What is the history and purpose of Genesis Behavior
Why is intervention based on Applied Behavior
What is Verbal Behavior, and how does it fit in
with your programs?
What qualifications does your staff have?
How are goals and program placement determined?
How is progress toward goals and objectives measured?
What are the entrance and exit criteria for programs
offered by Genesis Behavior Center?
What is the history and purpose of Genesis Behavior
Genesis Behavior Center was initiated in December
2003 with the goal of providing appropriate, research-based
behavior intervention services to children with autism.
It is the goal of Genesis to provide services
in locations where there is a need for autism & other behavioral
interventions, where families need options and access to a program
based on the best research available.The purpose of Genesis'
behavior intervention programs is to assist each child in reaching
his or her highest level of independence, that he or she may
actively participate in the least restrictive social and educational
environment possible. Genesis Behavior Center is committed to
forming partnerships with school districts and regional centers
to give all students access to the services most appropriate
for their needs. It is with these goals in mind that Genesis
serves children and families every day.
Why is intervention based on Applied
Behavior Analysis? Top
Programs delivered by Genesis are data and
research-based, utilizing techniques that have demonstrated
efficacy for students with autism and various behaviors. Though
many treatment methods are available, Applied Behavior Analysis
is currently the only method backed by empirical data and peer-reviewed
research. Probably the most well-known study is that published
by Dr. Ivar Lovaas in 1987, in which students with autism were
treated with different interventions for a period of 2 years
The best-outcome group was among those that
received 35-40 hours per week of intensive 1:1 instruction utilizing
Discrete Trials Training, generalization procedures, and behavior
modification to teach skills and to treat maladaptive behaviors.
Nine out of nineteen (47%) of the best-outcome students were
able to achieve a normal IQ and attend general education classes
without support by the first grade. Those students not in the
best-outcome group made progress as well, and 42% were able
to attend less restrictive special education classrooms rather
than autism classrooms. Overall, the students in the experimental
group who received 35-40 hours per week for 2 or more years
fared much better than those in the control groups. Lovaas continues
his research today, and recently published a work entitled Teaching
Individuals with Developmental Delays: Basic Intervention Techniques.
This book is one of the primary resources used by Genesis in
developing behavior intervention programs.
Lovaas' research has greatly contributed to
current programs providing services to children with autism.
In the five counties served by Valley Mountain Regional Center,
a successful collaboration has been formed that promotes partnership
in the application of ABA to the treatment of autism. The following
is an excerpt from the EIBT 4-Way Agreement between parents,
providers, VMRC, SELPAs, and the Family Resource Network approved
in March of 2004.
"Studies suggest that approximately 75
percent of children in EIBT programs make significant gains
during their first year. Additional research indicates that
40 percent to 50 percent of children participating in EIBT programs
demonstrate developmental "catch up" rates relative
to typically developing same-age peers that warrant continued
EIBT. These latter children may participate in EIBT programs
for two to four years. Many of these children are included in
primary regular education classrooms with diminishing need for
aide support. As is the case with all special educational programs,
the continued appropriateness of placement and continuation
in an intensive in-home treatment program is reviewed at least
once a year by the IFSP or IEP Team."
Though all children do not achieve the results
of Lovaas' best-outcome group, nearly all children make significant
progress when taught using ABA principles and procedures. It
is Genesis' expectation that all children will learn a method
of functional communication, make progress in self-help skills,
play skills, imitation, and social skills. They will be more
independent when they exit the program than they were when they
entered. It is expected that their lives and the lives of their
families will be more enjoyable, productive, and independent
as a result. Additional information on Applied Behavior Analysis
and its effectiveness is available in Related Website Links.
What is Verbal Behavior, and how does
it fit in with your programs? Top
Application of Applied Behavior Analysis to
teaching language has given rise to a field within ABA called
Verbal Behavior, originally presented by B.F. Skinner in 1957.
Today, the work of Mark Sundberg, James Partington, Vincent
Carbone, and others has successfully applied these principles
to teaching children with autism. Verbal Behavior focuses on
the function, or the "why" of language, rather than
just teaching the form. It utilizes motivational procedures
to make learning fun, which in turn contributes to decreased
maladaptive behaviors. Genesis uses Sundberg and Partington's
The Assessment of Basic Learning and Language Skills
(The ABLLS) as another primary resource in developing individualized
programs. The ABLLS is a specific and measurable tool that outlines
individual skills in each of the program curriculum areas targeted.
The ABLLS also includes graphs to provide visual representation
of skill performance and acquisition.
What qualifications does your staff
Directors possess a Master's Degree in Counseling
Psychology and Applied Behavior Analysis, Board Certified
Behavior Analyst (BCBA) or Ph.D. in Psychology All directors
have experience performing 1:1 intervention with children
with autism. The directors have extensively researched various
programs and attend ongoing professional conferences to
remain current on the most effective techniques in the field.
They are a member of the Association for Behavior Analysis
and the California Association of Behavior Analysis (CalABA),
and are Pro-ACT certified.
