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
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.
REFERENCE LIST
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