Listed below are services and descriptions that we typically provide. We are able to customize what we do to meet your student, staff, and/or program level needs. If you are interested in something not listed or described below, please contact us to talk more about how we can support you. Download a PDF of our services.

Comprehensive Functional Behavior Assessment (FBA)

Rationale: To assess and develop treatment for problem behavior.

This can be conducted as a result of a need for additional resources provided by an outside agency or an approved Independent Educational Evaluation (IEE). Behavior typically assessed can range from non-aggressive (e.g., hand flapping, screaming) to severe self-injurious (e.g., head- banging, self-hitting) and aggressive behavior (e.g., hitting, punching, and kicking others). The process and hours necessary to complete the Comprehensive FBA can vary greatly based on the history, complexity, and severity of problem behavior. The FBA process will generally have three parts, but not all may be needed.

  1. Assessment - Assessment will begin with a file review of the student displaying problem behavior and interviews with the educational team working with the student. Interviews will occur with staff primarily working with the student and possibly his/her parents to determine when the behavior is most likely to occur. Next, direct observations and data collection of the student’s problem behavior will occur. Based on the information obtained through interview and observation, a hypothesis about environmental factors maintaining problem behavior will be developed. Depending on a number of variables, including the feasibility of evoking problem behavior through a functional analysis, a series of test conditions may be planned and arranged to determine the function of the problem behavior.

  2. Treatment recommendations - After a hypothesis is developed through direct observation and/or confirmed through functional analysis, function based treatment will be developed. A behavior intervention plan will then be created detailing the results of assessment and a description of treatment recommendations.

  3. Treatment Analysis - After treatment recommendations are developed, through direct assessment, CBC will evaluate the effectiveness of the intervention plan. CBC will continue to adapt the treatment(s) until a reduction in problem behavior is systematically observed.

Training on Treatment Recommendations

Rationale: To provide individual coaching and support to teachers.

Training, including coaching and feedback, will be provided to staff on function-based plans developed for individual students from functional behavior assessment. Services may vary based on the needs of individual teachers, staff, and students.

Staff Development

Rationale: To provide training on various topics in applied behavior analysis and special education.

Training will be provided to various staff working with students with disabilities (e.g., teachers, paraprofessionals, district level support). Staff development topics and formats can be individualized to meet the needs of an individual school or district. Examples of topics include: Instruction for Students with Autism, Assessing and Treating Problem Behavior, Teaching Communication to Students with Developmental Disabilities, and Writing Legally Defensible IEPs. Examples of formats include: lunch and learn, interactive workshop, webinar, half-day training, and full-day training.

Program Improvement

Rationale: To provide support at the individual, staff, and program level to meet identified needs of a program.

Program level improvement will occur through a four-part process: initial needs assessment, development of action plan, implementation of action plan, and summary and follow-up assessment. Initial needs assessment can include interviews with staff, direct observation, and self-assessment. An action plan will be created with key stakeholders by reviewing the results of initial assessment and developing goals related to program, staff, and student level needs. Implementation of the action plan will include training related to staff and program level goals while additional intervention plans can be created for individual students. Follow-up assessment may occur after the action plan has been implemented, or at any time by request of the stakeholders. At the end of the contract period, a summary of all results will be provided.

BCBA Supervision

Rationale: To provide required supervision to individuals seeking certification as a Board Certified Behavior Analyst (BCBA).

Direct supervision will include observation of individual supervisees working with students with disabilities, guidance through BACB task list, weekly reports with recommendations, and ongoing consultation and support for specific cases and the use of evidence-based practices. A portion of supervision can occur in a group format and may include research article critiques, book studies, and other behavioral related activities.

General Contract Time

Rationale: To provide various services from a BCBA at the district-level’s discretion for a set amount of time.

A more flexible option may be for the district to hire CBC to provide various services based on the changing needs of the county. This would be based on an agreed upon set amount of time where any of the above listed services could be included. For example, a district might contract CBC for 10 hours per week where time is spent conducting staff development, BCBA supervision, and individual coaching. Another example is where CBC is contracted to conduct parent training for an agreed upon 15 hours.