_Mesa%20de%20trabajo%201.png)
APPLIED BEHAVIOR ANALYSIS THERAPY
ABA THERAPY
Applied Behavior Analysis (ABA) is a science that uses principles of learning and motivation to solve behavior problems that matter to society. Behavior analysis method used to treat children with Autism and other developmental problems. It's a therapeutic approach used to address various behavioral issues and teach new skills, particularly in individuals with autism spectrum disorder (ASD) and other developmental disabilities.
ABA therapy involves breaking down complex behaviors into smaller components and then using techniques such as positive reinforcement to encourage desired behaviors and discourage undesired ones. It's highly individualized, focusing on the unique needs of each person, and it can be implemented in various settings, including home, school, and clinic environments. ABA therapy has been widely researched and is considered one of the most effective interventions for individuals with autism.
Our dedicated team of analysts and technicians treat and improve maladaptive behaviors by responding to and targeting those behaviors with effective methods.
Our company’s goal is to help patients make changes in behavior that will allow them to better manage social interactions and situations.
ABA Therapy History
Applied Behavior Analysis (ABA) therapy has roots in the early 20th century, but its modern application and widespread acceptance have developed over the past several decades. Here's a brief history of ABA therapy:
1. Early beginnings: The concept of ABA therapy can be traced back to the work of B.F. Skinner was an American psychologist who developed the theory of operant conditioning in the 1930s. Skinner's work focused on how behavior is shaped by its consequences, such as rewards or punishments.
2. 1950s-1960s: The first ABA therapy programs emerged, primarily targeting individuals with intellectual disabilities and mental health conditions. These early programs focused on reducing problem behaviors and teaching new skills.
3. 1960s-1970s: ABA therapy began to be applied to autism treatment, led by pioneers like Ole Ivar Lovaas and Robert Koegel. They developed techniques like discrete trial training (DTT) and pivotal response treatment (PRT).
4. 1980s: ABA therapy gained popularity as a treatment for autism, and the first ABA-based autism treatment centers opened. The Autism Society of America and other organizations began promoting ABA as an effective treatment.
5. 1990s: ABA therapy became more widely accepted, and insurance coverage increased. The US Surgeon General endorsed ABA as an effective autism treatment in 1999.
6. 2000s: ABA therapy continued to evolve, with a greater emphasis on naturalistic, child-centered approaches like PRT and Incidental Teaching. The use of technology, like tablets and apps, also became more prevalent.
7. Present day: ABA therapy is a widely accepted and evidence-based treatment for autism and other developmental disorders. It's used globally, and ongoing research continues to refine and improve ABA techniques.
Remember, ABA therapy is a dynamic and evolving field, with new developments and advancements emerging regularly.
Living Skills Program
Comunication and Lenguage
(resuesting items, answering questions)
Acquisition skills groups
(home, comunity, and school settings)
Training and feedback to parent and caregivers
(direct interviews with parents, caregivers or guardians. Specialized and personalized training)
Self-Care
(dressing, toilet training, self-hygiene)
.jpeg)
Standards of Ethical Conduct
In Your Hands Behavior
(Adapted from the Code of Ethics of the Education Profession in Florida and Principles of Professional Conduct for the Education Profession in Florida)
1. Our school values the worth and dignity of every person, the pursuit of truth, devotion to excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential to achieving these standards are the freedom to learn and teach, as well as the guarantee of equal opportunity for all.
2. Our primary concern is the student and the development of the student's potential. Employees will therefore strive for professional growth and will seek to exercise the best professional judgment and integrity.
3. Concern for the student requires that our instructional personnel:
a. Shall make a reasonable effort to protect the student from conditions harmful to learning and/or to the student's mental and/or physical health and/or safety.
b. Shall not unreasonably restrain a student from independent action in pursuit of learning.
c. Shall not unreasonably deny a student access to diverse points of view.
d. Shall not intentionally suppress or distort subject matter relevant to a student's academic program.
e. Shall not intentionally expose a student to unnecessary embarrassment or disparagement.
f. Shall not intentionally violate or deny a student's legal rights.
g. Shall not harass or discriminate against any student on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background, and shall make a reasonable effort to assure that each student is protected from harassment or discrimination.
h. Shall not exploit a relationship with a student for personal gain or advantage.
i shall keep in confidence personally identifiable information obtained in the course of professional service, unless disclosure serves professional purposes or is required by law.
