Preference assessment

We use the preference assessment to identify behavioral reinforcement mechanisms and pinpoint environments where these mechanisms are most powerful. To start, we closely observe your child to identify high preference items, then we prioritize those items by presenting them to your child for selection. We use these items as a means to reinforce positive behavior. As your child’s preferences change, we update the preference assessment. Preference assessments are valuable because they help us form hypotheses about the relationship between behavior and the environment. They also provide information about the function of behavior, help identify reinforcement mechanisms and foster proactive, positive interventions.

Verbal behavior milestones assessment and placement program (VB-MAPP)

This assessment is based on Dr. B.F. Skinner’s analysis of verbal behavior and the typical verbal development of children without Autism Spectrum Disorders (ASDs). It measures your child’s performance on several communication, language and social skills benchmarks and gives an approximate developmental age for each skill. This information is useful in determining individualized goals and objectives. The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) also includes a Barriers Assessment that identifies behavioral challenges, and a Transition Assessment that helps the team determine the least restrictive environment for learning to take place. Administered annually or biannually, the VB-MAPP serves as a benchmark to gauge the progress your child is making in targeted skill areas.

Functional behavior assessment (FBA)

This assessment helps us uncover the function or purpose that a challenging behavior serves for your child, including attention, escape/avoidance, etc. In other words, we help determine why your child is displaying challenging behaviors. Once these behaviors are identified, we can identify replacement behaviors that serve the same function.

The process of learning about how children develop problem behaviors is called functional behavioral assessment (FBA). If we learn about the behaviors and know when and where they are likely to happen, we can plan positive strategies to teach new behaviors. These strategies are called positive behavioral interventions. Teachers and parents will use the information from an FBA to help a child learn new skills. The goal is to teach children how to manage their own behaviors.

AFLS: Assessment Of Functional Living Skills, Basic, Home and Community

The Assessment of Functional Living Skills (AFLS) is an assessment, skills tracking system and curriculum guide for the development of essential skills for achieving independence. It can be used to demonstrate a learner's current functional skill repertoire and provide tracking information for the progressive development of these skills throughout the lifespan. The AFLS contains task analyses of many of the skills essential for participation in a wide range of family, community and work environments and can be used simultaneously with the ABLLS®-R. There are currently three Protocols, and they address these different areas: Basic Living Skills, Home Skills and Community Participation Skills.

What Our Clients Say

  • Madeha
    My son mohammed sehel 8 years old special child having down syndrome he has having difficulty in speech , trouble in making sounds.. Finally I met with meena she is aba profressional ... She helped him in practicing many words with the help of talk tools which I actually bought in singapore . Its a bit expensive but worth the price ... And I am surprised in less than 6 months he started calling me mom and also started to interact with people by calling names ...He learned many basic words ...I suggest others to get help from meena . Thanks to her for the effort she did to make them learn and understand the language.
  • Vani
    Your centre is been doing a really great job ma’am , that is also shown on my son adithya . Ma’am your centre has got a very big impact on my son in many ways, like before he joined school he would not read / write but joining him to your centre he reads and learnt a lot of discipline like he has learnt a lot of discipline like he has learnt how to feed himself etc . And moreover your centre has thought my son how to independent and to do his small works on his own without anybody's help. Especially you cooperate a lot and help me in bringing up my son which is one of the best part of your centre . Totally your centre has bought a very big change in my life and in my sons life . And ma’am I am very sure that if I put little more effort on my son, He can be successfully integrated into the Mainstream school.
  • Shanthi
    He was diagnosed with autism spectrum disorder pervasive development disorder on august 7, 2013. He was 3 years 1 month old. He had poor eye contact, lack of concentration, limited speech, sensory processing and lack of communication with no peer interaction hence he was referred for occupational therapy and applied behavioural therapy. He was admitted in lourdes english school in 2014. We found that his normal school admits kids with minimal behavioural issues and slow learners, here manish began his schooling. Mrs. Meena helped him in picking up academics, language and math. Hence he started improving in fine motor skills. He was not able to hold the pencil in the beginning and now he is good at writing
  • Ashvitha
    He has improved by following the commands and sitting tolerance has improved. His speech has improved. He now voices the sounds and words. Thanks for helping us and move my child to the next level of his readiness to go to school.
  • Jeevitha
    Prasanna my son was completely non verbal, after starting class in Jey Special Needs Centre. He started saying few sounds to express his needs, tacting & picture to object matching has improved. In identical matching scanning and matching has improved thanks to your support
  • Rupashi Ghosh.
    In Ronny's case I have noticed some improvement in speech like by using talk tools, He has achieved some vowels in speech area. He has now started to say vowels like a e o using talk tools, But speech is at the moment limited to this. He has also improved in understanding instructions and commands.
    Rupashi Ghosh.
  • Brindha
    “Meena ma'am has been a fantastic teacher for my son Prithivi. He was always happy to go to her class and has grown much in confidence. Meena ma'am is an enthusiastic and hardworking teacher.I find her easy to reach and she is quite understanding.Her genuine care for each child is beyond words.Must mention about the talk tools which she cleverly incorporated into his daily schedule and brought back his vocal sounds.