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FirstSteps for Kids, Inc.

FirstSteps for Kids, Inc.

Guiding Kids to Greater Goals

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Our Program

Our Program

ABA

HOW WILL FIRSTSTEPS HELP MY CHILD AND MY FAMILY?

You likely found FirstSteps via a referral from your pediatrician, a speech therapist, developmental psychologist, health plan, or education specialist, and were simply told that your child “needs ABA” (Applied Behavior Analysis). If that is the case, you probably are not exactly sure what this ABA thing is all about.

So what is ABA?

Behavior analysis is simply the scientific study of human behavior. It is the process of identifying and understanding the environmental factors that influence everything we do, be it saying “Hello” upon seeing a friend, asking for some “water,” or even jumping on the bed.

These environmental factors, once identified, can be strategically modified via Applied Behavior Analysis (ABA) to create new learning opportunities and promote the development of socially important behavior such as communication and language, social skills, and adaptive behaviors. In essence, with ABA treatment, new and appropriate skills are taught and function to replace challenging behavior that interferes with learning.

Determining Learning Goals

FirstSteps’ Applied Behavior Analysis (ABA) treatment program utilizes behavior analytic principles to teach your child new skills and reduce behavior challenges.

Generally speaking, your child’s behavior (remember, behavior means everything a person does) may be sorted into three categories, which serve as a starting point for intervention:
FirstSteps’ Applied Behavior Analysis (ABA) treatment program utilizes behavior analytic principles to teach your child new skills and reduce behavior challenges.

Generally speaking, your child’s behavior (remember, behavior means everything a person does) may be sorted into three categories, which serve as a starting point for intervention:

1 Appropriate Behavior

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

2 Deficient Behavior

A skill or behavior is considered “deficient” if determined to be below the range exhibited by same-age peers and prevents the child from functioning independently across environments. These behaviors become the instructional targets for their ABA program.
2 Deficient Behavior
A skill or behavior is considered “deficient” if determined to be below the range exhibited by same-age peers and prevents the child from functioning independently across environments. These behaviors become the instructional targets for their ABA program.
Examples of frequently observed skill deficits that we help our kids learn:
• Language & Communication
• Play Skills
• Social Skills
• Motor Skills
• Self-Care & Adaptive Behavior
Examples of frequently observed skill deficits that we help our kids learn:
• Language & Communication
• Play Skills
• Social Skills
• Motor Skills
• Self-Care & Adaptive Behavior

3 Barriers to Learning

Often our children have developed challenging behavior that interferes with new learning. In many cases, these particular behaviors are very frequent and/or remarkably intense. As such the focus of intervention is to reduce both the frequency and intensity of these behaviors over time.
3 Barriers to Learning
Often our children have developed challenging behavior that interferes with new learning. In many cases, these particular behaviors are very frequent and/or remarkably intense. As such the focus of intervention is to reduce both the frequency and intensity of these behaviors over time.
Examples of frequently observed barrier behavior that we help our children overcome:
• Tantrum Behavior
• Aggression
• Self-Injury
• Stereotypy
• Rigidity | Rituals
• Pica
Examples of frequently observed barrier behavior that we help our children overcome:
• Tantrum Behavior
• Aggression
• Self-Injury
• Stereotypy
• Rigidity | Rituals
• Pica

Thus, at FirstSteps, we will first identify your child’s interests, preferences, and strengths. We will take the time to understand WHY they engage in particular behaviors that are of concern (often it is to communicate!) and HOW we can replace that behavior with a new skill to serve the same function. By understanding the WHY, we are able to teach your child new ways to express their needs in a manner that makes their lives easier and facilitates the development of positive social relationships.

