A PROGRESSIVE APPROACH TO APPLIED BEHAVIOR ANALYSIS THERAPY

Social Connections Learning Center-Katy
Social Connections Learning Center-Katy
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  • More
    • Home
    • About
      • What is ABA?
      • SCLC Information
      • The Executive Director
      • Costs
      • Start Services
    • Services
      • ABA 1:1 Therapy
      • Social Skills Group
      • Parent Training
      • Consultation
      • Intensive Toilet Training
      • ABA Training
      • BCBA Supervision
      • Speech Therapy
      • Academic Tutoring
    • Location
      • Generalized Areas
      • Our Facility
      • Location
    • Resources
      • Employment Opportunities
      • Yearly Calendar
      • Scheduling
      • Resources
      • Electronic Forms
    • Contact Us
    • The Behavior Analyst Blog
  • Home
  • About
    • What is ABA?
    • SCLC Information
    • The Executive Director
    • Costs
    • Start Services
  • Services
    • ABA 1:1 Therapy
    • Social Skills Group
    • Parent Training
    • Consultation
    • Intensive Toilet Training
    • ABA Training
    • BCBA Supervision
    • Speech Therapy
    • Academic Tutoring
  • Location
    • Generalized Areas
    • Our Facility
    • Location
  • Resources
    • Employment Opportunities
    • Yearly Calendar
    • Scheduling
    • Resources
    • Electronic Forms
  • Contact Us
  • The Behavior Analyst Blog

SCLC

Founder- Executive Director, Behavior Analyst

Brittany J. Hillhouse, M.Ed., LBA, BCBA

  Brittany has worked with children diagnosed with Autism Spectrum Disorder (ASD) in both the clinical and public-school settings. Initially she worked in a clinical setting for four years and received intensive supervision and training from well-known contributors in the field of Applied Behavior Analysis (ABA). During grad-school at Texas A&M University she transitioned to the public-school system where she taught in both a preschool program for children with Autism and the Young Autism Program for students K-5th.  During her 6 years of public-school experience she was both supervised by behavior analysts whom have had a positive impact on contributions to the field of ABA. In the public-school system she assisted in-class support teams by providing visuals and strategies to assist children in the general education environment. During her time in the school district she assisted with expanding the Autism Programs and opened  two Early Intervention Autism Programs at two different schools; contributions included encouragement of utilizing a token system across all district programs; and content included in the district Autism Programs Statement; included in all Annual Review and Dismissal Meetings; and Intervention Plans administered across the school district. The teaching and experience in the classroom compared to applications in the clinical setting influenced efficient means for generalization and transition all the while weeding out the lavish controlled environment of 1:1 ABA. These experiences and observations contributed to the realization of critical components including skills that are required for a child to successfully transition from the clinical setting to the natural environment (school). The critical need to implement a program that provides an emphasis on quality attending skills, communication, language, cognition, motor development, social, play, vocational, self-help skills, and classroom behavior skills must be in place for successful transitioning. With exposure and experience to both environments one can create the best of both worlds. Social Connections physical arrangement and program structure is catered to the learner. The center appearance resembles that of the natural learning environment with generalization rotations scheduled throughout the client’s therapy session. Generalization targets are implemented during designated rotations to occasion natural learning opportunities . Group Time rotation includes specific targets for learning in a group, peer interaction, social and play rotations are uniquely structured to teach peer engagement through age-appropriate play. Motor Lab incorporates both gross motor activities and sport games split scheduled daily. Utilizing a teaching approach that prepares clients for real world situations is the point of generalization. Throughout her experience when teaching K-5th exposure to students whom benefitted more from functional, life-skills encouraged the implementation and development of Social Connections 3 developmental programs. Abilities, Transition Phase 1 & 2, and lastly Inclusion. Brittany is passionate about the field of Applied Behavior Analysis and sustains active memberships with Applied Behavior Analysis International (ABAI), and Texas Applied Behavior Analysis Chapter (TxABA).  Brittany currently is a student representative on the TxABA promoting ABA Ad Hoc Committee. Brittany is a current Doctoral Student seeking to enhance the field with strategies and effective research regarding quality intervention, including evaluating current standards. Social Connections utilizes in-the-moment teaching strategies, while placing high emphasis on creative and innovative programming  to ensure the learner is constantly progressing. Although work is being applied to best meet the needs of clients during therapy sessions, ABA is not a diet but a lifestyle. Social Connections expects Parent Trainings to be an active example of application of treatment strategies and protocols to be implemented within the home. Working as a team is the best way to make the most effective, positive, impact on the child. 

