Behavior Services

ACES has been providing quality home services to children and families for over a decade. Our home programs are staffed by teams of skilled, caring individuals whose focus is to enhance the child’s ability to be successful in a variety of non-school settings. Directed by a Home Supervisor (a behavior analyst with BCBA certification), teams of Home Instructors conduct programs designed to increase a child’s independence, adaptive skills, and ability to generalize. Both targeted and general parent training is available to address specific behavioral issues and improve the quality of life for both the student and the family.

Area Cooperative Educational Services (ACES) is growing and we need help. Our success is your gain. We are looking for Home Supervisors (behavior analysts with BCBA certification) to join our Home Services and Program Team. If you are looking for a supplemental income opportunity that is tailored to your specific personal situation, then you need to talk to us. We need part-time Home Supervisors to join our Home Services and Program Team immediately. If you are looking for additional money and satisfaction, see why everyone calls us ACES.

Why Join ACES?

Looking for flexible hours, a great hourly rate, and CEUs? With ACES, you'll get:

• Better hourly pay
• Flexible hours
• Support for CEUs
• Backing by a first-class educational organization

This is a unique opportunity for those who are seeking more money, more flexibility, and more satisfaction. Talk to us now about our incentives for signing up now.

A Behavior Analyst with BCBA certification will conduct a Needs Assessment Interview to determine the direction of the consultation and parent training. The goal of the consultation can be to target a specific behavior or skill or can be general and ongoing. The consultation involves collaboration with the school team to ensure consistency across home and school and to aid in the generalization of skills across environments.

ACES can provide training to school and district staff on numerous subjects using a variety of instructional formats depending on the school or district's particular needs, situational circumstances, and staff availability.  The possible formats include:

Assessment/Training/In-Situ Follow-Up

ACES will conduct a Training Needs Assessment and will design a workshop based on the outcome of the assessment.  Following the workshop, ACES will conduct (or will train your staff to conduct) on-site follow-up training to ensure that the skills have maintained and generalized to the school environment.

Training and In-Situ Follow-Up

ACES will design and present a workshop based on the district's identified needs.  Following the workshop, our team will come on-site to conduct follow-up training to ensure that the skills have maintained and generalized to the classroom environment.

Multi-day Workshops

ACES will design a workshop based on the district's identified needs.  Follow-up training will occur to revisit topics to promote maintenance.

One day Workshops

ACES will design and present a workshop based on the district’s identified needs.

Structured, On-going Training

ACES will provide regular, systematic training and support toward particular certifications' requirements.

Full-time Behavior Analysts (with BCBA certification)

ACES can provide schools and districts with BCBAs who work full-time in those schools and districts.  This includes regular, on-site, proactive supervision by ACES External Services Coordinator (a BCBA with more than 15 years of experience) and support as-needed from ACES Director of Behavior Services and Autism Programs (a doctoral-level BCBA-D with over 28 years of experience).

Full-time Registered Behavior Technicians (with RBT certification)

ACES can provide schools and districts with RBTs who work full-time in those schools and districts provided the districts also contract with ACES for BCBAs to provide the required supervision.

Full-time Behavior Technicians and Behavior Support Staff

ACES can provide schools and districts with non-certified Behavior Technicians (who service multiple students) and Behavior Support Staff (who service an individual student) who work full-time in those schools and districts provided the districts also contract with ACES for BCBAs to provide supervision.

Hourly Service

ACES can support districts on an hour basis as well.  This structure is typically used for short-term services that do not have pre-established fees.

Fee-for-service

For some services, ACES offers a fee-for-service structure in which the cost of a particular service has been published and is all-inclusive.

Functional Behavior Assessment (FBA)

A systematic method of acquiring information about the function a problem behavior serves for a person and the conditions in which the behaviors are most likely to occur.  The results of the assessment are used to guide the design of an intervention for decreasing the problem behavior and increasing appropriate behavior. 

Functional Analysis (FA)

An analysis of the function of problem behavior (i.e., the purpose it serves for the individual), wherein antecedents and consequences representing those in a person’s natural routine are arranged within an experimental design so that their separate effects on problem behavior can be observed and measured.  A Functional Analysis is typically completed in conjunction with an FBA, or after an FBA has not yielded conclusive results.

Component Analysis

An analysis designed to identify the effective elements of an existing treatment package and the relative contributions of different variables in a treatment package.  A component analysis will guide decisions regarding modifications to behavior support plans.

Ecological Assessment

An assessment that evaluates the complex interrelationships between environment and behavior.  This assessment includes but is not limited to; an evaluation of the physical aspects of the environment, social dynamics (peer and adult), rules and expectations, scope and sequence of skills to be mastered, and peer performance.  This type of assessment can help to guide decisions regarding student placement, program planning, and environmental modification.

Skill-Based Assessments

A district may contract with ACES to help guide their team in the implementation of the VB-MAPP, ABLLS-R, the AFLS, and other skill-based assessments.  These assessment tools function as a curriculum guide and tracking system that become part of a student's programming.  If a district contracts with ACES to conduct one of these assessments, the BCBA will not only guide the team in the initial assessment; they will also provide the training necessary to utilize them as a curriculum guide and tracking system.

Gerneralization Assessment

This type of assessment is designed to analyze behavior which may or may not be occurring in the home and community environment after initial training.  They are designed to answer questions such as; “Why is this behavior happening at home but not at school?”, “Why is this behavior happening at school and not at home?”  Answering such questions is critical in insuring that instructional programming has broad and meaningful impact on student’s lives.

Districts are often tasked with creating educational programs to support particular student populations or situations. Since this is what ACES does, we can provide a variety of design and consult services to school programs. Our experienced, knowledgeable staff will collaborate with district staff to determine relevant program objectives and assess functional outcomes. ACES can provide a range of programmatic support from complete design and development to targeted quality improvement to periodic check-in and support. Also, ACES can augment or supplement programmatic services that are desired but not currently offered.

At times individual classrooms struggle with the management of students. This struggle may be due to a few particularly challenging students, a lack of experienced teaching staff, or other contributing circumstances. Regardless of the particular issues involved, ACES can provide a wide-range of classroom-based services including team building, leadership training, behavioral strategies identification, systems development, staff management, and staff training.

ACES staff are well trained and prepared to address the unique educational needs of individual students within schools and districts regardless of the type and severity of need. Beginning with interviews and discussions with classroom staff, ACES will comprehensively assess the student’s needs, identify and communicate appropriate objectives, develop thorough plans for behavior change, train staff to implement the plans, and empirically assess intervention effectiveness. Plans typically involve the use of known evidence-based instructional strategies and other specialized educational programming. Their successful implementation routinely involves collaboration and input from other members of the student’s educational team and an emphasis on generalization to other settings, situations, and individuals.

• Behavioral Assessments
• Behavior Support Plans
• Comprehensive and Focused ABA Treatment
• Parent Training
• Social Skills Groups
• Supplementary summer and afterschool programming
• Speech Services
• Occupational Therapy Services

ACES TLC will offer four 2-week sessions of summer program to children with autism and other related developmental disabilities ages 3 to 5. The program will be designed to supplement the extended school year programming offered by the public school districts. To access more information about the summer program, click below:

 Summer Program Flier