About Attain, Inc.
Attain, Inc. is a nonprofit agency founded in 1988, providing educational services, behavior analysis services, residential services, and adult day training services for people with developmental disabilities.
Attain, Inc. operates the Childhood Development Center (CDC), multiple group homes located south and west of downtown Orlando, and an adult day training program. The CDC program is located at the Attain, Inc. main office in Orlando, near College Park, at the intersection of Orange Blossom Trail and Silver Star Road.
Childhood Development Center Program Description
The Childhood Development Center (CDC) is a program focused on providing intensive educational services to youth with autism spectrum disorders and related disabilities in Central Florida. The CDC specializes in providing Applied Behavior Analysis (ABA) services across a variety of skill domains. The staff-to-student ratio is determined by the needs of the student as well as their funding source. Our instructional staff have received intensive training in teaching academic, social, leisure, and daily living skills. Staff members have also received training in how to successfully manage and reduce the likelihood of problem behaviors by teaching replacement skills for problematic behaviors and incorporating language training including verbal mand training, PECS, or other forms of augmentative communication.
The CDC is overseen by a Board Certified Behavior Analyst (BCBA) with experience providing education to children with severe problem behavior, as well as a Florida certified Exceptional Student Education (ESE) teacher. The BCBA and certified ESE teacher are responsible for developing and monitoring the progress of student’s Individualized Education Plans (IEP). Additionally, IEP implementation will be conducted by our instructional staff, Board Certified Behavior Analyst and the certified ESE teacher.
Within the CDC, not only will students receive an educational instruction based in the principles of applied behavior analysis, they will learn to develop other functional living skills as well. There are numerous opportunities for students to engage in a variety of educational, functional and leisure activities. There are four small classrooms where students can receive more individualized instruction and small group instruction, as well as a large classroom for generalization towards typical classroom routines and where students will further develop their social skills by interacting during lunch, group activities, and games. The CDC also contains a kitchen where students will have access to a refrigerator, stove, and sink, to facilitate daily living skills training.
Staff members at the CDC recognize that there are many approaches to teaching children with disabilities. Decades of research has demonstrated the effectiveness of applied behavior analysis to improve individuals’ lives. Staff members at the CDC use the principles of applied behavior analysis when teaching academic, communication, life skills and as part of strategies to decrease problem behavior that may inhibit students from learning. The promotion of generalization and maintenance during instruction ensures that students’ progress is long-lasting and supports progress in school, home, and the community.
IEP Development and Instructional Curriculum
IEP Development and Curriculum are based on the Autism Curriculum Encyclopedia© (ACE), developed by the New England Center for Children. Individualized Educational and Behavioral Programs are developed for each student based on the results of the ACE’s Core Skills Assessment, a Functional Behavior Assessment, as well as caregiver and school input. All skill acquisition data is collected and input into the web-based ACE software either manually or using the ACE Data Entry app on an Apple iPod touch, allowing for real time data collection, up to the minute graphing and progress reporting.. Within the curriculum, the use of discrete trial training, incidental teaching, verbal behavior training, shaping, chaining, and other reinforcement-based methods are employed as well as instructional strategies to promote generalization to other natural environments.
Support for Educators
Our goal at the CDC is to provide students with a high quality education while focusing on the reduction of problem behavior and, focusing on transitioning students to the least restrictive educational setting. Students and educators are provided with the following services to facilitate a successful transition to the less restrictive educational setting:
– Transition planning services with the new educational setting
– Train the new educational setting on the students’ Behavior Support Plan.
– Short term or ongoing classroom consultation with the new educational setting
– Instructional support provided to the student by CDC Staff Members in the new educational setting (partial or full day)
– The opportunity for the staff members from the new educational setting to work with the student at the CDC prior to beginning the transition
– Additional hands on training, and workshops for the educational staff to enhance the capacity of the new educational environment to meet the needs of the transitioning student
Support for Parents and Caregivers
Parents are provided with training, delivered by the CDC Program Manager, on the general principles of ABA, focused on creating effective learning environment for their children at home. Parents have phone, e-mail, and face to face access to the CDC Program Manager to support their child’s success at home. Meetings will be conducted with the parents at least monthly to review their child’s progress. During the meeting, necessary changes to goals or instructional strategies are discussed.
Applied Behavior Analysis (ABA) is the science of behavior in the natural environment. This is different from other approaches by the use of evidence based instructional strategies and detailed data collection and analyzed to evaluate educational progress. ABA approaches behavior change by observing what is happening in an individual’s environment that may be contributing to the behavior. This includes using positive reinforcement or rewards to increase desired behaviors and not rewarding behavior that may be undesirable. Because of this, it is very important that every procedure and treatment used is consistent throughout the child’s day. This means ABA becomes a way of living and not just a few hours a week of intervention.
