Laurel Behaviour Support Services specializes in addressing challenging behaviours and teaching adaptive skills to children and adults with autism spectrum disorder (ASD) and other intellectual disabilities.

The main approach to teaching that we use at LBSS is Applied Behaviour Analysis (ABA). ABA is the systematic application of principles of behaviour to everyday situations to bring about meaningful and positive change in behaviour. It relies on ongoing measurement and evaluation of behaviour to ensure the individual is making progress. This also allows for any necessary changes to be made in a timely manner.

Children and adults with ASD and other intellectual disabilities often exhibit socially challenging behaviour. This can prevent or limit their participation in daily living activities. Most often, it impacts them in one or more of the following ways:

  • Impedes or prevents social relationships
  • Interferes with learning and limits independence
  • Results in harm to self or others
  • Results in exclusion from a variety of settings

ABA has significant evidence supporting its effectiveness in helping individuals acquire many different skills such as language, self-help, play and vocational.  In addition, these principles have also been effective in helping decrease maladaptive behaviors such as aggression, self-stimulatory behaviors, anxiety, self-injury and problems associated with daily routines (e.g., mealtimes, bedtime, homework routines, car rides, etc).

Principles that guide our practice:

  • To provide quality service based on ethical and sound clinical practice.
  • To be person and family-centered in our practice.
  • To use evidence based practice to systematically teach new skills and address problem behaviours.
  • To work collaboratively with families and other service providers in the best interest of the individual receiving services.
  • To empower families and support team members with the knowledge and skills they need to support their child/youth or adult to achieve their full potential.
  • To facilitate positive and durable change resulting in a better quality of life for the individual and those who support him/her.

Read more about the process here

We work collaboratively with families and other service providers to design and implement an effective support plan to address the challenging behaviour and teach the child/adult adaptive skills. The following steps are involved in the process:

Step 1: Conduct a functional assessment of behaviour (FBA)

The purpose of this assessment is to identify the function (purpose) of the behaviour. As such, we want to answer the questions: Why does the child/adult engage in the problem behaviour? Or what purpose does it serve him/her?

It involves interviewing parents and other team members (as appropriate), observing the child/adult in contexts in which the problem behaviour is most likely to occur and in some cases setting up the environment to test contexts which are reported to evoke the behaviour. This is an important first step in addressing problem behaviours.

Step 2: Develop a function-based intervention plan
Results of the functional assessment provide information for the consultant to develop a function-based intervention plan to address the problem behaviour. The consultant works collaboratively with the family and other team members to work out the details of the plan, ensuring it has a good contextual fit in addition to being clinically sound.
Step 3: Offer training to parents and other team members
Written Instructions: The consultant will provide the family with written instructions on how to implement the support plan

Invite Question: The consultant will review the plan with family and other member of the team who will be involved in the implementation to answer any questions they may have about the procedure.

Role Model: The consultant will role-model the procedures to parents to support their learning.

Role Play:  The consultant will encourage parents to role-play their responses to their child in the targeted contexts. This provides parents an opportunity to practice implementation and problem solve situations they may find difficult to respond to.

In-vivo Coaching: The consultant will also to offer coaching to parents as they implement the support plan with the individual child. This provides the consultant an opportunity to provide immediate feedback and support to ensure all steps of the plan are followed with fidelity.  Families could  also record their implementation of the plan and seek feedback from the consultant.

Step 4: Provide ongoing monitoring, data analysis and evaluation
Following training for family and team members, the consultant stays involved with the family to provide ongoing support that includes:

  • Ongoing implementation support for problem solving any issues or concerns that may arise during implementation and to make changes to the plan if necessary.
  • Monitoring progress by analyzing the data and making necessary changes.
  • Evaluating the social validity of the program outcomes.
  • Planning for generalization of skills in new contexts and with new people.

Getting Started

If you are a parent looking for services please contact us at: (778) 945-1435 or Toll Free at: 1 (855) 437 7095 or by email at laurel@posAbilities.ca.

If you would like to meet with us in person we will be happy to set up a complimentary consultation to discuss your current concerns and vision for your loved one and review potential service options our program offers. Please click the appropriate link below to complete the information form and we will get back to you within 24 hours to set up a meeting.

For Children aged 6-18

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For Adults Aged 19 years and older

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