Teaching New Behaviors

The FirstSteps Curriculum

The FirstSteps Early Intervention Program

FirstSteps for Kids appreciates the wonderful personalities and individual differences of all the children we serve. Of course, every child is beautifully unique and will present with individual learning strengths and areas of concern. As such, FirstSteps clinicians will assess each area of concern and will develop an individualized treatment plan that consists of two main areas:

The FirstSteps Early Intervention Program

FirstSteps for Kids appreciates the wonderful personalities and individual differences of all the children we serve. Of course, every child is beautifully unique and will present with individual learning strengths and areas of concern. As such, FirstSteps clinicians will assess each area of concern and will develop an individualized treatment plan that consists of two main areas:
1. INTRUCTIONAL PROGRAMS: Specialized learning programs will be implemented to teach your child new skills, with a focus on remediation of skill deficits.
1. INTRUCTIONAL PROGRAMS: Specialized learning programs will be implemented to teach your child new skills, with a focus on remediation of skill deficits and development of age-appropriate skills.
2. BEHAVIOR REDUCTION: Behavior Intervention Plans will be implemented to address your child's specific barriers to learning with the goal of reducing the frequency, duration, and/or intensity of challenging behavior.
2. BEHAVIOR REDUCTION: Behavior Intervention Plans will be implemented to address your child specific barriers to learning with the goal of reducing the frequency, duration, and/or intensity of challenging behavior.

Instructional Targets + Curriculum

While each child’s intervention program is unique and driven by individual deficits and challenging behavior, Instructional goals are generally selected from several target areas, beginning with the earliest skills to emerge in typical development, and advancing in a stepwise developmental order. As you can see below, the Instructional Program targets are similar to the commonly observed skill deficits described previously. Instructional Programs are implemented to remediate skill deficits and replace challenging behaviors that historically have hindered learning.

Instructional Targets + Curriculum

While each child’s intervention program is unique and driven by individual deficits and challenging behavior, Instructional goals are generally selected from several target areas, beginning with the earliest skills to emerge in typical development, and advancing in a stepwise developmental order. As you can see below, the Instructional Program targets are similar to the commonly observed skills deficits described previously. Instructional Programs are implemented to remediate skill deficits and replace challenging behaviors that historically have hindered learning.
  • CLICK STEPS BELOW, to see curricula
School + Group Participation
Executive Functions
Perspective Taking
Social Development
Self Care + Daily Living
Play + Leisure Development
Motor Development
Language + Communication
Learning to Learn

Learning to Learn

Generally, the initial skills targeted in a child’s program, these include variety of pivotal learning skills that are the foundational skills for more advanced instructional programs. These skills are best taught prior to attending group education, like pre-school.

  • Motor and Vocal Imitation
  • Eye Contact
  • Following Simple Instructions and Following Directions
  • Sitting and Attention Skills

Language + Communication

Communicative targets follow a verbal behavior model, and focus on independence in communication of one’s needs, wants, and ideas.

  • Echoic behavior/ Vocal Imitation
  • Mands/ Making Requests
  • Receptive Language/ Following Instructions/ Manded Behavior
  • Tacts/ Commenting on the world
  • Intraverbals/ Conversation
  • Pragmatics/ Social Communication

Motor Skills

Working in conjunction with other specialized service providers (such as Physical or Occupational Therapists), Fine particular care placed on selecting skills that will directly lead to improved self-care and socialization. Example Instructional Targets include:

  • Finger and Hand Strength
  • Walking and Balance
  • Running and Chasing
  • Ball Skills

Play Skills

A vital part of childhood and socialization with peers, great care is taken to establish a rich repertoire of play skills that learners may enjoy in their everyday lives with family and new friends. Example Instructional Targets include:

  • Independent toy play and toy-governed behavior
  • Pretend Play with Functional/ Life-Like Objects
  • Symbolic and Constructive Play
  • Imaginary and Sociodramatic Play
  • Gross Motor Play and Games with Rules

Self-Care + Daily Living Skills

Based on individual need, essential skills are taught to foster independence in daily living. Example Instructional Targets include:

  • Toileting Skills
  • Feeding Skills
  • Undressing and Dressing Skills
  • Grooming Skills
  • Safety Awareness

Social Skills

Social norms and behaviors are introduced and practiced through a variety of structured and incidental means. Example Instructional Targets include:

  • Social Play
  • Imitation of Peers
  • Associative and Cooperative Play
  • Joining and Initiating Play
  • Responding to Social Cues
  • Following Social Norms/ Establishing Rule-Governed Behavior
  • Problem Cooperative Behavior
  • Conflict Resolution

