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Parent and Professional Training

PACED Behavior provides training for parents to teach them to decrease challenging behavior in their child and increase desired behavior. Parents work directly with a BCBA-D to learn strategies that they can use to educate their child. Parent education is individualized to meet the needs of the child. Parents learn strategies for addressing challenging behavior and promoting desired behavior such as communication, daily living skills, and socialization, including appropriately interacting with siblings.

PACED Behavior also trains and collaborates with other professionals and paraprofessionals, such as teachers, occupational therapists, speech and language pathologists, paraprofessionals, and child care providers, to incorporate behavior strategies and if needed develop behavior plans to maximize learning opportunities and decrease challenging behavior for children.


PACED Behavior teaches children academic skills. For younger children who do not yet attend school, PACED Behavior teaches children pre-academic skills at home to begin to build a good foundation that will prepare children for school.


Most of the children that PACED Behavior works with have delays in communication. All children should have a method to communicate their desires and needs. As such, PACED Behavior works with parents and other professionals to find a method of communication that is suitable for each child. Verbal communication is the optimum goal for children. Behavioral strategies such as functional communication training (FCT) and enhanced milieu teaching (EMT) are used. Some children have greater difficulty communicating vocally, but still have a need to communicate in a functional manner. For these children, an alternative form of communication is developed. Augmentative and alternative communication such as gestures, symbol communication, or assistive technology may be used. Gestures may be informal, include pointing and head nodding, or formal such as American Sign Language (ASL) and Signing Exact English (SEE). Symbol communication includes the use of 3-D or tangible objects, photographs or drawings, Children learn to point to the symbol or hand it to a communication partner. Lastly, Voice Output Communication Aids (VOCAs), including Big Mack Switches (single switch), more complex multiple switch devices, and computer devices (e.g., Dynavox®) can also be used to meet the communication needs of children.

Challenging Behavior

If children do not have a way to communicate, they may engage in challenging behavior in an attempt to communicate. Challenging behavior has been defined as “behavior of such intensity, frequency, or duration that the physical safety of the person or others is likely to be placed in serious jeopardy, or behavior which is likely to seriously limit or deny access to and use of ordinary community facilities” (Emerson, 1987). Moreover, “behavior is challenging when its frequency and severity makes it dangerous, destructive, harmful, disruptive, or otherwise unacceptable” (Sigafoos, Arthur, & O’Reilly, 2003). Extreme tantrums, stereotyped movements, aggression, self-injury, and property destruction are some examples of challenging behavior. Challenging behavior is 2 to 3 times more prevalent in people with developmental disabilities when compared to peers who are typically developing. Moreover, about 40% of people with developmental disabilities have challenging behavior. Challenging behavior often begins in early childhood and persists through adulthood without effective intervention (Sigafoos, Arthur, & O’Reilly, 2003). PACED Behavior conducts functional behavior assessments (FBA) to determine the function of challenging behavior in order to develop an individualized behavior plan.

Daily Living Skills

PACED Behavior works with parents and professionals to teach children daily living skills, such as play skills and  potty training.. 

Social Skills

PACED Behavior supports social developmental through individual and small group ABA therapy. Therapy focuses on teaching children social skills to enable them to appropriately interact with siblings, peers, and adults.



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