Do you charge for intake meeting?
No, this is an introductory meeting for the family to ask any question regarding
services. This meeting can allow parents and caregivers to make an informed decision
How do we get started?
Fill out a Service Inquiry Form to schedule an appointment. We will contact you and schedule an in-person appointment for about 45 minutes for you to meet with the centre's clinical director learn more about the services we offer.
Where does the intervention take place?
We offer centre-based services and may be extended to community-based service. This decision is made in collaboration with the family to decide what environment is best for the child learning and development. At times, the target behavior might be one that occurs in the community, so we work in the community.
We run two centres in Greater Victoria, please check about us page for addresses.
Do you work with schools and preschools?
Yes , we complete school and preschool visits. We work with different teams to ensure treatment integrity and consistency. We welcome visitors from preschool and schools to observe intervention, following parental consent.
Can I observe my child's session?
We have an open door policy. Parents are welcome to observe sessions at any time.
What is the role of the behavior consultant (BC) at Functional Learning Centre?
There is a board-certified behavior consultant (BCBA®) on-site at all times. The behavior consultant conducts initial and ongoing assessments, develops the intervention plan based on each client’s individual needs, follows up on program implementation to ensure program integrity, provides training to behavioral interventionists and provides parent training.
What are the qualifications of the behavioral interventionist (BI)?
Behavioral interventionists working with Functional Learning Centre hold a bachelor degree.
Several of them have RBT® designation (Registered Behavior Technician). They undergo intensive training that includes theory, role-play and hands-on training in implementing teaching procedures derived from the principles of learning to ensure treatment integrity.
What is your approach to intervention and what teaching methods do you use at FLC? Is it "Discrete Trial Training" (DTT), "Natural Environment Teaching" (NET) "Fluency Based Instruction" (FBI), etc.?
We believe that there is a critical importance of individualizing the programs and the intervention to the learner, that is, to address the “goodness of fit” framework (Bailey et al., 1990) in matching interventions to learners. Individualization requires that we attend to all of the aspects of the learner’s environment, to the learner’s characteristics and skills, to the quality of implementation, and to the maintenance of skills (Cummings, 1999). The inclusive message is that people with autism and other developmental disorders learn in a variety of ways and through a variety of instructional procedures, and that the broad spectrum of empirically validated approaches should be utilized. In addressing the question of which teaching procedure/ method of intervention is the most effective, it is recommended that we do not put all our eggs (resources, assets, hopes) in any single procedural basket because, like all of us, people with autism must learn to learn, from their surrounding environment, in a variety of ways. These include direct instruction, incidental teaching, television, computers; from their parents, teachers and peers. Also from auditory, pictorial and textual cues. There are many evidence based intervention procedures that accomplish these different but equally important objectives (Weiss, M.J., 2000). An over emphasis on any particular approach diminishes the potential influence of our intervention efforts, and threatens the individualization which is a hallmark characteristic of ABA. It is imperative that the application of these procedures be done in the context of a thorough assessment of the learner’s strengths, weaknesses, and needs. It is also important to monitor the functionality of these interventions. Finally, it is particularly important to be open to changing instructional procedures when the data does not indicate adequate progress (Krantz, 2000).