“If they don’t learn the way we teach, we teach the way they learn.”

-Ivar O. Lovaas

 

About Us

Applied Behavior Analysis Therapy

 Utilizing evidence best practice and principles derived from Applied Behavior Analysis to implement systematic strategies that are individualized according to the learner. Social Connections plans for generalization and progression towards transition in the beginning stages of therapy.  The Transition Plan includes ultimate criteria for successful transitioning to the natural environment.  The main focus of Early Intervention ABA is to decrease problematic behavior and focus on the “Learning to Learn" skills in order for quality, meaningful learning to occur. Client programs are developed based on assessment, evaluation, and observation. Including active supervision by the BCBA, Functional Behavior Assessment (FBA), Behavior Intervention Plan (BIP), Behavioral Programming, and individual programs developed based on the needs supported by assessment. The current standards for direct therapist is Behavior Therapist, Registered Behavior Technician®, and last but most importantly the most quality efficient certification for direct line therapist the PBAAC® Autism Interventionist and Autism Supervisor Certifications through the Progressive Behavior Analyst Counsel; and Certification Board. The PBAAC®  Certification requires additional application, extensive training through application, with some emphasis on written examinations.  The criteria for working with children with Autism Spectrum Disorder requires a higher level of critical thinking in order to make in the moment decisions using flexible prompt fading; when considering the critical time sensitive- timeline of early intervention.  Social Connections is currently working towards increasing the standards for direct application by requiring the PBAAC® Autism Interventionist and Autism Supervisor Certifications for all direct therapy members. 


Progressive standards exceed "some current" minimum requirements for certification to practice. 

 Minimum Standards does not indicate level of expertise; this comes with years of practice and experience. 


Find out more

WHY ABA IS THE GOLD STANDARD IN TREATMENT- REFERENCE LIST

  

