PROCESS MAKES PERFECT
Our methodology is developed in accordance with state and federal laws but flexible enough to meet the needs of each student with whom we work.
In the Observe step of our process, the ABA Specialist and BCBA begins by conducting direct and indirect observations. If previous behavior data, Behavior Support Plans, or skill data are available, they are reviewed, analyzed, and discussed. If the student was previously on McBride Consulting’s caseload, the end-of-year transition document is also reviewed (see Compile stage).
We meet with each student’s special education team (Case Manager, Paraeducator, Speech, OT, PT, etc.). A crucial part of the Observe step is spending time observing and pairing with the student. We want to be a familiar, friendly face for every student, as getting to know each student personally helps us develop unique behavioral management and coping strategies tailored to their specific needs. After gathering all possible information and building rapport, we begin collecting our own data in the Assess step.
In the Assess step, we review a student’s previous skills and any documented discrete trial training. If there is insufficient data, we conduct skill assessments ourselves using the appropriate DTT program. The BCBA provides programs for the team to utilize, giving us a baseline understanding of each student’s academic and life skill levels. Preference assessments are also conducted for students without previously documented reinforcers, or whose interests may have changed.
We review IEP behavioral goals and ensure proper tracking. If previous data is unavailable, we take baseline assessments to determine the student’s current level of performance. From the start, the ABA specialist and paraeducators record ABC data, and the behavioral team monitors for early trends. With both skill and behavior data reviewed, we move on to the Create step.
The first part of the Create step is to provide a skill plan for each student based on skill assessments and IEP behavioral goals. We train paraeducators to use discrete trial training and provide them with academic and life skills programs through this format.
The second part is developing early behavior strategies for students with more challenging behaviors. Initially, we start with generic coping strategies (e.g., visual boards with choices such as deep breathing, a comfy seat break, movement break, snack break, or fidget toy). As we learn more about each student, we create individualized coping strategies tailored to their needs. This process is ongoing and continually refined.
We also create 'Do’s and Don’ts' charts for each paraeducator. The 'Do’s' outline proactive strategies that help the student succeed, while the 'Don’ts' list provides known triggers to avoid and behavior traps to be aware of. These quick-reference tools provide staff with effective strategies for supporting each student.
When needed, visuals are created for students, ranging from small supports to complete visual communication books, including schedules and token boards. Once all documents, visuals, and skill plans are complete, the team proceeds to the Plan step.
In the Plan step, the BCBA, in coordination with the ABA Specialist, collaborates with the student’s team to write a behavior support plan. For students who do not require a full behavior support plan, a behavior protocol or behavior contract may be developed instead. This plan usually includes defining behaviors targeted for increase or decrease, providing known triggers, reactive strategies, reinforcement plans, and deescalation strategies. Once plans are finalized, targeted data collection begins to measure effectiveness, leading into the Maintain step.
During the Maintain step, the team reviews data collected based on the behavior support plan. Plans are revised as needed in response to behavioral trends. If the plan is effective, no changes are made, and the ABA Specialist ensures consistent implementation by themselves and the paraeducator. If revisions are required, the BCBA and ABA Specialist work with the team to adjust the plan and begin new data collection. This cycle continues until the end of the school year, when the Compile step begins.
In the Compile step, the ABA Specialist creates a document to support the following year’s team. This document includes behavior goals, plans, protocols, recent assessment results, visuals, and reinforcers identified through preference assessments. These documents, along with an “At a Glance” document are put into a transition folder for each student. The purpose of this step is to reduce time spent in the Observe step the following year, allowing the team to implement plans and goals quickly.