Direct services and consultation are provided across a variety of settings: in-home, clinic, school, and the community. The service delivery model and setting(s) for a child's program depend on his/her specific needs.

Early Intensive Behavior Intervention:

Early intervention services are available to young children who have been diagnosed with Autism or a related disorder that impacts their ability to communicate, develop social relationships, and learn from the natural environment. The purpose of early intervention is to minimize the impact that the diagnosed disorder has on a child. EIBI programs are individualized to meet each child's needs. Areas addressed may include, but are not limited to: "Learning to Learn" skills such as attending, discriminating, and responding; language development; functional communication skills; reduction of challenging behaviors; joint attention; critical thinking; problem solving; self-help; self-regulation, and leisure skills. Instructional methods may include discrete trial therapy, pivotal response treatment, verbal behavior, TEACCH, and PECS.

Functional Behavior Assessment & Behavior Plans:

We use the principles of behavior analysis to increase socially appropriate behaviors and decrease socially inappropriate behaviors. Problematic behaviors include everything from self-stimulation (stimming), aggression; self-injury; task avoidance/escape; difficulty attending to tasks, and (inappropriate) attention-seeking. Many children need help learning how to self-regulate their behaviors and communicate with others, whether they are non-verbal or highly verbal and articulate. A behavior assessment begins with rigorous data collection and interviewing a child's family and school team. A report is provided that includes an analysis of the problem behavior(s) and environmental factors, goals for positive replacement behaviors, and strategies to meet these goals. Behavior support can be provided through parent/team training, consultation, and a shadow aide when appropriate. We work with each family and school team to reinforce, generalize, and maintain positive behavioral gains. Behavior support can be provided through parent/team training, consultation, and/or direct services. We provide ongoing training to families and school teams to reinforce, generalize, and maintain positive behavioral gains.

Inclusion (Shadow Aide) Support:

Our BITs provide 1:1 shadow support for clients in academic and/or recreational settings, to maximize clients' independent skills while also fostering social connections and growth.  Shadow aides are experienced ABA and social skills therapists, and many have experience working in general ed settings.  An inclusive program may include: shadow aide support, staff training, social skills support, implementation of behavior plans, visual supports, and implementing curriculum accommodations/modifications.  Inclusive programs may take place in public or private schools, as well as extracurricular activities and clubs. 

Social Skills:

Social skills are the rules and expectations that allow us to connect with others and share who we are. We work with families and school teams to fill in the gaps in each child's social learning, so that he/she is better able to connect with his/her world and the people in it. Target areas may include: play skills, conversational skills, problem solving, self-regulation, executive functioning, and perspective taking. Social skills training may be provided through 1:1 coaching, dyads (play dates), and small groups of 3 - 5 students per group. Groups are matched based on age, developmental level, and current skill level. We believe that children learn as much, if not more, from each other than from us professionals. Integrated play groups based on the Pamela Wolfberg model are also available, dependent upon availability of typical peer models.


RBG provides training to families, classroom staff, and professional/community organizations. Training content and format depends on the needs of the team/family. Whenever possible, RBG provides training and feedback in the implementation setting.