Verbal Behavior
The most important thing about ABA is that functional goals, determined by a behavior analyst as well as the family, be implemented in a positive and effective way for the child. We at Peace By Piece use the application of behavior analysis known as the verbal behavior approach. B.F. Skinner not only contributed to the science of behavior analysis (operant conditioning) but he also analyzed the functions of language and presented his analysis in the 1957 book Verbal Behavior.
What we do at Peace By Piece is based on the verbal behavior approach. We always initially form a friendship with the child by pairing ourselves with reinforcement. We only make few, if any demands, keeping the level of reinforcement for learning high and the value of escapelow. Our first "demand" is to teach the child to mand for (request) what s/he wants. This is completely functional, since it gives the kids an appropriate and effective way to communicate needs and wants. Gradually, we increase the "demands," in order to teach the child to label everything in his/her environment as well as, to read, write, converse, and all the other functional educational things.
In addition to keeping the work easy, we also make the "difficult" tasks easier by using errorless learning, in which we prompt the child, if necessary, so they are correct and then reinforced. We then immediately transfer the task to a self-‐sufficient level so that s/he learns to complete it independently. Collecting and analyzing data is imperative; in order to accurately measure student progress, evaluate the effectiveness of the student's individual program, and to identify skills and/or behaviors that need to be taught. There are a variety of data collection methods such as continuous data procedures and time sampling procedures that yield reliable, accurate, and valid data. The staff at Peace By Piece use a variety of data collection methods to measure progress. Some of these include probe data, time sampling recording procedures, ABC recording trial and by trial data probes.
What we do at Peace By Piece is based on the verbal behavior approach. We always initially form a friendship with the child by pairing ourselves with reinforcement. We only make few, if any demands, keeping the level of reinforcement for learning high and the value of escapelow. Our first "demand" is to teach the child to mand for (request) what s/he wants. This is completely functional, since it gives the kids an appropriate and effective way to communicate needs and wants. Gradually, we increase the "demands," in order to teach the child to label everything in his/her environment as well as, to read, write, converse, and all the other functional educational things.
In addition to keeping the work easy, we also make the "difficult" tasks easier by using errorless learning, in which we prompt the child, if necessary, so they are correct and then reinforced. We then immediately transfer the task to a self-‐sufficient level so that s/he learns to complete it independently. Collecting and analyzing data is imperative; in order to accurately measure student progress, evaluate the effectiveness of the student's individual program, and to identify skills and/or behaviors that need to be taught. There are a variety of data collection methods such as continuous data procedures and time sampling procedures that yield reliable, accurate, and valid data. The staff at Peace By Piece use a variety of data collection methods to measure progress. Some of these include probe data, time sampling recording procedures, ABC recording trial and by trial data probes.
Our Approach
Usually no more than 25% of our time together is actually done at a table; the rest of our interaction with the child is done everywhere else in what we call a natural environment teaching or NET setting. This occurs inside, outside, in the community, at play, with videos etc. By doing this, the child learns just as much if not more than if we just taught at the table
Highly Trained and Caring Staff
The staff of Peace By Piece routinely attend conferences and trainings that keep them abreast of the newest and most effective interventions. We employ Board Certified Behavior Analysts (BCBA), Board Certified Assistant Behavior Analysts (BCaBA), Behavior Therapists as well as Behavior Technicians
The PXP Difference
Under the supervision of Dr. Renee Terrasi, a Board Certified Behavior Analyst
Doctoral (BCBA-D), each child's program
is created and designed to the individual child’s needs.
Doctoral (BCBA-D), each child's program
is created and designed to the individual child’s needs.