Outreach Services

Outreach services are provided for children and youth (18 months to 21 years). We provide Applied Behavior Analysis (ABA) home programs, behavior consultation, training for instructional teams, inclusion support, educational evaluations, and supervision for early intervention teams. We offer 3 types of outreach services:

ABA Home Programs Read more

Inclusion Read more

Behavioral Consultation Read more

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ABA Home Programs

Our home program services serve children receiving early intervention, children of various ages who need after- school support, and children who are home schooled.

Supervision and coordination are provided for ABA programming to ensure a comprehensive home program. After a full assessment, we implement developmentally appropriate and functional goals/objectives. The program is continually monitored to maximize children’s progress

  • Weekly, in-home supervision and curriculum development
  • Collaborative team meetings/clinics and training for instructors and therapists
  • Ongoing training for family members, including siblings
  • Instruction in effective teaching strategies and data collection techniques
  • IEP advisement and participation
  • Communication with schools to promote smooth transitions
  • School/agency collaboration to provide support and bridge gaps between home and school services
  • Social skills and peer modeling—both structured and individualized

We also provide supervision for Early Intervention (EI) programs

We are strong advocates for high quality science-based Early Interventions. We urge families to begin intensive treatment as early as possible in an effort to minimize the need for intensive interventions later on.

We believe it is important for families to seek out BCBA supervision for the ABA in their EI programs. In helping children begin the journey to recovery, EI ABA treatment is effective only if conducted correctly using best practices.

Q & A: ABA Home Programs with Learners' Compass

Q: How will Learners' Compass help with my Early Intervention program?

A: We can help with the goals/objectives, staff training, and coordination of your services. Although it may feel as if your child is too young to have so much therapy, consider the following:

  • Years of research have repeatedly demonstrated positive long-term outcomes when best practices are applied during early interventions.
  • Children adapt quickly to busy schedules. Youngsters with autism often don’t have the skills to enjoy free time and may become distressed. The structure offered by the therapeutic session is often comforting; providing a sense of predictability as well the skills needed to enjoy free time. The more ABA interventions you can provide at a young age, the better (Lovaas, 1987).
  • Although much work hard lies ahead for the child, we will work even harder to motivate, encourage, and make it worth the child’s time. We will make learning fun (Matching Law-Herrnstein 1961;Davison et al., 1988)
  • To ensure consistency—a key to success—we will coordinate service providers (ABA therapist, OT, and speech) and ensure that the team functions cohesively.

Q: How will I know about my child's progress or challenges?

A: We will provide you with daily communication logs, formal progress reports, and ask you to join the team clinics, where the details of the program will be discussed.

Q: What about staff and teaching accountability?

A: Families or school districts will often hire the home program staff. Based on our staff availabilities, we may recommend instructors from the Learners' Compass team of professionals. Staff training is offered and sessions may be monitored by a BCBA on an as need basis.

Q: What is the number of hours recommended for a home program?

A: Each home program is unique. The number of hours depend on the severity of needs and the family's availability. We will work with you to design the best home program for your child. For supervision, we recommend:

  • For full home programs (20-40 hours), we recommend 3 hours per week of coordination/supervision and 2 hours twice a month for team clinics/meetings.
  • For part-time programs (5-10 hours), we recommend 2 hours per week of coordination/supervision and 1 hour twice per month for team clinics/meetings.

Q: How can I get started?

A: Call us here at Learners' Compass for an appointment. We will complete a needs assessment with you. It takes about 4-6 weeks to get program up an running. Week 1-2: We recommend 10 hours (maximum) of consultation. This includes observation, parent interviews, creating the treatment package and making materials. Week 3-6: We recommend 6 hours (maximum) of consultation. This includes overlaps with the staff and team meetings for training. After this start up period, we will be available for 3 hours of weekly consultation to maintain the program.

Inclusion Services

We collaborate with educators in the inclusion setting to help support the child in succeeding in one of the most important transitions he/she will make.

We address social skills, academic modification, independence in classroom activities, and behavior management. Parental involvement is encouraged to bridge gaps between home and school settings.

  • Assessment and the devising of goals: For the inclusion setting, we formulate systematic individualized goals for purposeful shadowing from the para-professional/SEIT/aide.
  • Training of shadows, SEITs, or para-professionals in the mainstream setting.
  • Monitor programming for generalization to mainstream setting by designing effective contingencies (social stories, motivational systems, visual cues, etc).
  • Fading to increase independence and sociability through step-by-step methods.

Q & A: Inclusion

Q: Why is it so important that inclusion be done correctly and with best practices?

A: Shadowing, Collaboration, and Monitoring are all essential components of inclusion...

  1. Correct shadowing is critical to progress. Often times in mainstream settings, children wind up in an invisible cubby—still receiving and relying on 1-to-1 support without fully integrating into the classroom. To foster independence, it is critical to mainstream systematically—with goals—as well as purposefully—with measurement.
  2. Collaboration between educators is the key to success. We foster collaboration and partnership among the classroom teacher, therapists, para-professional/SEIT/aide, and parents.
  3. Continual monitoring of services will ensure on going achievements. We provide initial support on a regular basis. As progress is made, support is provided on an as-needed basis for modification and further training on new methods.

Behavioral Consultation

Behavioral services are provided on an as-needed basis for families, agencies, and school districts to help learners with behavioral challenges in the home, school, and community settings.

We believe each child is unique, and each challenge has a solution rooted in the science of behaviorism. Solutions are systemically matched to the reason/function of the behavior to teach appropriate replacement behavior that is socially acceptable and will help increase the child’s independence as well as appropriate coping skills and, consequently, self-esteem.

Our consultation and intervention process:

  1. We conduct parent interview and educator/therapist interviews and observe the child to conduct functional behavioral assessments.
  2. We recommend functional individualized behavior interventions.
  3. We follow up to monitor the progress made and make recommendations for the maintenance of success.