Behavior Goals

We utilize behavior analytic principles, such as modifications of antecedents and consequences, to teach your child new skills and reduce challenging behaviors. Client behaviors can be categorized as appropriate, deficient and/or excessive.

  • Appropriate Skills

    A skill or behavior is considered “appropriate” if it is within the range of those exhibited by same-age peers. This is often referred to as “age-appropriate.” Appropriate behaviors already in your child’s repertoire will not be a target of intervention.

  • Deficient Skills

    A skill or behavior is considered “deficient” if it is below the range of those exhibited by same-age peers. This is often referred to as a “deficit.” Deficient skills become targets in Instructional Programs

  • Excessive Behaviors

    A skill or behavior is considered “excessive” if it occurs above the range of those exhibited by same-age peers. Behavioral excesses are often referred to as “problem” or “challenging” behaviors. Excessive behaviors become targets in behavior reductive procedures.

Instructional Targets & Curriculums

Each child’s program is unique and driven by individual deficits and excesses. Instructional Targets are selected from several target areas, beginning with the earliest skills to emerge in typical development, and working up in appropriate developmental order. The Instructional Program targets are similar to the commonly observed skills deficits described previously. Instructional Programs are implemented to remediate skill deficits.