4. Aware of the importance of maintaining the respect and confidence of colleagues, of students, of parents, and of the community, employees of our school must display the highest degree of ethical conduct. This commitment requires that our employees:
a. Shall maintain honesty in all professional dealings.
b. Shall not, on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, if otherwise qualified, or social and family background, deny to a colleague professional benefits or advantages or participation in any professional organization.
c. Shall not interfere with a colleague's exercise of political or civil rights and responsibilities. d. Shall not engage in harassment or discriminatory conduct which unreasonably interferes with an individual's performance of professional or work responsibilities or with the orderly processes of education or which creates a hostile, intimidating, abusive, offensive, or oppressive environment; and, further, shall make a reasonable effort to assure that each individual is protected from such harassment or discrimination.
e. Shall not make malicious or intentionally false statements about a colleague.
Training Requirement: All instructional personnel, educational support staff, and administrators are required, as a condition of employment, to complete training on these standards of ethical conduct.
Reporting Misconduct by Instructional Personnel and Administrators All instructional personnel, educational support employees, and school administrators have an obligation to report misconduct by instructional personnel, educational support employees, and school administrators that affects the health, safety, or welfare of a student. Examples of misconduct include obscene language, drug and alcohol use, disparaging comments, prejudice or bigotry, sexual innuendo, cheating or testing violations, physical aggression, and accepting or offering favors. Reports of misconduct by employees should be made to
YANET ALVAREZ SUAREZ, Principal
Reports of misconduct committed by administrators should be made to
239-257-1088
Legally sufficient allegations of misconduct by Florida-certified educators will be reported to the Office of Professional Practices Services. Policies and procedures for reporting misconduct by instructional personnel or school administrators that affects the health, safety, or welfare of a student are posted in
Next to the Lesson Room Door (Parent Board)
and on our Website at: inyourhandsbehavior.com
Reporting Child Abuse, Abandonment, or Neglect All employees and agents have an affirmative duty to report all actual or suspected cases of child abuse, abandonment, or neglect. Call 1-800-96-ABUSE or report online at: http://www.dcf.state.fl.us/abuse/report/.
Signs of Physical Abuse The child may have unexplained bruises, welts, cuts, or other injuries; broken bones; or burns. A child experiencing physical abuse may seem withdrawn or depressed, seem afraid to go home, or may run away, shy away from physical contact, be aggressive, or wear inappropriate clothing to hide injuries.
Signs of Sexual Abuse: The child may have torn, stained, or bloody underwear, trouble walking or sitting, pain or itching in the genital area, or a sexually transmitted disease. A child experiencing sexual abuse may have unusual knowledge of sex or act seductively, fear a particular person, seem withdrawn or depressed, gain or lose weight suddenly, shy away from physical contact, or run away from home.
Signs of Neglect: The child may have unattended medical needs, little or no supervision at home, poor hygiene, or appear underweight. A child experiencing neglect may be frequently tired or hungry, steal food, or appear overly needy for adult attention.
Patterns of Abuse: Serious abuse usually involves a combination of factors. While a single sign may not be significant, a pattern of physical or behavioral signs is a serious indicator and should be reported to the relevant authorities.
Liability Protections Any person, official, or institution participating in good faith in any act authorized or required by law or reporting in good faith any instance of child abuse, abandonment, or neglect to the department or any law enforcement agency, shall be immune from any civil or criminal liability which might otherwise result by reason of such action. (F.S. 39.203)
An employer who discloses information about a former or current employee to a prospective employer of the former or current employee upon request of the prospective employer or of the former or current employee is immune from civil liability for such disclosure or its consequences unless it is shown by clear and convincing evidence that the information disclosed by the former or current employer was knowingly false or violated any civil right of the former or current employee protected under F.S. Chapter 760. (F.S. 768.095)
Transformation Starts Here!
Contact Information
Phone Number
+1 239 895 5014
Office Address
3351 Marinatown Ln. Ste. 200 N Fort Myers, FL, 33903
Fax:
877 307-2352