855-690-2192 learn@abachicago.com

Consultation and Treatment with a Board Certified Behavior Analyst

Treatment Plan & Progress

The BCBA manages the treatment plan and team. The treatment plan includes programs (lessons) that target skill deficits and behavior management that includes a BIP (behavior intervention plan) that targets excess behaviors.

To determine treatment plan the consultant will:

  • Review your child’s intake file which will include your child’s history and parent’s description of strengths, deficits, concerns and goals.
  • Schedule with parent and do an initial intake visit (60-90 minutes).
  • Observe the child and family as they would typically behave without intervening for (30-60 minutes).
  • Observe the child at school or other location where the child spends most of his/her day.


Following the observation the Consultant will conduct a brief interview with parent regarding the observation, discuss goals and barriers, and review tips on preparing for the first team meeting.If possible, the BCBA or a Senior Behavior Analyst will return for 1-3 sessions to complete a skills assesement before treatment begins.
Assessment Tool is determined by the BCBA based on record review, parent interview and direct observation.

​Evaluation & Assessment Tools

Some tools we use:

    • Assessment of Basic Language & Learning Skills- Revised (ABLLS-R)
    • Verbal Behavior-Milestones and Placement Protocol (VB-MAPP)
    • Essential for Living (EFL)
    • Skills, Inc.


Using all the gathered information and observation the consultant will develop a treatment plan. A care plan is required to bill insurance for services.

An individualized plan is developed based on your child’s individual needs according to the results of the evaluation, interview with parents, teachers and other professionals as well as direct observation. This plan is especially useful for developing an IFSP/IEP, with not only goals and objectives that are appropriate, but simple to quantify progress.

Curriculum Development

Deciding What to Teach and When
Our most used assessment tool is the Assessment of Basic Language & Learning Skills-Revised (ABLLS-R). This assessment tool is the foundation of our curriculum development. An initial overview of your child’s medical, psychological, and educational history is conducted prior to treatment. If your child attends other educational or treatment settings, an observation of those settings is conducted in order to complete a direct observation of your child in his/her natural environment and/or other familiar settings and with familiar people.

Following these steps, a curriculum of instruction is developed to teach skills in the following possible domains based on your child’s need:

      • Cooperation & Reinforcer Effectiveness
      • Visual Performance
      • Receptive Language
      • Gross/Fine Motor Imitation
      • Expressive Language
      • Requesting (manding)
      • Labeling (tacting)Intraverbals (conversation)
      • Spontaneous Vocalization
      • Play & LeisureSocial Interaction
      • Self-Help Skills (grooming, eating, toileting)…and many others.

Measuring Progress and Modifying Plans

Team Meetings
​Observing Therapist & Child Interactions
Depending on the needs of the child a meeting is scheduled every 1-3 weeks. At these meetings the child, parents and other family members, Consultant, Senior Behavior Specialist, and Therapists come together to update the treatment plan. Programs (lessons) and Behavior Intervention plans are modified and updated as needed.

Parent Training

​Hands-On Experience
We work directly with parents and caretakers by training them in techniques to use in the natural environment.
Parents and caretakers are observed and feedback is given in-vivo, making training realistic and effective.

Deciding What to Teach and When
Our most used assessment tool is the Assessment of Basic Language & Learning Skills-Revised (ABLLS-R). This assessment tool is the foundation of our curriculum development. An initial overview of your child’s medical, psychological, and educational history is conducted prior to treatment. If your child attends other educational or treatment settings, an observation of those settings is conducted in order to complete a direct observation of your child in his/her natural environment and/or other familiar settings and with familiar people.

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