Clinical Services
ABA Supervision, Tutoring, Home Instruction, and Special Education Itinerant
(SEIT) Services: Certified teachers and licensed behavior analysts are available to establish and provide direct instruction and educational goals at home, in school, and in the community.
Adaptive Behavior Evaluation: Administration of the Vineland Adaptive Behavior Scales or other standardized measures of adaptive behavior can be completed for the purpose of identifying a student’s adaptive strengths and weaknesses in the areas of communication, daily living, socialization, and maladaptive behavior. Test results can be utilized for program planning or benefit eligibility determination. (Up to 6 hours)
Autism Consultation: Technical assistance and individual case consultation are offered to students with Autism Spectrum Disorders, with a unique and specific emphasis on communication disorders, executive functioning, and social skills deficits. Consultation involves curricular modification, differentiated instruction, and the application of behavioral principles at home, in school, and in the community.
Behavior Intervention Services: Technical Assistance, individual case consultation, functional analysis, behavior support plan development, data management, and follow along services are offered to students with a range of behavioral challenges.
Benefits Assistance (SSI, Medicaid, OPWDD): PBS provides direct support and assistance to families in applying for financial aid and disability benefits. Families are offered guidance in obtaining relevant documentation, formulating history, diagnosis, guardianship, and assets to facilitate a smooth benefits application process.
Clinical Consultation: One-on-one counseling, planning, and intervention is offered to address specific clinical issues including puberty, adolescence, sexuality training, anger management and relaxation training, obsessive-compulsive disorders, and other specific clinical needs.
Clinical Supervision: Supervision of clinical activities can be provided to BA/MA level Staff, with appropriate training and preparation for BCBA certification.
Community/Job Development: Professional services are available to facilitate the development of community contacts, resources, and natural supports in a student’s identified areas of interest. Development efforts include community networking, job creation, job analysis, identifying/training job coaches/natural supports, establishing volunteer work or special interest groups, travel training, and utilizing self-monitoring, self-management and self-advocacy skills to ensure successful community membership.
Functional Behavioral Assessment (FBA): Includes interviews (FAI), administration of relevant instruments and questionnaires (e.g., ABC, Activities Assessment, Social Network Analysis, Satisfaction Scale, Stress Inventory, Self-Determination), review historical records, complete data analysis (e.g, critical incidents, behavior data), direct observation, and (if needed) experimental functional analysis. Hours include report and recommendations to CSE. (Up to 12 hours)
Parent training: Didactic training is offered both individually and in group format to parents, caregivers, and extended family members. Topics include critical skill development, scheduling and routines, environmental modification, reinforcement and teaching strategies, co-occurring conditions, community outreach, benefits assistance, transition planning, behavior intervention, and any other specific concerns that occur at home, at school, or in the community.
Person-centered Planning (PCP)-initial/new contact: Full intake includes a minimum of two Person-Centered Planning meetings to complete planning tools (i.e., MAPS), and to formulate a vision statement, timeline, and action plan for transition goals and services. (Up to 6 hours)
Postsecondary Supports: College planning services include a minimum of 10-15 hours at start up to support college matching, initial applications/interviews, development of a Resource Notebook, class schedule, and self-monitoring plan for college. Following initial start-up, long-term college coaching can be provided on an as needed basis for academic support, problem solving, and social networking on campus.
Program Consultation: Program evaluation involves the application of Best Practice Standards to evaluate classrooms, programs, and school-wide interventions for students with disabilities who may or may not be mandated to receive services. Recommendations are made for new initiatives, including Life Skills curriculum development, curriculum modification, class-wide or school-wide positive behavioral supports, and/or the
implementation of data collection/tracking systems to address identified gaps.
Transition Skills Assessment: Administration of the Brigance Transition Skills Inventory or other standardized measures of transition skills can be completed in full or in part for the purpose of identifying students’ strengths and transition service needs and developing IEP goals. Areas assessed include:
· Academic skills: Reading, Listening & Speaking, Functional Writing, and Math Skills
· Postsecondary Skills: Interests & Choices, Job-related writing skills, Job-related knowledge, and Communication & Technology
· Independent Living and Community Participation Skills: Independent Living Skills related to Food, Clothing, Housing, Money and Finance, Health, Travel and Transportation, Community Resources, Community Signs, and Citizenship.
