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It is the goal of behavioral programming to enable children to develop
the skills necessary to become active participants across functional
living environments. It is equally important to help schools develop,
maintain and improve the behavioral technology used to decrease the
differences between students with PDD and their non-disabled
peers, integrate children as most appropriate and provide an
appropriate education. Therefore, TLC has created a comprehensive
community outreach program in an effort to prepare children and the
individuals responsible for their integration into community locations.
TLC is able to establish collaborative consultative relationships that
focus on supporting schools and the community in meeting the specific
learning and behavioral needs of children with autism and related
disorders.
TLC provides the following comprehensive services:
- Training in applied behavioral analysis principles
- Functional behavioral assessments (FBA's)
- Behavioral program assessments
- Training in school shadowing techniques
- Adaptive Daily Living skills (ADL's) program implementation
- Creation of transition plans · Individual program development
- Initial and ongoing consultations
- Staff training
- Community skill selection and remediation
- Consultations
The frequency and duration of consultations vary as determined by
the level of training required, program supervision, and the needs of
the community or school's staff and children's programs. Typically
consultations are provided weekly, however, this level fluctuates as
dictated by the needs of the total program. The internal staff
structure, staff support systems, and staff's knowledge and expertise
in implementing behavioral programs are the common factors used in
identifying the level of support required. A specific consultative
package can be designed and implemented to meet the program's desired
outcomes. In all instances, TLC requires that each school have one or
two primary individuals who will serve as the main point of contact and
will serve as the school's internal professional staff.
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Staff Development
TLC also provides staff development presentations for ongoing professional development.
The presentations cover a wide range of topics that include:
- Principles of reinforcement
- School shadowing techniques
- Behavioral management
- Development and implementation of inclusion and mainstreaming protocols
- Building group contingencies
- Classroom management strategies
- Social skill development
- Generalization and maintenance techniques
- Curriculum adaptations and modifications
- Educational training and programming for non-verbal learners
- Service initiation
The service initiation process begins by completing a short school intake form. This intake assists TLC in identifying the service needs and in obtaining a clear understanding of the school's philosophy. Once the short intake form is complete, a meeting and school review is scheduled to observe the program. TLC also completes a program assessment of strengths and weaknesses to identify the necessary components needed to enhance the service provisions. This process is not intended to alter the school's structure, but rather to identify critical program elements and ongoing training needs to expand the schools existing resources in providing an appropriate behavioral educational program.
It is TLC's primary goal to assist schools in the creation and
development of an appropriate behavioral program that will in time
develop and/or improve to a level where the school's internal
professionals are self-sufficient and only require minimum consultative
support from outside professionals.
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