AUTISM SPECTRUM DISORDER

Children and adolescents with Autism Spectrum Disorder (ASD) have unique abilities and strengths but often they show behavioural deficits and excesses that can heavily impact the quality of their life.

CONDITIONS THAT CAN BENEFIT FROM BEHAVIOURAL SERVICES

Children, adolescents and adults, both with and without a formal diagnosis, often experience behavioural challenges related to:

a) Lack of compliance with adults or peers
b) Learning difficulties as dyslexia and similar conditions
c) Unwanted behaviours in the shape of aggressiveness, non-compliance, temper tantrums
d) Learning at school
e) Feeding
f) Sleeping

If the person is diagnosed with Downs syndrome, ADHD, Intellectual Disability or other syndromes, these difficulties could be even more complicated.

Foundations for Learning provides to children, adolescents and also adults with autism or other behavioural difficulties effective support to face these challenges and to improve the quality of life.

ABA INTERVENTIONS

Foundations for Learning offers comprehensive behavioural interventions to address deficits and excesses of people with autism or other behavioural difficulties.

Home, school and the community are the main settings where we provide our intervention.

ABA is science, that's our strength!

ABA is internationally recognised as the method of choice for people with autism and there are evidences of its effectiveness also with other conditions as:

1. Sleeping problems – Mindell, Kuhn, Lewin, Meltzer, & Sadeh, 2006

2. Feeding problems and Food Selectivity – Tereshko, Leaf, Weiss, Rich, & Pistorino, 2021

3. Aggressiveness, non-compliance, temper tantrums and others problematic behaviours – McCart, Priester, Davies, & Azen, 2006

4. Parenting Techniques and Keeping Families Together – Franks et. al, 2013

5. Classroom Management – Schloss & Smith, 1998

6. Intellectual disability – Ho, Perry & Koudys, 2020

7. Attention deficit hyperactivity (ADHD) – Delay et. al, 2014

8. Down Syndrome – Neil, Amicarelli, Anderson & Liesemer, 2021

9. Head Injury Rehabilitation – Burke & Wesolowski, 1988

Cute little girl child wearing glasses pointing.

A growing number of researchers agree that many children with autism receiving ABA intervention (i.e. 15-40 hours of intervention a week administered before the age of five and over the course of 1-4 years) show substantial improvements in different domains as:

Social Skills · Communication · Emotional Skills Adaptation · Cognitive Skills

compared with children receiving low-intensity interventions, “eclectic” educational interventions for autism and generic educational interventions.


(Eikeseth, Smith, Jahr, & Eldevik, 2002; Eldevik, Hastings, Hughes, Eikeseth, & Cross, 2010; Howard, Sparkman, Cohen, Green, & Stanislaw, 2005; Klintwall, Eldevik, & Eikeseth, 2015).
(Birnbrauer & Leach, 1993; Cohen, Amerine-Dickens, & Smith, 2006; Eikeseth, Klintwall, Jahr, & Karlsson, 2012; Lovaas, 1987; Luiselli, O’Malley Cannon, Ellis, & Sisson, 2000; Sallows & Graupner, 2005; Smith, Buch, & Gamby, 2000; Smith, Eikeseth, Klevstrand, & Lovaas, 1997; Smith, Groen, & Wynn, 2000)

ABA SERVICES AT FOUNDATIONS FOR LEARNING IN 5 KEY POINTS

1. Based on science.

More 1000s of different studies provide evidence that ABA is effective in addressing behavioural deficits and excesses of people with autism (Foxx, 2008) or with other conditions.

2. Ethically Sound.

Behaviour analysts and assistant behaviour analysts do not act in a vacuum.

Our interventions are respectful of the Ethics Code for Behavior Analysts published by the BACB®.

3. Structured.

Our Director of ABA services supervises the job of the assistant behaviour analysts, which supervises the work of ABA tutors, parents, teachers and educators.

We do not work alone, we are not just a band of professionals. We are a team.

4. Tailor made.

If we want to help the person to learn and change their behaviour, we must guide the people surrounding them to behave according to shared tactics. That’s why our intervention is tailor made: to fit people’s lifestyle.

5. Stable and predictable.

No more unexpected bills. Our ABA intervention works in packages that have a stable cost month by month.

OUR ABA SERVICE IN PRACTICAL TERMS

FIRST

The parents CONTACT US.

SECOND

How the service works is provided by phone by our Director of ABA services + question answering.

THIRD

First meeting (2-5 hours) is provided by our Director or by his delegate.

FOURTH

The Case Management project starts: an assistant behaviour analyst by FFL will provide 4 (low intensity), 8 (medium intensity) or 12 (high intensity) hours/month of direct consultation to parents, other relatives, educators, teachers and other people involved.

FIFTH

The assistant behaviour analyst is coordinated, instructed and directed week by week  by our Director of ABA services.

SIXTH

A parent, other relative, educator, teacher or ABA tutor will provide daily 1:1 intervention to the final client (e.g. child with autism) under our strict supervision in order to apply corrective exercises and change behaviours for the better.

During our ABA intervention:

OPTIONAL SERVICES

1

ABA
TUTOR

An ABA tutor will provide 1:1 ABA intervention with the client at home, school and in the community, according to the ABA program provided by the assistant behaviour analyst.

2

BOOSTER
SESSION

Direct consultation by Director of ABA services at the headquarter of FFL. The main purposes are increasing the learning rate of the client and working heavily on unwanted behaviours.

3

REMOTE BOOSTER
CONSULTATION

A remote and constant consultation by Director of ABA services in order to boost learning and reduce unwanted behaviours.

Michael Nicolosi, Psychologist and BCBA® (Board Certified Behaviour Analysts) is Director of ABA Services at Foundations For Learning.

Michael has been working for more than 10 years in the field of autism and rehabilitation basing his work exclusively on Applied Behavioural Analysis (ABA).

He carries out educational and clinical evaluations of the clients with care and develops personalised intervention projects. He teaches and coordinates ABA and RBT® (Registered Behaviour Technicians) training, parent training courses and university lectures in the field of ABA.

Since 2020 he has been responsible for teaching in the Verified Course Sequence (VCS) of the Association for the Advancement of Radical Behaviour Analysis (AARBA) for the training of a new generation of behaviour analysts.

 
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