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TECHNICIAN AND SUPERVISOR POSITIONS AVAILABLE Great work environment with highly competitive salary or hourly wage. * Paid training and professional CEU's provided. * Behavior Matters supports eligible employees in the pursuit of board certification. Behavior Matters' mission is to work with families and other professionals building essential life skills with children with Pervasive Developmental Delay (PDD), Autism, developmental disorders, and challenging behavior. In order to achieve these goals, collaboration between Behavior Matters' staff and a child's support team is essential.
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ABA Services

We provide a wide variety of services to fit all your family's needs.

INDIVIDUAL CLIENTS

Function-based treatment planswith programming in the areas of skill acquisition, pro-social skills, and reduction of challenging behavior
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CONSULTING SERVICES

Private & Public School/ Agency Staff Training Programs
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SOCIAL SKILLS TRAINING

Our experienced team guides children through a schedule of ABA-based activities including structured play, group games, and individualized instruction.
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Interested in Starting Services?

At Behavior Matters we strive to provide the best research based ABA interventions in a multitude of settings. Behavior Matters offers services in three different locations across the U.S. Our Alaska clinic is located in Eagle River, serving Anchorage, the Mat-Su valley and Juneau. Our California office serves: Solano, Napa, Yolo, Sacramento, Sutter, Yuba, San Joaquin, Stanislaus, Merced, Atwater, Amador, Calaveras, Tuolomne Counties and the Greater San DiegoArea. Our Nebraska Office serves the Greater Omaha Area.
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RESOURCES & LEARNING PROFILES

Behavior Matters serves children with autism spectrum disorders (ASD), ages 12 months through 18 years. Each child’s treatment program is designed based upon his/her individual needs as determined by assessment. The terminal aim of every child’s program is to “close the gap” between their current skill level and those of their typically developing peers. Behavioral excesses or deficits across multiple domain areas likely contribute to the impairments of functioning. To meet the aim of ‘closing the gap’, a comprehensive, behavioral and education program is necessary.
10Jun
① What is ABA? “Applied Behavior Analysis (ABA) is the science of behavior. As with other sciences such as chemistry and ...
10Jun
Learn about great ways to teach social skills “Behavioral Approaches to Preparing Children for Medical, Dental and Personal Care Appointments” ...
10Jun
Good communication skills can make a world of difference. Learn some great strategies for teaching communication. Teaching communication skills “Functional ...
20Nov
Now that you know the basics, learn how to apply ABA with your students. “Differential Reinforcement Procedures in Applied Behavior ...
  • BEGINNER
  • INTERMEDIATE
  • ADVANCED

Beginner Learner Profile

Lacking all or most “Basic Learning Skills”. The following are considered “Basic Learning Skills” because they are building block skills or skills that are needed in order for prompting to be effective and more importantly to learn from the natural environment. Attending – looking and paying attention to instructor, materials, reinforcers, “Turned into” others and the environment. Imitation – the ability to match others gross and fine motor actions, AND vocally (Echoics). Matching – the ability to match object to object, object to picture and words to objects and pictures (labeling / tacting). Receptive Language – the ability to understand what others say and respond non-verbally. Manding – the ability to ask for desired items and activities.

Intermediate Learner Profile

At least 10 separate, instructor controlled items or activities that serve as reinforcers. Typically cooperative in teaching situations for increased amount of time with contrived reinforcers. Able to engage socially with others, particularly adults. Initiate social interactions by looking at others, return greeting from adults. Beginning to show interest in other children. Much improved “Basic Learning Skills”. They are able to attend for at least 3 – 7 minutes during non-preferred activities and often much longer for preferred activities. They are able to imitate most actions and words but may need a few trials. Typically quite good at matching objects and picture. Able to expressively label at least 100 common items and pictures of those items. Receptively understand at least 200 words, able to follow many simple instructions, especially within the context of routine activities and some out of context, able to learn new receptive labels in 1 – 5 trials. Manding – able to ask for most reinforcing items and activities. Able to learn new mands in 1 – 5 trials.

Advanced Learner Profile

Many instructor controlled items or activities that serve as reinforcers. Typically cooperative in teaching situations for increased amount of time with contrived reinforcers and social reinforcers. Able to engage socially with others, adults and children. Initiates social interactions by looking at others, initiates greetings, able to play for 10 or more minutes with typical children, independently. Much much better, approaching typical “Basic Learning Skills”. They are able to attend for at least 15 – 20 minutes during non-preferred activities and often much longer for preferred activities. They are able to imitate most actions and words typically on the first try. Typically excellent matching objects and picture. Able to expressively label at least 250 common items and pictures of those items. Receptively understand at least 500 words, able to follow many simple instructions in and out of context, able to learn new receptive labels in 1 trial. Manding – able to ask for almost all reinforcing items and activities in varied sentences. Able to learn new mands in 1 trial.

S.T.A.G.E.S OF LEARNING CENTER Preschool and Day School

S.T.A.G.E.S. of Learning Center (STAGES) is a private therapeutic school dedicated to improving the lives of its students through the science of Applied Behavior Analysis. We serve students aged between toddlers thought adulthood who demonstrate a wide range of needs in the areas academic, social, communication, and daily living skills.
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