Frequently Asked Questions

Have a look below at our most frequented questions when working with our team

About Applied Behaviour Analysis (ABA)

Applied Behaviour Analysis (ABA) is a systematic method of effective teaching rooted in evidence based practices. It is a type of therapy based on the science of behaviour and learning to make socially significant changes in an individual’s behaviour repertoire with a priority to improve their quality of life. ABA comprises evidence-based teaching strategies that we can tailor to an individual’s learning needs for effective behaviour change in all domains of learning (e.g., communication, self-help, play, social, academic skills, etc). ABA views behaviour as a product of its environment and makes changes to behaviour by changing the way we teach and respond to the behaviour. Through systematic teaching and data collection, the student’s learning progresses through careful monitoring of learning outcomes. As necessary, the learning goals and teaching strategies can be flexibly adjusted to fit student’s learning styles, natural interests and strengths.

  • Whenever possible, we favour natural environmental teaching, which involves embedding learning towards goals into the child’s preferred activities. We may use natural and/or contrived reinforcement, depending on the child’s motivation repertoire. To teach new stills we use errorless teaching methods, using modeling and/or other appropriate prompting strategies. We teach with a plan to maintain and generalize the child’s skills to demonstrate with their caregivers, teachers, and in other settings outside of therapy.
  • In the social domain, we may use elements of the Early Start Denver Model to increase joint attention and social engagement. For our school aged clients, we may use Michelle Garcia Winner’s social thinking curriculum to teach foundational social and emotional skills.
  • With challenging behaviours, our approach is to be trauma-sensitive. We may use Dr. Greg Hanley’s Practical Functional Assessment (PFA) and Skill-Based Treatment (SBT) and/or Universal Protocol to treat severe distressed behaviours. This procedure prioritizes safety for the child and staff. Many of our consultants are trained to implement these approaches mentioned here.

When the Ethics Code for Behaviour Analysts is followed, ABA should not be harmful. The child’s safety and well-being is the top priority of any intervention and teaching procedure. Behaviour analysts prioritize reinforcement procedures and there are strict guidelines for best practices. The child’s progress should be continuously monitored so that the behaviour analyst can troubleshoot any lack of progression or regression. Ongoing supervision and training of the staff is equally important to maintain proper therapy implementation.

Please note: If you are uncomfortable with any part of your child’s behaviour program, please bring it to your behaviour analyst’s attention.

Evidence-based treatments are practices supported by scientific evidence. This means that extensive research has been documented on the effectiveness of a particular treatment or teaching method. The reason to use only evidence-based treatments is to prioritize using safe and effective treatments that have been shown to achieve results and avoid the use of unproven, potentially unsafe treatments and strategies for our clients.

Some examples of evidence-based strategies that we use in our services include: discrete trial training, natural environmental teaching, behaviour skills training, reinforcement-based strategies, antecedent-based interventions, functional communication training, social narratives, video modeling, visual supports, task analysis, errorless teaching, token economy, differential reinforcement, and skill-based treatment, etc.

We specialize in working with individuals on the autism spectrum and we mostly work with toddlers, preschoolers, school-aged children, and teenagers and their family members.

Yes, ABA is a set of evidence-based strategies of teaching that is suitable to tailor to any individual. The ABA program will need to be individualized by a behaviour analyst to fit your child’s specific needs and goals and learning abilities to be effective. ABA is the science of teaching and can be used flexibly to accommodate individual needs.

About building a home ABA team (Interventions at home)

Home-based intervention, home sessions, or in-home therapy involve trained professionals providing therapy and consultation to clients in the comfort of their own homes. We understand the inconvenience for some families to leave the house with children to go elsewhere to receive therapy.

By providing in-home and virtual consultation, we hope to minimize the inconvenience and create more flexibility in receiving behaviour intervention services. Having ABA sessions at home benefits your child by allowing them to learn new skills in a natural environment where they typically spend their time.

This promotes generalizing the skills they learn in session to the home setting and with caregivers. At home, behaviour interventionists may deliver one-on-one ABA therapy in a controlled yet natural setting with minimal distractions. Home sessions may also provide opportunities for parents and caregivers to observe strategies and participate in generalization programs. That being said, sessions may also occur at the child’s daycare or preschool, where social skills and classroom routine learning may be prioritized.

