Common Types of Behavior Therapy
Several models of therapy are currently used with individuals with developmental differences:
Applied Behavioral Analysis (ABA)-a highly structured and evidence-based approach that focuses on breaking down larger goals into smaller manageable components and then using repetition, reinforcement, and encouragement to help individuals develop skills.
Early Start Denver Model (ESDM)-primarily for children between the ages of 12 and 48 months, ESDM supports the use of play to build positive and fun relationships. ABA strategies incorporated into play and joint activities foster language, social, and cognitive abilities.
Pivotal Response Treatment (PRT)-a child-initiated intervention that is play-based and derived from ABA. Through the use of natural reinforcement, goals for PRT include skill acquisition in the areas of language and communication, social skills, and supports the reduction of disruptive self-stimulatory behaviors.
Verbal Behavior Therapy (VBT)-supports children with limited verbal speech by incorporating principals of ABA to increase communication and language. It teaches an individual to make connections between words and their purpose, such as making requests and expressing ideas.
Cognitive Behavioral Therapy (CBT)-strategies are used to identify and define the triggers for problematic behaviors and subsequently teaches the use of beneficial coping skills to reduce the maladaptive behaviors.
Developmental and Individual Differences Relationship (DIR)-also known as The Greenspan Floortime Approach® (Floortime), this model emphasizes the importance of engaging individuals through preferred activities as a way to motivate them to work on new skills.
Relationship Development Intervention (RDI)-as a family-centered approach, RDI focuses on defining emotional and social objectives in order to make meaningful connections with others. By doing this, a person can develop several important prosocial skills, including empathy, proper eye-contact, and motivation for reciprocal exchanges.
TEACCH® Autism Program-uses a method called “Structured TEACCing” that is predominantly a classroom-based intervention. It focuses on external organizational support to address difficulties with attention and executive function, incorporating visual and/or written information to enhance verbal communication, and provides structured support for social communication.
Social Skills Groups-provides opportunities for real-world practice of social abilities when engaged in peer interactions.
At Brighthouse, our clinicians are trained to incorporate therapeutic strategies from these various intervention models. We are able to provide a unique and eclectic treatment approach to our clients to encourage optimal skill development. By incorporating features of all established interventions, our center is distinguished and employs a more flexible and advantageous style to treating individuals with developmental disorders.
At Brighthouse, skill-development achieved through family-based behavior therapy is individualized and based on specific client needs, and is conducted with an emphasis on the importance of generalizing the skills to other settings, particularly the home environment. Common treatment goals of behavior therapy may include:
Compliance Training-Analyze the function of a child’s behavior in order to determine strategies needed to overcome problematic behavior.
Independent Skill Development-Identify, learn, and practice ways to increase independence in completing daily living skills, such as those associated with toilet training, maintaining personal hygiene, organization, and coping skills.
Social Skills Development-Practice fundamental abilities necessary for communication, including eye-contact, personal space, appropriate voice volume, and staying on topic.
Life Skill Development- Improve skills regarding more abstract concepts, such as enhancing self-awareness, self-regulation, recognition and communication of emotions, and problem solving.