"Reaching for the stars..."
Our goal is to maximize each child's potential by helping him or her to acquire the skills necessary to learn, live, and work in the least restrictive environment possible. We teach children to more independently access the opportunities and resources available to them, so that they can become engaged and more active members of their family, school, and ultimately, their community.
In order to accomplish this, we firmly believe that all children learn best if she or he is in a contented state. If children are unhappy or stressed, they will withdraw and are less able to benefit from their environment and to receive the instructions that are being imparted to them. Part of realizing each child's potential is to ensure that she or he is happy and excited about being an active participant in the world around them.
JBA Institute's philosophy is also to celebrate what makes a person unique--to see his or her personal challenges as also his or her strengths. We celebrate every member of the JBA community including clients, parents, fellow staff, teachers, and other educators as unique individuals who are working together to enrich each other's lives. Our clients, families, and other educators teach us just as much as we help to teach them. Despite philosophical differences, we can all learn from each other and work collaboratively on behalf of the clients we serve.
Specialization and Certification
JBA Institute (JBA) is an agency that specializes in the comprehensive and intensive behavioral intervention of children with Autism Spectrum Disorders (ASD). Utilizing principles of Applied Behavior Analysis (ABA), we develop an individualized behavioral intervention program tailored for each child.
JBA Institute has been certified with Nonpublic Agency status by the California Department of Education and has also been vendored with the California Regional Center system.
Autism and the ABA Approach
Autism is a complex neurodevelopmental disorder that typically appears during the first three years of life and affects the normal functioning of the brain, impacting development in the areas of socialization and toy play, behavior, pre-academic and academic, communication and cognition, and self help. With the disorder affecting skill acquisition in such critical areas of functioning, it is important that an intervention for autism entails the comprehensive teaching of skills in the above mentioned domain areas.
As ABA has been the only approach with empirical support (over 40 years of research) for effectiveness in the treatment of autism, it is important that a comprehensive intervention approach incorporate principles of behavior analysis.
In addition to comprehensiveness, it is also important that an intervention approach be intensive (30 hours or more of intervention per week) and started as early as possible (before the age of 5). Numerous studies have documented the effectiveness of early intensive ABA (Anderson, Avery, DiPietro, Edwards & Christian, 1987; Birnbrauer & Leach, 1993; Cohen, Amerine-Dickens & Smith, 2006; Eikeseth, Smith, Jahr, & Eldevik, 2002; Fenske, Zalenski, Krantz, & McClannahan, 1985; Green, Brennan, & Fein, 2002; Howard, Sparkman, Cohen, Green, & Stanislaw, 2005; Lovaas, 1987; McEachin, Smith, & Lovaas, 1993; Perry, Cohen, & DeCarlo, 1995; Sallows & Graupner, 2005; Smith, Eikeseth, Klevstrand, & Lovaas, 1997; Smith, Groen, & Wynn, 2000; Weiss, 1999).