To build a home ABA team, you will need to find a Behaviour Consultant (on the RASP list), who may also work with a junior consultant that has the expertise to address your child’s needs.

You will also need to hire a team of behaviour interventionists (i.e., a senior BI and at least one junior BI) who will be trained and supervised by your behaviour consultants to implement the ABA programs.

The title “behaviour consultant” may be used by anyone, whereas a certified behaviour consultant is called a Board Certified Behaviour Analyst (BCBA) or Board Certified Assistant Behaviour Analyst (BCaBA).

To use the title “behaviour analyst,” they must have either a master’s degree to be called BCBA, or a bachelor’s degree in ABA to be called BCaBA, as well as pass the Board Certified exam in Behaviour Analysis.

Additionally, they have been supervised for over 1500 hours for BCBA and 1300 hours for BCaBA. They follow the Ethics Code for Behaviour Analysts and have to obtain continuing education credits every two years to maintain their certification.

A BCBA is a behaviour analyst with a masters degree and an active certification with the Behaviour Analyst Certification Board (BACB). They provide consultation services to clients and are considered category A service providers on the Registered Approved Service Providers (RASP) list.

They complete assessments, develop programs, provide training and supervision to BIs, and collaborate with other service providers and school professionals on the client’s behalf. They attend and lead monthly meetings. They conduct overlaps with BIs and parents to provide ongoing supervision and training. They monitor program progress, adjust, and troubleshoot behavioural and program goal concerns. When there is a junior consultant on the team, the BCBA usually takes on the clinical supervisor role and oversees the work of the junior consultant.

A junior consultant may be a certified assistant behaviour analyst (BCaBA) or one pursuing a certification with the BACB. A BCaBA is an assistant BCBA, with a bachelor’s degree and active certification with the BACB. They do the same tasks as the BCBA, but all of their work has to be reviewed and supervised by a clinical supervisor with a BCBA certification. If a team does not have a Senior BI, the junior consultant often takes on the administrative duties (e.g., data report in preparation for team meetings, preparing materials, organizing and updating the datasheets).

BIs are Behaviour Interventionists. They are hired specifically to implement the ABA therapy program with your child. They have to be trained and receive continuous supervision by your Behaviour Analysts. They usually see the clients 2-3 times per week implementing the therapy sessions. Behaviour Interventionists must be supervised by BCBA / BCaBA to implement therapy sessions.

A Senior BI is the lead behaviour interventionist on the team. They conduct direct therapy with the client on a weekly basis and collect data for program goals set out by the supervising behaviour analysts. They help the behaviour analysts monitor progress and ensure all datasheets and programming materials are organized and kept up to date. In preparation for monthly team meetings, they collect and prepare status updates for all the current programs. After team meetings, they assist in archiving, updating datasheets, and preparing materials as needed. They attend all meetings and help behaviour consultants conduct testing different strategies and skills with the client. Senior BIs with experience may assist with training and overlaps of the other BIs on the team, as determined by the behaviour analysts. Senior BIs receive ongoing supervision and evaluation from the supervising behaviour analysts on the team to maintain a high quality of therapeutic effectiveness and implementation fidelity.

A junior BI is any BI on the team who is not in the senior role. They conduct direct therapy with the client on a weekly basis, collect data for programs, attend team meetings, and implement changes to programming set out by the behaviour analysts. They receive ongoing supervision and evaluation from the supervising behaviour analysts on the team to maintain a high quality of therapeutic effectiveness and implementation fidelity.

You may be able to access government-funded (i.e., free to you) SLP and OT consultation services. It may be beneficial if your child has speech goals or need help with oral, find, and/or gross motor skills. We work collaboratively with other professionals such as SLPs, OTs, PTs, and any school staff.

By collaborating with other experts, we can unify our efforts to maximize therapeutic effectiveness. Private SLPs and OTs may work directly with your child, however, collaborating allows families to maximize their budget when SLPs and OTs are mainly in consultation roles, and BIs can help implement the program goals on a daily and weekly basis during ABA sessions.

