"Let's Start Stimulation And Learning Journey Of Your Child In Their Early Age".
- Bringing Behaviour Science To Nano Level For Our Little Learners!
HurshBin Child Development Learning & Behaviour Services
HurshBin Child Development Learning & Behaviour Services
HurshBin is an organisation dedicated towards welfare of children.
We are one of very few ABA based Intervention Organisation in INDIA. We run with the mission of bringing down humongous Behaviour Science into nano-level to help our little individuals unfold their potential to grow them age appropriately in accordance with societal expectations in collaboration with team of pediatric professionals:
Binal Shah is a child development and behaviour modification consultant based in Mumbai. She has several degrees and honours to her credit in the field of child development, education, psychology, and behaviour modification.
She is one of the few BCBAs (Board Certified Behaviour Analysts) from Mumbai to complete the lengthy certification procedure and practice a world-class therapy approach in India. She has also received training to practice CBT (Cognitive Behaviour Therapy).
She has been working in the field of training and rehabilitation for 18 years. Binal Shah has vast experience training kids who have delays and difficulties in various areas of development, from physical, language, communication, emotional to behaviour and learning.
She has been dealing with kids diagnosed with developmental disabilities such as GDD, LD, ADHD and has intensively worked with kids having ASD for the past few years.
More than the above, she is also working closely with parents for training and coaching. She currently practices the same with her team of professionals at various pediatric hospitals & clinics in Mumbai.
Ms. Shah and her team of psychologists, behaviour therapists, occupational therapists, speech therapists, educators, and sports trainers help children aged 1-12 years.
Skill Development Assessment & Learning Barrier Assessment can help us know learning challenges and deficits early to process skill development programs in most efficient way.
Not Only Early But Early Intense ,Significant & Comprehensive Intervention Is The Key For Age Appropriate And Timely Development.
No Intervention Program Is Complete Without involvement of parents & all primary care takers including shadows & teachers. This program aims to help them know their role with right training protocols which is not a choice but obligatory to ensure uniform treatment towards child's development.
We being in close network with school we share learning goals with school & also work in collaboration with them to ensure that children meet important criterias set by school in order to learn in school environment.
It's one of the many important domain which aims development of body, muscles, senses, brain and cognition. Various Tasks and activities to target motor coordination and sensory integration to help children develop attention, strength and stamina.
Our verbal behaviour program helps children develop functional as well as advance language which plays key role in every areas of development from play and leisure & social group behaviours to academics & emotional regulation to vocational independence.
Academic Readiness helps children become school ready for new learning, experiences and challenges of life.Our literacy and number knowledge program helps them bridge the lag of their functionality and school functionalities.
Importance of play and leisure is most often considered as unimportant whereas it should be considered as crucial and fundamental aspect of development. Play not only enhances happiness but also promotes critical thinking, memory & reasoning when given in a protocolic manner. Our Play & Lesuire skill program help individuals aims to provide happy & playful life to an individual.
Generalisation of learned skills across various contexts, settings and environment is underdeveloped in many kids with executive functional difficulties. We help children grow these skills through play, drama and media which in turn promotes social and group behaviour and participation.
Personality and aptitude assessments with our little individuals makes us analyse their forte and interest which help us to guide them in their journey of adulthood to become functionally and emotionally independent individual through 2 important Scientific therapeutic approaches towards behaviour modification ABA( Applied Behaviour Analysis)& CBT(Cognitive Behaviour Therapy.
Physical development involves growth in size along with coordination and strength of muscles involved in various parts of the body. It involves oral, fine and gross motor development through age-appropriate functional skills.
It includes intellectual growth, leading to innovation and creativity, problem solving and broader perspective of the environment.
It involves development of receptive language followed by verbal behaviour components, to ensure expression of requests and labels, along with intraverbal communication. Mode of language expression could be nonvocal or vocal where vocal language development also encompasses pragmatics, semantics and syntax.
This involves development of language pertaining to understanding and controlling emotions while taking care of social behaviors.
Child's growth and development pattern has to be looked and tracked from the moment they are born. Early childhood development is a critical period that sets the foundation for a child's physical, cognitive, social, and emotional well-being throughout their life. Monitoring a child's growth and development begins in infancy and continues through early childhood. We request to get checklist referred to ensure all important milestones and developmental stages are observed and taken care. Find the attached milestone checklist form!
Every child faces some difficulty at some or the other point in their lives. When the difficulty starts hindering the child's learning and conduct, seeking professional help becomes important. Here are some steps to consider when you have concerns about a child's behavior, emotions, or wellbeing:
Pay close attention to the child's behavior, emotions, and any changes you' ve notice.
If the child is old enough to communicate effectively, have an open and non-judgmental conversation with them. Ask about how they are feeling, if anything is troubling them, and if they have any specific concerns.
If the child is in school or daycare, talk to their teachers or caregivers. They may have valuable insights into the child's behavior and any challenges they are facing in those environments.
Talk to people who are close to the child and who have observed their behavior. They might be able to provide additional perspectives.
Pinpoint the areas of concern, such as academic Difficulties, social struggles, emotional outbursts, or changes in behavior.
Document specific instances, frequency, and Duration of concerning behaviors. This will help provide concrete examples when discussing your concerns with professionals
Lag in functional skills refer to delay in required skills or discrepancy in age and development of appropriate functional skills in an individual. These skills are essential for everyday living, playing, communication and learning. Wider the lag between age and skill development, difficult to achieve them at par with their age.
