Beyond Robotic ABA Therapy

Motivation comes (ABA) first.
Unlike the type of ABA used by many other providers, we do not aspire to train autistic children to give robotic responses. Our program sees motivation as a powerful key to shape your child’s behavioral issues and communication skills. Your child will learn that appropriate expressive language is useful to them to get what they want. Here’s how our programmes go beyond robotic therapy:
• The critical 25
In our program, we are able to systemize your child’s 25 critical learning areas in a natural learning environment, where they can generalize the acquired skills and starts to a real communication. The areas fall into 4 major categories, including basic learner skills, academic skills, self-help skills and motor skills.
• Communication
A good part of the child’s program in the early years is aimed at developing communication skills. Under the ABA-VB program, your child will be able to use words to communicate. They learn to request things they like, and can tell you the features, functions, and classes of different objects. They learn to sustain a reciprocate conversation with peers and family members. Consistency of the teaching style and intensity of training received make differences on the program effectiveness.
• Play
All children will have play programs as part of their one-to-one work and will be taught precise play skills with a range of toys. During playtime, the child is encouraged to play appropriately on the play equipment. They will also learn turn taking and peer play skills.
• Maintaining and generalizing skills
When a child has learned a skill and moved onto another one, the existing skill is placed on maintenance. The teaching breaks down tasks, even simple ones, into a series of steps, each step preparing the way for the next. Success is reinforced with consistent praise and rewards that motivate each particular child, so that the small segments of learning gradually build up into an understood and meaningful “whole”.
• Handling difficult behaviour
Children with autism can display challenging behaviors which disrupt their learning. In dealing with challenging behaviors, therapists will use the least intrusive and most natural technique that is effective. The aim is to reduce unwanted behaviors and to increase desirable ones by encouragement and praise (positive reinforcement). Where a child is in danger of hurting himself or someone else, they will be safeguarded.
• Monitoring Progress
The child’s progress will be evaluated based on the data gathered by the therapist. Regular team meeting will be conducted to discuss the effectiveness/inefficiency of the program, so actions can be taken.
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    Autism Recovery Network Singapore (in Indonesia)