Perspective Taking + Theory of Mind

Particular emphasis is placed on not just identifying others’ perspectives but applying practical skills to social interactions in the natural environment. Example Instructional Targets include:

  • Emotions and Desires
  • Understanding and Responding to What Others Know and Believe
  • Preferences and Individual Differences
  • Intentions and Deception

Executive
Functioning Skills

Increased independence is established via teaching our children to plan and engage in goal-directed behavior and self-monitoring, including:

  • Working Memory
  • Inhibitory Control
  • Sustained Attention
  • Flexibiliry
  • Planning and Goal Setting 
  • Organization
  • Problem Solving
  • Self-Regulation

Academic Skills

Working in collaboration with your child’s educators, FirstSteps develops individualized programs to bolster academic skills and/or add systems to ensure your child performs to their highest potential in the classroom. Example Instructional Programs include behavioral interventions that support:

  • Letter and Number Awareness
  • Phonemic Awareness
  • Counting and Quantitative Concepts
  • Reading
  • Oral Language and Reading Comprehension
  • Mathematics
  • Writing Skills
Learning
to Learn
Language +
Communication
Motor
Development
Play + Leisure
Development
Self Care +
Daily Living
Social
Development
Perspective
Taking
Executive
Functions
School + Group Participation

Learning to Learn

Generally, the initial skills targeted in a child’s program, these include variety of pivotal learning skills that are the foundational skills for more advanced instructional programs. These skills are best taught prior to attending group education, like pre-school.

Motor and Vocal Imitation

Eye Contact

Following Simple Instructions and Directions

Sitting and Attention Skills

Language + Communication

Communicative targets follow a verbal behavior model, and focus on independence in communication of one’s needs, wants, and ideas.

  • Echoic behavior / Vocal Imitation

  • Mands / Making Requests

  • Receptive Language / Following Instructions / Manded Behavior

  • Tacts / Commenting on the world

  • Intraverbals / Conversation

  • Pragmatics / Social-Communication

Motor Development

Working in conjunction with other specialized service providers (such as Physical or Occupational Therapists), Fine Motor and Gross Motor Skills are strengthened, with particular care placed on selecting skills that will directly lead to improved self-care and socialization. Example Instructional Targets include:

  • Finger and Hand Strength

  • Walking and Balance

  • Running and Chasing

  • Ball Skills

Play Skills

A vital part of childhood and socialization with peers, great care is taken to establish a rich repertoire of play skills that learners may enjoy in their everyday lives with family and new friends. Example Instructional Targets include:

  • Independent toy play and toy-governed behavior

  • Pretend Play with Functional / Life-Like Objects

  • Symbolic and Constructive Play

  • Imaginary and Sociodramatic Play

  • Gross Motor Play and Games with Rules

Social Skills

Social norms and behaviors are introduced and practiced through a variety of structured and incidental means. Example Instructional Targets include:

• Social Play

o Imitation of Peers

o Associative and Cooperative Play o Joining and Initiating Play

Self-Care + Daily Living Skills

Based on individual need, essential skills are taught to foster independence in daily living. Example Instructional Targets include:

  • Toileting Skills

  • Feeding Skills

  • Undressing and Dressing Skills

  • Grooming Skills

  • Safety Awareness

Perspective Taking + Theory of Mind

Particular emphasis is placed on not just identifying others’ perspectives but applying practical skills to social interactions in the natural environment. Example Instructional Targets include:

  • Emotions and Desires

  • Understanding and Responding to What Others Know and Believe

  • Preferences and Individual Differences

  • Intentions and Deception

Executive Functioning Skills

Increased independence is established via teaching our children to plan and engage in goal-directed behavior and self-monitoring, including:

  • Working Memory

  • Inhibitory Control

  • Sustained Attention

  • Flexibility

  • Problem Solving

  • Self-Regulation

Academic Skills

Working in collaboration with your child’s educators, FirstSteps develops individualized programs to bolster academic skills and/or add systems to ensure your child performs to their highest potential in the classroom. Example Instructional Programs include behavioral interventions that support:

  • Letter and Number Awareness

  • Phonemic Awareness

  • Counting and Quantitative Concepts

  • Reading

Learning to Learn

Generally, the initial skills targeted in a child’s program, these include variety of pivotal learning skills that are the foundational skills for more advanced instructional programs. These skills are best taught prior to attending group education, like pre-school.

