Behavioral Implementation Development Services
We are a State-certified Non-Public Agency, allowing us to provide services to public school districts. Services funded by school districts are always provided pursuant to an Individualized Education Plan (IEP). Our goal at VHAP is to meet each individual student’s specific needs in collaboration with school staff to support a positive school experience.
VHAP assesses each student’s individual level of developmental skills, ability to process information, use of language and communication (including augmentative communication systems), sensory processing and medical/constitutional needs. With this assessment, we are able to develop and implement a comprehensive behavioral support plan that might include the following:
- compliance, behavioral and emotional regulation
- attention to task
- ability to transition and follow classroom agendas
- use socially appropriate communication to express their needs/wants
- socialize appropriately with peers
- learn replacement behaviors and self-monitoring skills
- develop appropriate coping skills
VHAP utilizes positive behavioral support strategies to address difficult behaviors that may arise. Our staff is trained in implementing Crisis Prevention Intervention (CPI) to help remediate students’ outward behaviors. Our interventions address specific functions (e.g., avoidance, sensory, attention and escape) of behaviors. We will also address anxiety and other constitutional and developmental skill deficits that might trigger specific behaviors.
VHAP services are aimed at implementing a child’s behavioral support treatment plan based on his/her IEP goals. In the school setting, trained Interventionists work with students under the supervision of an experienced Case Supervisor. In conjunction with the student’s teacher and multi-disciplinary team, a collaborative working relationship is established to provide consistent intervention support.
Students are supported to utilize accommodations as directed by their teacher to optimize their classroom performance and to meet classroom expectations. Teachers are supported to learn to utilize effective strategies to promote increased independence based on age-appropriate expectations. Supervisors provide regular feedback and communication to parents regarding the student’s intervention program as appropriate.