In the common man's language, stimulation refers to opportunities and encouragement to get involved in these opportunities. It can be explained as the action of arousing interest, enthusiasm, or excitement. In psychology, stimulation is the act or process of increasing the level of activity of an organism. An approach aimed at providing an enriched environment to an individual, especially to those who display inability to integrate sensory modalities required to learn naturally. It involves the use of a planned sensory stimulation program to ensure age-appropriate skill development. Stimulation programs usually help individuals learn required skills when the functional lag of expected skills is not more than one or two years. Intense programmed stimulation helps individuals learn at their best capacity when it is curated as per child's need and baseline level of functionality. Stimulation Programs are least intense of all training programs.
An intervention program is an intervention curriculum that is designed to achieve a result in lagging functional skills. Intervention programs usually help individuals learn required skills when the functional lag of expected skills is not more than two to three years. Intervention program focuses on skills to achieve along with specific strategies employed to gain results. Intervention program needs strategic stimulation thus it is more intense and effortful program then stimulation program but when employed appropriately results are inevitable.
Rehabilitation is the process of restoring and building an individual's ability to perform required skills as per his/her age through opportunities and meaningful modifications. It is an individualized skill development program taking into consideration an individual's physiological and psychological conditions, functional lag, prerequisites, ability to learn and short term/long term functional target. Rehabilitation involves intense strategic intervention with important environmental modification to ensure independence in learning & ability to perform the most important behavioral skill to promote independence. This is most intense, effortful and involving kind of program. Results and development in certain areas can targeted though few skills may need to ignored and disorders can be managed by alternative means to compensate on loss. Rehabilitation program ensure that important behavioural tasks are accomplished. Important modification in stimulus is considered if required.
Developmental difficulties, developmental disorders, and developmental delays are terms used in the context of child development to describe various challenges that children may experience during their growth and maturation. While they share similarities, there are key distinctions among them. Let's explore each term in detail.
Developmental difficulties refer to any obstacles or struggles a child may encounter during their development that can impact their learning and behavior in various areas of development. These difficulties may arise due to various factors, such as environmental influences, lack of appropriate stimulation, or temporary setbacks. Developmental difficulties can be considered less severe and may not always indicate an underlying disorder. It can be taken care of by putting the child on a planned stimulation program. Example: A child who has trouble with fine motor skills, such as holding a pencil properly, might have a developmental difficulty in fine motor coordination. With appropriate support and practice, the child can improve their skills and catch up with their peers.
Developmental delays refer to when a child does not achieve specific developmental milestones within the expected timeframe. It indicates that a child is not performing age-appropriate tasks and that lag is hindering the child's learning, growth and development. Delays can be temporary or long-term and may be caused by a variety of factors, such as physiological, psychological or environmental influences. Example: The same child who has problems holding a pencil, if not stimulated or intervened until age 9 or 10, can face severe challenges due to delay in skill development.
Developmental disorders, on the other hand, are more serious and long-term conditions that significantly affect a child's ability to function in various aspects of life. These disorders often have a neurological, psychiatric, psychological and physiological base and typically become evident during early childhood. They can have a profound impact on the child's cognitive, emotional, and social development, if not given the required learning environment through either stimulation, intervention or rehabilitation program (as per child's age and functional lag). We strongly believe that most disorders being natural or developmental have long term effects on a child's wellbeing and they can be well managed by helping them learn required skills. Example: a child when diagnosed with physical challenges, experiences delay in learning to write as a skill until age 12, would require environmental modification to perform tasks related to language expression.
Childhood disorders, often known as developmental disorders, refer to a range of problems characterized by impairments in physical, language, or social behavior areas. These conditions usually begin during childhood, have an impact on day-to-day functioning, and usually last for the rest of a person's life. Although, we can minimize the impact by appropriate skill development programs. Most children with developmental disabilities are often affected in multiple domains of function because of the nature and extent of brain dysfunction. As a parent, if you feel that your child is not meeting his/her age-appropriate milestones, or if you think there could be a problem with the way your child plays, learns, speaks, acts, or moves, talk to your child's pediatrician and explain your concerns. Acting early can help in early intervention and can make a great difference. Some common developmental concerns are:
Other than physiological and biological conditions which could be easily diagnosed at infancy and can be worked upon through medical and surgical treatments, there are various other developmental disorders which can be screened and diagnosed by assessing child's functional and behavioral patterns.
Refers to a condition where, due to physiological or neurological dysfunction, a child takes longer to reach certain developmental milestones than other children of their age. It usually affects a child's overall development from their physical to language to intellectual abilities. It can be screened as early as a week or two. Early stimulation or intervention can help children learn required skills as early as possible to live independent functional life.
Is a neurodevelopmental disorder which can be screened by age 1-1.5yrs through observation of some particular behavioral pattern, fixations and delay in ageappropriate functionality and learning.
Neurodevelopmental disorder which is characterized by inattention, high energy, and impulsivity, causing delay in age-appropriate functioning and learning. This condition can be screened between ages 2-3yrs.
GAD in a child can be characterized by excessive worry and tension about day-to-day events, significantly noticed in a high demand situation. It can be screened at ages 3-9yrs.
Many children occasionally have thoughts in which they get fixated leading to repetitive behavioral patterns. OCD in children can be screened and justified through unwanted thoughts, unwanted behaviors, anxiety with regards to change in environment at the age of 3-12years.
A disorder in a child marked by defiant and disobedient behavior to authority figures. The cause of oppositional defiant disorder is unknown but likely involves a combination of genetic and environmental factors. ODD can be screened as early as 3 years of age up to 12 years.
Is a neurodevelopmental disorder which is characterized by multiple repetitive movements due to anxiety. It usually comorbid with other neurodevelopmental conditions like ASD, ADHD and OCD and displays its symptoms between age 4-7 years of age which surfaces more noticeably in high demand situations.
Selective mutism is an anxiety disorder where a person is unable to speak in certain social situations regardless of developed speech. the onset of selective mutism can typically be screened between ages 3-8 years. The roots of these difficulties could be genetic or environmental or both.
