Our Goals

Prism Behavioral Solutions, Inc. designed its services to meet the following goals:

Goal #1:
Teach the consumer skills that promote independence and social integration.

Goal #2:
Support the consumer to live a meaningful and productive life in their natural environment.

Goal #3:
Decrease excessive behaviors that impede independence and social integration as well as the use of function-based replacement behaviors.

Goal #4:
Teach the parent /caregiver ABA interventions that will support their family member’s (i.e., consumer) role as a productive member at home and in the community.

Goal #5:  
Teach the parent /caregiver how to appropriately select and implement interventions that are based on positive reinforcement.

Goal #6:
Provide effective ABA services that are ethical, culturally sensitive, and individualized based on the client’s unique abilities and needs.   

Our Services

Prism Behavioral Solutions, Inc. ABA services are provided to consumer’s ages 12 months to 17 years; consumers outside this age range are accepted based on one on one review of case.  Our agency provides BCBA Supervisors and qualified and highly trained Behavior Specialist for all cases referred.

ABA services address:

    •    Time-limited parent consultation model
    •    Teach methods and strategies to parents
    •    Parents learn and address child’s individual learning and behavioral needs.
    •    Provide training, coaching and mentoring to help parents understand and utilize ABA strategies through daily routines.

Intensive ABA services

    •    Time-limited intervention that provides 1:1 instruction to child with intensive parent training.
    •    Direct instruction provided to the child to establish instructional control and address maladaptive behaviors.
    •    Parents receive simultaneous instruction and coaching to fully implement intervention during transition period.
    •    Effectively address early behavioral and learning needs for some children with autism.
    •    Results oriented when initiated with children (toddler and preschool age).

ABA services

Applied Behavior Analysis is the design, use, and evaluation of environmental modifications and interventions to produce socially significant improvement in human behavior.  ABA uses antecedent stimuli and consequences, based on the findings of descriptive and functional analysis, to produce practical change in behavior. ABA is based on the belief that an individual’s behavior is determined by past and current environmental events in conjunction with organic variables such as genetics. Thus, it focuses on explaining behavior in terms of external events that can be manipulated rather than internal constructs that are beyond our control. ABA has been used to develop interventions for children with autism for over 50 years. Treatments based on ABA represent a wide range of early intervention strategies for children with autism, from highly structured programs conducted in one-on-one settings to naturalistic strategies focusing on using the child’s usual activities to build skills.

Pivotal Response Training (PRT)

PRT is a behavioral treatment intervention based on the principles of ABA. Pivotal Response Training (PRT) is a naturalistic behavioral intervention developed to facilitate stimulus and response generalization, increase spontaneity, reduce prompt dependency, and increase motivation while still relying on the principles of applied behavior analysis.  To date, there have been four identified pivotal behaviors, including responding to multiple cues, motivation, self-management, and child self-initiations. 

Functional Communication Training (FCT)

FCT is a systematic practice to replace inappropriate behavior or subtle communicative acts with more appropriate and effective communicative behaviors or skills.  When using FCT, teachers/practitioners analyze the interfering behavior to determine what the learner is trying to communicate.  After the function of the interfering behavior has been identified, FCT is implemented to identify and teach a replacement behavior that is easy for the learner to use and serves the same purpose as the interfering behavior, but in a more appropriate way.

Task Analysis

TA is the process of breaking a skill into smaller, more manageable steps in order to teach the skill.  As the smaller steps are mastered, the learner becomes more and more independent in his/her ability to perform the larger skill.  Other practices, such as reinforcement, video modeling, or time delay, can be used to facilitate learning of the smaller steps.  TA can be used effectively with children with ASD, regardless of cognitive level and/or expressive communicative abilities.  TA can be used in school, home, or community settings.  Generalization of skills is most likely when teaching occurs in multiple settings.

Contingency Management (CM)

CM refers to any of a group of techniques used in ABA that attempts to modify a behavioral response by controlling the consequences of that response.  Kinds of contingency management include contingency contracting, shaping, and token economy.

Differential Reinforcement Schedules (DR)

DR entails reinforcing one response class and withholding reinforcement for another response class.  DR schedules are often used as reductive procedures for problem behaviors.  The four most researched variations of DR schedules for decreasing maladaptive behaviors are differential reinforcement of incompatible behavior (DRI), differential reinforcement of alternative behavior (DRA), differential reinforcement of other behavior (DRO) and differential reinforcement of low rates (DRL).  DR consists of two components: providing reinforcement contingent on either the occurrence of a behavior other than the problem behavior or the behavior occurring at a reduced rate and withholding reinforcement as much as possible for the problem behavior.

Active Treatment

Active Treatment means a structured and on-going effort to maximize the client's fullest developmental potential in a manner that is the least restrictive. It requires an integrated, individually tailored plan of services directed to achieving measurable, behaviorally stated objectives as well as an environment approximating everyday life in mainstream society. The goal is the development of skills, behaviors and attitudes essential to independent living in society.

Positive Reinforcement

Positive Reinforcement is the process of increasing the rate or probability of a behavior (e.g., attending to presented stimuli, following a one step direction, brushing teeth) in the form of a "response" by the delivery or emergence of a stimulus (e.g. access to a preferred toy, food, activity) immediately or shortly after performing the target behavior.  Reinforcement theory states that reinforced behavior will be repeated, and behavior that is not reinforced is less likely to be repeated.