Behavior Intervention Services

Many students who attend the Holistic Learning Center for one-on-one services receive behavioral intervention. The goal is to increase positive behavioral outcomes through engaging the cognitive processes.

Behavior Therapies share three core concepts:

1. Cognitive activity affects behavior.
2. Cognitive activity can be observed, monitored, and altered/modified.
3. Desired, adaptive behaviors can be increased through cognitive change and growth.

What is behavioral activity?

• Attending to stimuli, registering it, filing it with like information, and recalling it when similar antecedent conditions exist
• Learning as defined by a change in behavior as a result from experience
• Activity that combines previous information with current experience to create new patterns of behavior and a more mature/developed level of cognition
• That which occurs after the integration of information, and
• The ability to demonstrate that intellectual processing has occurred

Who offers Behavioral Intervention Services at the Holistic Learning Center?

Professionals with degrees in behavioral psychology as well as childhood education and behavioral disorders are qualified to offer Behavioral Intervention Services. When working with the pediatric population, it is important that a provider be fluent in childhood development, educational assessment, cognitive behavioral assessment and remediation. Providers hold master’s degrees in the above areas of specialization.

What types of diagnosed disorders can be treated with Behavioral Intervention Services?

Children in need of increased cognitive skills as it relates to performing increasingly adaptive responses to their environment benefit from CBT.

Behavior is defined by activity that is observable and measurable. If behaviors are maladaptive or atypical, CBT can be employed as a non-aversive strategy for remediation.

An example of how Behavioral Intervention is used at the Holistic Learning Center with children:

In order to learn in a kindergarten class for example, one must be able to attend to appropriate stimuli, comply with directions given by teachers, maintain a calm, yet alert state of self regulation, react to spontaneous situations with problem solving and possess the understanding of cause-effect relationships. In order to problem solve, a learner must take in the information, process its meaning, and immediately review all possible options of response. Then, he/she must filter through the possible responses to determine which will produce the desired outcome. In order to generate alternative solutions, the learner must be able to conceptualize the outcomes of their actions before producing them. At that point, a choice of behaviors must be made and executed. This level of high order processing and the ability to sequence the cause-effect relationship poses significant difficulty for the learner with developmental delays/disabilities.

In a nurturing manner, problem solving strategies are taught through developmentally appropriate learning activities. Behavioral responses are monitored and shaped to the highest possible level for each learner. Reinforcers are delivered for correct adaptive responses, thus increasing the probability of more correct desired responses. The learning curve is monitored, and as it becomes a natural integrated part of the learner’s repertoire, assistance and reinforcement schedules are faded.The use of the ABC model:

Every behavior has an antecedent and is followed by a consequence.

A = antecedent

B = behavior

C = consequence

Reinforced behaviors increase. Clinicians are trained to document the patterns of behavior in order to develop individual behavior plans.

Functional Behavioral Analysis (FBA) techniques are used to determine the reason, or the function of behaviors so that the written plans can be created for a team to follow. A Behavior Intervention Plan (BIP) is then created to produce an effective learning curve. This process of learning creates behavioral change. That is the premise of CBT. FBA’s are written with antecedent management strategies and consequence management strategies. These plans are shared with parents and caregivers so that consistency across providers can occur creating a safe and predictable environment for the child.

The staff at the Holistic Learning Center are available to consult with families and school districts to develop strategies that best fit the family and classroom culture. Please feel free to call for further information contact us.