Clinical Collaboration
Shared Goal Collaboration should reduce fragmentation and support coherent, functional goals for the child and family. With Appropriate Authorization Share relevant progress summaries Discuss overlapping goals or barriers Coordinate recommendations when clinically appropriate Clarify roles to reduce duplication or conflicting strategies Communicate significant changes relevant to care Respecting Scope Each professional remains responsible for services […]
Understanding Treatment Outcomes
Measurement Treatment uses observable, measurable goals and ongoing data collection. Clinicians also consider direct observation, caregiver input, generalization, functional relevance, and barriers to progress. Examples of Outcomes Functional communication Adaptive and daily-living skills Safety skills Participation in family or community routines Social engagement when meaningful to the individual Reduction of behavior that creates safety or […]
Healthcare Provider FAQ
When should I refer? When a child with autism has functional needs that may be appropriately addressed through behavior-analytic assessment and treatment, or when a family wants to learn whether ABA may be appropriate. Does a referral need a signature? For The Dailey Institute’s current referral workflow, referrals should be signed and dated by an […]
ABA Overview for Healthcare Providers
Core Approach ABA uses principles of learning and behavior to assess functional needs, teach skills, and evaluate change through ongoing measurement. Common Treatment Targets Functional communication Adaptive and self-care skills Safety Play and leisure Participation in routines Social skills when meaningful to the individual Behavior that significantly interferes with functioning Clinical Oversight BCBAs develop and […]
Developmental Milestone Quick Reference
Why We Use a Dynamic Reference Developmental guidance is updated over time. A static website table can become outdated, so this resource should link clinicians and families to current authoritative milestone and screening resources. Domains to Monitor Language and communication Social-emotional development Cognitive and play skills Gross and fine motor development Adaptive/self-help skills When Concern […]
Autism in the Classroom
Start With the Individual Autistic students differ in communication, sensory needs, interests, learning profiles, and support needs. Avoid assuming that a strategy that works for one student will work for another. Helpful Classroom Practices Use clear, concrete expectations Prepare students for transitions and changes Use visual supports when helpful Offer appropriate processing time Build on […]
Positive Behavior Supports
Prevention First Adjust predictable triggers when possible, teach expectations explicitly, and make success easier before problems occur. Useful Strategies Specific positive feedback First-then language Visual reminders Choice within appropriate boundaries Planned movement or sensory breaks when indicated Task chunking Consistent routines Teaching help, break, wait, and transition skills Reinforcement Reinforcement is most useful when it […]
Classroom Accommodations
Possible Supports Preferential seating Visual schedules or written directions Reduced distractions Movement breaks Extended time when appropriate Alternative response formats Sensory supports AAC access Previewing transitions or schedule changes Chunking assignments Accommodation vs. Modification Accommodations change how a student accesses instruction or demonstrates learning; modifications change what the student is expected to learn. Decisions belong […]
Sensory Strategies for the Classroom
Observe Before Assuming A student may avoid certain sounds, textures, lighting, movement, or crowded spaces, while another student may seek additional sensory input. Environmental Options Quiet or lower-stimulation work area Noise-reduction options when appropriate Predictable movement opportunities Flexible seating when allowed Advance warning for loud events Reduced visual clutter Access to approved sensory tools Teach […]
