Program Description
ABLE Academy is a non-public therapeutic day school, which encourages students to Achieve Beyond Limits and Expectations. ABLE provides services for students age 11-21 whom are in need of an intensive, specialized behavior analytic approach. ABLE is able to provide services to students with the following diagnosis: Autism Spectrum Disorder, Other Health Impairment, Intellectual Disability, Speech/Language Impairment, Emotional Disability, and Multiple Disabilities.
ABLE Academy stands apart because our success is solely measured upon the success of each student. ABLE recognizes that the accomplishments of the students impact the family and community alike. ABLE’s staff consists of Behavior Analysts, LBS1-certified teachers, Registered Behavior Technicians, and other related service providers. They strive for each student to reach their full potential and improve the student’s and their family’s quality of life in all areas including social, family, and community structures.
ABLE Academy’s top priority for each student is to achieve and maintain stable behavior and individualized functional communication. When stable behavior and functional communication is achieved, access to the curriculum and skill acquisition programs becomes more readily available to the student as the barriers to learning are removed/reduced. In most cases, students will have an individualized Behavior Intervention Plan (BIP) developed by the BCBA. BIPs are based upon Functional Behavior Assessments and data collection; BIPs include function-based interventions to reduce problem behaviors and also target more appropriate replacement behaviors to increase.
With Applied Behavior Analysis providing the foundation for the principles that guide us, ABLE is committed to individualized education for each student’s success. All individual student curricula will be based upon individual assessments and data based decisions will be made with the specific student’s goals in mind. State of the art, evidenced based curricula and technology will be interwoven throughout the classroom for children to access throughout their day.
Partnership with parents and families is highly valued. ABLE recognizes consistency and follow through of intervention is key in achieving and maintaining stable behavior, functional communication, and other targeted skills. ABLE supports and encourages families to participate in training on a regular basis.
ABLE Academy stands apart because our success is solely measured upon the success of each student. ABLE recognizes that the accomplishments of the students impact the family and community alike. ABLE’s staff consists of Behavior Analysts, LBS1-certified teachers, Registered Behavior Technicians, and other related service providers. They strive for each student to reach their full potential and improve the student’s and their family’s quality of life in all areas including social, family, and community structures.
ABLE Academy’s top priority for each student is to achieve and maintain stable behavior and individualized functional communication. When stable behavior and functional communication is achieved, access to the curriculum and skill acquisition programs becomes more readily available to the student as the barriers to learning are removed/reduced. In most cases, students will have an individualized Behavior Intervention Plan (BIP) developed by the BCBA. BIPs are based upon Functional Behavior Assessments and data collection; BIPs include function-based interventions to reduce problem behaviors and also target more appropriate replacement behaviors to increase.
With Applied Behavior Analysis providing the foundation for the principles that guide us, ABLE is committed to individualized education for each student’s success. All individual student curricula will be based upon individual assessments and data based decisions will be made with the specific student’s goals in mind. State of the art, evidenced based curricula and technology will be interwoven throughout the classroom for children to access throughout their day.
Partnership with parents and families is highly valued. ABLE recognizes consistency and follow through of intervention is key in achieving and maintaining stable behavior, functional communication, and other targeted skills. ABLE supports and encourages families to participate in training on a regular basis.
Mission Statement: |
ABLE Academy is committed to ensuring all students’ reach their optimal level of independence by using evidenced based behavior analytic interventions.
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Vision: |
ABLE Academy’s foundation is rooted in utilizing empirically based Applied Behavior Analysis (ABA) methodologies to support all students in achieving optimal levels of independence. ABA is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree (Baer, Wolf & Risley, 1968/1987; Sulzer-Azaroff & Mayer, 1991). ABA offers a wealth of applications that can be used to improve children’s behavior and their lives. ABA methods can be used in the following examples:
• Increase appropriate behaviors (i.e.: social skills, staying on task with an assignment/direction) • Teach new skills including social, communication (verbal and non-verbal), and life skills (e.g. toilet training, dressing/undressing, and job skills) • Generalize learned behaviors, speech, and tasks in all environments (classroom to home, home to public setting, one room to another room, etc.) • To reduce interfering behaviors (self-injurious behaviors and/or self-stimulatory behaviors) |
Educational Program: |
The Individualized Education Plan (IEP) will drive each student’s goals. Data collection is a primary component to ABLE Academy’s high quality education. Data collection occurs on a regular basis to ensure progress towards goals is being achieved. Instruction is delivered both individually from either the teacher or the Registered Behavior Technician and in small group settings. There are three primary components to ABLE Academy’s programming: behavior, communication, and life skills. The first component is problem behavior reduction; behavior goals and programming will be prioritized in order to ensure the student is available to access the curriculum. The second component of ABLE’s programming is functional communication. Individualized functional communication will be utilized to further reduce any interfering behaviors and allow all students to communicate and gain access to not only their wants and needs, but also higher-level social skills such as sharing thoughts and ideas. Life skills are the third primary component to ABLE Academy’s programming. Individualized life skills are targeted based upon assessment and area of need.
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Related Services: |
o Behavioral Therapy: Applied Behavior Analysis (ABA) is the foundation of ABLE Academy’s program and is utilized within the classroom and individual sessions. Professional services are offered by a Board Certified Behavior Analyst (BCBA) to target skill acquisition and problem behavior reduction. The BCBA works closely with all professional staff to monitor and analyze data for behavior plans and goals.
o Speech/Language Therapy: Professional services are offered by licensed Speech Language Pathologists as determined by the IEP to increase skills in the area(s) of receptive, expressive, and pragmatic communication. The Speech and Language Pathologists work closely with the classroom teacher and behavior analyst to individualize functional communication for each student. o Occupational Therapy: Professional services are offered by licensed Occupational Therapists as determined by the IEP to increase skills in the area(s) of fine motor skills and sensory integration in order to maximize independence across all environments. o Social Work: Professional services are offered by a licensed social worker as determined by the IEP to increase social skills and coping strategies. o Registered Behavior Technicians: Highly trained Registered Behavior Technicians (RBTs) are provided to students based upon student need as determined in their IEP. Each RBT must complete a 40-hour training, competency assessment in which they apply their knowledge, and a formal exam before they are able to work with our students. Our 1:1 RBTs work closely with the BCBA to ensure that their behavior intervention plan is implemented with fidelity and assists LBS1-certified teachers within the classroom. All of our Registered Behavior Technicians also hold IL state Paraprofessional credentials. |
The Staff at ABLE academy
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ABLE Academy values its staff and seeks out providers whose are passionate and whose top priority is the success of their student. RBT’s, teachers, and related service providers alike share common goals and will be provided with ongoing training and support to ensure high quality teaching!
ABLE Academy’s staff consists of highly trained individuals who strive to support the students and families of ABLE academy to achieve ABLE’s mission. Staff development is ongoing including in-situation training and support on a regular basis by the BCBA. Professional collaboration meetings occur on a regular basis. Continuing education opportunities are offered for professional staff throughout the year. Areas of training may include, but are not limited to: data collection, treating problem behavior, functional communication (including, but not limited to vocal, sign, and augmentative communication devices), ethical concerns, academic areas of focus, best practice, and ISBE policy and procedure. ABLE Academy’s Team
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