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Beyond Robotic ABA Therapy

BEYOND ROBOTIC ABA THERAPY &
CHILDREN BEHAVIOR PROBLEM TRAINING IN HONG KONG – MOTIVATION COMES FIRST

Unlike other types of ABA and children behavior problem training in Hong Kong used by many providers, we do not aspire to train autistic children to give robotic responses. Our program sees motivation as a powerful key to shape your child’s behavioral issues and communication skills. Your child will learn that appropriate expressive language is useful to them to get what they want. Here’s how our program goes beyond robotic therapy and other children behavior problem training in Hong Kong:

1. THE CRITICAL 25

In our program, we are able to systemize your child’s 25 critical learning areas in a natural learning environment, where they can generalize the acquired skills and start real communication. The areas fall into 4 major categories, including basic learner skills, academic skills, self-help skills and motor skills.

2. COMMUNICATION

A good part of our children behavior problem training in Hong Kong program in the early years is aimed at developing communication skills. Under the ABA-VB program, your child will be able to use words to communicate. They learn to request things they like, and can tell you the features, functions, and classes of different objects. They will systematically learn to sustain a reciprocate conversation with peers and family members. Consistency of the teaching style and intensity of training received make key differences with regards to program effectiveness.
ARN Programme Learning Path (1)

3. PLAY

All children will have play programs as part of their one-to-one work and will be taught precise play skills with a range of toys. During playtime, the child is encouraged to play appropriately on the play equipment. Furthermore, they will also learn turn-taking and peer play skills through our children behavior problem training in Hong Kong program.

ARN Programme overview (1)

4. MAINTAINING AND GENERALIZING SKILLS

When a child has learned a skill and moved onto another one, the existing skill is placed on maintenance. The teaching breaks down tasks, even simple ones, into a series of steps, each step preparing the way for the next. Success is reinforced with consistent praise and rewards that motivate the child, so that the small segments of learning gradually build up into an understood and meaningful “whole”.

5. HANDLING DIFFICULT BEHAVIOR

Autistic children can display challenging behaviors which disrupt their learning. In dealing with such challenging behaviors, therapists will use the least intrusive and most natural technique that is effective. The aim is to reduce unwanted behaviors and to increase desirable ones by encouragement and praise (positive reinforcement). Where a child is in danger of hurting himself or someone else, they will be safeguarded with specific measures within our children behavior problem training in Hong Kong program.
path to mainstream school (1)

6. MONITORING PROGRESS

The child’s progress in behavior problem training will be evaluated based on the data gathered by the therapist. Regular team meetings will be conducted to discuss the effectiveness/inefficiency of the program, so further actions can be taken to remedy the current situation.

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