Applied Behaviour Analysis is a scientific approach to understanding behaviour. The practice uses observation and understanding of how, when and why certain behaviours occur and how these behaviours are affected by the environment. These observations are then used to teach new skills, encourage desired behaviours, reinforce positive progress and more. Data is a crucial part of an ABA program. We need to ensure that our supports are effective, that our learners are achieving their goals and that we make data-based decisions to inform our programming.

We work on the skills children need to get the most out of school and will allow them to participate in their community. Our curriculum is developed across seven domains. Based on your child’s unique skill set, an individual education plan is developed that encompasses skills from the below areas.

Traditional approaches to teaching language and communication often discuss language in terms of expressive (saying words) and receptive (following instructions). Verbal behaviour recognises the complexity of the behaviour required to participate in a social context and breaks communication down into smaller teachable units. It is a holistic approach to teaching language and communication. For example, if we were to teach a child to label a cup, we would also want them to be able to follow the instruction ‘go and get the cup for the tea party’ and also be able to answer ‘what do you do with a cup?’, or ‘tell me some drinks that you put in a cup’. Additionally, in play, we want the child to be able to imitate drinking from a cup and so on.

Positive behaviour support focuses on the changes that can be made to an individual’s environment that may make behaviours of concern less likely to occur. It can also increase the likelihood of behaviors that support the individual to learn and participate with those around them. Sometimes people think that ABA and PBS are different, at Happy Oak all our work encompasses both changes to the environment and really good teaching. We want to change environments to suit the kids we work with but we want to teach them skills that they can take with them wherever they go!

Behaviour analysts have had a bad rap in the past for only acknowledging behaviour they can see. Trauma informed practice checks in with their emotions, labels them, relates to them and assists the learner to get an understanding of what they’re feeling and supports them to regulate their emotions.

The name sounds confronting, but the reality is quite the opposite. We continually seek to learn and grow in our practice and take ongoing steps to improve our trauma-informed approach. We provide service to people either with or without the knowledge of their history of aversive experiences, while taking into account that harm could be caused during service delivery. By reflecting on this, measures are taken to eliminate harm and our learner’s needs are always at the forefront of our support. In this shift, within our own practice and in the field itself, we aim to acknowledge, connect and engage with our learners to ensure they are seen, heard and supported in all moments and through all emotions.

A BCBA is regarded as an expert in ABA. The Behaviour Analyst Certification Board sets the standard for levels of education and practice for behaviour analysts to ensure the health, welfare and safety of the public. These are American certifications which are internationally recognised. It means that you need to reach a certain level of university training and fieldwork supervision in order to obtain certification to practice ABA. Happy Oak was one of the first providers in Australia to have a BCBA back in 2013.

There are four levels of accreditation available and are dependent on your level of education and experience.

• RBT Registered Behaviour Technician (Paraprofessional)
• BCaBA Board Certified assistant Behaviour Analyst (Bachelor’s level)
• BCBA Board Certified Behaviour Analyst (Master’s level)
• BCBA-D Board Certified Behaviour Analyst (Doctoral level)

CBA Certified Behaviour Analyst (Australian certification new in 2022)
The CBA certifies individuals who are professionally educated and competent practitioners in behaviour analysis and have completed a verified Master’s university level course sequence (VCS) from ABAI (Association of behaviour analysis international), additionally, they have undertaken formal supervision in behaviour analysis. You can find out more here.

“Overlaps” are a part of the Happy Oak model for all our learner’s programs to ensure high quality.  These involve your Supervisor joining your Behaviour Therapist in sessions at home, school, childcare, kinder or in the community. They ensure your child’s sessions are running effectively and allow your Supervisor to remain closely involved in the program. Your Supervisor will observe the programs with your therapist and also provide parent training if necessary/appropriate. They will make any necessary program changes. This provides ‘hands-on’ coaching to the therapists with strategies and tactics specific to your child – as every child is different. Your Supervisor will see your child, a few times each month, they are very involved and know your little person well! Overlaps also provide a good opportunity for BTs to address any pressing or prominent issues so that they can be resolved quickly and not left ongoing until the next team meeting.

We work with plan and self-managed participants. You can register your child in the scheme to qualify for funding. Find out more information here. All our staff have their NDIS worker screening check, if this is not yet approved they have a current police check.