Applied Behavior Analysis Program at the Maywood Campus
Applied Behavior Analysis (ABA) is a scientifically proven approach to improving skills and reducing challenging behaviors for children on the Autism spectrum.
ABA is a science-based approach that uses data-driven strategies to teach new skills and address challenging behaviors. By applying principles of learning and behavior, ABA is tailored to meet the unique needs of each individual.
About our Maywood Campus ABA Program
ABA classrooms at the SBJC Maywood Campus are nurturing environments specifically designed to help all children thrive. Our highly qualified teachers, equipped with expertise in Applied Behavior Analysis (ABA) and Verbal Behavior (VB) principles, design personalized learning plans for each student and focus on fostering key areas of development. Using the Assessment of Basic Language & Learning Skills (ABLLS-R), teaching is individualized and center-based with an emphasis on increasing communication skills, social skills, academic skills, and self-help skills. Our teaching utilizes approaches like Intensive Teaching (development of targeted skills specific to each particular child) and Natural Environment Teaching (generalization of skills learned and development of social and play skills).
For students whose language and social skills are emerging, we offer Transitional ABA classes. These smaller groups maximize peer interaction and learning opportunities while maintaining the foundational ABA principles, fostering a collaborative and supportive environment that encourages communication and social development.
Our dedicated ABA team collaborates closely with parents and caregivers, forming a strong partnership to ensure a seamless transition between school and home environments. We believe in open communication and ongoing collaboration, working together to support each child’s journey towards achieving their full potential and flourishing in a world full of possibilities.
ABA Program Student Profile
At the SBJC, we are dedicated to providing a supportive learning environment for every student we serve. We understand that every child deserves the opportunity to reach their full potential, and our admission process is designed to ensure that we are the best fit for each student. All admissions applications are reviewed by the building principal and admissions team.
Academic/Functional Life Skills Development
Students in the Maywood Campus Autism Program typically exhibit academic skills below grade-level expectations. While core subjects like reading, writing, and mathematics are the fundamental components of all of our students’ learning, some students may require a heavy focus on developing life skills that empower them to participate independently in their communities, navigate daily living tasks, develop essential social skills, and cultivate a sense of self-efficacy.
Communication Needs
Students come up to us with a variety of communication needs. While some students possess verbal skills, others may be non-vocal and require the use of augmentative and alternative communication (AAC) devices to support their expressive and receptive language needs. These devices can range from low-tech options, such as picture communication boards or symbol systems, to high-tech devices, including speech-generating devices and tablets with specialized apps. The selection of an AAC system is based on individual student needs and abilities, and requires collaboration between the student, family, and a speech-language pathologist. Consistent access to and instruction in AAC is essential for students to develop effective communication skills.
Social-Emotional Development
Students in the autism program may exhibit significant challenges in the areas of social interaction, emotional regulation, and behavior. These challenges can manifest in various ways, including difficulty understanding social cues, managing emotions, and responding appropriately to environmental stimuli. Students may also exhibit repetitive behaviors, sensory sensitivities, and challenges with communication. In the area of play, students entering our program might have a preference for solitary or repetitive play activities.
Individualized Support
Even within a specialized educational environment, some students may require intensive, individualized support. A student might require a 1:1 if the Child Study Team determines that: the student exhibit severe or unpredictable behaviors that pose a risk to themselves or others and may require constant supervision and intervention; the student has limited or no vocal language and may rely heavily on augmentative and alternative communication (AAC) systems, requiring support with device operation and communication strategies. learning self-care skills, such as personal hygiene and eating independently, might be prioritized in order to empower students to lead more independent lives.