Frequently Asked Questions
Therapy Progress and Development
What model of therapy do you use for my child with suspected autism?
The model of therapy we use is derived from the principles of Applied Behaviour Analysis and Verbal Behaviour and the curricula we follow come from a number of naturalistic and developmentally sequenced criterion-referenced and standardised assessments (Assessment of Basic Language and Learning Skills-Revised – ABLLS-R, the Verbal Behaviour Milestones Assessment and Placement Program – VB-MAPP, Essential for Living – EFL, Vineland Adaptive Behaviour Scales). The Early Years Foundation Stage National curriculum is also carefully integrated into each child’s therapy programme.
We focus on teaching individually significant skills through 1:1 intensive teaching (Discrete Trial Teaching – DTT and Natural Environment Teaching- NET) When appropriate, time is spent at the table for structured teaching sessions, and in less structured, naturalistic activities to ensure generalisation of skills. We use a reinforcement/reward-based approach, led by the child’s motivation, to encourage learning, especially focusing on developing language, play and communication skills.
What is a therapy programme?
A therapy programme is a bespoke plan which selects goals/targets that aim to teach the child skills which have not developed naturally and/or to reduce behaviours which are barriers to the child achieving their full potential. An ABA therapy programme is informed by scientific principles derived from the study of human behaviour and delivered
using evidence-based practice. We aim to teach skills (i.e., measurable behaviours) that are significant for that individual or their family.
How long will it take before we see a change?
Every child is unique. The speed at which a child will acquire new skills is dependent on a large number of factors. At First Bridge, we consistently track each child’s rate of skill acquisition to ensure each child is learning at their optimal pace.
However, if your child is accessing an intensive behaviour intervention programme (i.e. 21+ hours per week) then you should begin to notice measurable skills within the first three months of service. There are a number of key skills that we look at to predict overall progress and response to an ABA programme such as imitation skills, consistent response to their name, requesting (manding) skills, and listening skills (i.e. receptive language skills).
When is the best time for my child to begin therapy?
Simply stated, the earlier the better! There is plenty of clinical research that demonstrates that children who begin intervention as early as possible (e.g., <2 years of age) show the most significant improvement in their areas of deficit. Many children who receive early intensive behaviour intervention (EIBI) for 2 – 3 years can often transition to the least restrictive settings such as nursery or reception.
Do you offer assessment for diagnosis?
No, our assessment is used to create a personalised curriculum for a child coming into services at First Bridge Centre. The assessment does not give a diagnosis, it can only give an indicator if we think there are red flags.
My child is already getting help from other providers such as SLT and OT, can we continue those services?
At First Bridge Centre, we are happy to collaborate with other professionals to develop a cohesive therapy plan that is individualised to your child. If providers are working on similar goals but in different ways, this can impact the child’s progress. Therefore it is imperative that therapy teams and professionals work closely alongside each other, with consistent and similar approaches to ensure optimal progress.
We speak other languages at home, will we have to stop and speak only English since the therapy is delivered in English?
There is a large body of research that shows that speaking your primary home language(s) is most beneficial for your child – whether or not they have delays in speech, language, or communication.
Building the foundation skills for communication occurs in the same way in all languages. That is, building an understanding of the words you hear, developing an expressive vocabulary/word bank, using sounds/single words to communicate, building phrases, etc. all occur in each language. Rather than having a negative effect, hearing and using multiple languages has an additive effect.
It is also important that your child is exposed to the specific speech sounds in your home language(s) as there is a critical acquisition period for those sounds and if your child is not exposed to and practice saying some of the sounds that are unique to a specific language then they will lose that ability and will not be able to acquire this skill when they are older.
About ABA
What qualifications do your therapists have?
Our ABA therapists/RBTs have varied qualifications, including but not limited to: undergraduate degrees in Psychology, Early Childhood Education, Education, Linguistics, and/or the Sciences or Master’s level degrees in Psychology, Early Childhood Education, Education, and/or Applied Behaviour Analysis.