Learning Difficulty or Learning Disability is a condition that displays any of the above difficulties or disorders impacts a child's learning and clearly shows its link to low academic performance. Taking care of child's learning at earliest age can lower down the impact of disorders on child's learning and development. Children between 3-14 years of age display difficulties in learning which when not helped impacts ability to learn overall, followed by lag in age-appropriate functionality and can be justified as learning disability.
Binal Shah is a Child Development And Behaviour Modification Consultant based In Mumbai. She has several degrees and honors to her credit in the field of child development, education, psychology and behavior modification. She is one of few BCBAs (Board Certified Behaviour Analyst) to complete lengthy certification procedures and practice world class therapy approaches in India. She has been working in the field of Training And Rehabilitation for almost 21 years. Binal Shah has vast experience training kids having delays and difficulties in various areas of development from physical, language, communication, emotional to behavior and learning. She has been dealing with kids diagnosed having developmental disabilities such as GDD, LD, ADHD and intensively worked for kids having ASD for all these years. She is the mentor and Guide for all developmental professionals working for HurshBin. Additionally, she is also working closely with parents and professionals as a coach and trainer for behavior modification approaches.
We at HurshBin work on a comprehensive skill development program, taking care of all required skills in areas of development, learning and behavior. All developmental professionals work in collaboration to curate as well as execute a single comprehensive skill development program. Every developmental professional working with HurshBin along with their expertise, are trained in behavior modification approach and are also well-versed with important learning and behavior modification assessment, protocols and curriculum. This enhances their skills required to make the sessions efficient, fast-paced, and outcome-oriented.
Behavior modification is a psychotherapeutic intervention primarily used to alter, eliminate, or reduce undesirable behavior in children or adults. Behavior modification can be prompted and later internalized with the use of therapeutic intervention at three various levels according to the child's ability to comprehend language and perform required tasks. The levels are: Applied Behavior Analysis (ABA) Cognitive Behavior Therapy (CBT) Rational Emotive Behavior Therapy (REBT).
ABA is a scientific approach to understand and modify behavior which is widely used for individuals with minimal linguistic ability. It refers to a set of principles that focus on how behaviors can be changed at desirable levels by modifying or making alterations in the environment. Ivar Lovaas devoted his life researching and practicing ABA principles to improve the lives of children with delays and difficulties. ABA is widely used in various settings, including schools, clinics, homes and community settings to address behavioral challenges and promote skill development in children and adults with developmental disorders or behavioral issues. It is a systematic employment of a set of strategies to ensure skill development and behavior modification. ABA is a ground-level therapeutic approach for intervention and behavior modification, and hence when it comes to child development, ABA is a golden-spoon approach for individuals with severely compromised learning ability. Therefore, ABA is an empirical approach for children with GDD and Autism. Besides this, there are some specific strategies of ABA that are effective for children with other developmental delays and difficulties along with CBT and other therapeutic approaches. Therapists use ABA strategies to prompt language development along with other required skill development for individuals to reach up to a level where they can be linguistically and cognitively involved in self-behavior modification.
CBT is a widely practiced and evidence-based psychotherapy approach that focuses on identifying and modifying negative thought patterns, emotions, and behaviors. It is based on the premise that our thoughts, emotions, and actions are interconnected, and by changing one aspect, we can positively influence the other. CBT is a well-known therapeutic approach for individuals with linguistic ability at the level where behavior modification can be prompted using the same. Thus, strategies of CBT are scientifically proven to be beneficial for children with ASD, ADHD, and similar developmental concerns when they show ability to comprehend language. CBT empowers individuals to identify and challenge negative thought patterns and undesirable behaviors and maladaptive behavior, facilitating positive changes and improved emotional wellbeing to eventually enhance ability to take demands, learn, and develop. Aaron Beck in the 1960s, developed Cognitive-Behavior Therapy by pioneering theories and strategies in clinically treating individuals for behavior modification.
REBT is a form of cognitive- behavior therapy where individuals are prompted to identify and modify irrational thought patterns and behaviors to release underlying emotional distress beneath nonfunctional and maladaptive behaviors. The central premise of REBT is that our behaviors are results of our intentions followed by emotions which are built on the basis of our beliefs and thought processes. Individuals with advanced levels of linguistic ability and higher order reasoning can be helped using strategies of REBT. Thus, children with ASD, ADHD, and similar emotional-behavioral concerns can be helped using REBT techniques and strategies to train them for emotional regulation skills to eventually enhance ability to learn and develop. REBT was pioneered by Albert Ellis in the 1950s.
Every individual when referred to us are suggested Skill Development Assessment session which makes us understand:
Medical History,
Developmental History,
Family Structure Learning Barriers,
Learning Pattern child's Functional Abilities and Lag,
Behavioural Cusps,
Pivotal Learning Goal
Followed by assessment Skill development program is created and that helps us created task sheets which are updated every 3_5 sessions as per child's ability to learn. Every 2 months they are assessed on same tool to record progress data. We refer below mentioned standardized Assessment Protocols and Curriculums to create one assessment sheet to follow, to track the progress and consider changes if required. Parents are trained to prompt children generalize learnt goals in their natural environment setting.
We strongly believe that understanding and learning of Behavior management principles along with their strategies are important as well as essential for all who interact with children and are part of any kind of child development program to ensure efficiency in their practice. We have created protocol-based curriculum and step by step modules to ensure ease in Learning behaviour science. Many professionals and parents over the years have been benefited by mentioned coursework and we hope to spread this learning to so many more in coming years.
Autism spectrum disorder (ASD) is a complex developmental condition that results in persistent challenges in social interaction, speech and communication , learning age appropriate skills in various other areas of development.
Most Children with Autism overcome physical and motor coordination challenges in developing years as a result of consistent opportunity to be involved in same.
