Treatment Delivery Model
We deliver our ABA treatment program through a team-based approach, in which both behavior supervisors and instructors work together with school personnel and parents to help students reach their goals.

Behavior Intervention Design (BID) Services:
Our master’s level behavior supervisors are capable to provide behavior intervention design services as specified in each student’s IEP. These services may include a combination of the following:

  • Assessment
    Our BID providers conduct functional assessments of problem behaviors through direct observation of students and through interviews with school staff and caregivers. Information regarding the antecedents and consequences of problem behaviors is collected in order to determine an appropriate ABA intervention.

  • Designing
    Using the information from the assessments, our BID providers design a behavioral intervention plan (BIP) describing the ABA interventions necessary to increase students appropriate behaviors and reduce their problem behaviors.

  • Training
    Behavior supervisors provide both school staff and our own behavior instructors with initial and on-going training regarding how to deliver each student’s BIP.

  • Monitoring
    Also, BID providers monitor the accurate and consistent delivery of each student’s BIP in order to ensure that the student is making optimal progress to reach his or her goals.

  • Updating
    Our BID providers use feedback, observations, and data regarding each student’s progress in order to update the student’s BIP as necessary.

  • Reporting
    Each student’s BID provider writes progress reports and annual IEP reports to document the student’s improvement on established goals and objectives.

Behavior Intervention Implementation (BII) Services:
Our bachelor’s level behavior instructors have extensive training in the research-based ABA methods necessary to provide BII services to students with autism and other special needs in order to effectively deliver each student’s behavioral intervention plan (BIP).

  • Implementation
    Behavior Frontiers’ BII providers implement each student’s BIP using a variety of ABA techniques, such as discrete trial teaching (DTT) and naturalistic teaching strategies (NATS) to increase each student’s appropriate behaviors and decrease his or her problem behaviors.

  • Data Collection
    Also, our BII providers collect comprehensive and detailed data regarding each student’s progress and use this information on a day-to-day basis to advance each student’s ABA treatment program.

Comprehensive Treatment Methods

Behavior Frontiers uses a wide range of proven ABA methods, with an emphasis on positive behavioral interventions, so that we have many options to meet each student’s individual needs. The following are some of the behavior change techniques we use:

Discrete Trial Teaching (DTT)
This method involves presenting the student with distinct learning opportunities in which his or her correct responses will be rewarded. For example, the behavior instructor could present a learning opportunity by saying, “Clap hands,” and then when the student correctly claps his or her hands, the behavior instructor could reward the student with praise and a favorite activity. This simple interaction would likely increase the student’s ability to follow the instruction to clap his or her hands. DTT can be used to teach countless adaptive skills that can then be built-up into more complex and functional behaviors. A benefit of using DTT is that it allows students to experience frequent success because the tasks are simple and clear. Also, with DTT students receive a great deal of reinforcement to strengthen new skills.

Naturalistic Teaching Strategies (NATS)
Naturalistic teaching strategies use each student’s current interests and activities to guide instruction. These techniques involve either capturing or contriving learning opportunities that arise in the student’s natural environment. For example, during a student’s free-play time, the behavior instructor might notice the student reaching for a preferred toy, such as a book. The behavior instructor could capture this learning opportunity by giving the instruction, “Say, ‘Book’.” Once the student attempts to say the word book, the instructor could reward the student with praise and by reading the student the book. An advantage of this technique is that students may display very few negative behaviors since their current motivation is used to teach new skills. Additionally, since NATS occurs in the natural context, it promotes generalization of appropriate behaviors.

Verbal Behavior (VB)
A verbal behavior approach views language as learned behavior that involves social interaction between speakers and listeners. Specifically, it describes how people communicate with each other for a variety of different reasons. For example, a student may say the word, “Cookie,” in order to get a cookie, or because he or she sees a cookie, or because an instructor asked the student, “What is your favorite food?” By understanding this verbal behavior framework, the student’s behavior intervention team can use ABA methods to teach the student how to functionally communicate with others in a variety of situations.

Other Treatment Methods:

Prompting & Fading
Discrimination Teaching
Shaping, Chaining, & Task Analysis
Functional Behavior Assessment (FBA)
Interventions to Reduce Problem Behaviors
And More!

Comprehensive Treatment Curriculum

Behavior Frontiers' treatment curriculum includes over one thousand lessons to teach students with autism and other disabilities the adaptive behaviors they need in a variety of developmental areas. When students learn to engage in new appropriate behaviors, they will be able to get reinforcers in acceptable ways and may no longer need to use problem behaviors to get their needs met.


In particular, our treatment curriculum includes interventions to increase behaviors in the areas of socialization, functional communication, self-care, safety, and more. Some specific examples of adaptive behaviors that can be taught are choice-making, self-management, relaxation strategies, attending, participation, following instructions, taking turns, interacting with peers, being flexible, and impulse control. As students learn new alternative behaviors, this may reduce their need to engage in problem behaviors, such as self-stimulatory behaviors, preoccupations, non-compliance, tantrums, running away, self-injurious behavior, aggression, and property destruction.

Behavior Frontiers delivers behavior support services to students in a variety of settings. For students who attend school, Behavior Frontiers provides BID and BII service on the school campus. Specifically, BID service providers are available to consult with school district personnel and BII service providers are available to implement the BIP with the student throughout the student’s school day in a variety of locations on campus, such as the classroom, playground, library, resource room, or off campus during a field trip. Also, Behavior Frontiers serves students in different types of classrooms, such as in general education, mixed, or special education classrooms. Our team members are also available to deliver service to students off campus, such as in the clinic or home setting, if necessary to meet the student’s IEP goals designed to help the student access his or her curriculum.

Please contact us to learn more about how Behavior Frontiers’ ABA treatment program can benefit the students in your school district.