Frequently Asked Questions

Puddingstone Place serves primarily individuals with autism spectrum disorders, including those who have previously received any of the following diagnoses: Autism Spectrum Disorder, Social (Pragmatic) Communication Disorder, Asperger syndrome, and Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS). We also support individuals with complex communication needs related to other developmental disabilities, including but not limited to Trisomy 21, Fragile X syndrome, intellectual disability, global developmental delay, cerebral palsy, and Rett syndrome.

Yes! Our clinicians are trained in the implementation and support of a wide variety of Augmentative and Alternative Communication strategies, applications and devices.

Yes, we work with a wide variety of communication applications and dedicated devices. Applications and or devices are recommended based on observations, communication needs, and visual preferences gathered in an individualized assessment. Additionally, our clinicians are available to provide programing, trainings, and technical support to customize your learner’s current device.

Treatment will vary in duration and format. The number of treatment sessions is different for each individual. The nature of these sessions will be personalized from learner to learner and visit to visit. Some treatment sessions will focus on direct teaching while others may involve caregiver training and counseling, device programming or troubleshooting, creation of materials, consultation with occupational therapists or behavior specialists, or continued assessment activities. Most sessions include a time for discussion regarding the learner’s progress and response to treatment in other environments (e.g., home, community).

If your learner has recently been evaluated, there may be an abbreviated assessment process. For those who have not yet had an initial evaluation, the process will be more in-depth. Most initial evaluations can be completed over the course of a single visit. Our communication evaluations are typically fun and interactive, with both the learner and the examiner participating equally. Assessment activities are chosen based on learner interests and preferences.

Throughout the process, the evaluator introduces a variety of tools and teaching techniques and observes the learner’s response to each one, modifying as necessary to optimize performance. This type of assessment allows the evaluator not only to understand current abilities, but also to determine which tools and techniques are most likely to enhance those abilities. In addition to or as part of the dynamic assessment process described above, our SLPs may use any of the following means of gaining information: observation, interview, or language sample.

We are currently taking applications for social groups! We are in the process of designing our social skills curriculum based on the needs of our learners. If you are interested in social groups please give us a call.

The Visual Immersion System™ (VIS),designed and researched at Boston Children’s Hospital, is a framework and instructional philosophy for supporting communication and teaching language skills to individuals with autism spectrum disorder and other developmental disabilities. It places a strong focus on use of Augmentative and Alternative Communication (AAC) to help yield measurable progress in learners with a broad range of diagnoses, profiles, modalities, and goals. The VIS is designed to support, compliment, and enhance use of spoken language, and instruction always aims to encourage speech when appropriate.

ABA stands for Applied Behavior Analysis. ABA is a science that studies the events preceding behavior and the consequences that maintain behavior. ABA focuses on changing socially significant behaviors in order to improve an individual’s quality of life.

A BCBA and a direct service provider. The direct service provider is closely supervised by a BCBA.

A Board Certified Behavior Analyst® (BCBA®) is a graduate-level certification in behavior analysis. Professionals who are certified at the BCBA level are independent practitioners who provide behavior-analytic services. In addition, BCBAs supervise the work of Board Certified Assistant Behavior Analysts, Registered Behavior Technicians, and others who implement behavior-analytic interventions. (Retrieved from Board Certified Behavior Analyst®, 2015)

The BCBA assesses the client’s behaviors and creates individualized programs for the client based on the results of the initial assessment. The BCBA closely trains the direct service provider in the client’s programs and assures that the programs are implemented according to the guidelines provided by the BCBA.

ABA therapy, like most other therapies, looks different for every client. Some client’s may need a more structured approach than others. Some client’s may need more parental support than others. At Puddingstone Place, we design therapy according to not only the client’s needs but also the needs of the family as well.

During your first visit, our clinicians gather as much information as possible about the case and request the necessary permissions for accessing medical and cumulative records. Once our clinicians receive that information, a family interview session is scheduled so that additional follow-up information can be gathered.

After the initial visit, the practitioner will continue to gather information about the client in order to complete a comprehensive Functional Behavior Assessment (FBA).

Functional behavior assessments are structured around the ABC’s (Antecedent- Behavior-Consequence) of behavior. Our clinicians identify the ABC’s of behavior for a patient by carefully observing the patient and examining his or her environment. Our clinicians cater their behavior assessments to the individualized needs of both the patient and the family.

After completing the initial assessment, our clinicians create a behavior support plan that is customized based on the unique skills and needs of the individual.

A behavior support plan (BSP) is a document outlining a plan of action for the patient and his or her family.  The plan is designed so that parents and other individuals working closely with the patient can follow the procedures.   Components of a BSP:

1. Operational Definitions include a clear and precise description of the behavior in measurable terms.
2. Antecedent Manipulations describe environmental changes that may prevent the behavior from occurring.
3. Reinforcement Procedures are structured guidelines explaining what, when, and how to provide the patient with reinforcement.
4. Replacement Behaviors are new, more desirable behaviors that serve the same function as the behavior being addressed.   .

Occupational therapists offer comprehensive evaluations of gross and fine motor skills; self care (dressing, feeding, etc.) skills, play skills, organizational skills, study skills, cognitive skills and sensory processing skills. Assessment is completed by interview with the student, family, and school and from clinical observations. A task analysis of the learner’s skills/abilities, where they need to perform these skills, and what tasks they need to perform is completed to determine where to begin treatment. Sometimes standardized assessments are used.

Most importantly, therapy is targeted to utilize what the learner enjoys and is interested in – this makes therapy fun and engaging! Collectively agreed on goals are developed and a treatment plan is set. Occupational Therapist, child, their family and other professionals and school staff work together towards these goals.

In its simplest terms, occupational therapists and occupational therapy assistants help people across the lifespan participate in the things they want and need to do through the therapeutic use of everyday activities (occupations).

Occupational therapy services help you do the things you want to and need to do which are called occupations. For children, their occupations include play, social interaction, learning, and functioning across environments.

Puddingstone Place serves primarily individuals with autism spectrum disorders, including those who have previously received any of the following diagnoses: Autism Spectrum Disorder, Social (Pragmatic) Communication Disorder, Asperger syndrome, and Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS). We also support individuals with complex communication needs related to other developmental disabilities, including but not limited to Trisomy 21, Fragile X syndrome, intellectual disability, global developmental delay, cerebral palsy, and Rett syndrome.

We treat all ages who are in need of services. Our clinicians may decide to conduct direct observations in the patient’s natural environment, which may include the patient’s school.

Treatment will vary in duration and format. The number of treatment sessions required is different for each individual. The nature of these sessions will also vary from learner to learner and visit to visit. Some treatment sessions will focus on direct teaching while others may involve caregiver training and counseling, development of a sensory diet (activities to help with sensory processing and participation in one’s environment), creation of home programs, consultation with speech language pathologists or behavior specialists, or continued assessment activities. Most sessions include a time for discussion regarding the learner’s progress and response to treatment in other environments (e.g., home, community).