Autism Clinic
Our Services
Our team of licensed Board Certified Behavior Analysts (BCBAs) and Registered Behavior Technicians (RBTs) provides individualized, evidence-based Applied Behavior Analysis (ABA) therapy for children ages 2 to 7 through flexible service models, including:
· We proudly work with community-based placements in any setting that welcomes external ABA support, including but not limited to: private and charter schools, preschools, and early learning centers.
· Home-based services (delivered directly in the child’s natural environment)
· Clinic-based therapy. Clinic-based therapy. Clinic-based therapy provides individualized ABA services in a structured setting, focusing on communication, behavior, and daily living skills. Services include assessments, one-on-one individual interventions, and caregiver support guided by licensed professionals.
Who We Serve:
- Children (Ages 2-7). Older children may be considered on a case-by-case basis, depending on individual needs and alignment with our service model. To enroll, children must have a formal medical diagnosis of Autism Spectrum Disorder (ASD).
- Teachers and Childcare Providers. Provide individualized training and ongoing support to implement ABA-based strategies confidently.
- Students and Interns. . We serve as a clinical training site for undergraduate and graduate students pursuing BACB certification, as well as interns from related disciplines, including psychology, education, speech-language pathology, and social work (such as MSW/MSWO). Our program provides high-quality supervision and practical hands-on experience to prepare skilled professionals for interdisciplinary practice.
Our Focus:
We focus on developing essential critical developmental and functional skills through individualized goals tailored to each child's unique needs and learning style. Our objective is to help children develop foundational skills that support greater independence and success across various settings, while also promoting growth that matches aligns with their age-appropriate developmental expectations.
Target skill areas include:
· Language and Communication – Expanding expressive and receptive language to promote meaningful interactions.
· Self-Care and Daily Living Routines – Teaching independence in toileting, dressing, eating, and hygiene.
· Social Interaction and Play – Building and developing cooperative play, turn-taking, and relationship-building skills.
· Emotional Regulation and Behavior Reduction – Replacing challenging behaviors with functional alternatives to support learning and engagement.
Through consistent progress monitoring and collaboration with families, our goal is to help each child develop skills comparable to those of typically developing peers of the same age, thereby establishing a foundation for inclusion and long-term success.
All services are supervised and overseen by BCBA-Ds and BCBAs, and implemented by trained RBTs in close collaboration with families to ensure consistency and continuity across home, school, and community settings.
An FBA is used to help clinicians determine why problem behaviors are occurring (or the function of the behavior) and how they are reinforced. To do this, extensive interviews are conducted with caregivers as well as direct observations of the child. Functional Analysis may be conducted to allow direct testing of certain factors that may set the occasion for problem behavior to occur. (FBA) Resource Page >
The VB-MAPP allows probing for skills related to communication, social and play skills, imitation, and pre-academic skills. It also assists with tracking barriers to learning and provides step-by-step goals for skills every child who is beginning their school career should have. (VB-MAPP) Resource Page >
The ABLLS™-R, provides the tools needed to assess, instruct, and monitor children with autism or other developmental disabilities. It helps to identify deficiencies in language, academic, self-help, and motor skills and then implement and evaluate an intervention. (ABLLS-R) Resource Page >
The Assessment of Basic Learning Abilities (ABLA): measures the ease or difficulty with which persons with developmental disabilities are able to learn a simple imitation and do five two-choice discrimination tasks (Kerr, Meyerson, & Flora, 1977). The pass/fail performance of clients on the ABLA predicts their ability to learn a variety of two-choice training tasks (Martin, Thorsteinsson, Yu, Martin, & Vause, 2008). The ABLA uses standard prompting and reinforcement procedures to evaluate whether a learner is able to learn each of six tasks, called levels, including a simple imitation (Level 1) and 5 two-choice discriminations. Training trials on a task are conducted until a learner reaches a pass standard of eight consecutive correct responses or a fail standard of eight cumulative errors–whichever comes first. When a learner passes one level but fails the next, they are considered to be “at” the highest level that they passed. ABLA performance accurately predicts success at a variety of two-choice training tasks (Martin, Thorsteinsson, Yu, Martin, & Vause, 2008).
PEAK is an evidence-based assessment and corresponding curriculum that combines the traditional ABA verbal behavior approach with the science of Derived Relational Responding, which teaches the ability to make relations between concepts. The PEAK Relational Training System currently contains 4 learning modules that reflect each of the four ways that we currently understand how people learn new skills. This will allow clinicians to utilize each of the four modules simultaneously, to not only establish new skills but also to better the learner's ability to gain new information in each of the four ways. (PEAK) Resource Page >