At NOCS, we strive to support individuals and families to meet goals that are meaningful to their lives.
We advocate for practical applied behaviour analytic practices so that strategies are feasibly implemented (“doable”) and sustainable (“they last”) outside of treatment contexts. We aim to empower the individual and their caregivers to establish meaningful and lasting change that improves quality of life based on measures that are important to them.
We start by listening to the individual we are supporting, and those that are significant in their lives. We ask questions, observe, and do our best to learn about the person we are supporting. We aim to understand how the person interacts with their world and how their world interacts with them. Our clinicians assess these interactions based on what is effective or ineffective for the individual’s success. We do not (and should not) evaluate these interactions as ‘right’ or ‘wrong’, as each individual and family is different with respect to their strengths, routines, preferences, and learning styles.
For any behaviour intervention to be successful, trust is essential. We promote an enriched learning environment where the learner can trust we are there for them and will be responsive to their attempts at communication. We strive to create a safe and non-judgemental learning context in which the individual feels happy, relaxed, and engaged: 3 key components to effective learning. We solidify the trusting relationship by saying what we mean and meaning what we say. In other words, we follow-through on our end of the bargain, just as we encourage our learners to follow-through on their end.
At NOCS, we believe that ABA is a fluid practice that constantly changes as new information is gathered. We guide our treatment decisions based on data and information we learn through working with the individual. Our clinicians learn while teaching, and adapt their approaches to what is effective for the individual. If someone is experiencing challenges related to their learning goals, we adjust our approach; we DO NOT expect the individual to conform to our teaching styles.