Each therapist also undergoes 75 hours of company training including the 40-hour accredited coursework required for the Registered Behaviour Technician credential. Towards the beginning of their journey with us, our frontline therapists are required to pass their RBT credentials.
Our BCBAs have varied qualifications, including but not limited to Master’s level degrees in Education, Psychology, and/or Applied Behaviour Analysis, achieved through a specific verified course and 1500 – 2000 supervised hours and passing of a comprehensive accredited exam.
We also have qualified early years practitioners as part of the team with a minimum of level three qualifications and many years of experience working with children.
Does ABA acknowledge the differences that make a person with autism unique?
Yes. ABA providers serving individuals with autism seek to develop or restore abilities that are important to autistic people. For example, a provider might teach a person with autism how to shop for their favourite foods or how to interview for a preferred job. ABA providers celebrate each autistic person’s individual identity and personality and incorporate personal preferences throughout treatment.
Do Behaviour Analysts take into consideration the reasons why a behaviour might be happening?
Yes. Credentialed ABA providers very deliberately take into account the reasons why recipients of their services perform certain activities. In fact, an entire methodology known as functional behaviour assessment is designed around this basic idea. These reasons are expected to be incorporated into treatment to ensure needs, wants, and preferences are being met.
Does ABA promote and support a philosophy that promotes independent living and neurodiversity?
ABA therapy focuses on empowering autistic persons to develop the skills they need to be as independent as possible in all areas of their lives. ABA providers teach individuals with autism how to be self-sufficient to safely navigate their world and live long and healthy lives. To that end, credentialed ABA providers teach communication skills to people with autism so they are able to express their wants and needs, strengthening their ability to advocate and participate in ongoing treatment decisions.
Day-to-Day Centre
What courses and support do you provide?
To ensure we can support children up to eight years old and their families in a way that suits them, we have designed different ways for you to receive support.
We provide classroom learning both full and part-time.
Thrive (full-time)
Our full-time programme comprises 30 hours of early intensive intervention across 5 days (Monday–Friday, 9am-4pm).
Nurture (part-time)
Our Nurture programmes comprise of 15 hours of early intensive behavioural intervention (EIBI) delivered in five half-day sessions (Monday–Friday).
Grow
Based around a three-hourly session each week at our Chelsea clinic. This programme with set modules, materials and content is designed to provide parents with support and education around ABA, whilst also teaching children life-enhancing, developmental skills. The programme is designed and delivered by our expert Board Certified Behaviour Analysts (BCBA) and provides a combination of theoretical and practical ‘hands-on’ training.
Enrich
Following an initial assessment, we will design a bespoke programme for your child which will be delivered by our expert Board Certified Behavioural Analysts (BCBAs). An important part of these sessions is the coaching to support for parents to learn ABA skills so they can continue supporting their child throughout the week.
Learn more about our programmes here
Will I be refunded if a session is cancelled by First Bridge Centre?
Our fees cover all your child service requirements over a month. Our BCBAs will ensure that your child gets the amount of supervision relevant to their current needs and this will change from week to week. If a session is cancelled we will ensure that the BCBA hours will be reallocated and so will only refund at the therapist only rate of £40 per hour (£120 for an individual AM/PM session, £240 for a full day). If we provide SLT or OT supervision input, this will be included within the regular supervision allocation and the regular fees will apply. This SLT/OT supervision input will form part of the agreed supervision time.
How will I know how my child is doing?
Your child’s progress is tracked daily during their sessions by the data that the therapists take for each of the teaching plan targets. This data is graphed during the last 15 minutes of each session while your child is completing their independence targets. These graphs—which depict your child’s progress–are discussed during the fortnightly clinical team meetings. These will be explained to you by the BCBA during direct and/or virtual supervisions and during the monthly team meetings which you attend.
When should I arrive at the Centre?
You should arrive at the centre approximately 10 minutes prior to your scheduled start time for therapy. You will wait in the lobby area until one of your team therapists comes for you to hand over your child to the therapy team. You will be able to provide them with any quick/last-minute information which may be helpful to the therapy staff during the day (e.g., didn’t sleep last night, didn’t eat breakfast, is feeling better now from a recent illness, etc.).