ABLLS assesment

Overview

We specialize in the following categories :

Early intervention is from 3-9 years

After care is for all ages

ABBLS assessment is for all ages 

  • ABLLS
  • Autism
  • ADHD
  • Blindness
  • Deafness
  • Emotional Disturbance
  • Hearing Impairment
  • Intellectual Disability
  • Learning disability
  • Orthopedic Impairment
  • Speech & Language Impairment
  • Visual Impairment

  • ABLLS

The assessment of basic language and learning skills (ABLLS, often pronounced “ables”) is an educational tool used frequently with applied behavior analysis (ABA) to measure the basic linguistic and functional skills of an individual with developmental delays or disabilities.

  • Autism

Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development.
ASD is a developmental disability and people with ASD may communicate, interact, behave, and learn in ways that are different from most other people.
The learning, thinking, and problem-solving abilities of people with ASD can range from gifted to severely impaired.

  • ADHD

Attention deficit hyperactivity disorder (ADHD) affects children and teens and can continue into adulthood. ADHD is the most commonly diagnosed mental disorder of children. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention.

It’s more common in boys than in girls. It’s usually discovered during the early school years, when a child begins to have problems paying attention.

Adults with ADHD may have trouble managing time, being organized, setting goals, and holding down a job. They may also have problems with relationships, self-esteem, and addiction.

  • Blindness

Vision problems can develop before a baby is born. Sometimes, parts of the eyes don't form the way they should. A kid's eyes might look fine, but the brain has trouble processing the information they send. The optic nerve sends pictures to the brain, so if the nerve doesn't form correctly, the baby's brain won't receive the messages needed for sight.

Blindness can be genetic (or inherited), which means that this problem gets passed down to a kid from parents through genes.

  • Deafness

Hearing loss is the reduced ability to hear sound. Deafness is the complete inability to hear sound. Deafness and hearing loss have many causes and can occur at any age. People can go deaf suddenly as a complication of a virus, or lose their hearing over time because of disease, nerve damage, or injury caused by noise. About 3 in 1,000 babies is born deaf, often because of genetic factors.

  • Emotional Disturbance

A condition exhibiting one or more of the following characteristics, displayed over a long period of time and to a marked degree that adversely affects a child's educational performance:

An inability to learn that cannot be explained by intellectual, sensory, or health factors
An inability to build or maintain satisfactory interpersonal relationships with peers or teachers
Inappropriate types of behavior or feelings under normal circumstances
A general pervasive mood of unhappiness or depression
A tendency to develop physical symptoms or fears associated with personal or school problems.

  • Hearing Impairment

An impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness as listed above.

  • Intellectual Disability

Intellectual disability is described in the DSM - 5 as a developmental disorder, referring to a neuron developmental disorder with its onset during the developmental period. Intellectual disability is characterized by intellectual and adaptive functioning deficits in conceptual, social and practical domains.

Adaptive functioning refers to the ability to adapt to the needs of everyday living and requires conceptual, social and practical skills. With an intellectual disability, a person’s lower intellectual functioning leads to limitations in adaptive functioning.

  • Learning Disability

A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. This term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. This term does not include children who have learning problems that are primarily the result of visual, hearing, or motor disabilities; mental retardation; or environmental, cultural or economic disadvantage.

  • Orthopedic Impairment

A severe orthopedic impairment that adversely affects educational performance. The term includes impairments such as amputation, absence of a limb, cerebral palsy, poliomyelitis, and bone tuberculosis.

  • Speech & Language Impairment

A communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child's educational performance.

  • Visual Impairment

An impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness.

snap/ABA/caps method

  • Individual programs created with the combination of SNAP (special needs adapted program)
  • ABA therapy (applied behavior analysis)
  • Grade R (caps)
  • Potty training also available from 3 years to teens.
  • to increase behaviors (eg reinforcement procedures increase on-task behavior, or social interactions);
  • to teach new skills (eg, systematic instruction and reinforcement procedures teach functional life skills, communication skills, or social skills);
  • to maintain behaviors (eg, teaching self control and self-monitoring procedures to maintain and generalize job-related social skills);
  • to generalize or to transfer behavior from one situation or response to another (eg, from completing assignments in the resource room to performing as well in the mainstream classroom);
  • to restrict or narrow conditions under which interfering behaviors occur (eg, modifying the learning environment); and
  • to reduce interfering behaviors (eg, self injury or stereotypy).

Above combination are used to support children with autism and other learning disabilities.

ABA is an objective discipline. ABA focuses on the reliable measurement and objective evaluation of observable behavior.

RELIABLE MEASUREMENT

Reliable measurement requires that behaviors are defined objectively. Vague terms such as anger, depression, aggression or tantrums are redefined in observable and quantifiable terms, so their frequency, duration or other measurable properties can be directly recorded (Sulzer-Azaroff & Mayer, 1991). For example, a goal to reduce a child's aggressive behavior might define "aggression" as: "attempts, episodes or occurrences (each separated by 10 seconds) of biting, scratching, pinching or pulling hair." "Initiating social interaction with peers" might be defined as: "looking at classmate and verbalizing an appropriate greeting."

This process includes the following components:

  • selection of interfering behavior or behavioral skill deficit
  • identification of goals and objectives
  • establishment of a method of measuring target behaviors
  • evaluation of the current levels of performance (baseline)
  • design and implementation of the interventions that teach new skills and/or reduce interfering behaviors
  • continuous measurement of target behaviors to determine the effectiveness of the intervention, and
  • ongoing evaluation of the effectiveness of the intervention, with modifications made as necessary to maintain and/or increase both the effectiveness and the efficiency of the intervention.

PLEASE NOTE : EACH CHILD WILL BE GIVEN INDIVIDUAL ATTENTION WE WORK 1 BEHAVIOR CONSULTANT TO MAX 4 KIDS.

  • I start off with simple attending skills 

E.g. getting the child familiar with BUSY TIME,EYE CONTACT,HANDS QUITE,STRUCTURE OF THE LESSON ,STAYING ON TASK

  • I use the hand over hand method in teaching a child
  • I have levels of teaching an each child will start on level 1 an continues as the child progresses
  • Every second week there will be a update sent to parents on the child's every second week GOAL

ABA ACTIVITIES

Morning prayer 

Morning ring (singing of songs actions songs hand over hand )

  • ABA THERAPY/SNAP SPECIAL NEEDS ADAPTED PROGRAM/GRADE R

-receptive 

-Expressive

-Requesting 

-academics & imitation 

  • SENSORY PLAY 

-Touch 

-Smell 

-Look 

-Taste 

-Hear

  • ART 

-drawing 

-Painting 

-Cutting 

-Sticking 

  • HAND OVER HAND ACTIVITIES depending on child's level e.g. level 1 or 2.

A reinforcement is used each time a learning get a part of the activity write.

E.g. social praise ,edibles,a favorite toy or story book, token board.

  • ONCE A WEEK ACTIVITIES

-pool play in summer 

-Baking 

-Planting 

-Dancing

ABA method