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1 Riverbend City Child Development Center Brochure Tierra Ray Capella University PSYCH 3210: Life Span Development Dr. Raul De La Cruz-Lane February 4, 2024 Riverbend City Child Development Center

2 What is Applied Behavioral Analysis? Unlock the potential for long-term individual development with our Applied Behavior Analysis (ABA) programs. Rooted in the principles of behavior science, ABA focuses on enhancing positive behaviors and eliminating negative ones. Established as highly effective for individuals with autism spectrum disorder (ASD), our ABA therapy programs are grounded in research (National Autism Center, 2009; Wong et al., 2014). Witness the transformative results as our therapies not only cultivate age-appropriate behaviors but also impart essential childhood life skills such as communication, socialization, adaptation, feeding, and toilet training. Elevate the path to comprehensive development through our ABA approach. Integrated Theories Our ABA therapy, a science-based approach seamlessly integrating the principles of learning, behavior, and cognitive theory to address the core deficits linked to Autism. Grounded in fundamental principles, our personalized and systematic behavioral interventions empower individuals to acquire essential communication, social, and daily living skills. This holistic approach not only treats the core deficits but also fosters a lifetime of positive development. As Jean Piaget wisely stated, "Children need to be allowed to think and discover for themselves, for only then can they achieve cognitive development." (Piaget, J., 1972). Experience the synergy of science and cognition in our ABA therapy programs, unlocking the potential for comprehensive growth and lifelong success.

3 Is ABA-Cognitive Integration the Right Approach for Your Child? The integration of Applied Behavior Analysis (ABA) and Cognitive Theory brings a comprehensive and individualized approach to developmental interventions, addressing both behavioral and cognitive aspects with strong empirical support (Bandura, 1986; Leaf et al., 2016; Smith, 2001; Diamond & Lee, 2011). While this integration leverages the strengths of both paradigms, challenges include the complexity and resource intensiveness of implementation, potential limited generalization of skills, and ethical concerns related to behavioral interventions that require careful monitoring (Green, 2001; Stokes & Baer, 1977; Ellis, 2005; Carr, Taylor, & Robinson, 1991). Balancing these considerations is crucial for effective and ethical implementation across diverse contexts. Confidentiality & Code of Ethics Ensuring utmost confidentiality is our paramount commitment. Your information is treated with the highest level of security. In adherence to the American Psychological Association's (2017) guidelines and a strict code of ethics, we will not divulge your personal details, therapy session specifics, or any recordings (photographic or videotaped) of clients or families without explicit written consent. The privacy of our clients is safeguarded according to the limitations outlined in the American Psychological Association's (2017) Ethical Principles. These limitations extend to professional consultations with other mental health providers, only undertaken when absolutely necessary to enhance the quality of your care. Why Choose Riverbend City? RBCCDC distinguishes itself in ABA therapy by prioritizing measurable outcomes, transparent communication, and active parent collaboration. Addressing each child's unique needs in the special needs community, RBCCDC fosters a dedicated and trusting environment, emphasizing key milestones such as mainstreaming, behavioral generalization, and specialized skills acquisition. With a commitment to ethical practices, the center focuses on eliminating self-harm, promoting age-

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4 appropriate behaviors, and recognizing individuality. Through customized programs and active partnerships, RBCCDC aims to deliver measurable progress, maximizing each child's potential and empowering families collectively. References American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct. https://www.apa.org/ethics/code/ Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. Carr, J. E., Taylor, C. C., & Robinson, S. (1991). The acquisition of sign language by severely mentally retarded individuals via the pairing of a spoken word with a sign. Journal of Applied Behavior Analysis, 24(3), 489–500. https://doi.org/10.1901/jaba.1991.24-489 Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959–964. https://doi.org/10.1126/science.1204529 Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27(2), 305–352. https://doi.org/10.1017/S027226310505014X Green, G. (2001). Behavior analytic instruction for learners with autism: Advances in stimulus control technology. Focus on Autism and Other Developmental Disabilities, 16(2), 72–85. https://doi.org/10.1177/108835760101600203 Leaf, J. B., Leaf, R., McEachin, J., Taubman, M., Ala’i-Rosales, S., Ross, R. K., Smith, T., & Tsuji, K. H. (2016). Applied behavior analysis is a science and, therefore, progressive. Journal of Autism and Developmental Disorders, 46(2), 720– 731. https://doi.org/10.1007/s10803-015-2570-z

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