FAQ

Find out everything you need to know about ABA with this comprehensive guide!

Insurance requires an Autism Diagnosis to cover ABA services. After your diagnosis, you will likely receive recommendations for therapies to pursue, which may include ABA, Occupational Therapy, Speech Therapy and/or Physical Therapy.

• We offer DTT, NET, FCT, Social groups, and a school readiness program
• 1:1 comprehensive ABA
• Small and large group activities
• Individualized approach to care / Individualized curriculum
• Daily graphing and oversight of programming
• Weekly team meetings for collaboration and continuity of care with all team
• members
• IEP and educational support
• Generalization of skills in home or in the community
• Adaptive life skills
• Collaborative with other practitioners such as Speech and Occupational Therapists or psychologists.
• Antecedent preventative behavioral approach, with reinforcement and teaching of replacement behavior

At Laugh and Learn, we strike a balance between what is called Natural Environment Teaching and Discrete Trial Training. We make heavy use of Natural Environment Training to build a therapeutic bond with our clients. Through playing, laughing and connecting, we truly bond with our clients and create many opportunities for them to learn and apply new skills naturally. This process increases social skills, fosters autonomy, builds transition tolerance, and improves the sustainability of what is practiced during their “table time” (Discrete Trial Training). During their “table time,” we work one-on-one on tasks they might be struggling with. These are highly individualized and could range widely, but a few fundamental skills include labeling items or strengthening focus. To build confidence and keep sessions fun, we use an 80/20 approach: 80% of table time focuses on skills the client knows well, and 20% focuses on the harder skills they are still developing. During table time, the client knows they are working toward a reward—whether this is an item, activity, or something else specifically motivating to them. 

We collaborate heavily with the school. We go into the school to complete observations as well as allow school personnel to observe our ABA sessions. We are happy to join in on IEP meetings to support clients and families navigating the IEP process.  We are proud to provide families with a School Readiness Program that is designed to help clients develop pre-school skills in a group setting. During this program, the clients develop social and play skills, as well as learn how to follow a schedule, respond to group instruction, line up, and recognize letters, numbers etc.

At Laugh and Learn, we intentionally and methodically assemble a group of technicians to ensure generalization of skills (the ability to utilize acquired skills in a variety of settings and with a variety of people). This also ensures that we can provide continuous care and avoid cancellations (in the case of a technician being out sick or  on vacation, there is then another technician available who is familiar with the client and vice versa).

We utilize a process that can be broken down into three main steps:

1. We first conduct Indirect assessments, which is when we have parents/caregivers complete a questionnaire.
2. We then follow a practice called “ABC observation”* to collect data and identify the "why" behind the behavior(s). 
3. Then we complete a Behavior Intervention Plan including examples of the behavior, proactive strategies, reactive/consequence strategies, safe replacement behaviors, and goals for behavior reduction as well as independent use of replacement behaviors. Ethical considerations, as well as family and technician collaboration are a necessity in creation and reviewing of the plan to ensure we are all on the same page.

Data is reviewed weekly throughout the course of applying the Behavior Intervention Plan, and the whole team works together to ensure proper implementation and consistency. If things are not progressing as desired, adjustments are made. 

If a client is having a difficult time, we will give them space (potentially guiding them to a safe space) and make sure other clients are not observing. This helps to avoid imitation of undesired behaviors and provides dignity and respect to the individual requiring assistance. 

Getting as close to the clinically recommended hours is very important to effectively bridge the gaps within the client’s skill level and their peers. Meeting the recommendations allows the clinical staff to target each area (communication, socialization, maladaptive behaviors, etc.) to an extent that will create the most sustainable results.

To allow for families to meet the clinically recommended hours, schools will allow families to split days with ABA providers. We provide documentation representing that missed days are excused, due to medically necessary appointments. For example: M/T/W = ABA || Th/F = School

We follow the guidelines set forth by the BACB, which ensures that BCBAs and RBTs are following ethical and clinical standards of care 

Our technicians receive:

• 40 hours of in-person training, 20 of those hours being hands-on with clients. 
• QBS Safety Care
• CPR/First Aid
• Ongoing training during team meetings and monthly evaluations
• Quarterly trainings on clinical standards, research and care
• 20% supervision rates (only 10% is required)

Our Clinicians have been in the field for 6 years or more