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Children’s Services

Introduction to Early Intensive Behavioural Intervention

 

 

Assessment and Screening 

Research supports the importance of early diagnosis and of early intervention to improve the long-term prognosis for a child with ASD. Behaviour Innovations offers diagnostic, developmental, behavioural, and psycho-educational assessments to individuals, aged 18 months through adulthood. Assessments are conducted and/or supervised by a licensed psychologist, and employ test measures that vary from standardized psychometric measures to direct skill probes and observational measures. Assessments provide both a current measure of the individual across domains as well as recommendations for future programming and/or treatment.

Children’s CollegE: (Centre-Based IBi Program)

Behaviour Innovations provides centre-based programming for children ranging from 2.5 years to 18 years with ASD or other developmental disabilities through Children’s College, our Toronto centre located at 618 The Queensway, in Etobicoke, Ontario.

Children’s College is a full-day private school that provides highly individualized programming along a continuum that ranges from 1:1 discrete trial teaching (DTT), to activity-embedded direct-instruction, to small-group instruction and systematic transitioning into supported inclusion and general education settings.   

Curricula consist of comprehensive, individualized programming that targets the behavioural, adaptive, academic, and vocational needs of the student.  

Children's College is a Ministry of Education recognized school and an educational alternative for families who feel that the needs of their child with autism cannot be adequately met within a large group format. The centre-based service is founded on the following features:

Flexibility: Children with autism are able to attend the preschool/school half-days and receive home-based programming or attend a community preschool/school for the other half-day. Children may also attend the school full time.

Intensity: To a great extent, the rate of a child's learning is dependent on the amount of time children are actively engaged in relevant learning tasks. We strive to structure the child's learning throughout the day to maximize opportunities for active engagement on tasks that produces both acquisition and generalization of children's learning.

Inclusion: We feel that where appropriate, children have the right to be taught in a normalized environment with typically-developing children. We develop a systematic transition strategy to facilitate inclusion in community settings.

Accountability: We have an elaborate system of directly monitoring the quality of implementation of the child's programs and the effects it produces on the child. This information is shared with the child's parents and is used to make decisions about changes in the child's programs.

FROM A PARENT (unsolicited):     My son was born twice.  At 3-1/2 years old he was not talking.  I cannot describe the pain I felt when I realized he was on the spectrum.  I was desperate to find a way to help him.  I read about Applied Behaviour Analysis and I looked to see who is certified to provide it.  From that point on it was easy to find Behaviour Institute.  BI gave life to my son for the second time.  Little by little he came back to me; talking, smiling and asking questions.  The people from BI worked hard to help him.  Danny learned for 2-1/2 years at Behaviour Innovations, Children’s College and after that we had home programs.  BI put us on the right track and kept us going.  I always felt that I found the right people to help my son.

I am grateful beyond words to Behaviour Innovations,.

My son is now 9.  He is at the top of his class and very well liked by his classmates.  I am very proud of him.. Thank you BI!

 

Service Fees

The monthly tuition is adjusted according to the intensity of the child’s program and covers the teaching, supervision, psychologist meetings, program revisions, and team meetings, etc. The program runs year-round with the exception of the holidays observed by the local school boards and a two-week school break during the holidays in December and late-July of each year.

Application

The application process begins with a “Developmental Curriculum Assessment” that may contain a diagnostic element based on the family’s needs. A written report is developed and the child’s family is debriefed on the assessment results with recommendations indicating the critical areas to teach and the treatment interventions to be used. 

Upon the child’s acceptance into the program, a deposit is required to maintain their placement.  The value of the deposit is then used to offset the costs of the child’s program (e.g., curriculum, instructional materials, program development and correspondence fees related to communication with previous service providers or to address family concerns).  If the child is not accepted or the parents decide to withdrawal their application, the deposit is returned.

For more information, or to complete an application, please contact, Jean at (416) 251-9277; jeanatbi@rogers.com.

Home-Based IBI Program

Behaviour Innovations, provides Intensive Behavioural Intervention (IBI) to learners ranging from 2-years old to adulthood at an intensity of six to 30 hours per week. Home-based services can focus on the development of learning skills (e.g., readiness, imitation, etc.), communication, social, and adaptive life skills to academic, self-regulation, and vocational skills. The combinations of skills selected for acquisition are determined by the psychologist according to the individual needs of each learner and their family. Facilitators work directly with the learner in a 1:1 capacity as well as the parents to assist in the transfer of skills to the non-training setting, instructors, and novel materials and their maintenance over time. 

Service Fees 

The cost of the service depends on the number of hours of IBI a child is receiving, but is comparable to the amount provided to families who are eligible to receive DFO funding.

The application process begins with an assessment of the child’s skills from which a plan is developed of the critical areas to teach and the IBI interventions to be used. A written cost estimate is then provided.

A team of 2-4 program facilitators are assembled once a contract is received.  The first week of programming is conducted under the supervision of a clinical psychologist and a senior clinician in a therapy room at one of our sites. Following the establishment of the initial protocols and programs associated with the individual’s program, the IBI is transferred to the home or selected site with weekly-to-biweekly supervision provided by the psychologist or senior clinician. Programming revisions and new skills are targeted continuously for acquisition, generalization, and maintenance with monthly team meetings that are attended by staff and parents to discuss the child’s progress.

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Distance Supervision of Intensive Behavioural Intervention

Behaviour Innovations, has successfully provided distance supervision for home-based programs throughout Ontario (e.g., Timmins, Windsor, Peterborough, Sudbury) and outside of the province of Ontario (e.g., Saudi Arabia). Typically, parents would be responsible for recruiting the home team staff while Behaviour Innovations is able to set up, train, and supervise staff and ensure effective ABA programming.  For more information on distance supervision, please call Jean at (416) 251-9277; jeanatbi@rogers.com.

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