REFERENCE LIST

BOOKS/BOOK CHAPTERS

  1. American Psychiatric Association. (2013). Diagnostic      and statistical manual of mental disorders (5th). American Psychiatric      Publishing.
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  3. Azrin, N. H., Holz, W. C., & Honig, W. K.      (1966). Operant behavior: Areas of research and application.      Apple-Century-Crofts.
  4. Baer, D. M. (1970). A case for the selective      reinforcement of punishment. In C. Neuringer & J. L. Michael (Eds.), Behavior      modification in clinical psychology (pp. 243–249). Prentice-Hall.
  5. Bijou, S. W., & Baer, D. M. (1961). The      century psychology series. Child development, Vol 1. A systematic and      empirical theory. Appleton-Century-Crofts. https://doi.org/10.1037/11139-000
  6. Bijou, S. W., Baer, D. M. (1965). Child      development: II. Universal stage of infancy. Appleton-Century-Crofts.
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  9. Cooper, J. O., Heron, T. E., & Heward, W.      L. (2019). Applied behavior analysis (3rd). Pearson.
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  12. Ferster, C. B., & Skinner, B. F. (1957) Schedules      of reinforcement. Appleton-Century-Crofts. https://doi.org/10.1037/10627-000
  13. Fiske, K. E. (2017). Autism and the family:      Understanding and supporting parents and siblings. WW Norton &      Company.
  14. Fisher, W. W., Piazza, C. C., & Roane, H.      S. (2011). Handbook of applied behavior analysis. The Guilford      Press.
  15. Green, G. (1996). Evaluating claims about      treatments for autism. In C. Maurice, G. Green, & S. C. Luce (Eds.), Behavior      interventions for young children with autism (pp. 15–28). Pro-Ed.
  16. Gresham, F. M., & Elliott, S. N. (2008). Social      skills improvement system. Pearson Education.
  17. Harris, S. L., & Glassberg, B. A. (2003). Siblings      of children with autism: A guide for families. Woodbine House.
  18. Lang, R., Hancock, T. B., & Singh, N. N.      (2016). Early intervention for young children with autism spectrum      disorder. https://doi.org/10.1007/978-3-319-30925-5
  19. Leaf, J. B. (2017). Handbook of social      skills and autism spectrum disorder. Springer International      Publishing. https://doi.org/10.1007/978-3-319-62995-7
  20. Leaf, J. B., Cihon, J. H., Weinkauf, S. M.,      Oppenheim-Leaf, M. L., Taubman, M., & Leaf, R. (2017b). Parent      training for parents of individuals diagnosed with autism spectrum      disorder. In J. L. Matson (Ed.) Handbook of early intervention for      autism spectrum disorders(5 ed., Vol. 36, pp. 109–125). Springer      International Publishing. https://doi.org/10.1007/978-3-319-61738-1_8
  21. Leaf, R., Leaf, J. B., & McEachin, J.      (2019). Clinical judgment in ABA: Lessons from our pioneers. DRL      Books.
  22. Leaf, J. B., Leaf, R., McEachin, J., &      Cihon. J. H. (2018). Progressive applied behavior analysis. In F. R.      Volkmar (Ed.). Encyclopedia of autism spectrum disorders (Vol 8,      pp. 1-7). Springer. http://doi.org/10.1007/978-1-4614-6435-8_102239-1
  23. Leaf, R., & McEachin, J. (1999). A work      in progress: Behavior management strategies and a curriculum for intensive      behavioral treatment of autism. DRL Books.
  24. Leaf, R., McEachin, J., & Mountjoy, T.      (2015). A work in progress: Video Series. DRL Books.
  25. Leaf, R., McEachin, J., & Taubman, M.      (2008). Sense and nonsense in the behavioral treatment of autism: It      has to be said. DRL Books.
  26. Leaf, R., Taubman, M., & McEachin, J.      (2008). It’s time for school! Building quality ABA educational programs      for students with autism spectrum disorders. DRL Books.
  27. MacDuff, G. S., Krantz, P. J., &      McClannahan, L. E. (2001). Prompts and prompt-fading strategies for people      with autism. In C. Maurice, G. Green, & R. M. Foxx (Eds.), Making a      Difference: Behavioral Intervention for Autism (pp. 37–50). Pro-Ed.
  28. Maurice, C. (1993). Let me hear your voice:      A family’s triumph over autism. Kopf.
  29. McPartland, J. C. & Dawson, G. (2014).      DSM-5 criteria for ASD: Research review and commentary. In Davis III, T.      E., White, S. W., & Ollendick, T. H. (Eds.). Handbook of Autism and      Anxiety (pp. 231-245). Springer.
  30. Offit, P. A. (2008). Autism’s false profits:      Bad science, risky medicine, and the search for a cure. Columbia      University Press.
  31. Rajaraman, A. & Hanley, G. P. (2017).      Interview-informed synthesized contingency analysis (IISCA). In F. R.      Volkmar (Ed.) Encyclopedia of autism spectrum disorders. https://doi.org/10.1007/978-1-4614-6435-8_102243-1
  32. Reichle, J., & Wacker, D. P. (Eds.).      (1993).Communication and language intervention series, Vol. 3.      Communicative alternatives to challenging behavior: Integrating functional      assessment and intervention strategies. Paul H Brookes Publishing.
  33. Skinner, B. F. (1938). The Behavior of      Organisms: An Experimental Analysis. B.F. Skinner Foundation.
  34. Skinner, B. F. (1953). Science and human      behavior. Macmillan
  35. Skinner, B. F. (1957). Verbal Behavior.      Prentice-Hall
  36. Thorndike, E. L. (1911). Animal      intelligence. Macmillan.

ARTICLES

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40. Au, A., Mountjoy, T., Leaf, J. B., Leaf, R., Taubman, M., McEachin, J., & Tsuji, K. (2016). Teaching social behaviour to individuals diagnosed with autism spectrum disorder using the cool versus not cool procedure in a small group instructional format. Journal of Intellectual and Developmental Disability, 41(2), 115–124. https://doi.org/10.3109/13668250.2016.1149799

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42. Ayllon, T., & Haughton, E. (1962). Control of the behavior of schizophrenic patients by food. Journal of the Experimental Analysis of Behavior, 5(3), 343–352. https://doi.org/10.1901/jeab.1962.5-343

43. Ayllon, T., & Michael, J. (1959). The psychiatric nurse as a behavioral engineer. Journal of the Experimental Analysis of Behavior, 2(4), 323. https://doi.org/10.1901/jeab.1959.2-323

44. Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can’t brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 46(1), 11-21.

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46. Azrin, N., Rubin, H., O’brien, F., Ayllon, T., & Roll, D. (1968). Behavioral engineering: postural control by a portable operant apparatus. Journal of Applied Behavior Analysis, 1(2), 99–108. https://doi.org/10.1901/jaba.1968.1-99

47. Baer, D. M. (1993). A brief, selective history of the department of human development and family life at the university of Kansas: The early years. Journal of Applied Behavior Analysis, 26(4), 569-572. https://doi.org/10.1901/jaba.1993.26-569

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