Who We Are

As Behavior Analysts, we believe in addressing socially significant behaviors using the principles of Applied Behavior Analysis.

Language Needs. We address the core deficit of autism, language, by providing a heavily language-based curriculum. Through Applied Behavior Analysis, we are always working on developing language abilities and applying generalized language skills to all aspects of a learner’s environment. We focus on fostering the foundational skills of language such as matching, imitation and task completion.

Building Skills. No matter the age of the individual we are addressing, we are always working on building his or her joint attention skills, which involves raising awareness of others in the environment and communicating with others. Additionally, we use reinforcement strategies, including positive and negative reinforcement, to help individuals successfully develop their skillset.

Objectives & Goals. Each objective and lesson we create, whether working in a one-to-one setting or in a social group setting, has an ultimate big picture goal in mind. Each small goal that we set for individuals is part of helping them achieve big picture objectives.

Family Model. Each learner we work with through the ABA model is dealt with in a family-first approach, where the objectives we create are made to serve the individual and the family in an all-encompassing, family model. This allows the individual to fully function as an active member of their family, communicating in the way that works best for them, and serving goals that meet the needs of both the individual and the family.

Individual Tailoring. At Bloom, we believe that the individual is always right, meaning that if an individual is not learning the way in which we are teaching, then we need to address or change our teaching style. As learners all vary in the learning style that works best for them, we strive to tailor our teaching to whichever style is most effective for the learner.

Early Intervention. Research shows that the earlier the intervention, the more effective the intervention is throughout the individual’s life. When engaging in early intervention, it is recommended that an individual receive 25-30 hours a week of Applied Behavior Analysis therapy. As an individual progresses throughout therapy, the recommended hours may fluctuate and decrease based on progress, ranging from 15-20 hours a week.