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Center for Behavioral Sciences (CBS) aims to enrich the lives of individuals with developmental disabilities through cutting-edge, research-driven behavior analytic services.
Our ultimate goal is to establish behavioral contingencies for the individuals, families, and communities we serve, to create lasting positive change, enabling those with developmental disabilities to reach their full potential.
Education. Ambition. Innovation.
We provide training and guidance to clients of all ages, their family members, educators, and the community, to help those with developmental disabilities reach their full potential. This is at the heart of what we do, and our highly-trained behavior consultants understand the power of education, to create lasting change within individuals’ lives and their communities.
At our core, we want to help each client reach their maximum human potential, with an enriched life experience. We recognize and support each person’s unique abilities; while at the same time, the CBS team strives to constantly improve our own programs to better serve those in need. We aim high, and do not settle for less.
The cornerstone of the best service is a philosophy of innovation. Our programs are grounded in the latest research, tailored to each client, and updated continually as we learn and as behavioral science evolves. CBS, Inc. fosters a culture of learning, scholarship and constant growth, in which employees are welcome and encouraged to progress academically and contribute to our field. Our staff members are rigorously trained and tested on a continual basis, to ensure nothing but the best care.
Center for Behavioral Science, Inc. provides ABA services based on the science of behavior analysis. We evaluate each client’s individual needs, using a functional behavior assessment (FBA), or referring to an existing FBA. We assess skill deficits and behavioral excesses. Our program is based on the philosophy of positive programming: we teach appropriate replacement behaviors that are functionally equivalent, while systematically decreasing problem behaviors.
We teach appropriate behaviors using behavior analytic principles and techniques. Every procedure we implement is evidence-based, tailored to the client, and grounded in the latest research. For example:
- To teach multiple unit behaviors such as self-care skills, we use task analysis, then chaining and fading procedures.
- To teach single unit behaviors such as responding to an instruction, we use discrimination training, such as discrete trials teaching or shaping.
- To teach functional communication, we use approaches derived from verbal behavior principles. That is, we contrive and/or capture the client’s motivating operation, prompt/shape appropriate responses, and follow each target response with specific reinforcement.
By conducting a careful functional analysis, we determine the function of the target behavior, and develop a customized and effective behavior intervention plan. Our team implements that plan, making adjustments where recommended by the supervising Board Certified Behavior Analyst, until the client’s goals are met.
Each individual’s progress is data-driven. While teaching appropriate behavior or addressing problem behavior, we have a comprehensive data collection system to track client progress. Decisions regarding instrumental and ultimate goals are based on data—not speculation or guesswork. Decisions about goal generalization and fading service are also based on data.
If an individual requires a functional behavioral assessment, we also have a systematic process. Functional behavior assessments typically start by interviewing the client and/or the client’s parents or caretakers. Using information gathered in these interviews, we identify specific behavioral excesses and deficits for direct observation. Functional analysis of behavioral excesses may be conducted if the behavior causes physical harm to the client or others, or damages the environment.
Following direct observation, we conduct specific probing sessions. Several assessment tools are used for the probing sessions—for example, VB-Mapp or AFLS.
Preference assessment is conducted during a probing session to identify reinforcers. We can also identify ways to contrive and capture the client’s motivation when teaching skills, as well as methods for skill generalization.
Direct observation takes place in natural settings such as the client’s school, day program, workplace, or community (e.g., stores, parks, doctor’s offices, etc.). Settings are chosen based on the likelihood that the client will engage in behavioral excesses, or has difficulty generalizing learned skills.
After the assessment, an individualized intervention plan will be created and implemented using the assessment results, as discussed above.