Who we serve
Applied Behavior Analysis (ABA) can support individuals of all ages, including neurotypical learners. Research has established that behavior therapy using ABA principles is an effective treatment for children with autism and other diagnoses.
At ASCEND, ABA and other teaching tools focus on increasing positive behaviors and skills, including language. Our methods can be applied to prepare children and teenagers independently overcome particular challenges in learning.
What kind of learning challenges does your child face?
- find initiating and maintaining conversation with others challenging
- find it hard to communicate, and express their needs and feelings
- have difficulty in making and keeping a friend
- find it hard to take other people’s perspective and take in social cues (in a classroom environment, children may have difficulty in learning the behavior of others and regulating their own behavior in harmony with the group)
- have difficulty regulating their emotions and remaining calm compared to their typical peers
- have difficulty keeping attention for a sustained period of time
- Are resistant to minor changes in routine
- have rigid adherence to schedules/ routines which makes it hard for them to work with peers
- have difficulty solving problems by themselves
- Does not use learnt skills spontaneously
- Autism Spectrum Disorder (ASD)
- Attention-Deficit / Hyperactivity Disorder (ADHD)
- Global Developmental Delay (GDD)
- Social Communication Disorder (SCD)
- Intellectual Disability
- Language Delay
- Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS)
Sharing Knowledge & Experience to our community
It is our hope to build a community on a foundation of understanding and acceptance, with it a learning environment accessible for all. We aspire to provide sufficient support to those who need it, and to share our knowledge and experience with our counterparts.
In the past, NGOs and schools have approached us with respective topics and areas, in which we offer to share our insights in teaching students with special needs, and subsequent training.
Bollman, J. R., Davis, P. K., & Zarcone, J. (2009). Teaching women with intellectual disabilities to identify and report inappropriate staff‐to‐resident interactions. Journal of Applied Behavior Analysis, 42(4), 813-817. doi:10.1901/jaba.2009.42-813
Danforth, J. S. (2016). A Flow Chart of Behavior Management Strategies for Families of Children with Co-Occurring Attention-Deficit Hyperactivity Disorder and Conduct Problem Behavior. Behavior Analysis Practice, 9(1), 64–76.
Foster-Johnson, L., Ferro, J., & Dunlap, G. (1994). Preferred curricular activities and reduced problem behaviors in students with intellectual disabilities. Journal of Applied Behavior Analysis, 27(3), 493-504. doi:10.1901/jaba.1994.27-493
Hicks, S. C., Bethune, K. S., Wood, C. L., Cooke, N. L., & Mims, P. J. (2011). Effects of direct instruction on the acquisition of prepositions by students with intellectual disabilities. Journal of Applied Behavior Analysis, 44(3), 675-679. doi:10.1901/jaba.2011.44-675
Krentz, H., Miltenberger, R., & Valbuena, D. (2016). Using token reinforcement to increase walking for adults with intellectual disabilities. Journal of Applied Behavior Analysis, 49(4), 745-750. doi:10.1002/jaba.326
Lovaas, O.I., (1987). Behavioral treatment and normal educational & intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9.
National Autism Center. (2009) National Standards Project. Retrieved from http://moodle.sage.edu/pluginfile.php/379147/mod_folder/content/0/NAC%20%20Report.pdf?forcedownload=1
Sallows, G.O., & Graupner, T.D. (2005) Intensive Behavioral Treatment for Children with Autism: Four-Year Outcome and Predictors. American Journal of Mental Retardation, 110, 417-438.