Frequently Asked Questions

ABA is a scientific approach that applies techniques based on learning and behavior principles to bring about meaningful changes in behavior.

ABA Therapy works by applying scientifically based techniques to understand and modify behavior. It involves breaking down complex skills into smaller, manageable steps and systematically teaching them. A key component is reinforcement, where desired behaviors are rewarded to increase their frequency. Additionally, ABA Therapy involves careful observation and data collection to track progress and make adjustments as needed. The ultimate aim is to promote positive behavior change and improve the individual's quality of life.

ABA therapy supports your child by focusing on particular behaviors and skills. It offers organized assistance to improve communication, social interaction, self-care, academic abilities, and general life skills. The primary objective is to enhance your child's quality of life and foster independence and confidence.

A typical ABA session is tailored to the individual needs of the child and may vary depending on their goals and objectives. Generally, sessions are structured and may include activities to promote skill acquisition, such as language development, social interaction, academic skills, and daily living tasks.

Therapists often use various techniques, including reinforcement and prompting, to teach and reinforce desired behaviors.

Sessions may take place in a variety of settings, such as the home, school, or clinic, and typically last anywhere from one to several hours, depending on the child's needs and attention span.

ABA therapy can address a wide range of behaviors, including communication skills, social skills, academic skills, daily living skills, and adaptive behaviors.

We provide ABA therapy services for individuals across a wide age range, typically starting as young as toddlers and extending through adolescence and adulthood. Our programs are tailored to meet the unique needs of each individual, regardless of age, and are designed to promote skill development, independence, and overall well-being.

The duration of ABA therapy varies based on the individual's needs and goals. Some may benefit from short-term interventions, while others may require ongoing support over an extended period.

The intensity of services is assessed based on factors such as the child's age, developmental level, the severity of their behaviors, and the goals of the family. After a board-certified behavior analyst conducts an initial assessment, they develop an individualized treatment plan, which includes specific recommendations for service intensity.

Although ABA can address skills and behavior regardless of diagnosis, most insurance companies typically require an autism diagnosis for reimbursement of our services. However, we're open to discussing alternative payment options if you're interested in pursuing services without insurance coverage. (Note: In Florida, some plans also cover ABA for children with Down Syndrome).

We are currently in network with Cigna, Blue Cross, United Healthcare, Aetna, Tricare, and Magellan. For more information, give us a call at 407-212-7470.

Yes. We accept private pay and scholarships.

A BCBA stands for Board Certified Behavior Analyst. They are professionals who have obtained a master's or doctoral degree in behavior analysis or a related field, completed specific coursework, supervised experience, and passed a certification exam. BCBA's are trained to assess, design, implement, and monitor behavior intervention and treatment plans using applied behavior analysis (ABA) principles.

An RBT stands for Registered Behavior Technician. RBTs are paraprofessionals who work under the supervision of a BCBA. They have received specialized training and have passed a competency assessment to provide direct behavior-analytic services. RBTs implement behavior intervention plans and collect data on client progress. Their role is crucial in delivering ABA therapy and supporting individuals with developmental disabilities or behavior challenges.

There are several indicators that parents, educators, and caregivers can observe to determine if a child warrants an assessment for Autism.

The following are prevalent cues that suggest further evaluation may be necessary:

• Fails to respond to their name
• Demonstrates limited eye contact
• Exhibits intermittent responsiveness to auditory stimuli
• Struggles to follow instructions
• Lacks the ability to articulate desires
• Shows delays in language acquisition or speech development
• Does not engage in gestures such as pointing or waving goodbye
• Walks on tiptoes
• Previously vocalized but now exhibits a regression in speech or language skills
• Displays a preoccupation with organizing objects or arranging them in specific patterns
• Becomes fixated on particular subjects or activities and finds it difficult to transition to others
• Exhibits severe outbursts
• Displays atypical motor movements
• Presents with hyperactive, defiant, or oppositional behavior
• Demonstrates unfamiliarity with toy play
• Fails to reciprocate smiles
• Prefers solitary play
• Appears indifferent to social interaction
• Shows limited interest in peers
• Forms unusual attachments to objects, toys, or routines