We incorporate SLP and OT goals into BI sessions by designing ABA programs to break down the goals into smaller components and systematically teaching each component to build success towards the goals. BIs can implement and collect data so that we may also monitor the progress and troubleshoot for any behaviour barriers.

In British Columbia, becoming a Behaviour Interventionist (BI) does not necessitate a specific certificate; instead, the Board Certified Behaviour Analyst (BCBA) oversees training and supervises their work. Prospective BIs are typically students dedicated to working with children with developmental disabilities, majoring in fields like developmental psychology, occupational therapy, speech and language pathology, or early childhood education.

While the Registered Behavior Technician (RBT) credential is offered by the Behavior Analyst Certification Board (BACB) for implementing behavior therapy, it is not currently a requirement in BC. As a result, most BIs in the province may not hold RBT credentials.

However, some BIs may have equal or greater experience and competency based on their training history and work experiences in related fields. Candidates must be at least 19 years old and conduct a valid Criminal Record Check, and ideally aspire to pursue a future career in child development or related fields. If the candidate is a good fit and is hired by the caregivers, the BCBA will provide a thorough training.

First, decide where your child will have their sessions (e.g., home and/or daycare) so that you can decide when the sessions will be (e.g., consider school activities, nap times, other activities, weekdays/weekends). Once you know this information, you can ask your behaviour analyst as they may have recommendations for experienced BIs based on their availability for the session times. If you know other parents in the community, ask if their BIs are looking for more clients. If needed, create a posting with the approximate location (e.g., Richmond Centre) and session times (e.g., weekdays 9-12pm or 1-3pm), including the behaviour consultants’ names and credentials (e.g., training will be provided by Ting Lin, BCaBA and Fay Yen, BCBA). Consider posting to these popular local ABA Facebook Pages:

Also ask your behaviour analysts to share the posting to post-secondary institutions offering ABA, early education, OT/SLP programs, where many students may be looking for BI positions, for example:

  • Capilano University
  • University of British Columbia
  • Douglas College
  • Langara College

Once you have a candidate’s resume, we recommend scheduling a chat with them via phone or video. This will allow you to check in on the logistics so that the session times, frequencies, and locations work for both parties. Inform them they must sign a one-year commitment contract upon being hired. You may negotiate the rate and ensure you are comfortable with it before proceeding further. You will also be able to get a first impression upon speaking with them.

If everything is good, the next step will be to invite them to your home to meet your child spending some of the interview time to play with your child. You may request your behaviour analysts’ assistance for this step to determine their qualifications for the job. Many of our program goals are implemented during play, thus play skills and creativity are of utmost importance. We recommend that parents stay in the room so the child is comfortable, sit back, and observe how the candidate plays with the child.

We do not recommend parents to be a BI due to potential barriers of established learning histories. However, we highly recommend parents learn the ABA strategies by attending parent collaboration workshops to apply the strategies in everyday life and routines.

In this model, parents can select goals specific to times outside of sessions (e.g., walking to school, grocery shopping, toilet training, feeding) and teach the child skills in those areas with our support.

We also do not recommend relatives and friends to be the child’s BI. This is more due to the dual relationships, which may result in a conflict of interest and hinder the client’s learning in some occasions. That being said, everyone has different types and levels of trusting relationships. This is a personal decision if the caregiver feels strongly about the arrangement and there is no better candidates.

When you hire a junior consultant, you can benefit from the following:

  • Fresh perspectives and ideas that they bring, as they are often recent graduates or new to the field
  • Have innovative solutions to problems.
  • Increase productivity and efficiency for the team by taking on some of the workload
  • Families that might have tighter budgets
  • Diverse backgrounds, which can help to promote and encourage
  • Diversity, collaboration and creativity

BCBAs who are registered supervisors may bring on a junior consultant to take on the bulk of the workload.

Junior consultants play a main role in the hands-on training and supervision of the team and take on administrative tasks such as meeting notes and program development and revisions.

Junior consultants typically offer a lower rate than that of a senior consultant and could thus help stretch the family’s funding and financial budget.

