Behavior Analysis Services


  • Applied Behavior Analysis (ABA) Instruction and Training Program.
  • Early Intensive Behavioral Intervention (EIBI) Program
  • Adaptive Living Skills Program
  • Social Skills and Peer Relationships Training
  • Community Skills Training
  • Parent, Family and Caregiver Training and Consultation
  • Prevocational/Vocational/Job Readiness

Descriptions provided below.

Applied Behavior Analysis (ABA):

B.I.G. Solutions’ ABA programs are individually designed and comprise at least 6 important categories: Measurement, Assessment, Skill Acquisition, Behavior Reduction, Documentation and Professional conduct. In the following subcategories, some or all of the items may be used depending on your child’s specific needs.

1. Measurement:

  • Data collection
  • Continuous measurement (e.g., frequency, duration)
  • Discontinuous measurement (e.g., partial & whole interval, momentary time sampling)
  • Inter-observer agreement (IOA)
  • Permanent product recording
  • Design, plot, and interpret data/graphs

2. Assessment:

  • Dimensions of ABA (Baer, Wolf, & Risley, 1968) to evaluate interventions
  • Review records
  • Target behaviors (observable and measurable)
  • Preference assessments
  • Individualized assessment (e.g., curriculum-based development, social skills, functional skills)
  • Functional assessments / Behavior Intervention Plan (BIP) Development
  • Organize, analyze, and interpret observed data

3. Skill Acquisition:

  • Contingencies of reinforcement
  • Discrete trial teaching
  • Echoic, Mand, tact, inter-verbal and listener trainings
  • Naturalistic teaching
  • Shaping
  • Chaining
  • Task analyses
  • Discrimination training
  • Stimulus control transfer
  • Stimulus fading
  • Prompt and Prompt fading
  • Generalization and maintenance

4. Behavior Change:

  • Reinforcement systems
  • Premack principle
  • Hypothesize functions of behavior
  • Intervention based on modification of antecedents (i.e. motivation/establishing operations, discriminative stimuli)
  • Self-management
  • Extinction
  • Crisis/emergency plan

Behavior Analyst Certification Board

5. Documentation:

  • Objective session notes of each session
  • Applicable legal, regulatory and workplace reporting requirements
  • Applicable legal, regulatory and workplace requirements for data collection, storage and transportation

Behavior Analyst Certification Board

6. Professional Conduct and Supervision

  • Communicate with family, caregivers, other professionals as authorized
  • Maintain client dignity
  • Adhere to Professional and Ethical Compliance Code for Behavior Analysts
  • Continually evaluating effectiveness of the program
  • Provide supervision for staff
  • Arrange for systematic fading/termination of services when they are no longer required

Behavior Analyst Certification Board


EIBI is an evidence-based intervention using principles and procedures from Applied Behavior Analysis to teach adaptive behaviors to young children with autism spectrum disorders.Studies have indicated that when treatment is started before the age of 5, and with a high intensity of 30-40 hours per week, it can help children achieve several fundamental social-emotional milestones, which can allow them to effectively apply their knowledge in a kindergarten classroom, and beyond.
Duck stuffed animal in the grass

  • Guidance to learn novel behaviors
  • One-to-one discrete trial teaching for verbal and motor imitation, expressive and receptive language and matching
  • Naturalistic and incidental teaching in areas of language and communication, self-help skills and independent functioning
  • Use appropriate behaviors to meet their own needs (e.g., adaptive or self-help skills)
  • Reduce problem behaviors
  • Social skills and play
  • Pre-academic skills and daily living activities
  • Generalization of taught skills across all members
  • Gain independence

DTT is a form of Applied Behavior Analysis (ABA) that was developed by Ivar Lovaas at the University of California, Los Angeles (UCLA).  It is a practitioner led, highly structured, instructional procedure that breaks tasks down into simple, smaller tasks to shape new skills. Typically, 35-40 hours weekly.