By the age of 3 months, most infants typically exhibit the following developmental milestones:

• Orienting their heads towards auditory stimuli
• Producing cooing sounds
• Demonstrating neck strength by lifting their heads while lying on their stomachs
• Displaying social responsiveness by smiling

At this stage, they also commonly engage in:

• Reaching for objects and grasping them
• Engaging in bilateral coordination by transferring toys from one hand to the other
• Demonstrating recognition of familiar faces
• Initiating vocalizations
• Achieving the milestone of rolling over

By 12 months of age, the majority of infants typically reach the following developmental achievements:

• Attaining the ability to sit unsupported
• Exhibiting brief periods of standing without assistance
• Demonstrating locomotion through crawling
• Mimicking adult behaviors, such as using objects like cups or phones
• Displaying social gestures like waving goodbye
• Producing at least one recognizable word

Around the age of 18 months, most children can generally:

• Understand and comply with simple instructions
• Assist in the process of undressing
• Point to named objects or pictures in books
• Achieve independent ambulation
• Demonstrate communicative gestures, such as pointing to share interest
• Utter several single words to express basic needs or desires

By the time they reach 2 years old, most children typically demonstrate the ability to:

• Combine words to form 2-3 word sentences
• Engage in gross motor activities like kicking a ball
• Initiate running movements
• Feed themselves using utensils like spoons
• Identify facial features such as hair, eyes, ears, and nose by pointing
• Construct simple structures using building blocks

At 3 years of age, most children are typically capable of:

• Throwing a ball overhand
• Riding a tricycle
• Independently donning footwear
• Operating doors
• Manipulating pages in a book one at a time
• Engaging in short periods of cooperative play with peers
• Reciting familiar rhymes or songs
• Forming sentences consisting of 3-5 words
• Naming at least one color correctly

Between the ages of 3 and 4, most children typically achieve the following milestones:

• Maneuvering around obstacles while running
• Walking along a straight line
• Balancing on one foot momentarily
• Continuing to ride a tricycle
• Independently utilizing playground equipment like slides
• Engaging in imaginative play with construction toys
• Completing simple food-related tasks independently, such as spreading butter or pouring from a small pitcher
• Practicing personal hygiene tasks like handwashing and nose blowing with occasional reminders
• Participating in elaborate pretend play scenarios
• Identifying parts of a whole, such as slices of pie
• Asking questions to seek information and understanding
• Providing personal details like their full name and age
• Communicating with unfamiliar individuals using coherent sentences, with occasional pronunciation errors
• Demonstrating proficiency in more complex grammatical structures, including plurals and past tense
• Understanding temporal concepts and narrating past events
• Grasping comparative concepts such as size
• Following sequences of 2-4 related instructions

By the ages of 4-5, most children typically master the following skills:

• Executing forward jumps with repeated success
• Hopping and potentially skipping
• Performing somersaults
• Employing safety scissors for simple cutting tasks
• Printing a few capital letters
• Exhibiting rudimentary moral reasoning abilities, exploring concepts of fairness and ethical behavior
• Developing social relationships and recognizing gender differences
• Enjoying creative activities like singing, dancing, and role-playing
• Identifying and naming various colors
• Drawing detailed human figures and describing them
• Producing simple counts up to five
• Recalling personal information like their street and town name
• Retelling stories using complete sentences, occasionally with factual inaccuracies
• Expressing themselves clearly
• Utilizing modal verbs like "can," "will," "shall," "should," and "might"
• Explaining causality using words like "because" and "so"

The Voluntary Prekindergarten Specialized Instructional Services (VPK-SIS) program is a Florida initiative designed to provide specialized services to children with disabilities who are eligible for the state’s VPK program. Instead of a traditional classroom, children receive individualized services that help prepare them for kindergarten.

Yes! We are proud to be affiliated with the VPK-SIS program. We offer specialized instructional services to children with disabilities.