The junior consultant’s work must always be supervised by a BCBA, allowing families to benefit from the collaborative expertise of 2 consultants as well as the financial break.

For our supervision model of education, whenever both consultants are present at a meeting, the junior consultant typically charges at half their usual rate.

Depending on your child’s needs, between 10 to 30 hours a week of ABA therapy may be recommended. Typically, 10 hours per week of intensive, direct one-on-one ABA therapy may be recommended to be implemented by a Behaviour Interventionist.

Teachers and caregivers may implement the remaining hours. Research has shown that the more hours of intensive therapy (up to 40 hours a week), the faster and better learning outcomes.

However, it depends on the family’s budget and funding resources. Your BCBA will help you design a program dosage that will best suit your family and your child’s needs within this budget.

A junior consultant may be a certified assistant behaviour analyst (BCaBA) or one who is pursuing a certification with the BACB.

A BCaBA is an assistant BCBA, with a bachelor’s degree and certification with the BACB. They do the same tasks as the BCBA, but all of their work has to be reviewed and supervised by a clinical supervisor with a BCBA certification.

If a team does not have a Senior BI, the junior consultant often takes on the administrative duties (e.g., data report in preparation for team meetings, preparing materials, organizing and updating the datasheets).

About Our Services

The service frequency from your BCBA and BCaBA team will generally be as follows:

  • Training: Initial training sessions (online workshop and hands-on training sessions) will be scheduled with all BIs joining in the team. It depends on everyone’s availability in their schedule. Usually, the training period will take 1-2 months. Once training sessions are complete, the supervising BCBA will schedule one overlap with each BI for a final evaluation.
  • Team meetings: For the first 6 months after BIs have completed training, the BCaBA will schedule a 2-hour team meeting every 4-5 weeks (for children receiving under 6 funding) or every 6-8 weeks (for children over 6 years old) with all the BIs and at least one parent. These may vary depending on specific student’s needs. In the 2-hour meeting, we will have discussions for the first hour and then work with the child to check in on BI implementation fidelity and probe new goals. The supervising BCBA will join for one hour. After the initial 6 months, the same schedule will continue, but the BCBA will join every other team meeting for one hour. This is a standardized arrangement. If the caregivers feel strongly about having BCBA be more involved, it can be arranged.
  • Overlaps: We will schedule one overlap per BI with either the BCBA or BCABA between team meetings to provide ongoing supervision of the team and goals.
  • Direct session: The BCaBA will schedule one direct session each month to implement programs and interact directly with the client. This will allow the BCaBA to check in on all of our program goals first hand as sometimes we may not be able to see everything at an overlap.
  • Parent Collaboration workshops: The BCBA or BCaBA will schedule four 45-minute online workshops to teach parents and caregivers general theory and ABA strategies.
  • Parent Goal planning meeting: As part of our parent collaboration service model, The BCBA and BCaBA will schedule a 15- to 30-minute zoom call with caregivers/parents each month to select home goals.
  • Parent collaboration session: As part of our parent collaboration service model, the BCaBA and/or BCBA will schedule one in-person consultation (1 hour) each month with caregivers/parents to support parents to work on home goals with your child.
  • School/daycare overlap: If BIs work in the school or daycare setting, the BCBA or BCaBA will schedule overlaps at the school setting each month. If no BIs are in the school or daycare setting, then they will request to schedule a school observation every 2-3 months and share any recommendations with the school staff.
  • School Observation: For children attending school grades Kindergarten and up, the BCBA or BCaBA will schedule a school observation before the Fall IEP meeting, one in the middle of the school year (Jan-March), and one before the year end IEP review meeting.

The actual frequency of services will depend on your child’s and your family’s needs and the make-up of the BI team. On top of the scheduled visits, caregivers are always welcome to email the behaviour analysts to set up additional consultations via phone, video, or in-person appointments as needed.

Depending on your child’s needs, between 10 to 30 hours a week of ABA therapy may be recommended. Typically, 10 hours per week of intensive, direct, one-on-one ABA therapy may be recommended to be implemented by a Behaviour Interventionist.