But overcoming their shortcomings and developing age appropriate social, play, speech and language learning skills remain to be challenge which reflects its impact on overall growth and age appropriate development in child.
Inconsistency in initiating and maintaining eye contact.
Inconsistency in Performance of various activities.
Repetitive Behavior , Play or Thoughts
Usually in self, unless he/she is willing to interact
Restricted in age appropriate learning
Fixation with environment, routine, habits, way of conduct
Inconsistent in hearing and using Speech and Language
There is no scan or lab reports which can justify the condition or diagnosis.
Child’s developmental history and behaviors are tracked on standardised scale to make a diagnosis.
A diagnosis by an experienced professional can be considered very reliable.
Many children do not receive a final diagnosis until they are much older.
There are possibilities.
According to the National Institute of Neurological Disorders and Stroke (NINDS), both genetics and environment may determine whether a person develops autism.
*fetal exposure to the medications valproic acid (Depakene) or thalidomide (Thalomid) Multiple sources, old and new Trusted Source, have concluded that the disorder isn’t caused by vaccines, however.
A controversial 1998 study proposed a link between autism and the measles, mumps, and rubella (MMR) vaccine. However, that study has been debunked by other research and was eventually retracted in 2010Trusted Source
Intervention for children facing difficulties doesn't really rely on cause of Autism so pinpointing exact cause in most cases remain to be insignificant.
Behaviors usually come in notice as early as 1.2 or earlier than that. You do not require diagnosis at this age but awareness of symptoms being atypical is enough for parents to start required learning and training from the professional
Overall Stimulation and early Intervention along with appropriate parents training can help children overcome symptoms and learning to happen with minimum efforts.
Remember, Early the age, less expectations , less parental anxiety and lots of hope makes situation more to be in control than later
Growing age increases expectations from individual so as challenges and intensity of the difficulties
Not only early intervention, there is an absolute need of early appropriate intervention
Anxiety on the Spectrum!
Anxiety is the most common co-occurring disorder in people with autism spectrum disorders. It is understandable since their nervous systems have to work so hard just to "fit in" with our world. The constant stress on the nervous system due to all the sensory, cognitive, social and emotional vulnerabilities they experience naturally leaves them very prone to anxiety. Their nervous systems are on “high alert” leaving them anxious and on guard. It is important to help the child feel "safe and accepted", and to minimize the amount of stress in their lives.
For many children on the spectrum anxiety is a daily experience. Anxiety is one of the most common conditions associated with autism/aspergers. Their nervous systems are so fragile that simple day to day processing and regulating our world is very taxing for them.
What comes natural for us is hard work for them. Much chaos and confusion naturally results in anxiety. Studies have shown that even in a resting state, their nervous systems are on high alert with greater levels of stress chemicals, as compared to neurotypical (NT) people. Since the world can be very overwhelming, it makes sense that there would be stronger levels of anxiety for these children due to which they usually comfort themselves irrationally and develop challenging behaviors like obsessive compulsive behavior, oppositional defiance, rigid/inflexible thinking, perseverations, rigid reliance on rituals/routines, compulsive need for sameness, mood swings ,self stimulatory Behaviors as well as a variety of other challenging behaviors.
Sensory Integration is ability to integrate all 7 senses for learning to happen These kind of indulgence makes them off from their environment causing hindarance in age appropriate learning resulting them to fixated and limited to sensory/self stimulatory play.
It is majorly affected due to deviant neurology along with anxiety in children with Autism and related difficulties.
Sensory play is kind of play where individual involves senses to get entertained and seeks pleasure in same.
Every individual between age of 0-6 months gets involved in Sensory play i.e tastes, sights, sounds, textures, movements and then slowly develop them into social play followed by cognitive play.
However individuals with social anxiety and anxiety of accepting changes being major concerns they dont develop sensory integration process and remain to be fixated in their limited sensory fun and delay learning of age appropriate social interaction, play and language. Above mentioned concerns result in delay functional skill development and all age appropriate targets.
All kind of sensory play skills need to developed further as early as possible to develop age appropriate social and cognitive play skills
No Vaccine, Procedures ,Surgery or Medications are proven to be successful in working on persons temperament to change his/her Behavior pattern.
There is absolutely no other solution than therapeutic training. There are medication to support the intervention. They are prescribed by Developmental Pediatrician or Pediatric Neurologist or Psychiatrist if needed.
Physiotherapist help children achieve their optimal physical development and movement. Mostly needed with diagnosis of conditions that are likely to affect physical skills in children.
Occupational therapy helps in developing physical strength, motor coordination and stamina building while teaching functional activities requiring physical coordination.
Speech therapy for Vocal Sound articulation, language and commun -ication enhancement.
Special education in achieving skills to learn age appropriate academics.
Applied Behavior Analysis (ABA) is the approach . ABA is the science of Behavior which is to be changed and efficient learning.It refers to a set of principles that focus behavior change, how learning takes place. The term behavior refers to actions needed to do age appropriate activities.
It is most researched approach and has proven techniques of to use while training functional skills to ensure growth in required areas of development
It's the science every therapist can learn to make their training and intervention effective and result driven.
ABA therapist are those who has innately learned these principles and apply them in their training of functional skills to get results as timely as possible to fasten the process of learning and achieve age appropriate goals as early as possible.
These principles should not be choice rather they should be essential learn and be part of all the training programs to make them effective.
It's an additional cerificate offered by Board of applied Behavior Analysis ( Colorado-USA) to professionals who undergo required learning and skill training to be Certified as BCBA Board Certified Behavior Analysis.
Professionals of ABA based intervention centers help imbibe science of behaviour into every training program to make it efficient and result oriented be it sensory integration,motor coordination, speech language communication or academics.
