• Instruction using ABA and Verbal Behavior (VB) principles
• Specially-trained instructional and support staff
• Low student to staff ratio
• Early Academic Curriculum, Life Skills Curriculum and SOL Curriculum
• Uniform data collection system
• Regularly scheduled support from an ABA Coach
• Fall and spring assessments

Services at Secondary:
Applied behavior analysis principles and methods are applied to the instruction of all students with low incidence disabilities at the secondary (middle and high school) level, including students with autism.

Instructional Program: Services for all students with low incidence disabilities, including students with autism, are delivered, consistent with students’ individualized education programs (IEP), through a continuum of placement options that include base schools, cluster programs and center sites. The enhanced autism classes at the elementary level are a part of the continuum of available services for eligible students. Instruction is based on the individual needs of students and services range from support in the general education settings to specialized instruction in small, self-contained special education classes in neighborhood schools. The instructional program for students receiving service within the PreK-12 Applied Behavior Analysis program is described in the program profile for the PreK-12 Adapted Curriculum program.

Program Staff: Under the direction and supervision of the PreK-12 Adapted Curriculum Coordinator, the PreK-12 Applied Behavior Analysis Program Manager manages the design and delivery of Applied Behavior Analysis services for preschool, elementary, and secondary students with autism and related disorders. The responsibilities of the ABA Program Manager include:

• Design and implementation of an ABA professional development program;
• Supervision of ABA coaches;
• Direction of the support of expert consultants;
• Curriculum development
• Collaboration with other DSS staff to provide behavior intervention and support to schools.

ABA coaches assist classroom teachers and instructional assistants with the implementation of Applied Behavior Analysis principles and methods through regularly scheduled visits to assigned classrooms. This includes program development and modification, assessment and data collection, and on-site and follow-up training to classroom staff. In addition, the ABA coaches support school teams with the completion of functional behavior assessments and behavior intervention plans. An added responsibility of the ABA coaches is to collaborate with other DSS staff to provide behavior intervention and support to classrooms outside their caseload on an as needed basis in assigned schools.

Central ABA Instructional Assistants may be assigned to classrooms through the PreK-12 Behavior Crisis Resource Specialist in the event of a student’s behavioral crisis. Temporary placement of specially trained Central Instructional Assistants may be considered when a student has a Behavior Intervention Plan (BIP) that requires temporary 1:1 intervention in order to re-gain behavioral stability. The goal of the Central Instructional Assistant is to fade direct support until the student is able to access the instructional setting with classroom staff support.