  • Motor and Vocal Imitation

  • Eye Contact

  • Following Simple Instructions and Directions

  • Sitting and Attention Skills

Language + Communication

Language + Communication

Communicative targets follow a verbal behavior model, and focus on independence in communication of one’s needs, wants, and ideas.

  • Echoic behavior/ Vocal Imitation
  • Mands/ Making Requests
  • Receptive Language/ Following Instructions/ Manded Behavior
  • Tacts/ Commenting on the world
  • Intraverbals/ Conversation
  • Pragmatics/ Social Communication
Motor Skills

Working in conjunction with other specialized service providers (such as Physical or Occupational Therapists), Fine Motor and Gross Motor Skills are strengthened, with particular care placed on selecting skills that will directly lead to improved self-care and socialization. Example Instructional Targets include:

  • Finger and Hand Strength

  • Walking and Balance

  • Running and Chasing

  • Ball Skills

Play Skills

A vital part of childhood and socialization with peers, great care is taken to establish a rich repertoire of play skills that learners may enjoy in their everyday lives with family and new friends. Example Instructional Targets include:

  • Independent toy play and toy-governed behavior

  • Pretend Play with Functional / Life-Like Objects

  • Symbolic and Constructive Play

  • Imaginary and Sociodramatic Play

  • Gross Motor Play and Games with Rules

Social Skills

Social norms and behaviors are introduced and practiced through a variety of structured and incidental means. Example Instructional Targets include:

  • Social Play

  • Imitation of Peers

  • Associative and Cooperative Play

  • Joining and Initiating Play

  • Responding to Social Cues

  • Identifying Social Norms/ Establishing Rule-Governed Behavior

  • Cooperative Behavior

  • Conflict Resolution

Self-Care + Daily Living Skills

Based on individual need, essential skills are taught to foster independence in daily living. Example Instructional Targets include:

  • Toileting Skills

  • Feeding Skills

  • Undressing and Dressing Skills

  • Grooming Skills

  • Safety Awareness

Executive Functioning Skills

Increased independence is established via teaching our children to plan and engage in goal-directed behavior and self-monitoring, including:

  • Working Memory

  • Inhibitory Control

  • Sustained Attention

  • Flexibility

  • Planning and Goal Setting

  • Organization

  • Problem Solving

  • Self-Regulation

Academic Skills

Working in collaboration with your child’s educators, FirstSteps develops individualized programs to bolster academic skills and/or add systems to ensure your child performs to their highest potential in the classroom. Example Instructional Programs include behavioral interventions that support:

  • Letter and Number Awareness

  • Phonemic Awareness

  • Counting and Quantitative Concepts

  • Reading

  • Oral Language and Reading Comprehension

  • Mathematics

  • Writing Skills

Perspective Taking + Theory of Mind

Particular emphasis is placed on not just identifying others’ perspectives but applying practical skills to social interactions in the natural environment. Example Instructional Targets include:

  • Emotions and Desires

  • Understanding and Responding to What Others Know and Believe

  • Preferences and Individual Differences

  • Intentions and Deception

Ensuring Success

Simply put, we use what the scientific research has demonstrated to result in optimal learning and re-create those conditions to create an enriched environment for your child. We start by learning all we can about your child; what makes them smile, motivated, excited to learn, and what does the opposite. We take that information and create a custom learning environment that is most likely to support rapid acquisition of new skills and ensures that your child’s preferences are always prioritized.

Learning must be fun!

Since our children often come to us without having had many positive experiences learning new things, we work to change that history immediately and show them they can learn! Complex skills and behaviors are broken into smaller individual skills that we are confident your child is ready to master. As they progress with lots of praise and reinforcement, we gradually increase the complexity of the skill being taught and praise and reinforce those new skills, ensuring they keep progressing forward to learn more and more each day.