Simply it's a science for efficient therapy and effective learning.
It is an application of ABA principles in area of speech, language and communication
Verbal Behavior Training works on developing skills under verbal operants for systematic language acquisition and communication building.
Verbal Behavior Training is Speech and Language therapy which uses principles of B.F Skinner in the therapy sessions.
Functional Analysis i.e Verbal Behavior training to modify speech is the only supreme way and most efficient practice to build required language and communication skills.
Only ABA professionals recieve extensive training in verbal behavior as part of their coursework
So,this makes us understand that ABA is not an individual therapy science however,it's a science of human behaviour which makes learning more efficient and timely.
Verbal Behavior Training is science of verbal behavior which helps individuals to learn speech language communication which is utmost challanging with kids with ASD in most systemically and efficiently
So,this makes us understand that ABA is not an individual therapy science however,it's a science of human behaviour which makes learning more efficient and timely.
Verbal Behavior Training is science of verbal behavior which helps individuals to learn speech language communication which is utmost challanging with kids with ASD in most systemically and efficiently.
Myth 1:
ABA is only for children with ASD.
Research has shown ABA to be effective in teaching skills across all domains to typically developing children, as well as children diagnosed with developmental disabilities other than autism.
Specifically, ABA behavior management techniques have been proven effective in reducing inappropriate behaviors and increasing appropriate behaviors among typically developing children and children with other diagnoses.
Myth 2:
ABA is only for low functioning children.
ABA strategies are used to teach skills in low functioning or younger kids very well but It has also been effectively used to address academic delays as well as behavior problems across all functioning levels.
ABA is used to teach higher functioning children skills such as reciprocal conversation, commenting to peers, perspective taking, and play skills. ABA is also effective in modifying the academic curriculum by teaching small steps through discrete trials.
Myth 3:
ABA only uses aversive techniques for behaviors.
There are set positive behavior developing Behavior modification techniques which are effective making aversive techniques less obligatory most of the time.
Techniques are selected after measuring and justifying risk and benefit ratio.All required consents from parents/ gaurdian before employing punishment procedure is mandatory and never underestimated.
Myth 4:
ABA is robotic and teaches only one way to respond.
ABA strategies are employed to train kids in all the skills which they are not learned by self during naturally occurring opportunities.
When taught initially yes the uniformity is maintained in instructions as well as expected responses.Once children achieve skill to respond in fixed way, variation in both instructions as well as responses is the key of training to target generalisation across stimuli, people, and settings is systematically.
Myth 5:
ABA only addresses behavior issues and fails to address cognitive, emotional, learning and social issues.
ABA not only addresses behavior concerns, but also recognises the need to address all types of issues a child may face. Programs are implemented to build cognitive skills, teach emotional recognition, and social skills, along with many other skills needed to function in daily living.
Myth 6:
ABA is only sitting at a table running drills.
ABA therapists do run some programs while sitting on a table with the child. However many programs are also run while sitting on the floor and being around in the room with the child.
Manier times training sessions are conducted at places like house,Schools, parks etc.
Myth 7:
ABA is a subject which is taught in all the psychological ,Speech and physical training courses , it is good enough to train kids using these principles.
Absolutely No.
It's a science which is lengthy and extensive to learn as well as practice.
ABA professionals under go intensive training program inclusive of theory as well as practicum. They undergo years of training and pass " The Big Exam" to call themselves as ABA Consultants to practice their skills independently.
They are also obliged to take certain hours of Continuous Education Units to keep themselves updated with all new researches and work in field which others wouldn't
Everyone can use ABA principles but under mentoring of those who are certified from Behavior Analyst Certification Board(BACB-USA).
Myth 8:
Behavior Therapy , ABA , Behavior Modification Therapy all are different ?
No,they all are same and use ABA principles in their training.
None other countries than USA has the board to Certify candidates as Behavior Therapist / ABA Therapist.
Person to be called as Behavior / ABA Therapist ,they need to be certified from BACB or should be working under supervision of BCBA only.
Behavior Therapy is another name for ABA Therapist.
Usually professionals with some knowledge in behaviour science with no official credentials in Same still decides to use behaviour principles in their practice without any guidance and mentoring ,they call themselves Behavior Therapist.
None of the mentioned area of training be it sensory Integration , motor coordination, speech and language or academics can be ignored as per age and priority.
Rather all these mentioned areas and skills under them should be part of one Intervention plan to make Intervention program wholesome , concrete and practical to follow as well as replicate consistently to achieve targeted goals efficiently.
One need a therapy center where ABA professionals are part of intervention team and gets involved in training for it to be effective.
ABA does beautiful work in embiding all the therapies together using most scientific and researched approach to make whole intervention program effective and result driven.
Learn about : - Qualification/ Credentials of the Therapist for science they practice. - Additional Learning Certifications - Approach they Believe in - Training Protocols they Follow - Intervention Plan on Paper - Data & Documentation System - Evaluation System - Communication System - Team
When we are progressing on our penned down plan and slowly trying to match skills with the expectations of child's age.
Training should try to cover the lag between age and functionality of the child to be called as appropriate.
*Enthusiasm
Learning and attending school are two different goals!
Though when most age appropriate skills are achieved they can be trained to be adjusted well in mainstream classroom.
When the lag between age ,grade, expectations of the school and functional skill is major ! attending school and learning in group as well as sitting in classroom may get difficult. Many times whether child will be adjusted in school or no depends on support that school management and staff provides. Though irrespective of support from the school , learning can certainly be targeted to make it happen !
Early we achieve age appropriate skills they can be demanded concept learning.
4-6 hours of therapy everyday is essential.
Having very few ABA therapist in India. We divide theraputic hours into intensive skill development hours and Support work from which we recommend minimum 1.5 hours of intensive therapy and 6 - 8 hours of additional support work.
