ABA is a function-based approach to the systematic modification of “socially important behaviours” (Fisher, Wayne W., Piazza, Cathleen C., Roane,Henry S., 2011: 132). It requires what a layperson would know as context. Opposite to non-function based approaches (which derive behavioural solutions based only on the behaviour itself), it evaluates the relationship between the behaviour, its antecedents and consequences (Schlinger & Normand, 2013; Skinner, 1953). ABA uses Functional Behavioural Assessments (FBAs) to better understand these relationships to systematically influence the form, frequency and duration of target behaviours. ABA also includes structured teaching techniques built on ABA principles such as Discrete Trial Teaching (DTT) which have been shown to produce significant gains in children with ASD (Leaf, J., Cihon, J., Leaf, R., McEachin, J., Taubman,M., 2017; Lovaas, 1987).
Play-based interventions focus on interactions around the child’s locus of interest. They facilitate moments through which during play the caregiver or educator can teach developmental milestones such as joint attention and symbolic play (Chang, Shih, Landa, Kaiser, & Kasari, 2018; Kasari, Freeman, & Paparella, 2006). Models such as the Developmental, Individual-Difference, Relationship-Based (DIRTM) do this by focusing on the child’s development through a continuum of engagement-communication-logical-abstract thinking and tailoring interactions based on the child’s unique responses to the environment (Greenspan, Stanley & Wieder, 1998; Greenspan, Stanley I. & Wieder, 1999).
Along with the use of functional assessment of behaviours and play-based interventions, the National Institute for Health and Care Excellence (NICE, 2013) outlines the use of social-communication interventions in the treatment of the symptoms of ASD. Such interventions should be adapted to the child’s developmental level and include “techniques to expand the child or young person's communication, interactive play and social routines” (NICE, 2013).
Means for facilitating social communication in ASD have been widely researched and include the use of alternative and augmentative communication systems. Their aim is to introduce functional communication skills starting at the child’s current developmental level including phonetic, phonological, morphological, syntactical, semantic and pragmatic development.
The outcome of this initial process is to provide the family with the therapeutic practice, tools and support to continue providing intervention at home, aided by periodic supervision by a qualified professional.
After initial contact, you will be sent an email to complete an initial questionnaire to complete prior to your interview.
The interview is a period of 60-90 minutes of conversation. This part involves listening and collecting valuable information about most important concerns and your life story.
During an observation and evaluation periods, specific skills will be assessed in order to learn exactly about our baselines (where we are), specific needs that need to be addressed (where we want to go) and what therapeutic goals to pursue (how we want to get there). Children with autism often end up having to invest between 25 and 40 ho
During an observation and evaluation periods, specific skills will be assessed in order to learn exactly about our baselines (where we are), specific needs that need to be addressed (where we want to go) and what therapeutic goals to pursue (how we want to get there). Children with autism often end up having to invest between 25 and 40 hours per week engaged in therapeutic intervention. We will work together to empower you to implement these programmes in a seamless manner.
Initial trainings often last 4-5 hours, they can happen over a couple of sessions and are used to train parents and caregivers on how to implement the treatment programme as designed. After this, biweekly reviews (often last one hour) are recommended before moving you to monthly a supervision schedule within the first six months.
Daniel is a HCPC licensed speech-language therapist (UK), and ASHA-certified speech and language pathologist (USA)). His clinical experience includes 18 years of designing and implementing treatment plans for persons with ASD. For the last 13 years he has practiced as a licensed speech and language therapist in the Mexico and the United States in private and public settings. He contributes to the clinical work of three clinical sites in Mexico (Explora tu Potencial, A.C.) and one in the United States, (TruePotential PLLC). To date, he continues working on the development of increasingly effective clinical tools for the better and ethical management of the symptoms of ASD in the UK, USA and Mexico
Today, Daniel is a Lecturer in Speech and Language Therapy in the College of Allied Health at the Universities at Medway in the United Kingdom. He holds a Master of Science degree from the University of Texas at El Paso, and is a PhD Candidate in the Applied Psychology program at CCCU. In addition to current work in academia, over the last decade he has trained hundreds of educators, parents and other professionals through thousands of hours of theoretical and practical training in formats ranging from small groups (10-20 participants) to large conferences (150+ attendees). All team members from all clinical sites in the United States and Mexico receive specific training sessions much like the ones available on this page.
Daniel has made multiple appearances in public forums such as the Sonora State Congress (Congreso del Estado de Sonora) and the Senate of the Republic (Senado de la República) in Mexico. He has worked closely with lawmakers and other professionals on educational programs for children with autism in the publics schools of Sonora, Mexico. His current research work includes the evaluation of the Inclusive Education Project for Students with Autism in Sonora (Proyecto de Educación Incluyente para Alumnos con Autismo en Sonora). His current research is supervised by the Salomons Centre for Applied Psychology at Canterbury Christ Church University.
Daniel is a certified member of the Health & Care Professions Council, in the United Kingdom. Registration # SL37525
Daniel is a certified member of Royal College of Speech and Language Therapists, in the United Kingdom. Registration #
Daniel is a certified member of the American Speech-Language-Hearing Association . Registration #
Please contact us directly with any questions, comments, or scheduling inquiries you may have.
For in-person courses or conferences, scheduling availability may vary and is currently limited to the United Kingdom.
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