BIG is an organization with a strong belief in individuality, positive learning, equal opportunities and creativity for each child and their family. Staff are trained to the highest level to ensure that the best possible learning environment is created. BIG provides each family with a tailor-made program to suit the individual child’s needs, designed to assist, promote and develop all areas of learning that are applicable to the individual child’s needs, designed to assist, promote and develop all areas of learning that are applicable to the individual.

BIG’s approach is founded on ABA and each child is initially taught on a one-to-one basis, a range of skills necessary to live an independent life. Because every child is unique, the program is adapted to suit each child’s needs.

For those children of school age and where appropriate, BIG includes targets from the national curriculum in the home-based program.

Teaching occurs by breaking all skills down into small achievable steps. This ensures a high rate of success, acquisition and an increased motivation to learn. Each skill learned provides the foundation for future skills to be taught. The program focuses on all areas of development such as communication, self-help, speech, language expression and comprehension, play, social skills, pre-academic and academic skills.

BIG recognizes that all children are individual and thus choose the method of communication that best suits the child.

BIG teaches verbal communication using various methods of teaching including the Nuffield Programme. For non-verbal children, signing, PECS and typing have been used as a method of appropriate communication

The length of time a child remains on an ABA program varies greatly depending on the progress of the child as well as the needs of the child’s family. The time frame can range from two years to over five years. Skills and techniques gained by parents and carers are are invaluable and techniques usually continue to be implemented after the official ABA program is terminated.

Our staff will always attempt to integrate targets from other suitable intervention methods that are in place. It is however essential that the person conducting the therapy is willing to provide a report or attend a team meeting to ensure the technique are applied appropriately.

Yes. Although past studies have primarily focused on younger children, ABA has proven to be very successful amongst older children, such as reinforcers used and adapting the program to reflect their ability and age.

Reinforcement is a key principle of ABA. It is therefore important to find out what is motivating for each individual child, by carrying out reinforcement sampling.

Social reinforcers are not always effective, so initially tangible reinforcers such as food or toys may be used, which would then be paired with social reinforcers.

The teaching method adopted varies based on the individual child’s needs. For example, some of children may require a structured teaching environment and teaching method to begin with and will work towards a more natural environment teaching method, whereas, other children may be more receptive to teaching in a natural format from the onset of the program.

Self-stimulatory behaviors may interfere with learning. BIG recognizes that the children may have a sensory need to carry out these behaviors, so rather than stopping the child from engaging in these behaviors we aim to shape them to more socially appropriate behaviors that serve the same function.

We want to enable children to participate to the best of their ability when they enter school, therefore we target the skills necessary such as communication, play skills, social skills and early academic skills in order for them to be as successful as possible in the school environment.

BIG aims to integrate children into school where appropriate. Integration is a gradual process and is dependent on the individual circumstances of the child. The child is usually supported into school by a ‘shadow’. In addition we will attend and contribute towards your child’s IEP target setting.

Advertising for tutors can be done in various ways:

* web based parent/tutor support groups

* web based related job sites

* Departmental notice-boards in local colleges/universities

The number of tutors required depends on the number of hours intervention is provided on a weekly basis. The number of tutors can range from 2 to 5. Typically tutors would be expected to work approximately 9 hours each week (2, 3 hour sessions and 1, 3 hour team meeting)

The pay per tutor is variable and typically depends on the tutor’s experience and qualifications. This can be discussed with your Program Manager. Parents pay tutors directly and are advised to have tutors sign time sheets after each session.

When starting a new program with BIG, tutors are taken through ABA theory within the initial workshop, clinical training begins at this point when they will be shown how to implement therapy procedures and will receive feedback on how best to work with our child. Both the program leader and supervisor provide further training within overlap sessions. Tutors will also receive feedback within each weekly team meeting on how to adapt their teaching and behavioral management skills.