Intensive therapy is conducted at the center from ABA trained therapist while parents / care takers / Shadows are trained to carry out support at home and other interactive settings.
Absolutely yes.
All parents have to be therapist for their kids. Though they can implement intervention effectively,whether they would do it or no is questionable!
Parents have many other roles to play other than being therapist which makes them exhausted and overwhelmed.
Certainly parents are worried about their future,many times they are yet into the guilt or in Denial mode.
Once training is given by therapist , soon the progress begins to be noticeable which itself becomes motivating to parents to think rationally without going into the trap of their own anxieties. Parental anxiety and Expectations hinders the consistency and efficacy of the training, making process lengthy and delayed most of the time.
Parents can certainly do training once they make up their mind but only under guidance and supervision of trainined professionals.
"Reading and Seeing videos are not enough,Trial and Error kills important years of children's life making development delayed"
We are ABA service provider since 2016.
Founder of HurshBin ,Ms.Binal Shah has graduation and Post graduation degrees in education and psychology.She has learned Oral Placement Therapy till level 2 and is credited with BCBA (Board Certified Behavior Analyst) from BACB- USA.
Our team of Occupational Therapist, Speech Therapists , Educators,Sports trainers,extensively study and apply ABA principles in their training procedures to make them effective and result oriented.
OT and ABA Science are different however their goals from children overlap so rather than practicing in isolation they need to be combined in one therapeutic protocol for parents and professionals to take up their roles in intervention.
Assessment --Plan--Intervention
Individual's Training
Parent's Training
Teacher's Training
Shadow's Training
Our skill development program includes assessment and intervention in following 9 areas for 60+ skills through 900+ planned tasks.
Attention and Cooperation
Sensory Integration and Motor Coordination
Speech Language and Communication
Play and Lesiure
Social Interaction and Group Behavior
Activities of Functional Living
Academic Readiness
Emotional Regulation
Vocational Independence
Caretaker's Training
Training locations?
ADHD often begins in childhood and can persist till adulthood. It may contribute to difficulty at school or work,low self-esteem, troubled relationships.
Children with ADHD, because of various reasons, are unable to utilise their energy, intelligence and creativity functionally and appropriately to their age as their learning is compromised due to symptoms associated with the condition.
The symptoms of ADHD can be screened between 2-3 years. The symptoms are persistent till adulthood though they would have minimal influence on an individual's life when treated and taken care of since their onset.
Myth 1: ADHD isn’t a real medical condition.
Fact: ADHD (Attention Deficit Hyperactivity Disorder) is indeed a recognized and real medical condition. It affects inviduals childhood and many conditions it persists until adulthood.
Their neurological condition impacts ability to focus, control impulses, and manage hyperactivity. Research has shown that it involves differences in brain structure and function, and it can significantly impact daily life. Timely screening ,understanding them and treatment can help them grow as per their age expectations. Medication is considered in some conditions where child gets deprived of timely treatment and management and behaviours gets unmanageable by family.
It's a neurological conditions but in most cases managed with behavioural approach & strategies.
Myth 2: People with ADHD just need to try harder.
Fact: Having ADHD isn't about not trying hard enough. It's like having a brain that works a bit differently. People with ADHD might find it harder to focus and control their impulses. It's not something they can fix by trying harder.
They need theraputic guidance to work harder in right direction rather than pushing them to work on themselves on their own.
Myth 3: People with ADHD can’t ever focus.
Fact: While it's true that individuals with ADHD might have difficulty in concentrating and sustaining attention on tasks which are not interesting to them, they can actually focus quite well on activities that captivate their attention or are highly stimulating to them. Their ability to focus can vary depending on the situation and their level of interest in the task at hand.
It is absolutely possible to grow their ability to pay attention on demands with theraputic help.
Myth 4: All kids with ADHD are hyperactive.
Fact: Not all kids with ADHD are hyperactive. ADHD, which stands for Attention Deficit Hyperactivity Disorder, actually has three subtypes: predominantly inattentive, predominantly hyperactive-impulsive, and combined presentation. This means some children with ADHD may not display hyperactivity, but instead struggle with paying attention and focusing on tasks. Each child's experience with ADHD can be unique.
Myth 5: Only boys have ADHD
Fact: It's a common misunderstanding that only boys have ADHD. In reality, ADHD can affect both boys and girls. While boys might be diagnosed more frequently, girls with ADHD often show different symptoms that might not be as noticeable.Girls tend to have less trouble with hyperactivity and impulse control than boys do. They may seem more “daydreamy.” It's important to remember that ADHD doesn't discriminate based on gender.
Myth 6: ADHD is a learning disability.
Fact: ADHD is not the same as a learning disability. While it can affect child's ability to learn due to non desirable behavioural symptoms.
Children with ADHD when not managed well on time displays great lag in age and age appropriate functionality which usually looks like learning difficulties or disability.
Myth 7: Kids with ADHD will outgrow it.
Fact: While some kids with ADHD may experience a reduction in symptoms as they grow older, the condition itself doesn't necessarily disappear. It's important to note that ADHD can continue into adolescence and adulthood, but the intensity of symptoms might change over time. Early screening and appropriate support can greatly help them in managing their own behaviours and their impact on individual's life.
Myth 8: ADHD is the result of bad parenting.
Fact: ADHD (Attention-Deficit/Hyperactivity Disorder) is not caused by bad parenting. It is a neurodevelopmental disorder that involves differences in brain structure and function. Parenting style does not cause ADHD; rather, it's influenced by genetics and brain chemistry though smart parenting strategies can help manage symptoms to help them lead functional life, but they do not cause the disorder itself.
Treatment of ADHD in children is a comprehensive approach. Each and every paediatric professionals have their own role to play while formulating a treatment plan as per the level of difficulty.
