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Center for Behavioral Sciences enriches 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, and empower those with developmental disabilities to reach their full potential.
Education. Ambition. Innovation.
Our highly-trained behavior consultants understand the power of education, to create lasting positive change in individuals’ lives. We provide training and guidance to clients of all ages, their families, educators, and communities.
We recognize and foster each client’s unique abilities; while at the same time, each program is continually tailored to the individual. We empower our clients to reach their maximum potential, for an enriched life experience.
Behind our service is a philosophy of innovation. CBS fosters a culture of learning, research and constant growth, in which staff progress academically and contribute to our field. Our programs are grounded in the latest behavioral technology, tailored to each client, and continually updated.
Center for Behavioral Sciences, Inc. is a state-wide behavior analysis firm, established by Dr. Joyce Tu, Ed.D, BCBA-D, in 2004. We have grown to over 100 employees, offering service primarily in Orange County, Los Angeles County, the Inland Empire and San Diego County. CBS also provides consulting services to organizations locally and overseas.
Our foremost goal is to enrich the lives of individuals with developmental disabilities through cutting-edge, research-driven behavior analytic services. We offer a variety of treatment formats, such as one-to-one direct instruction, consultation to parents, paraprofessionals and educators; as well as individual and group workshops. You can find a description of our services here, or in our catalog, below.
All of our services employ 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 also based upon the philosophy of positive programming: we teach appropriate replacement behaviors that are functionally equivalent, while systematically decreasing problem behaviors.
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 or 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 use 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 data-based.
If an individual requires a functional behavioral assessment, we use 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 indicated if a behavior causes physical harm to the client or others, or damages the environment.
Following direct observation, we conduct specific probing sessions. Various assessment tools are used for probing — 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 have difficulty generalizing learned skills.
After the assessment, an individualized intervention plan is created and implemented using the assessment results, as discussed above.