The remaining hours may be implemented by teachers and caregivers using ABA strategies. Research has shown that the more hours of intensive therapy (up to 40 hours a week), the faster and better the learning outcomes.

However, it depends on the family’s budget and funding resources. Your BCBA will help you design a program dosage that suits your family and your child’s needs within this budget.

Parents are included in the goal selection process at the onset of services. We provide expertise and recommendations, but you have the final say in your child’s program.

We require at least one parent to be present at each team meeting so that you may see your child’s programs in action. We have BIs conduct demonstrations. You can input into your child’s program, and you may hear about their progress, voice any concerns or questions, and provide your consent for any changes to the program.

We have seen tremendous value in teaching and collaborating with caregivers and family members so their learning continues even when a session ends.

We offer four initial general strategies workshops (delivered virtually, 45 minutes each, in a group or private setting) and subsequent ongoing private consultation to family members interested in taking on a more active role in their child’s learning journey.

Specific home goals and strategies are selected in collaboration with caregivers to make them feasible and suitable for daily life and family settings.

This can be achieved through our caregiver collaboration services. In this caregiver collaboration model, parents can select goals specific to times outside of sessions (e.g., walking to school, grocery shopping, toilet training, feeding) and teach the child skills in those areas with our support.

About funding

  1. Option 1: BIs to complete the direct deposit form for the AFU – This will allow the AFU to be able to auto-deposit the BI’s going forward.
  2. Option 2: Set up with Service Provider AFU portal
    • Complete the process to register for a business BCeID
    • Wait for a confirmation email.
    • Go to the Point of Service location to show your ID. They will then approve your BCeID.
    • Complete the service provider AFU portal request form, and then send the form to MCF.ServiceProviderPortal@gov.bc.ca
  3. Parent/Guardian submits a request to pay form for the BI.
  4. At the end of each month, the BI should provide a detailed invoice to the family for services rendered that month.
  5. BIs can then submit their invoiced hours in the service provider portal.

Your social worker can assist in setting up your child’s AFU funding and family portal.

You will need to submit “request to pay” forms (link underlined words to “process for paying your service provider.”) to include information for each of your service providers (BCBA, BCaBA, BIs, SLP, OT, etc).

Each service provider should fill out the request to pay form to provide you with their personal information. You may also fill in the Request To Pay form information directly into your family portal. Please watch the AFU -Request To Pay Instruction video here.

Some families opt to pay out of pocket if the funding is insufficient. We recommend keeping your behaviour analyst updated and discussing with them how to budget the funding to maximize its use for your child’s program.

If your child attends a preschool or daycare program, or after school program, supported child development centres in your residential city may be able to provide funding for support within the school setting, as well as possible OT and SLP services. These centres are usually self-referred, and due to limited resources, their funding decisions are based heavily on the child’s needs.

Affordable Child Care Benefit: Depending on your household income, you may be eligible to apply for ACCB to assist low and middle income families with child care costs (https://myfamilyservices.gov.bc.ca/s/estimator)

At Home Program: Typically to support children and teens with a severe disability or complex health care needs, as determined by a nurse who will visit your home. https://www2.gov.bc.ca/gov/content/health/managing-your-health/child-behaviour-development/support-needs/complex-health-needs/at-home-program?keyword=at&keyword=home

Local Charity Organizations such as “Variety” also provides funding for “Private Autism Assessments” as well as “Grants for extra support”. Another option is application of “CKNW Kids Fun” for additional financial assistance for the specific therapy needs.

  • Families may use up to 20% of their annual funding to purchase equipment and supplies
  • Families can also join this facebook group to learn how to write the descriptions: Autism Funding in BC Facebook Group
  • To use AFU funding to purchase the materials, you will need to fill out a Justification for Equipment Form to get approval that you can use funding to purchase these items. Each item will need to be justified by identifying its purpose of use in the child’s therapy program. You may fill out the form and have your behaviour analyst sign off on the items required for your child’s ABA program.

The cost of behaviour consultation services will differ depending on the type and frequency of services that your child needs. Each service provider has their own hourly rate and cost estimates. To receive an estimate, please fill out our inquiry form.

Still have more questions?

Contact us