FAQs

1. How long is your waitlist?

Our waitlist length is variable throughout the year and depends on your child's needs and the program that is appropriate for him or her. Please contact ACT's office manager, Julie Knutson, for current information on the waitlist.

2. What does assessment look like?

ACT provides three major types of assessment: diagnostic assessment, comprehensive treatment assessment and brief treatment assessment. Depending on the type of assessment required or requested, evaluation may include a detailed history, review of previously administered assessments and reports, assessments based on parent report, direct cognitive/academic/diagnostic assessment of your child, interactive play-based assessment, observation of your child in the home environment, observation of your child in the school environment or with a peer, and functional analysis of behavior.

3. Are you a Regional Center vendor?

No. We worked with Tri-Counties Regional Center for over 4 years and terminated our contract in 2006. We felt it was difficult to sustain individualized and comprehensive programs for a duration that we believe is required by many children with autism.

4. Are you a Non-Public Agency (NPA)?

Yes, and ACT has recently signed a Master Contract with the Ventura County SELPA. This means that school districts are able to contract with us for our services, both generally and for specific students.

5. What areas do you serve in Ventura County?

ACT serves clients throughout Ventura County, including Westlake Village, Simi Valley, Moorpark, Oxnard and Ventura. ACT also has clients in LA County, including Agoura, Calabasas, and Woodland Hills.

6. How much will therapy cost for my child?

Cost is dependent on the amount of therapy, which is dependent on your child’s individual needs. Please contact ACT’s office manager, Julie Knutson, to have information on our rates mailed or e-mailed to you.

7. How many hours of therapy do you recommend for children on the autism spectrum?

The number of treatment hours we recommend is variable because it depends on each child’s individual needs, additional services, and schedule. In their book, Educating Children with Autism (2001), the National Research Council’s Subcommittee on Autism recommended a minimum of 25 hours per week of planned educational opportunities, 12 months per year. Additionally, research indicates that, to some degree, there is a dose-dependent effect, with more behavior therapy yielding greater results. The bottom line is that treatment is individualized, and a recommendation for treatment intensity will be made by a specialist after your child has been assessed.

8. What are your scheduling limitations for therapy?

ACT can provide services seven days per week, including evenings and weekends, depending on therapist availability. Weekend sessions are often critical for including and supporting parents and siblings and for community integration. Holidays are observed.

9. What skills/behaviors does therapy target?

ACT’s program is research-based and comprehensive, and addresses every area of need across developmental domains including communication, social, cognitive, academic, play, self-help, attention, and fine and gross motor skills. ACT also has specialized programming to address skills such as theory of mind, executive functioning, math, reading, and typing, as well as others. ACT considers it crucial to consult with related providers, such as speech and occupational therapists, so that expertise may be shared in both directions.

10. How do you conduct data collection?

Behaviors are measured continuously, which means that data is taken daily on target behaviors, and often on every occurrence of the behavior. Data is specific and quantifiable; the type of measurement that is used depends on the behavior and how it is defined. A summary of goals, data and progress is provided to each family in a Quarterly Report (which is provided every 3 months).

11. What about generalization?

Generalization to other people (e.g., parents, siblings and peers), settings and materials is systematically planned into intervention services from the inception of therapy.

12. How frequently do you conduct supervision and team meetings, and who will supervise my child’s program?

Team clinic meetings are held bi-weekly (i.e., twice per month) in the child’s home. Therapists, supervisors and parents attend, along with the child. Therapists work directly with the child so that consistency can be facilitated and modifications to programming can be made. At least one clinic meeting per month is supervised by a Ph.D.-level psychologist. ACT considers it critical that people with the highest levels of education and training directly monitor the progress of your child. The second clinic meeting per month is supervised by a highly qualified Masters-level supervisor.

13. What are the BCABA and BCBA certifications and do your supervisors have them?

These certifications are Board Certified Associate Behavior Analyst (BCABA) and Board Certified Behavior Analyst (BCBA). A person is eligible for the BCABA certification if he/she has a Bachelor's degree and meets certain educational and supervised experience requirements. A person is eligible for the BCBA certification if he/she has a Master's degree or Doctorate degree and meets certain educational and supervised experience requirements. Both certifications require applicants to pass an ABA-centered exam.

Dr. Anderson is a Board Certified Behavior Analyst and all of ACT's supervisors are in the process of becoming BCBA certified.

14. Will you collaborate with my child’s school and other professional services?

Yes, comprehensive treatment means that communication should occur regularly between all of the child’s educators and treatment providers. Communication ensures that consistency is facilitated and efforts are streamlined. ACT is very willing to work with other providers and school districts to foster your child’s success.

15. Do you attend IEPs and help formulate goals?

Yes, we will attend your child’s IEP on request and will recommend services, service levels, supports and goals. It is critical to write IEP goals that are clear and measurable. IEP goals should cover every area of a child’s needs, including socialization, attention and general behavior. It is crucial to know how data will be taken and progress measured. It is also critical to know how each skill will be taught.

16. What role do parents and siblings have in therapy?

ACT considers it vital that parents and siblings be included in treatment programming. Family members require training so that they can facilitate skill acquisition and generalization. In addition, parents and siblings need support so that they can function as a healthy, happy family unit. ACT will recommend levels of training and participation for family members depending on that individual family’s characteristics and needs.

17. Will ACT conduct assessment even if they won’t be providing the treatment?

Yes, assessment and treatment are separate services. ACT conducts diagnostic and treatment assessments and will make the appropriate recommendations for services, types of treatment, goals and treatment intensity. Families are free to pursue treatment services with any provider.