The Clinical Directors
are Licensed Psychologist or licensed MFT / Social Worker
who have experience with both typically developing and developmentally
- Behavior Consultants have a Bachelor's
or Master's degree in Psychology or a related field, and have
extensive experience implementing, and training others to
implement, 1:1 intervention with various children diagnosed
with ASD. Behavior Consultants receive ongoing education to
remain informed of developments in the field.
- Behavior Therapists possess a highschool
diploma or a Bachelor's degree and / or have extensive experience
working specifically with children with autism or developmental
delays. They also meet the requirements set forth by the CA
Department of Education, and have passed TB tests and background
How are goals and program placement
Before a child is placed, an assessment of
current functioning level and behavioral deficits and excesses
is conducted. Program placement, goals, and objectives are determined
by the IEP/IFSP team based upon the data collected during the
assessment as well as the child's age and educational placement.
Genesis Behavior Center staff will be using their expertise
in the field to propose placement as well as goals and objectives,
but a team approach is always emphasized, and team feedback
is highly valued.
How is progress toward goals and objectives
Goals and objectives are written in terminology
that is specific and measurable. Data collection is necessary
to track each child's progress to determine the effectiveness
of intervention and progression toward those goals and objectives.
When a child is not progressing, data are used to troubleshoot
programs and to make treatment decisions. Data allow us to tailor
the intervention to the child by objectively and specifically
measuring which approaches are the most effective. Data are
collected by Behavior Therapists and regularly measured for
reliability by supervisors. Quarterly team meetings (every three
months) are suggested to review progress toward annual goals
and to adjust benchmarks toward those goals as needed. At these
meetings, Genesis presents data-based reports to substantiate
each child's progress, and the team makes decisions about the
direction of intervention.
What are the entrance and exit criteria
for programs offered by Genesis Behavior Center?
In order to enter one of the behavioral treatment programs
at Genesis Behavior Center, the following criteria must apply:
Diagnosis of Autism Spectrum Disorder
or Pervasive Developmental Disorder by a professional licensed
to make such a diagnosis (i.e. licensed psychologist) according
to the criteria set forth by the DSM-V.
- The child must be between the ages of 2 and 12 years old
- Parents must agree to and sign the Parent-Provider Agreement
An assessment must be completed and
recommendations made in favor of a behavioral treatment
- The IEP/IFSP team (if applicable) must agree to such a
- Appropriate funding must be secured, either by: the regional
center, the school district, the SELPA.
Agreement with proposed goals and objectives,
and data-based measurements to determine fulfillment of
the goals and objectives
Enrollment and Start-Up Process for Genesis
Behavior Center, Inc. programs
Contact Genesis Behavior Center at (877)
828-8476 to discuss your child’s diagnosis and needs,
in order to determine which program might be the best fit.
(This is important because for several programs, your next
step may be to contact your regional center representative,
school district or private insurance company contact in
order to secure funding and request approval for the assessment
An assessment will be scheduled based
on the soonest available opening as well as agreement of
the funding sources (if applicable). At times, there may
be a waiting period of several months; in other cases, an
assessment may begin within the next 1-2 weeks based on
family availability and secured funding for services. See
section entitled “How are goals and program placement
determined?” under the FAQ page
The assessment will include parent and
teacher interviews, observation of the child in his/her
natural environment(s), review of previous reports and records,
and direct interaction to assess skills and responsiveness
to teaching procedures. At the end of the assessment, a
report is written and recommendations are made based upon
data collected during the assessment. This report is given
to the funding sources and to the parents, and is reviewed
during an IEP (Individual Education Plan, an education and
therapeutic services plan for child ages 3 to 22) or IFSP
(Integrated Family Services Plan, a service plan for child
under age 3) meeting. At the IEP/IFSP meeting, the entire
team will determine which program placement is appropriate
for your child. (The IEP/IFSP team consists of representatives
from the school district / SELPA, regional center, Genesis
Behavior Center, and most importantly, the parents.)
Prior to beginning the program (usually
during the assessment procedure), a Parent-Provider Agreement
will be reviewed and signed that details the roles and responsibilities
of both Genesis and the parents as part of creating a successful
program for your child. A list of materials may also be
provided at that time that are necessary for learning and
reinforcement; as a parent you will need to obtain these
prior to the program beginning.
A start date will be scheduled, and a
programming team that consists of a Behavior Consultant
(supervisor) and (if applicable) 2-3 Behavior Therapists
will be assembled for your child. Each parent will be given
clear communication regarding schedules of therapy sessions
and team meetings, as well as 1:1 training appointments
with the Behavior Consultant.
The following criteria apply in determining the time
of exit or transition from a behavioral treatment program
at Genesis Behavior Center:
Fulfillment of all proposed goals and
objectives indicates readiness to move to another placement
Consistent acquisition rate of less
than 75-80% of original goals proposed, over a 9-12 month
period indicates that a different program may be more beneficial
at this time
The IEP/IFSP team determines that services
are not longer needed or are not beneficial at this time
Consistent failure to comply with the
guidelines set forth in the Parent-Provider Agreement
Family change of residence may affect
services if the family is moving to a geographical area
that Genesis does not currently serve
Health or other issues preventing full
participation in the program
NOTE: If other agencies are assisting in
funding the behavioral treatment program, they may have
additional entrance and exit criteria in addition to those