Our Approach to Behavior
BAC is not a "one size fits all" program. We serve students with a wide range of exceptionalities including students with varying intellectual disabilities, autism, emotional and behavioral disorders, auditory/visual disabilities, and learning disabilities. In order to meet the diverse needs of the students we serve we take a practical and individualized approach to behavior change rather than dogmatically adhering to one theory or school of thought on what works. We unashamedly stand on the shoulders of many pioneers in behavior therapy that have gone before us. By gleaning from these and the most up-to-date behavioral research, we have developed a program that works to effectively address even the most complex and demanding behavioral needs.
Behaviors don't occur in a vacuum. Therefore, in order to respond appropriately and effectively to the problem behaviors of a student, we seek first to identify the function of the student's behavior. We do this by looking at what is going on when the behavior is occurring. What are the antecedents and consequences that are occasioning or reinforcing the problem behavior? With this information, we can begin to design interventions that both reduce or eliminate the problem behavior while teaching and reinforcing more appropriate replacement behaviors.
Our behavior programming is designed to be preventative and proactive in nature. We aim to create interventions and environments that prevent the problem behaviors from occurring in the first place rather than relying on reactive punishment-based models. Some of the ways we achieve this include having a highly structured environment, clear classroom rules that are positive and taught explicitly, visual schedules, token economies, and antecedent interventions.
With our higher-functioning students, those with emotional and behavioral disorders, one of our goals is to help them see that their behaviors whether positive or negative are a choice that they are making. As such they are responsible for those choices. By taking responsibility for their behaviors, they are delivered from excuses, from blaming others for their behaviors, and from a helpless, hopeless, victim-mentality. By taking responsibility for their behaviors, the "ball is in their court" and they become the captains of their own destinies.