How we helped a child gain indepence for school in just 3 months

The Background

The child was not independent with school routines and have low functional communication skills. Their parents came to us wanting their child being independent in school and at home. Some of the problems that the child faced was not being able to follow simple instructions, was easily distracted when asked to complete a task, and was diagnosed with speech delay.

The Strategy

We applied differential reinforcement primarily applying positive reinforcement along with shaping strategies. We executed the plan well and involved stakeholders (parents and school teachers) to have consistent progress. We practiced skills on a one-on-one basis and in a natural enviroment while incorporating peer interaction targets. The plan was executed very well with strong parents’ support and school teachers for continuous progress. We saw improvements in the next 3 months. During the first phase of therapy he showed more independence participating in school work and following home routines.

Later, they were able to communicate with peers and family members and were able to focus more while working on easy to moderate tasks. They also had no problems asking for help while working on more difficult tasks and were able to follow more complex instructions given by teachers.

When it came to their speech development, for the first month they were able to say words but not consistently, the second month they were consistent with short phrase - 2 words (give me, eat apple). In the third month, longer sentences, “I want apple”.

The Success

The child started to complete routines in school independently and followed directions given from teachers and peers. They needed less and less support and their parents are very proud of them. We are moving towards the fading of a learning support assistant in school because the child has gained independence with routines in the classroom and generalized participating in all activities in school and home. This child started 10 hours a week at Be Me Services and as they improved, lessons decreased.

Case was handled by

Shawn Joinson

Board Certified Behavior Analyst (BCBA)
Masters in Applied Behavior Analysis

Shawn Joinson has extensive knowledge in the field of ABA and prior to joining Be Me Services, he gained experience working with individuals aged between 2 and 21 years old, with ASD, ADHD, and other behavioural disorders.

Sara Hassan

Registered Behavior Technician (RBT)

Sara Hassan has more than two years and has been in the field of ABA and education for more than five years.

She experience and expertise is in working with children with ASD and behavior challenges. She also specializes in maladaptive behaviors, early intervention, social skills, functional communication training and verbal behavior training.