Now accepting Center-Based Clients
Now accepting Center-Based Clients
We are committed to treating people with dignity and respect. These questions aim to educate about quality services. There are no “right” answers but cookie cutter answers or "it depends" could be "wrong" if no additional info is shared. Reach out to chat more about our answers!
Autism spectrum disorder (ASD) is a neurological and developmental condition that impacts people differently. It is characterized by social and communication deficits (or differences) along with restrictive or repetitive behaviors. If someone is diagnosed they often also get a severity label to help identify the level of supports that may be needed for that person. People are born autistic and are autistic throughout their life.
It is important to remember that "if you have met one Autistic person, you have met ONE Autistic person".
ABA stands for applied behavior analysis.
(Great, so what does that mean!?!)
Behavior analysis is a scientific field that focuses on principals that explain how living things behave and learn. It requires observing specific behaviors and the environments in which they occur. ABA takes that science and applies it to real people (or in some cases animals) to develop necessary skills.
Payment options may vary depending on the ABA provider, the region, and the client.
At Behavior Balance Point we are working hard to join insurance networks and we also accept private payments. Currently we are in-network with Colorado Health First (Medicaid), Aetna, Anthem, and Optum. If your insurance provider is not listed here please reach out and we will do our best to figure out options to get services covered!
All members of Behavior Balance Point have, at minimum, a high school degree or equivalent, have passed a background check, and receive on-going training. Below is a breakdown of our care teams:
For additional information about credentialing requirements please visit the Behavior Analyst Certification Board
At Behavior Balance Point, LLC we want learning to be natural and fun. Our team uses materials that learners are likely to interact with on a daily basis to contrive opportunities to practice play, communication, social, self-help and other foundational skills.
Depending on what a learner needs and wants help with, their day may look slightly different from another learner's. One learner may spend time at a table so they can tolerate a "typical" classroom experience or dining at a restaurant with family members. Another learner may spend their day playing with sets of toys learning how to play with others and expand their language (colors, shapes, sizes, prepositions, etc.). Another still may spend sections of their day focusing on daily living skills such as independently brushing their teeth, washing their face, putting deodorant on, etc. All learners have a somewhat structured day that includes targeted skills, movement, and social opportunities (when available with scheduling).
We do not FORCE any learners to do anything. If a learner seems as though they do not want to be in session, we will take a step back and look at what is going on. Some things we'll look at (and if possible, talk to the learner about) are:
The creation of goals is a group effort. During intake Behavior Balance Point will discuss learner/family priorities, complete a review of any diagnostic or school documents that are shared, and will also complete an interactive observation to help in assessing skill.
As much as is possible, Behavior Balance Point aims to utilize preventative ABA (see Ala’i-Rosales, S., et al. 2019) in which we focus on prosocial behaviors and skills that, when absent, often result in dangerous or maladaptive behavior.
Priority is put on goals that will keep the learner and those around them safe. Behavior Balance Point, LLC aims to help learners find ways to express themselves, quirks and all. As Leaf, J., et al. (2021) state, "behavior analysts also have an obligation to best prepare their clients for the world in which they currently live, which is, unfortunately, less accepting than desired. Research has documented that engaging in stereotypic behavior often has a negative impact on the person engaging in the stereotypic behavior (Bodfsh et al., 2000; Goldman et al., 2009; Koegel et al., 1974) as well as negative perceptions from those observing the person engaging in the stereotypic behavior (Cook & Rapp, 2020a; Welsh et al., 2019)…ABA-based interventions should work toward empowering and enhancing options rather than achieving conformity" for that reason, when "stimming" behaviors are targeted, it will be done with a focus on collaboration and care.
Behavior analysis is dependent on data! At Behavior Balance Point, we review data every session so we can make decisions about how to proceed with goals. Official reports are written, at minimum, every 12 months and caregivers are encouraged to reach out if they would like more frequent updates.
During goal setting, caregivers will work with Behavior Balance Point to create a list of "up next" goals.
As a learner shows proficiency with a skill (which is determined per goal per learner - 100% of multiple opportunities would be required for something like crossing the street safely while a lower mastery criterion could be used for something like relinquishing a toy to a peer), goals are mastered out and new goals from the "up next" list are introduced.
If progress is not being made after a period of time (determined by the learner's acquisition pattern), procedures will be assessed and modified. If, while assessing, it is determined that the learner could benefit from learning prerequisite or complimentary skills first, a goal may be put on hold or adjusted.
Caregivers will be notified at least conversationally during pick-up when new goals are introduced.