Science of behaviour plays a significant role in making the entire intervention plan effective, efficient and outcome-oriented.
The aim of programmed interventions should be to help individuals learn age appropriately along with helping them focus and attend to required details as well as regulating their energy and emotions by displaying socially appropriate behaviours.
Yes, it is a matter of concern if they have not been identified on time and helped them to grow age appropriately.
Early identification and intervention help them reach age appropriate functionality early in life, helping them to live functional life independently.
Children with ADHD because of the difficulties ; need to be approached, managed and taught differently and individualistically to ensure that their skills and knowledge are not compromised.
In addition to that they also need to be helped understand their own thoughts,emotions, and behaviours along with others which will help them regulate their life in a socially desirable way.
Yes absolutely ,Provided teachers have skills and ability and experience to manage and teach children with ADHD in classroom.
At HurshBin , we believe in comprehensive skill development program taking care of invidual's all learning needs from play and Leisure to social interaction & group behaviour to Language to Academics and Emotional Regulation along with parents training.
Individuals are helped in overall growth and development to ensure age appropriate functionality.
Learning Disorder , Learning Disability or difficulty (British English) is a condition displaying inability in learning through various perception. It is actually an inability to comprehend or process information and memorize content at various levels,caused by several different factors. A child with a learning difficulty may have difficulties in learning , listening, speaking ,reading, writing, memorizing understanding concepts (environmental or mathematical) and difficulties in expressing learnt content.
Experts say that there is no single, specific cause for learning disabilities. However, there are some factors that could cause a learning disability:
A learning disability can be screened at any stage of their life. A child may show symptoms of at birth, or you might notice a difference in your child's development during early childhood. Early you notice difficulty in learning, impacts of the same can be reduced to as minimum as possible.
Fact: Not all learning disabilities are the same. They can vary a lot in how they affect people depending on the cause and age of the individual.
Fact: Having a learning disability doesn't mean a child has a low IQ. Intelligence and learning disabilities are separate things. Children with learning disabilities might have average or even above-average intelligence, but they may face challenges in certain areas of learning which require different ways of management and teaching.
Facts: Learning disabilities often continue to influence how a person learns throughout their life. However, with the right support and accommodations, individuals can still succeed and thrive in various areas.
Fact: Children with learning disabilities are not lazy. Their difficulties in learning are due to how their brains process information, which can make certain tasks more challenging as a result they procrastinate demanding tasks.
Fact: It is true that nearly one-third of children with learning disabilities also have ADHD but That doesn't remain to be only cause of difficulties in learning.
Fact: People with learning disabilities can absolutely learn. Learning disabilities don't mean a person can't learn; rather, they might learn differently or need extra assistance to reach their full potential.
Fact: Fair is not always equal. Accommodations allow people with LDs to work to their level of their ability and not their disability.
Fact: LDs tend to be noticed most often in school, but can affect all areas of life. Often by adulthood, people have found ways to use their strengths to compensate for their deficits. Many adults seek work environments that are a good fit.
Most children difficulties in learning at various levels. Children with LD can be helped by first identifying cause of the difficulties & functional lag. Strategic individualized program can help children cope up with concerns to flow the learning. Science of behavior play important role in training child for age-appropriate learning skills.
Yes, if a child is showing traits of a learning disability (LD), it is a matter of concern that should not be ignored. A learning disability can affect a child’s ability to acquire, process, and use information effectively, which can lead to difficulties in learning, reading, writing, reasoning, and math skills. Early identification and intervention are crucial for children with LD. Ignoring or neglecting the signs can hinder their academic progress and emotional well-being. The sooner the child receives appropriate support and accommodations, the better chance they have to overcome challenges and succeed in their education. It is essential for parents, caregivers, and educators to be observant and proactive in addressing any concerns related to learning difficulties. Consulting with professionals, such as pediatricians, psychologists, or educational specialists, can help assess the child’s needs and develop an individualized plan for intervention and support.
Yes absolutely, provided teachers have skills and ability and experience to manage and teach children with LD in classroom. The ability of a child with a learning disability to attend mainstream school and learn age-appropriately can vary based on the specific disability, individual needs and availability of support & learnt staff. Inclusion in mainstream schools is often encouraged, and with proper support and accommodations, many children with learning disabilities can thrive and learn at their own pace. However, it is essential to work closely with educators, specialists, and the child’s support team to create a tailored learning plan that addresses their unique needs and challenges. Early intervention and a supportive environment can significantly impact a child’s educational journey and help them achieve their potential. Every child is unique, and the impact of a learning disability can vary greatly from one individual to another. Some children may excel in mainstream settings with appropriate support, while others may benefit from a combination of mainstream and specialized services. The key is to provide a nurturing and accommodating environment that fosters each child’s strengths and helps them overcome challenges to reach their full potential.
At HurshBin, we believe in a comprehensive skill development program taking care of individual’s overall learning needs from play, Leisure, social interaction, group behaviour, Language to Academics and Emotional Regulation along with parents training. Individuals are helped in overall growth and development to ensure age-appropriate functionality. Learning program at HurshBin is extremely individualised and customised as per child’s learning needs. We have collaboration with many renowned schools offering various boards to ensure smooth transition in higher secondary section of schooling. We encourage families to opt for alternative learning program like home school or Mixed type learning program to support and ensure growth in each areas of child’s development to eventually grow them academically to appear for appropriate board exam. We ensure mentoring and guidance for various rehabilitation concession and facilities available through Indian education system in helping children develop.
The term 'developmental delay' or 'global development delay' is used when a child takes longer to reach certain development milestones than other children of their age. This might include learning to walk or talk, movement skills, learning new things and interacting with others socially and emotionally.These delays must have continued for at least 6 months, and are usually accompanied by limited communication abilities.
