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Services Provided |
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For additional information on any of the services provided — email toddkellogg@positivefamilybehavior.com
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To find out when the next workshop, group or class is offered click on the Calendar. |
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Parenting Groups and other Classes |
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Family Behavior Therapy A Structural Family & Behavior Therapy Model is used to resolve challenging behaviors in children both at home and in school. The process often includes the following elements: A functional behavior and family dynamic assessment, procedures to to build a more effective partnership between home and school, the increase in parenting skills though parent coaching, and addressing relationship issues among siblings as well as the co-parenting unit. The focus of treatment is often the development and implementation of a Positive Behavior and Parenting Plan (PBPP) to address difficult behaviors while teaching new skills and promoting alternative behaviors. Of all the services provided, this is the most intense. The following is an outline of the procedure used.
Phase I: Intake meetings and assessments/observations: 4 to 6 hours (over three to five appointments) The therapist observes the child (and siblings) along with the Parents during targeted times at home (i.e., morning routine, bedtime routine, dinner, after school, homework, etc.). Depending on the focus of treatment, there may be observations at the school and in the community. From the observations and discussions with family members (and school personnel), a functional behavior assessment is conducted with the objectives of identifying environmental and relationship conditions that tend to trigger and maintain the child’s challenging behaviors.
Phase II: Development of a PBPP: 4 to 6 hours The therapist drafts a behavior and parenting plan based on Positive Behavior Supports (a part of Applied Behavior Analysis) and the Structural Family Therapy and Family Behavior Therapy Models. The plan will identify the triggers and environmental conditions that promote and maintain the challenging behaviors. Strategies will be offered that will address how and what to change in the environment, how to communicate to the child around rules and limits, reinforcement strategies, and the effective use of consequences. “Replacement Behaviors” will be identified along with teaching plans on how and when to instruct the child on the new behaviors.
Phase II (Cont.): Review and initial modifications of PBPP with family (Parents) and/or School/Agency: 2 to 3 hours The Parents (and School Personnel if involved) will have the opportunity to review the first draft of the PBPP and offer initial feedback. The plan will be modified based on these discussions.
Phase III: Follow-up in the form of coaching, modeling behavior techniques/parenting strategies: 2 to 4 hours a week that could range from 4 to 12 weeks (depending on the rate of behavior change and feedback from the Parents), followed by 1 to 2 hours every two to three weeks until termination of treatment (to be decided by the Parents, Therapist, and Educational Team when applicable). The implementation of the PBPP will occur with the assistance of the therapist. The beginning of Phase III will involve a high level of hours spread across the week where the therapist will model, coach, and fine tune the strategies with the Parents (and School Personnel). Data will be taken and used to guide the therapist and Parents in making their decisions.
The average number of hours for the assessment, development of the PBPP, and follow-up tends to occur over a period of 16 to 19 hours, depending on the specifics and level of family/school/agency involvement. The typical timeline from startup to completion of Phases I and II is 4 to 6 weeks. The length of Phase III tends to be an additional 4 to 8 weeks and is determined by the rate of behavior change and feedback from the Parents and School Personnel.
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Family Counseling
A more traditional therapy approach that is aimed to assist the family in resolving conflict and in increasing effective communication patterns. Often the treatment involves the Parents in resuming their role as "head or the household" and learning to co-parent in a respectful and predictable manner. The therapy models used include Family Systems Theory, Structural Family Therapy, Solution Focus Therapy, and Cognitive-Behavior Therapy. When necessary, marital issues are addressed. If the primary issue becomes the quality of the marital relationship, a referral is made to bring in Licensed Marital and Family Therapist that specializes in couple relationships. Sessions typically run 1 to 2 hours .
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Individual Counseling
Cognitive-Behavior, Solution-Focused, and Narrative Therapy approaches are used in assisting older children and adults with a developmental disability in resolving personal issues; often related to social fluency, anxiety, goal setting, and overcoming barriers associated with his/her particular disability. Sessions typically run 1 to 2 hours.
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Social Skills Groups
For children with social skill deficits; Teaching methods used are designed to meet the needs of children with Aspergers, PDD, or High Functioning Autism. Having any of these diagnoses is not a requirement to join a group. A Social Skills Assessment guides the curriculum where the following categories may be addressed: Conversation Skills, Cooperative Play, Friendship Management, Emotional Management and Self-Regulation, Empathy, and Conflict Management. A typical series consist of 10 (1-hour) sessions. Group size typically consists of 3 to 4 children. Group enrollment subject to the availability of children of similar age and verbal ability. Each Social Skills Class is 55 minutes long. |
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Parenting Workshop
A 9 to 10-hour course on positive behavioral supports (PBS) within the parenting process. The focus of PBS is not to simply "eliminate" challenging behaviors but to understand the behavioral process and how to use environmental modifications along with prompting and reinforcement strategies to gain positive behaviors. Each family develops an individualized plan on how to create a rich pattern of preferred activities and relationships that encourage desirable rather than undesirable behavior. The timing and process of parenting in the face of a “behavioral storm” can have a large impact on the behavioral outcome. The course addresses how through steadfast patience and dedicated calmness, the parent can remain a source of stability and security for the child within the eye of the behavioral storm. Instruction targets behavior challenges as they relate to Autism, Bi-Polar, and/or Adolescent issues.
Subtopics include: Setting Reasonable Expectations; Co-Parenting; Negative Behavior and Prevention Strategies; Positive Behavior and Teaching Strategies; the Use of Rewards and Punishment; and the Timing and Process of Parenting as challenging behavior is occurring.
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Parenting Groups and other Classes
Think-Tank Parenting Group — Open to Parents who have already worked with Mr. Kellogg and/or have taken the Parenting Workshop. Parents of children with similar issues related to Bi-Polar, Autism, or Adolescent Challenging Behavior come together to share strategies and methods based on Positive Behavioral Supports. Each group operates as a “think-tank” of effective parenting strategies. Mr. Kellogg facilitates each group to provide structure and clear objectives. The Think-Tank Group meets for 90 minutes.
How to Utilize Technology as a Parenting Resource — From using Boardmaker (insert “TM” and link?) to Microsoft Word (insert TM) and the Internet, Parents are instructed on how to use their computer to generate lesson plans, visual schedules, rewards (i.e., stickers, character cards, etc.). Instruction also includes on how to use a digital camera to capture “learning in the moment” as well as building a personal library of individualized visuals for picture schedules and visual prompts. The Technology class is suited for Parents that have children with Special Needs that benefit from a visual component within teaching and parental instruction. The Technology Class is 2 hours long.
United We Stand - Divided We Fall: How Mom and Dad can support one another and avoid “parental sabotage” — A Co-Parenting class that outlines why a united parental unit is essential in effectively addressing a child’s challenging behaviors; An outline of techniques to strengthen the co-parenting unit are introduced and practiced. The co-parenting class is well suited for couples that are married as well as separated or divorced and are committed to sharing the task in raising the children. The Co-parenting Class runs for 2 hours.
Marital Enrichment Class — Over time, mounting stress and anger, miscommunication, a feeling of isolation are but a few of the experiences a married couple can be going through (or one day be facing). Add to these “typical” marital trials the added complications in raising a child with significant special needs and the couple can drift further and faster away from one another. The Enrichment Class is meant for couples that feel that their relationship could be stronger, closer, and more satisfying. The class is limited to a small number of couples (2 to 4) and runs 2.5 hours.
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PositiveFamilyBehavior |
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