Specializing in Autism, Behavior, and Speech Therapy

Southlake & Keller Office: (817) 442-9022
Missouri City & Riverstone Office: (346) 368-4412

psychologist playing blocks with little child with autism syndrome

Customized ABA Therapy Program for Your Child’s Needs

Autism Intervention

Autism Intervention

A Board Certified Behavior Analyst (BCBA) designs a unique program tailored to meet your child’s needs in the clinic, home, and/or school setting.

During your child's first 5 to 10 therapy sessions, a full evaluation of behavior and language is conducted by the therapist. The BCBA will use the assessment information to develop and tailor an individual treatment plan with specific goals and objectives for the year. PineCone Therapies uses the VB-MAPP by Dr. Mark Sundberg, which includes language assessment, barriers assessment, and transition assessment, and the ABLLS-R by Dr. Jim Partington to guide our teaching. Once the treatment plan is created, therapy will include one-on-one instruction conducted in 1 to 4 hour sessions 2 to 7 days a week.

The treatment package will include:

  • Supervision by a BCBA
  • Individualized lesson plans updated on a weekly basis
  • Data collection to guide all academic and behavioral decisions
  • Ongoing parent and/or staff/home therapist training
  • Progress reports every quarter as requested by family
  • Academics instruction as designed and warranted
  • ARD meeting attendance by Pine Cone Therapies staff as requested by family

Early Intervention Program

Early Intervention Program

What is Natural Environment Training?

Natural Environment Training (NET) was developed by Drs. Sundberg & Partington and based on Skinner's Verbal Behavior (1957.) Teaching in the NET requires the therapist to focus on the child's immediate interests and activities as a guide to their language instruction. It is conducted in a typical daily environment, not in a formal teaching arrangement. This type of training allows for more manding (requesting) opportunities, reduces the need for intricate generalization procedures and promotes more spontaneous verbal behavior. The child may also exhibit fewer negative behaviors because of the focus on motivation and the use of consequences more directly related to that motivation (Hall & Sundberg, 1987; Koegal, Koegal, & Surratt, 1992; Stafford, Sundberg, & Braam, 1988).