Consistency
Matters

child holding a chalkboard on white background

We want your child to have hundreds, if not thousands of opportunities per day to learn and practice new skills. To ensure forward progress, everyone teaching your child must be on the same page and working towards the same goals. It is also critical that your child receives “therapeutic levels of service” as explained in the research literature. 

Science Supports ABA

Research has consistently demonstrated a strong predictive relationship between service hours received and treatment response. Specifically, these studies demonstrate significant benefits for children who begin ABA services soon after diagnosis and at a dosage that exceeds 25 hours per week with parents highly active in their children’s intervention.

Our goal is to ensure a better today and tomorrow for your child by teaching them the skills and behavior they need to live as independently as possible and to access what makes them happy in life.

We do this by assuring:

  • Our treatment services are always individualized and fun for your child
  • That we collaborate with you and your other service providers to utilize our collective expertise for your child’s benefit and increase consistency of our intervention across people and settings
  • That we work together to help your child develop the skills and behavior that will make a difference in their lives immediately and as adults

Uniquely FirstSteps

What makes FirstSteps Unique?

FirstSteps is Committed to Clinical Excellence

We contribute to the behavior analytic community

Members of our leadership team regularly serve on the Board of Directors for state and national associations, are invited speakers at local, state, and national events, and present clinical research at conferencs throughout the world. We are also an approved practicum site for many graduate school programs and provide supervision for our BCBA candidates. FirstSteps is also an approved Authorized Continuing Education (ACE) provider for the Behavior Analyst Certification Board (BACB) and a proud member of the Council of Autism Service Providers (CASP).

Team FirstSteps
Published Books

Team FirstSteps
Published Books

Click Here!

Team FirstSteps
Published Journal Articles

Team FirstSteps
Published Journal Articles

Click Here!

Team FirstSteps
Podcast Appearances

Team FirstSteps
Podcast Appearances

Click Here!

We are person-centered and always compassionate

ABA is a scientific approach to learning with a focus on the factors that motivate, reinforce, and maintain human behavior. FirstSteps adds heart to our science.

Your child is our priority, and we want them to have a say in their own learning. We will honor their opinions and celebrate that they have them. From what we teach to how, we will attend to your child’s non-verbal and expressed preferences and will always ask, not tell.
ABA is a scientific approach to learning with a focus on the factors that motivate, reinforce, and maintain human behavior. FirstSteps adds heart to our science.

Your child is our priority, and we want them to have a say in their own learning. We will honor their opinions and celebrate that they have them. From what we teach to how, we will attend to your child’s non-verbal and expressed preferences and will always ask, not tell.
happy-kid-on-tummy

We are person-centered in all we do; we want to design interventions that our kids enjoy and value. We want to show them easier ways to express their needs and wants, and to choose to try something different when their past behavior has caused them more trial than triumph.

If your child is currently non-verbal, we will attend to their cues; are they smiling, engaged, looking for more, or are they frustrated and irritable and needing a break? Their feelings take priority. We will be there for them during their happy and challenging times, reassuring them as they take each step in the learning process.

To that end, our interventions are completely individualized. We will never simply follow an assessment or curriculum without consideration of each learner.

We value diversity, equity, and inclusivity in all aspects of our treatment model, in our service delivery with our clients, in collaboration with families and communities, and in our organizational culture and practices with our staff. 

We live by the "always be learning" mentality

Unlike others, we don’t view training as a simple one-time experience for new hires. We are invested in our team, with ongoing learning opportunities provided throughout every year of employment and in every position. We know that your child’s treatment success depends on the expertise of our team and that drives us to continually innovate, share ideas, study the impact of our interventions, document those successes for the larger behavior analytic community, pursue advanced degrees, and even establish a new master’s degree program at a top ten university in the country. We don’t just hire for positions; We hire for careers. That is how expertise develops and infuses the high-quality intervention your child will receive at FirstSteps.

We encourage our team’s professional growth

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