  • Requesting preferred items and activities
  • Asking for help
  • Requesting a “break” from work
  • Understanding idiomatic expressions (e.g. “a piece of cake” means “easy”)
  • Encouraging use of appropriate and spontaneous language

Expanding interests and appropriate behavior

  • Introducing and encouraging engagement with a wider range of activities
  • Tolerating transitions, new things and changes in familiar routines/ experiences

The following criteria are considered in determining a student’s program:

  • Current skill levels
  • Behavior of a typically developing child (e.g. what a child of similar age would say and do in the same situation)
  • Student preferences gathered through assessments, observation and inquiries of the child and family (to be incorporated into teaching materials, targets, leisure skills, work placement and/or motivation systems)
  • The family’s vision for the student’s future
  • The likelihood of the student’s behavior being supported in environments other than the school setting (home, community settings, etc.)

Teaching Strategies are individualized and may include:

  • Providing multiple opportunities to practice skills
  • Breaking down complex skills into small steps, teaching step by step (e.g., preparing a snack)
  • Using visual schedules (pictures and/or words)
  • Teaching and encouraging choice-making
  • Providing clear instructions regarding expected behavior
  • Reinforcing appropriate and independent behavior
  • Not reinforcing inappropriate and prompted behavior
  • Teaching discriminations
  • Working on quicker responses, not just accuracy, to make a skill truly practical (e.g., when buttoning a shirt)
  • Assessing and working on generalization of skills to occur in multiple settings, with a variety of people and materials
  • Practicing social skills through role-playing activities
  • Viewing & discussing videotaped examples of appropriate vs. inappropriate behavior
  • Teaching students to self-manage (discriminate, monitor, reinforce their own behavior)
  • Adjusting teaching procedures as needed for measurable / successful results
  • Either removing temporary help for the child to complete certain skills or planning for assists that can remain with the child