Applied Behavior Analysis Clinic
Applied Behavior Analysis Phases: Self-Contained Program
At Newmeadow, we currently utilize a phased curriculum for our students within our self-contained program. We strive to provide the most up-to-date and effective treatment that aligns with best practices in the field. Upon enrollment into Newmeadow, we review each student’s Individualized Education Plan (IEP) and conduct internal assessments to ensure we tailor the best program for their needs.
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​Our Phases classrooms utilize a scaffold classroom design that offers each learner support that allows them to excel at their own pace. Scaffolding helps bridge the gap between the student’s current skills and the skills needed for success in all settings.
All Phases Self-contained settings utilize a curriculum that aligns with New York State standards, with an emphasis on developing the pre-requisite early learning skills necessary for success. These skills are broken down into achievable learning objectives and targets. These learning objectives and targets build upon themselves for mastery of the critical early learning skills needed in all educational settings and beyond. Mastery of these skills within our scaffolded design allows us to fade out supports and build towards a student’s least-restrictive environment.
Our Self-Contained Phases classroom range from Phase A to Phase D:
- Phase A- focuses on tabletop work and Discrete Trial Teaching (DTT), where students develop core skills necessary for growth.
- Phase B- continued focus on tabletop work and Discrete Trial Teaching (DTT). Group-based work and instruction are introduced.
- Phase C- tabletop work and Discrete Trial Teaching systematically faded out. Increased focus on group-based work and instruction.
- Phase D- group-based work and instruction prioritized, including activities such as social group, lunch bunch, board games, and social games. This setting most closely aligns with typical pre-kindergarten classroom design.
Applied Behavior Analysis: Integrated Program
Newmeadow offers integrated preschool programming where special education students learn alongside general education students in an inclusive and supportive environment. This program setting allows for meaningful interaction, social development, and a well-rounded educational experience guided by the philosophy of Applied Behavior Analysis. Our integrated settings focus on play-based learning, individualized instruction, and high-quality curriculum-based instruction, which align with New York State standards.
What is ABA and How Do We Implement It?
Applied Behavior Analysis (ABA) is a science-based approach aimed at understanding and improving socially significant behaviors through meaningful, individualized changes rooted in compassion and collaboration. At Newmeadow, we emphasize that ABA should be kind, humane, and respectful. We use ABA to reinforce students for engaging in socially appropriate and useful skills, helping them learn and fostering a desire to stay in school and continue to learn.
Positive Reinforcement
At Newmeadow, positive reinforcement is the core of our program. Students are continuously rewarded for their desired behaviors. We like to say, “Catch them being good!”. Reinforcement increases the likelihood of future occurrences of the desired behaviors. This is important not only for increasing appropriate behavior but also for decreasing inappropriate behaviors.
Least to Most Prompting
At Newmeadow, we have chosen to implement a Least to Most prompting approach to support our students' learning. We begin with a typical verbal command, such as "stand up." If the student does not respond, we move to a gesture demonstrating the action, followed by a visual prompt showing someone standing up. Next, we provide a verbal prompt, such as "Johnny, stand up." If the student still does not respond, we may use a partial physical prompt, gently assisting them to stand, and finally, a full physical prompt when necessary. The goal is to encourage the student to respond to the least intrusive prompt, allowing us to reinforce that behavior. This model helps prevent prompt dependency and encourages students to use their words or demonstrate new skills independently.
Behavior and Family Services
Our Board Certified Behavior Analysts (BCBAs) are New York State licensed and offer various services, including individual parent training, group training, toilet training, and more. The BCBAs also support classrooms with behavioral data collection, individual behavior plans, and overall classroom behavioral support.
Incidental/Embedded Teaching
This teaching method occurs naturally within the classroom context. Throughout the day, teachers are trained to identify and seize naturally occurring opportunities to teach students new skills within regular routines, without interrupting the flow of ongoing activities. This approach helps generalize the skills learned in one-on-one settings, enabling students to demonstrate these skills alongside their peers, preparing them for kindergarten and beyond.