Red-flagged behaviors for children with Global Developmental Delay (GDD) are specific signs that indicate a child might be facing challenges in their overall growth and development. These behaviors encompass difficulties in various areas such as speech and language, motor skills like walking or using hands, social interactions, and learning abilities.
Signs of GDD include:
1. Communication Delays:
- Not babbling or making cooing sounds by 6 months.
- Not using gestures like pointing or waving by 12 months.
- Limited or no speech by 24 months.
- Difficulty understanding or following simple instructions.
2. Motor Skill Delays:
- Not holding their head up steadily by 4 months.
- Not rolling over in both directions by 6 months.
- Not sitting without support by 9 months.
- Not crawling or standing with help by 12 months.
- Not walking by 18 months.
3. Social and Emotional Delays:
- Limited eye contact or avoidance of eye contact.
- Lack of interest in interacting with others, including parents.
- Difficulty playing with toys in an appropriate manner.
4. Cognitive Delays:
- Struggling to understand simple concepts or directions.
- Not showing interest in exploring their surroundings.
- Difficulty in problem-solving or learning new tasks.
5. Self-Help Skill Delays:
- Difficulty with tasks like feeding themselves, dressing, or using the toilet.
6. Behavioral Signs:
- Unusual repetitive behaviors or movements.
- Excessive tantrums or difficulty managing emotions.
- Anxious behavior - restlessness
The presence of one or more of these signs does not automatically mean a child has GDD. Many children might show temporary delays that resolve with time or a little extra support and appropriate stimulation.
Global Developmental Delay (GDD) can result from a range of factors, including genetic conditions, premature birth, brain injuries, metabolic disorders, exposure to toxins, prenatal infections, neurological issues, malnutrition, sensory impairments, and a lack of stimulating environments.
Global Developmental Delay (GDD) can often be screened in children as early as infancy, usually between the ages of 9 months to 2 years. However, the exact timing might vary depending on the specific developmental milestones and signs observed in the child.
1. Myth: GDD is the same for every child.
Fact: GDD is a broad term that encompasses a range of developmental delays and challenges, and each child's experience can be different.
2. Myth:GDD is solely caused by poor parenting or neglect.
Fact:GDD can result from various factors, including genetic conditions, brain injuries, premature birth, and other medical or environmental factors.
3. Myth: Children with GDD will never catch up to their peers.
Fact: With early intervention, therapy, and support, many children with GDD can make significant progress and achieve developmental milestones.
4. Myth: GDD is a lifelong condition with no hope for improvement.
Fact: While GDD can have long-term effects, early diagnosis and appropriate interventions can lead to improvement in a child's developmental trajectory.
5. Myth: GDD only affects cognitive abilities.
Fact: GDD can impact various areas of development, including cognitive, social, speech and language, motor skills, and adaptive skills.
6. Myth: GDD is a rare condition that only affects a small number of children.
Fact: GDD is a relatively common condition that affects a considerable number of children.
- Seek early diagnosis and intervention.
- Connect with professionals and therapists.
- Be the child's advocate in educational settings.
- Engage in regular interactions to foster communication skills.
- Use simple language and encourage verbalization.
- Establish routines and predictability.
- Provide a structured and organized space.
- Promote age-appropriate tasks and activities.
- Celebrate small achievements to boost self-esteem.
- Attend therapy sessions and reinforce exercises at home.
- Incorporate therapy techniques into daily routines.
- Arrange playdates and social opportunities.
- Teach social cues and positive interactions.
- Understand that progress might be gradual.
- Adapt strategies based on the child's needs.
- Create a nurturing and accepting environment.
- Offer emotional support during challenges.
- Educate yourself about GDD and its management.
- Acknowledge and celebrate each milestone achieved.
- Focus on the child's strengths and efforts.
The treatment and management of children with Global Developmental Delay (GDD) usually involve a multidisciplinary approach. Pediatricians might conduct thorough assessments to identify underlying medical conditions, provide supportive care, and manage any associated health issues. Behavioral therapy, on the other hand, can focus on improving developmental skills and addressing specific challenges through techniques like Applied Behavior Analysis (ABA) and speech therapy. It's crucial for medical professionals and therapists to collaborate closely to tailor interventions to the child's unique needs and provide ongoing support for both the child and their family.
Yes, if a child is showing traits of Global Developmental Delay (GDD), it's a reason for concern. GDD means that the child is not developing skills and abilities as quickly as other children their age. This can affect their speech, movement, thinking, learning and social interactions. It's important to consult a doctor or a specialist to understand the cause and get the right support for the child's development.
Absolutely! Kids with GDD can go to regular schools. However, make sure these schools have special teachers or classes that help them learn at their own pace. The idea is to make sure they learn and play with their classmates, just like everyone else. With the right support, they can do great and have a good time in school.
At HurshBin, we help children who are facing difficulties in their development. HurshBin uses a special kind of therapy called ABA Therapy to help these children. This therapy uses different methods to teach them important skills and to help them with their challenges. The experts at HurshBin create a plan that fits each child's needs to help them get better at things they find hard to do.
Please share the screeshot on below number +91 892 876 5220 to confirm the payment
Siddhachal Arcade CTS Nos. 1084C & 1186A, New Link Rd, Malad West, Mumbai, Maharashtra 400064.
Centre For Child Development, Haji Ali Park, 1A, Keshavrao Khadye Marg, Mahalakshmi, Mumbai, Maharashtra 400034.
103 A, Ground Floor, Fortune 2000, G Block, Bandra Kurla Complex, Bandra (E)-400051
Sterling Avenue CHS, B001, New Link Rd, Kandarpada, Dahisar West, Mumbai, Maharashtra 400068
- Bringing Behaviour Science To Nano Level For Our Little Learners!