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
http://www.koegelautism.com/

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.

Friendship 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

Communication

• 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

Recreation

• 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