Behavior Analysis Services address problem behaviors such as aggression, self-injury, property destruction, and other behaviors with may interfere with the student’s ability to learn, interact with peers, participate in the community, and in the routines of life. Behavior analysis services begin with the completion of a functional assessment (i.e., indirect, direct, and functional analysis). Following the completion of the functional assessment, intervention strategies, including language, social skills and coping skills are identified as potential replacement behavior for the occurrence of problem behavior. Ongoing behavior analysis services include training and monitoring the implementation of the student’s Behavior Support Plan. Continuous data collection measures are used to track the occurrence of problem behaviors and functionally equivalent replacement behaviors. These measures give real time information concerning the student’s progress.
Attain, Inc.’s management and clinical team are dedicated to providing the highest quality supports to students with disabilities. The management and clinical staff at Attain, Inc. have over 25 years experience directing programs and supporting students with developmental disabilities. The behavior analysts at Attain, Inc. have achieved national certification from the Behavior Analysis Certification Board®.
Alix Raymond, MS, BCBA – Program Manager
Alix is a Board Certified Behavior Analyst (BCBA) with more than five years of experience working with children with autism and related disabilities, specifically with children with severe problem behavior. She received her undergraduate degree in Psychology from the University of Maine at Farmington. She worked at the New England Center for Children, a residential school for children with autism in Southborough, MA while completing her Master’s of Science in Applied Behavior Analysis through Northeastern University. Alix received her BCBA in 2011 and worked as a BCBA supervisor for Autism Intervention Specialists, an in-home and center based program in central Massachusetts before accepting a position as Clinical Director for the Florida Autism Center in Daytona. Most recently, Alix has been working as an in-home behavior consultant for Adapt Behavioral Services and Positive Behavior Supports, Corp. in Volusia and Flagler Counties, conducting parent training and implementing behavioral and educational programming for children with autism and behavioral issues.
Laura Maitland, BS – Florida Certified ESE Teacher
Laura is a certified Exceptional Student Education (ESE) teacher currently certified in the areas of Pre-K-Primary Education, Exceptional Student Education, ESOL (English for Speakers of Other Language), and has an endorsement in Autism Spectrum Disorders through the University of Central Florida. Laura received her undergraduate degree in Psychology with an extended background in education related coursework from Florida Southern College. Laura worked as an ABA therapist at the Applied Behavior Center in Oviedo before becoming an Orange County Public School teacher. Laura has taught in the county for the past four years serving as a teacher for students with Autism Spectrum Disorders.
Craig A. Cook, Ph.D., BCBA-D – Executive Director of Attain
Dr. Cook has over 25 years experience supporting people with developmental disabilities, including autism and Down syndrome. Dr. Cook’s experience includes directing intensive educational programs, residential programs, vocational and day services, along with applies behavior analysis services. Dr. Cook is a Board Certified Behavior Analyst (See www.bacb.com for more information). He received his undergraduate degree from St. Cloud State University in Psychology, with an emphasis in Applied Behavior Analysis. He received his Master’s of Science degree in Behavior Analysis and Therapy with an emphasis on developmental disabilities. He received a doctorate degree from the University of Central Florida in Public Affairs with an emphasis in organizational behavior management and organizational leadership.
Educational Support Professionals
Our team consists of highly trained instructional staff that are supervised by a masters-level Board Certified Behavior Analyst (BCBA). Staff members complete all the required training prior to working with any student attending the CDC. All staff members undergo intensive training in areas of instructional and intervention strategies based on applied behavior analysis, client rights, medication administration, Professional Crisis Management (PCM), First Aid, CPR, person centered planning, and much more. Staff members meet weekly to discuss student’s progress and make changes to students’ programs as needed. Every staff member of Attain, Inc. undergoes a criminal history background check and driving record screening. Attain, Inc. is a drug free workplace. Our staff are dedicated to providing high quality services and eager to help meet the needs of the individuals we serve.
The CDC will ensure the following documentation is maintained for each student:
- Individualized Education Plans (IEPs)
- Daily reports to caregivers
- Progress reports with graphic displays
- Behavior Support Plans
- Parent and student satisfaction survey
For more information about the Childhood Developmental Center’s programs and services contact:
Dr. Craig A. Cook, BCBA-D, Executive Director
2710 Staten Rd.
Orlando, FL 32804