Bridges Autism Therapies develops programs and services specifically designed for each child in mind. The journey to progress begins at the initial assessment. We strive to help each child become their best selves: confident, independent, and able to apply their learning in any setting.

List of services offered:

ABA Therapy– Applied Behavior Analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors. Provides outcomes for learners the interventions employed are responsible for the improvement in communication, behavior, social skills and other core deficits of Autism.

Early Intervention– Intensive early intervention (EI) is appropriate for children with autism who are less than 3 years of age. Autism is a lifelong neurodevelopmental disorder characterized by repetitive behaviors and impairment in verbal communication and social interactions, which are directly trained during ABA EI, along with ancillary needs such as Speech and OT.

Toilet Training– Intensive, rapid toilet training is based on the methodology by Foxx and Azrin, which uses principles of reinforcement and shaping to train the learner to respond to the body’s signals. This highly effective and successful treatment greatly increases independence and quality of life for both the learner and the family.

Desensitization– Systematic desensitization is a behavioral technique commonly used to treat fear, anxiety disorders and phobias. Using this method, the person is engaged in routine tasks, while gradually exposed to an anxiety-producing stimulus, activity, sound, object, person or place. Examples: haircutting, showering, vacuum cleaners, and loud noises

Feeding Programs– Feeding problems are common in children with Autism. Feeding interventions begin with a Functional Behavior Assessment, Parent Interview and Observation to develop an individualized feeding program using preference assessments, reinforcement, and shaping to increase a learner’s food repertoire and independence with feeding.

Alternative Communication– Alternative communication (AAC) are broad terms that encompasses various methods of communication used to supplement or replace speech or writing for learners with delays or deficits in speech production. Examples: Sign Language, PECS, Electronic devices or aps

Group Learning– Group learning is a critical component in a comprehensive ABA treatment package, which prepares the learner for internal and external transition by practicing social skills and generalizing skill to a new environment. Group learning imitates learning that a child will experience in a school setting.

Social Skills Training– Social skills are a core deficit of Autism and need directly trained and then generalized across a variety of people and settings to ensure mastery. Social skills targets: special relations, language development, advocating for things the learner wants and does not want, gaining attention, attending to the speaker, and appropriate play skills, just to name a few.

Community Training– Community training programs are individualized ABA treatment protocols, which target skills needed to communicate, participate, work and live in a learner’s community.

Behavior Intervention Plans– Behavior Intervention Plans (BIPs) are based on a Functional Assessment to determine the type of intervention needed to decrease a problem behavior or increase a desired behavior. Behavior interventions are systematic, using methods of reinforcement, consequence, and shaping to reach goals at the desired levels for the learner’s best outcomes.

Transition Planning– Transition planning takes place from the very beginning with quality ABA programs. Learners will have milestone to achieve in order to transition internally or externally from the center environment. Each transition should include: skill building, generalization of known skills, increased social opportunity, and reducing the level of support needed with every transition.

Pre-Vocational– Pre-vocational training targets skills needed to work with an employer, matching strengths and abilities of the learner. Most pre-vocational training is done with the learner and a direct care staff.

Functional Living– Functional living skills encompass the full repertoire necessary for taking care of oneself or getting to the highest level of independence and quality life possible for the individual. Examples: Handwashing, Tooth brushing, Cooking, Cleaning, Organizing, Shopping, and basic home care

Parent and Care-Giver Training– Parent and Caregiver training is individualized based upon the family and learner’s needs, but should include skills necessary to continue the progress made in other settings. Training should support families, set goals, provide clarity for treatment and transition planning and review progress and areas of need.

Occupational Therapy– Occupational Therapy combines assessment and intervention to achieve individualized goals for each learner’s needs and goals. This type of therapy is designed to improve the performance of daily activities. This, in turn, can help various needs to improve cognitive, physical, sensory, and motor skills.