Why chose Elevate?

The Evaluation Team Report (ETR) serves as a comprehensive assessment conducted by a team of education experts to determine a child's eligibility for special education services. The ETR aims to provide a clear understanding of the child's strengths, challenges, and requirements, ultimately guiding the development of effective educational interventions and support strategies.

The Individualized Education Plan (IEP) is designed to guarantee that a child identified with a disability under the law receives specialized instruction and related services tailored to their unique needs. The IEP outlines specific educational goals, accommodations, and support services aimed at fostering the child's academic, social, and emotional growth.

We support teachers in creating effective behavior intervention plans for students with learning challenges. Our expertise lies in equipping administrators, teachers, and staff with tailored intervention strategies to ensure student success. We excel in differentiating instruction, progress monitoring, and breaking down complex tasks into manageable steps.

Elevate is an approved provider for the Jon Peterson Scholarship beginning July 2024 and can provide services in the areas of Intervention, Behavioral, and Aide Services.

We are dedicated to promoting the inclusion of children in their least restrictive environment, advocating for their presence alongside peers in school whenever feasible. If your child's school is open to collaboration, our team is enthusiastic about providing a portion of our specially designed services directly in their classroom setting. Together, we strive to ensure every child has the opportunity to thrive among their peers.

FAPE: Free Appropriate Public Education - this is a legal requirement that states all children are entitled to a free public education that meets their individual needs

IDEA: Individuals with Disabilities Education Act - this is the federal law that guarantees all children with disabilities the right to a free public education

Functional Behavior Assessment (FBA) is a personalized problem-solving approach aimed at addressing student problem behavior. Through assessment, the purpose or function behind a student's behavior is identified, allowing for targeted interventions to effectively support the student's needs.

Sometimes an individual may experience a strong emotion (e.g., excitement or upset) and they have difficulty regulating their behavior or verbally expressing their emotions, and the repetitive behavior (e.g., hand flapping) is a way of expressing or coping with those feelings. Understanding the reasons behind repetitive behaviors is crucial for implementing effective interventions and support strategies tailored to the individual's needs.

We all have interests and hobbies that we enjoy. Sometimes however an individual can exhibit interests that become consuming or preoccupying. That interest may primarily be what an individual talks and thinks about and their leisure activities can become restricted to engaging in activities centered around that interest. This can ultimately impact socialization, meeting day to day demands, and expanding leisure activities and interests beyond that restricted interest. This is when an individual or family members can often benefit from learning strategies to find balance, allowing the individual to engage in their preferred interests, but also to have other interests, engage in other activities, and socialize around other topics / interests.

Many of us experience anxiety at one point or another in our life. Sometimes this anxiety is situational and passes and sometimes the anxiety is more pervasive and does not seem to pass. When this is the case it is often beneficial for the parent and child to work with a therapist who can assist them in determining the cause of the anxiety, processing how symptoms of anxiety present, and identifying effective coping strategies to facilitate a decrease in the symptoms of anxiety. Everyone experiences anxiety differently and as such, each individual needs to find a way to cope with and manage their symptoms of anxiety that is right for them. Working with a therapist can be invaluable in identifying the root cause of anxiety, understanding how it manifests, and developing tailored coping strategies. Since everyone experiences anxiety differently, finding the right coping mechanisms is essential. Through therapy, both the parent and child can explore various techniques to manage and alleviate anxiety, empowering them to navigate life with greater resilience and well-being.

We all have preferences and dislikes, but when these restrictions impede basic needs, intervention is warranted. Desensitization programs offer valuable support, helping individuals with restricted interests to tolerate and even enjoy situations they might normally avoid. By breaking down overwhelming experiences into manageable steps and systematically introducing them with rewards for successes, individuals can gradually acclimate and participate without challenging behaviors. This approach applies to various activities such as getting a haircut, visiting the dentist, trying new foods, or exploring sensory-stimulating environments. Building acceptance through systematic exposure enhances an individual's ability to engage fully with their families and peers, ultimately enriching their quality of life.

Applied Behavior Analysis

Functional Behavior Assessment Based Interventions

Naturalistic Developmental Behavioral Interventions (NDBI)

Social Cognition Training

Functional Communication Training

Applied behavior analysis (ABA) and therapies based on it are evidence-based and the most common behavioral interventions for autism. ABA refers to a set of principles based on the science of learning and behavior. Studies of interventions based on Applied Behavior Analysis (ABA) show when implemented properly it can lead to improvements in IQ, adaptive behavior, communication skills, social skills, and a reduction in challenging behaviors. ABA applies researchers’ understanding of how behavior works to real-life situations. ABA programs should be individualized to each person to increase skills or behaviors that are helpful and decrease those that are harmful or hinder learning. It should never be applied simply to “train out” individual differences or personality traits. Positive reinforcement is one of the main strategies in ABA.