Included in the trials are:

  • Prompts “put in,” “put on,” “show me,” “give to me”
  • Can be used in conjunction with Picture Exchange Communication System (PECS)
  • Modeling
  • Positive reinforcement
  • Reduces self-stimulating “stimming” behavior
  • Teaches imitation
  • Expressive and abstract linguistic skills
  • Peer interaction
  • Basic socializing skills
  • Emotional expression and variation
  • Pre-academic skills (i.e. reading, writing, and arithmetic)

PRT is a naturalistic intervention model derived from ABA that targets pivotal areas of development. It was created by Drs. Robert and Lynn Koegel. PRT promotes the following:

  • Motivation
  • Responsiveness to multiple cues
  • Self-management
  • Social initiations

Pivotal Response Treatment (PRT) for Autism

The acquiring of daily living skills refers to a person’s ability to complete age-appropriate daily activities, which can include:

  • Personal Living Skills (i.e. bathing, dressing, feeding oneself)
  • Home Living Skills – (i.e. preparing food, housekeeping, laundry)
  • Communication Skills (i.e. Listening, eye contact, body language)
  • Self-Direction/Self-Initiating (i.e. brings about his/her own efforts)
  • Social Skills (i.e. facilitating interaction and communication with others)
  • Leisure Skills (i.e. engaging in interests and hobbies for enjoyment)
  • Community Living Skills – (i.e. using community services, shopping, using public transportation)
  • Employment Skills – (i.e. part or full-time employment, ability to work under supervision, cooperate with coworkers, punctuality)
  • Health and Safety – (i.e. ability to protect oneself, respond to health problems)
  • Functional Academics – (i.e. ability to use reading, writing and math skills in everyday life)

These activities can be taught using a step-by-step task analysis that breaks these skills into a simple and easy-to-learn process, starting with a basic skill level and working towards more complex skills.

shutterstock_414732547Friendship Behavior

  • Following rules and directions
  • Personal space
  • Asking friends to play
  • Turn taking
  • Sustaining play
  • Being a good sport when losing
  • Understanding socially acceptable behaviors and interactions



  • Pragmatic Language
  • Perspective-Taking
  • Understanding feelings
  • Communicating clearly
  • Whole body listening
  • Staying on topic


Stress Management

  • Coping with changes in routine
  • Learning self-control
  • Conflict resolution
  • Emotion regulation
  • Handling rejection
  • Dealing with frustration



  • Improve coordination skills
  • Practice and imitate activities
  • Enjoyment and fun
  • Relaxation and refreshment of mind and body
  • Exercise and outlets of energy
  • Communal or solitary, active or passive, outdoors or indoors
  • Community outings
  • Purchasing skills across community settings
  • Improve recreation skills
  • Develop positive social-emotional skills including social relationships
  • Opportunities to observe, develop, expand and generalize social skills
  • Gain confidence and independence
  • Develop a stronger sense of self
  • Safety awareness
  • Safety plan
  • Fewer feelings of stigmatization

B.I.G. Solutions works with teens and adults to develop skills that will allow them the freedom and sense of achievement that comes from working and contributing within a community. These skills can be practiced at home and in the community.

  • Understand and differentiate ‘work times’ and ‘relax times’ of day
  • Do non-preferred tasks without complaining/arguing/negotiating
  • Focus and sustain attention on the task
  • Follow multi-step directions
  • Accept suggestions/corrections
  • Read time on a variety of clocks/watches/phones
  • Time Management
  • Understand various forms of authority
  • Regularly demonstrate semi-professional social niceties
  • Attend to personal cleanliness/hygiene, including dress code
  • Disclose diagnosis (if desired)
  • Make some decisions independently
  • Demonstrate self-advocacy skills (asking for help, indicating preferences, not waiting for prompts, making goals, asking for accommodations)
  • Demonstrate safety skills in the community (strangers, unwanted advances, emergencies)

  • Review ongoing child progress to increase positive behavior and productivity
  • Identify parent support groups
  • Complimentary B.I.G. Powerful Parent Trainings in relevant areas (Please contact us for more information.)
  • Child-specific training sessions
  • Training for grandparents and other family members to help them understand and support treatment based decisions affecting everyday interactions
  • Promote generalization and maintenance of the skills gained through the intervention plan
  • Effective continued therapy when the behavioral interventionist is not present