Program Philosophy

At NLC our programs are all derived from the science of Applied Behavior Analysis, with clearly defined goals that are targeted via evidence-based practices. We understand from the research that we subscribe to, as well as from our own experiences working with children with special needs, that our children’s learning is a collaborative interaction. We cater our programming to meet you and your family’s needs, aspiring to acquire as much pertinent information about your child and his/her history in order to effectively support you all.




Early Intervention

  • Our Early Intervention Program addresses the needs of children three years of age and younger. The purpose of Early Intervention is to change the trajectory of your child’s development such that he/she is able to catch up with typically developing peers. After a thorough evaluation of your child’s functioning across developmental domains (cognitive, social, fine motor, gross motor, communication, adaptive), a program meant to target areas of need is constructed. Caregivers actively participate in the assessment, as well as program development. We work to build rapport with you and your child as we implement ABA strategies to support your child’s development.


Behavior Intervention

  • Behavior intervention is a cornerstone of ABA. We understand that without the ability to comply with instructions and follow simple directions, a child cannot learn. We use evidence-based positive and proactive techniques to teach and encourage the use of appropriate behavior while decreasing the efficacy of maladaptive behaviors. Applied Behavior Analysis dictates that behavior is communication. We assess behavior in order to determine its function, or the reasoning behind why a child behaves in a certain way. Once we understand the behavior’s function, we teach a more socially acceptable mode for your child to communicate his/her needs. Throughout, we work with caregivers to better understand and eradicate inappropriate behaviors in a sustainable manner.


ABA in schools/ consultation

  • At NLC we understand that behavior does not exist in a vacuum. Durable results of our work with you and your child are only possible with practice across settings and with novel communication partners. We aim to work with all relevant parties supporting your child’s development, including teachers, Speech and Language Pathologists, Occupational Therapists, and your children’s peers. We can provide shadow services in the school setting, supporting the acquisition and development of new skills as we work with school team members. In addition, we will provide consultation services in the schools, per the institutions’ request.


Caregiver Training and Support

  • At NLC we take pride in our ability to work with families. We appreciate the time, effort, and care required to successfully navigate through the maze that is ABA treatment. We are here to help you better understand our science as you help us to better understand your child and your family. In this way, we can support one another and improve the quality of life of your son or daughter as well as your own. We believe that imperative to your child’s success is transparency among team members. We will work with caregivers on a 1:1 basis during parent training and/or parent consultation. In addition, we will be offering Parent Training classes meant to clarify the science of Applied Behavior Analysis and a number of teaching strategies therein.


  • Across contexts, NLC is always ready to answer questions and address any concerns that arise. Caregiver participation aids the child to generalize acquired skills and promotes the child’s developing communication, adaptive, social, and cognitive skills. Caregiver participation facilitates a broader understanding and application of behavior management strategies and reinforcement techniques to support the family and child’s progress. With assistance from our qualified team, caregivers will help develop a set of goals and objectives and implement individualized programs specific to their family’s needs.


Social Skills

  • We have adopted the Skillstreaming Social Skills Curriculum at NLC. We work with small groups of children ages 5-6 yrs., 7-9 yrs., and 10-12 yrs. targeting various social skills. We believe that the ability to socialize with peers is a cornerstone for making and keeping friends, functioning in the community, and interacting with family and community members.


Assessment (developmental assessment/FBA)

  • In Applied Behavior Analysis assessment is the key to the development of effective programming that is individualized to the child. It is also the manner in which we maintain accountability for your child’s progress. Finally, assessment allows us to determine when a goal has been met and which novel goal may be a logical next step for your son or daughter. At NLC we conduct Developmental Assessments for our clients as well as functional assessments of behavior as required. We use these assessment measures to determine a baseline of level of functioning for each individual we service. In addition, all of our clients undergo ongoing assessment. We practice data-based decision making, ensuring that your child’s needs are clearly defined and targeted.We use Functional Behavioral Assessments (FBA), a systematic assessment used to aggregate information as to the purpose (function) a behavior serves in a person’s behavioral repertoire. Results of an FBA are used to guide the design and implementation of intervention such that challenging behaviors become nonfunctional for the individual as appropriate replacement behaviors are taught.

Occupational Therapy Consultation

  • Occupational Therapy Practitioners help children to participate in the activities (occupations) that they and their families want and need them to do. They evaluate the child’s performance and work with the family and other professionals to help the child develop age-appropriate self-care, play, education and social skills. At NLC, we have an occupational therapist consult which will develops an individualized program that uses everyday activities therapeutically, strategies and adaptive equipment to achieve goals.

Speech Therapy Consultation




crayonesTeaching Strategies


Functional Communication Training

  • Functional Communication Training is a systematic teaching strategy meant to replace inappropriate behavior or subtle communicative acts with more appropriate and effective communicative behaviors. During Functional Communication Teaching, the aberrant communicative behavior is replaced with a socially appropriate means of communication. The individual is taught an alternative response that results in the same type of reinforcement identified as maintaining problem behavior. For example, if a child whines when he/she wants an item we can teach that child to point, use a sign, or use an approximation or a word rather than the whining as the main communicative tool.

Discrete Trial Training

  • Discrete Trial Training is the most extensively studied approach used in ABA. This behavior analytic teaching strategy is comprised of teaching trials in which brief instructional units last approximately 10 seconds. DTT is conducted on a 1:1 basis during which time the trainer provides a cue for the child to respond, followed by a prompt if necessary. Lastly the child’s response is followed by a consequence delivered by the trainer, and finally an intertrial interval or pause between one teaching trial and the next is implemented. This teaching method is used in a structured environment to teach new or novel skills. It is paired with positive reinforcement and the prompt aids in allowing the child to learn the expected or correct response. Prompts are faded as the child shows independent responses and trials are dispersed to assess and maintain the skill.

Natural Environment Teaching

  • Natural Environment Teaching is the application of behavior analytic teaching principles in the natural setting. (NET) capitalizes on utilizing naturally occurring settings, circumstances, and opportunities to build spontaneity and generalization of skills in unstructured environments. The instructor assesses what the learner is motivated by and targets requesting as the initial skill, either by using gestures, signs, approximations of word or words and phrases tailored to the child’s skills. The learner’s skills in requesting are built through the constant processes of capturing and contriving opportunities in the learners’ natural environment.

Incidental Teaching

  • Incidental Teaching denotes a process whereby language skills of labeling and describing are learned in naturally occurring adult-child interactions. Incidental teaching refers to the interaction between caregivers and  children, which arises naturally in an unstructured situation such as free play and which is used by the adult to teach a novel skill or give the child practice in developing a skill. This teaching method can be used to promote following instructions and other receptive and expressive skills as well by following the child’s lead, using motivational tools, and positive reinforcement strategies.