behaviour therapy

Our Behavioural Psychologists derive their principles from Applied Behavioural Analysis (ABA). 

Applied Behaviour Analysis (ABA) is a therapy based on the science of learning and behaviour. 

Psychologists analyse a child’s behaviour to understand:

1. How behaviour works
2. How behaviour is affected by the environment
3. How learning takes place

ABA therapy applies our understanding of how behaviour works to real situations. The goal is to 

increase behaviours that are helpful and decrease behaviours that are harmful or affect learning.

We use behaviour therapy to :

1. Increase language and communication skills
2. Improve attention, focus, social skills, memory, and academics 
3. Decrease problem behaviours

 
The Psychologists:

1. Teach skills that are useful in everyday life
2. Involve one-to-one teaching or group instruction
3. Use Positive Reinforcement

When a behaviour is followed by something that is valued (a reward), a person is more likely to repeat that behaviour. 

Over time, this encourages positive behaviour change.

 
How do we use this technique at Sensitivity ?

First, the therapist identifies goal behaviour. Each time the child uses the behaviour or skill successfully, they get a reward. 

The reward is meaningful to the kid- examples include praise, a toy or book, access to playground or other location, and more. 

Positive rewards encourage the child to continue using the skill. Over time this leads to meaningful behaviour change. 

ANTECEDENT, BEHAVIOUR, CONSEQUENCE

Understanding antecedents (what happens before a behaviour occurs) and consequences (what happens after the behaviour) is another important part of the program.

The following three steps – the “A-B-Cs” – help us teach and understand behaviour:

An antecedent: this is what occurs right before the target behaviour. It can be verbal, such as a command or request. It can also be physical, 

such a toy or object, or a light, sound, or something else in the environment. An antecedent may come from the environment, 

from another person, or be internal (such as a thought or feeling).

A resulting behaviour: this is the child’s response or lack of response to the antecedent. It can be an action, a verbal response, or something else. 

A consequence: this is what comes directly after the behaviour. It can include positive reinforcement of the desired behaviour, 

or no reaction for incorrect/inappropriate responses. 

Looking at A-B-Cs helps us understand: 

Why a behaviour may be happening ,  How different consequences could affect whether the behaviour is likely to happen again

 EXAMPLE:

Antecedent: The teacher says “It’s time to clean up your toys” at the end of the day.

Behaviour: The student yells “no!”

Consequence: The teacher removes the toys and says “Okay, toys are all done.”

How could Behaviour Therapy help the student learn a more appropriate behaviour in this situation?

Antecedent: The teacher says “time to clean up” at the end of the day.

Behaviour: The student is reminded to ask, “Can I have 5 more minutes?”

Consequence: The teacher says, “Of course you can have 5 more minutes!”

With continued practice, the student will be able to replace the inappropriate behaviour with one that is more helpful. 

This is an easier way  for the student to get what she needs! 

Research shows that behaviour therapy is an important part of treatment for children with ADHD and Autism. 

Behaviour therapy can include behaviour therapy training for parents, behaviour therapy with children, or a combination. 

Language Development and Social Skills building is another important domain worked upon in our Behaviour Therapy sessions .

Using modules of Play Therapy, Hanen Language Programs, Role Play , Drama and AV inclusion social domains 

and reciprocal language and communication is enhanced.