Frequently Asked Questions

1.    What behaviors/skills will you work on?

We target many behaviors and skills throughout programming. Our primary goals are to decrease undesirable behaviors and to increase language/social/functional skills.

2.    How will you determine which behaviors/skills to begin with?

We will begin with an initial assessment of skills...we believe strongly in individualized programming, so all children have different "starting points".
 

3.      Does your treatment specialize or focus on particular skills or behaviors?

All programs are individualized; therefore, we do not have a textbook method of teaching each child. Children progress at different rates through our programs and require different methods of prompting, reinforcement, etc. We expect the child to provide us with a response when any question is asked or command is given (whether that be an independent or prompted response).  This is the key to our programming since the children understand that they must respond when spoken to (thus aiding in increasing language skills and positive behaviors.)

4.    What teaching techniques or approaches will you use?

We utilize the principles of positive reinforcement for behavior as well as discrete trial training for teaching concepts/appropriate behaviors/functional language, etc. (the web site Polyxo.com is a helpful site what gives a good explanation of the discrete trial.).  Various other techniques are incorporated, if needed, and may include:  structured play, floor time, etc.

5.    How do you manage self-stimulatory behaviors?

Since our programs are individualized, the method used to manage the self-stim behaviors varies among children.  I can say that we have been successful with various methods including a "quiet hands/mouth" program, reinforcing appropriate behaviors, and giving the child an "ok time" for the behavior to occur (since that stimulation may be needed as a calming technique for the child).  It all depends on the actual behavior, how often it is occurring, and how much it interferes with daily functioning.

6.    Julie, how long have you been doing ABA?

I personally have been doing ABA since 1998.  I began working for a family while earning my Bachelors degree at MTSU.  I fell in love with the family and the principles of ABA and decided that after earning my Masters degree (at Western Kentucky University), I would form T*O*T*S*. I began the company in 2001 and currently contract with Tennessee Early Intervention Services (TEIS) as well as many school systems throughout Tennessee.  I recently completed my Behavior Analyst Certification through St. Cloud State University.  I will be sitting for the Board Examination in November, 2008. 

7.    What type of training do you have?

In addition to ABA training, I have practiced Speech Pathology in the school system and have also worked with the adult mental retardation population in the past. I have used the experience I have gained to speak at the 2nd Annual "Best Practices Seminar" hosted by Vanderbilt University (TRIAD).  I have my Bachelor of Science in Communication Disorders/Psychology and my Masters Degree in Speech Pathology.  I am a licensed Speech Pathologist in both Tennessee and Florida.  I am a member of the American Speech Language Hearing Association (ASHA) and I have my Certificate of Clinical Competency.  I have completed all coursework and supervision requirements to be certified as a Behavior Analyst and will be officially certified after passing the Board Examination (which is scheduled in November, 2008).

   8.    What do you see as your strongest skills in working with children with autism?

Persistence and Determination....My therapists and I are Persistent because we do NOT give up easily (all children can learn and we will keep assisting them until they do!).  Determination because we are determined that every child succeed. Although success can have very different definitions, we WILL be certain that a child feels successful after every therapy session.

9.    What kinds of issues or problems would you consider outside your realm of expertise?

As a team of therapists, we know a good amount about sensory integration; however, we are certainly not Occupational Therapists.  Likewise, we do not claim to know the basics of Physical Therapy.  Other than that, we feel comfortable assisting with most other issues or problems that might arise.  We have a network of professionals that we are able to contact regarding OT/PT-related questions if consultation is needed. 
 

10.    Julie, would you be providing the direct intervention, or working as a consultant, or both?

My primary job is as a consultant.  Most of the time I am the "team leader" and therapy is actually performed by my therapists or therapists hired by the family and/or school, and trained by me.  However, I do provide occasional direct intervention in order to track progress, update programming.  Upon parent request I have, in the past, provided weekly therapy sessions to some children. My therapists primarily carry out the programs that I implement for the child.  I am very proud of them and must say that they are WONDERFUL.  I have provided them with ongoing training for quite a long time.  I have never had a complaint from ANY parent regarding the abilities of my therapists.  They are extremely well educated and practiced in the principles of ABA.  Many children have made HUGE gains from their therapy sessions.  If you are interested in our services, we can discuss what option would work best for you.
 

11.    If you personally will not be working with them, what type of training do the others have?

See above.  Also, my therapists range from Speech Language Pathologists,  Majors in Early Childhood Intervention, to Social Workers.  I am EXTREMELY picky when it comes to the selection of which therapists will represent T*O*T*S*.  When providing ABA therapy I have always said "you've either got it or you don't".  I can easily tell who "has it".  They're hard people to find but when you do find them, they make huge differences in the lives of children.

12.    How do you collaborate with other service providers who are working with my child?

We always collaborate with other professionals who are working with the child whether it be through a team meeting, or actual visits to the therapy/school session (preschool, OT, Speech, etc.).  We have also provided many of these professionals with training in order to help carryover skills to those sessions.

13.    Is there a particular test you administer ...? ie., ABLLS?

Our initial visit is typically used as an observation/assessment rather than an actual evaluation. (Since children at this point have already received a diagnosis.  We are not interested in obtaining a "score"; however, we do like to read over those evaluations.)  Instead, we need record of language abilities, behaviors, functional abilities, strengths and areas of concern, etc.  We use The Autism Treatment Evaluation Checklist to record our observations and parent descriptions of the child's abilities. We often administer the ABLLS as part of the therapy process following initiation of the therapy program.  An assessment report is then formulated which outlines our recommendations (ex: beginning programs, number of hours, etc). 
 

14.    If we have problems outside the home, for example, with haircuts, could you come to the barber shop with us to observe and work with my child and offer advice on how to handle the situation?

ABSOLUTELY!!! We have had therapy sessions anywhere from church, to Wendy's, to Wal-Mart, to the swimming pool, to the barber shop, etc.  We will go where we are needed!

15.  What are your fees for your services?

Please contact us for further information regarding hourly rates.  We are currently in the process of becoming a TennCare provider.  Very few insurance companies cover ABA therapy services; however, we are always happy to assist with this process in any way possible.