(SEIT) Services: Certified teachers and licensed behavior analysts are available to establish and provide direct instruction and educational goals at home, in school, and in the community.
Adaptive Behavior Evaluation: Administration of the Vineland Adaptive Behavior Scales or other standardized measures of adaptive behavior can be completed for the purpose of identifying a student’s adaptive strengths and weaknesses in the areas of communication, daily living, socialization, and maladaptive behavior. Test results can be utilized for program planning or benefit eligibility determination. (Up to 6 hours)
Autism Consultation: Technical assistance and individual case consultation are offered to students with Autism Spectrum Disorders, with a unique and specific emphasis on communication disorders, executive functioning, and social skills deficits. Consultation involves curricular modification, differentiated instruction, and the application of behavioral principles at home, in school, and in the community.
Behavior Intervention Services: Technical Assistance, individual case consultation, functional analysis, behavior support plan development, data management, and follow along services are offered to students with a range of behavioral challenges.
Benefits Assistance (SSI, Medicaid, OPWDD): PBS provides direct support and assistance to families in applying for financial aid and disability benefits. Families are offered guidance in obtaining relevant documentation, formulating history, diagnosis, guardianship, and assets to facilitate a smooth benefits application process.
Clinical Consultation: One-on-one counseling, planning, and intervention is offered to address specific clinical issues including puberty, adolescence, sexuality training, anger management and relaxation training, obsessive-compulsive disorders, and other specific clinical needs.
Clinical Supervision: Supervision of clinical activities can be provided to BA/MA level Staff, with appropriate training and preparation for BCBA certification.
Community/Job Development: Professional services are available to facilitate the development of community contacts, resources, and natural supports in a student’s identified areas of interest. Development efforts include community networking, job creation, job analysis, identifying/training job coaches/natural supports, establishing volunteer work or special interest groups, travel training, and utilizing self-monitoring, self-management and self-advocacy skills to ensure successful community membership.
Functional Behavioral Assessment (FBA): Includes interviews (FAI), administration of relevant instruments and questionnaires (e.g., ABC, Activities Assessment, Social Network Analysis, Satisfaction Scale, Stress Inventory, Self-Determination), review historical records, complete data analysis (e.g, critical incidents, behavior data), direct observation, and (if needed) experimental functional analysis. Hours include report and recommendations to CSE. (Up to 12 hours)
Parent training: Didactic training is offered both individually and in group format to parents, caregivers, and extended family members. Topics include critical skill development, scheduling and routines, environmental modification, reinforcement and teaching strategies, co-occurring conditions, community outreach, benefits assistance, transition planning, behavior intervention, and any other specific concerns that occur at home, at school, or in the community.
Person-centered Planning (PCP)-initial/new contact: Full intake includes a minimum of two Person-Centered Planning meetings to complete planning tools (i.e., MAPS), and to formulate a vision statement, timeline, and action plan for transition goals and services. (Up to 6 hours)
Postsecondary Supports: College planning services include a minimum of 10-15 hours at start up to support college matching, initial applications/interviews, development of a Resource Notebook, class schedule, and self-monitoring plan for college. Following initial start-up, long-term college coaching can be provided on an as needed basis for academic support, problem solving, and social networking on campus.
Program Consultation: Program evaluation involves the application of Best Practice Standards to evaluate classrooms, programs, and school-wide interventions for students with disabilities who may or may not be mandated to receive services. Recommendations are made for new initiatives, including Life Skills curriculum development, curriculum modification, class-wide or school-wide positive behavioral supports, and/or the
implementation of data collection/tracking systems to address identified gaps.
Transition Skills Assessment: Administration of the Brigance Transition Skills Inventory or other standardized measures of transition skills can be completed in full or in part for the purpose of identifying students’ strengths and transition service needs and developing IEP goals. Areas assessed include:
· Academic skills: Reading, Listening & Speaking, Functional Writing, and Math Skills
· Postsecondary Skills: Interests & Choices, Job-related writing skills, Job-related knowledge, and Communication & Technology
· Independent Living and Community Participation Skills: Independent Living Skills related to Food, Clothing, Housing, Money and Finance, Health, Travel and Transportation, Community Resources, Community Signs, and Citizenship.
