IDAHO SCHOOL OF VERBAL BEHAVIOR
OUR MISSION
We are standing in the gap to build appropriate language learning environments for children with speech and language developmental disabilities.
OUR BELIEF
We believe that students/children with language and speech developmental disabilities learn in different ways and should be provided with a variety of instructional environments and approaches to support their language acquisition, learning and positive social interactions.
Our Verbal Behavior intervention program represents a highly specialized component of the science of applied behavior analysis. The application of ABA-based verbal behavior-change technology to the management of children with verbal behavioral deficits is a very intensive protocol that requires repeatability and consistency across the board. We have noted that the development of the twelve critical domain of verbal behavioral skills that form the very foundation for meaningful interpersonal interactive social skills need to be sustained even in the school environment in order to support the teachers and the child in achieving the IEP goals. Also, for most children with verbal delay/deficits, there are manifest and subtle but often unattended maladaptive behavioral presentations such as uncooperative, withdrawn/inattentive, repetitive, hurtful to self, hurtful to others, destructive and disruptive behaviors.
Our practice builds verbal, attention, social, behavioral, memory and comprehension skills simultaneously. Our instructional intervention methods help to reduce uncertainties, and increase attention span, retention, develop memory for sequence and modify temporal patterns through sequential, intensive, incremental, repetitive, structured, multi-sensory skills acquisition training. We incorporate a rehabilitation rationale for treatment!!
ABOUT OUR SCHOOL
Our SCHOOL FOR VERBAL BEHAVIOR MANAGEMENT has the personnel and expertise needed to facilitate the training of high maintenance children/students with verbal behavior issues/difficulties in the school setting through the provision of complementary services. We concentrate on building language learning environments for children with speech and language behavioral skill deficits.
Our treatment plans and the practical implementation are guided by the principles of effective intervention according to – Ramey et al 1998;
• Principle of developmental timing: This principle states that interventions that begin earlier in development and continue longer, afford greater benefits to the participants than do those that begin later that do not last as long.
• Principle of program intensity: This principle states that the intervention programs that are more intensive (indexed by variables such as numbers of home visits per week, number of hours per day, days per week, and weeks per year) produce larger positive effects than less intensive interventions. Further, more children whose parents/teachers participate the most actively and regularly are the ones who show the greatest developmental progress.
• Principle of direct (versus intermediary) provision of learning experiences: This principle states that children receiving interventions that provide direct educational/practical experiences show larger and more enduring benefits than do children in programs that rely on intermediary routes to change the child’s competencies (e.g. parent training only).
• Principle of program breadth and flexibility: This principle states that interventions that provide more comprehensive services and use multiple routes to enhance children’s development; generally have effects than do interventions that are narrower in focus.
• Principle of individual differences in program benefits: This principle states that some children show greater benefits from participation in early intervention than do other children. Thus far, these individual differences appear to be related to aspects of the children’s initial risk condition.
• Principle of ecological dominion and environmental maintenance of development: This principle holds that over time, the initial positive effects of early interventions will diminish to the extent that there are not adequate environmental supports to maintain the beneficiary’s positive attitudes and behavior; hence the need for continued learning and reinforcement of the learned skills and behaviors in various settings.
We provide intensive verbal behavior intervention in the school setting for each child needing verbal behavior intervention particularly those kids who are already receiving the services of Speech pathologists. This is to support the teachers and the child to minimize the presentation of maladaptive behaviors thus more receptive to learning in the school environment. This also helps to eliminate exponential decay of the already acquired verbal skills.
SCOPE OF OUR SERVICES:
• Functional Behavior Assessment
• Functional Verbal Behavior Assessment
• Direct Observation in School, Home and Community
• Behavior Language Assessment
• Barbe Learning Modality evaluation
• Assessment of interest, activities values and application of reinforcers.
• Development of treatment plan
• Direct verbal behavioral skills training
• Monthly data analysis and report on progress made in the acquisition of language development and vocalization behaviors.
Link