BCBA stands for board-certified behavior analyst. A BCBA is a graduate-level certification in behavior analysis. Professionals certified at the BCBA level are independent practitioners who provide behavior-analytic services. The BCBA does behavioral assessments, creates treatment plans, supervises RBT direct therapy, provides parent coaching, and facilitates coordination of care between the school and other service providers.

RBT stands for registered behavior technician. An RBT will assist a board-certified behavior analyst (BCBA) in implementing a patient’s care plan.

At Elevate, our ABA personnel adhere strictly to evidence-based practices. In instances where a parent or caregiver expresses interest in non-evidence-based services, our staff will engage in open dialogue. This includes discussing the limited evidence supporting such practices, potential risks associated with them, and educating the parent or caregiver on making data-based decisions regarding treatment options. We actively work to address any conflicts that may arise, facilitating discussions around concerns, problem-solving to prioritize evidence-based therapy, and, if necessary, terminating services ethically if conflicts cannot be resolved satisfactorily. Our commitment remains unwavering in providing ethical and quality services to all our clients.

Examples of non-evidence-based therapies positioned as “autism cures” that could be potentially harmful include bleach cures, hyperbaric chambers, aversion therapy, chelation, biofeedback, supplements, electric shock, and stem cell therapy.

The BCBA will schedule an initial assessment to: observe the client in the home/school/community, interview the family, complete developmental, academic, and/or behavioral assessments, and develop a treatment plan that supports the medical necessity for ABA services. The BCBA will look at present levels of challenging behaviors (what they look like, how often is it occurring, the function of behavior (why it is occurring), and then recommend antecedent strategies and replacement behavior teaching. Recommendations for treatment will be made to include areas of skill development and how we would recommend the services be provided:

Direct Therapy (RBT facilitates in-person skill development and behavior reduction)

Supervision (BCBA mentors RBT working in skill development and behavior reduction)

Program Modification (BCBA develops programs, materials, etc. for teaching new activities)

Caregiver Training (BCBA provides in-person or virtual training to the parents/families to generalize skills, and provide coaching for when the RBT/BCBA is not in the home)

The Behavior Analysis Certification Board (BACB) defines Comprehensive ABA treatment as treatment of the multiple affected developmental domains, such as cognitive, communicative, social, emotional, and adaptive functioning as well as maladaptive behaviors. Intensity levels of 30-40 hours per week are common and necessary to achieve meaningful improvements in a large number of treatment targets. However, the intensity of comprehensive treatment must be individualized to the client’s characteristics and other factors.

Focused ABA is described as treatment provided directly to the client for a limited number of behavioral targets [functional skills, problem behaviors]. Intensity levels in a range of 10-25 hours per week are mentioned, with the caveat that the intensity may need to be higher depending on the nature of the target behaviors and other considerations, individualized to each client.

Per the BACB, “determinations as to whether ABA treatment should be focused or comprehensive and the intensity of treatment should be based on the medical necessity of the treatment for each individual client rather than the client’s chronological age, duration or nature of previous ABA services, or the like.”

Behavior Technicians (BTs) and Registered Behavior Technicians (RBTs) ave a minimum of a high school diploma and at least one year of experience working with individuals with autism spectrum disorder or other learning challenges. All therapists will also go through extensive training in ABA provided by Elevate staff prior to entering the field to work with clients.

Our Board Certified Behavior Analysts (BCBAs) hold a minimum of a Master’s degree in Psychology, Education, or a related field, and have at least two years of experience working with individuals with autism spectrum disorder or other learning challenges. Our BCBAs hold a professional certificate with the BACB (BCBA) and Ohio State Board of Psychology (COBA) and are in good standing with both organizations. They all have experience with treatment planning, data analysis, clinical supervision, and parent/staff training.

ABA therapy is a highly effective approach for behavior modification applicable to individuals of any age or diagnosis. However, insurance companies have often restricted its coverage, deeming it medically necessary only for individuals with Autism Spectrum Disorder (ASD) within a particular age bracket. To qualify for insurance coverage, individuals must receive a formal diagnosis of ASD from an approved medical provider (MD or PhD), supported by standardized assessments indicating potential benefits from ABA therapy. While these limitations exist, our clinicians offer ABA therapy on a fee-for-service basis, ensuring access to this valuable intervention for all individuals seeking behavioral support.