Our Approach

Relationships are essential to learning. We support our employees with stable employment, benefits, and ongoing training so they can stay with Odyssey longer and build lasting relationships with children and families. Consistent providers make therapy more effective.

We aim to build a small, familiar team for each child and train additional providers for backup when schedules change. That supports continuity without relying on just one person. Ask your BCBA how your child's team is organized and how staffing changes will be communicated.

The consultation is a chance to meet your BCBA, share your child's needs and interests, and review prior evaluations or diagnostic reports. The initial assessment takes place in your child's home and combines observations, family input, and assessment tools selected for your child's age and developmental level. Relevant areas may include communication, play, social interaction, self-help, motor skills, and readiness for school routines. Your BCBA uses the findings to choose meaningful priorities and reviews the proposed treatment plan with you. See our getting-started walkthrough for the steps from intake through plan approval.

Building a relationship comes first. Providers spend time learning what your child enjoys and building trust through play and preferred activities. This process is often called pairing. Sessions are adjusted to your child's needs as the team begins working toward treatment goals.

We emphasize play-based, naturalistic teaching rather than making repetitive table-based drills the center of a session. Providers build practice into activities your child enjoys and routines your family uses. Brief structured teaching may still help with a specific goal, but we connect that learning to everyday situations.

A provider might help a child request a favorite toy, take turns during a game, or ask for help while getting ready to go outside. Teaching opportunities grow out of the child's interests and everyday activities. The play has a purpose: providers work toward individualized goals, collect data, and adjust their teaching with BCBA guidance.

Positive reinforcement involves a meaningful response after a skill or behavior that helps it happen again. Examples in therapy may include praise, a preferred activity, or an opportunity to play. Providers learn what is motivating for each child rather than using the same approach for everyone.

A Board Certified Behavior Analyst (BCBA) assesses needs, develops the plan, reviews progress, and supervises treatment. Registered Behavior Technicians (RBTs) implement the plan, collect data, and communicate with the BCBA. BCBAs may also provide direct therapy.

We combine assessment information, observations, family priorities, and ongoing data to choose meaningful goals for each child. The plan may address communication, self-advocacy, social development, daily living skills, or barriers to learning. Goals are reviewed as needs and progress change.

There is no standard schedule that is right for every child. Your BCBA will recommend services based on assessment findings, goals, and family circumstances. The actual schedule also depends on authorization and availability; another child's treatment plan is not a prescription for your child.

Providers collect session data and the BCBA reviews patterns in skill development and behavior. We reassess progress regularly and adjust goals or teaching strategies when needed, rather than waiting only for an insurance reauthorization report. Ask your BCBA how progress updates will be shared with you.

Generalization means using a skill with different people, in different settings, or during different routines. Maintenance means continuing to use that skill over time. Caregiver training and practice during everyday activities help support both.

Progress varies by child, goal, and circumstances. We look for meaningful change over time using data and family feedback. We cannot promise a particular outcome or timeline, and the team will discuss what is working and what needs to change.

The BCBA reviews progress toward individualized goals and discusses readiness for changes in services with the family. Transition planning considers the child's skills, ongoing needs, and caregiver support. A discharge decision is individualized, not based on a universal timeline.

We use physical restraint only when absolutely necessary for safety, such as preventing self-harm or a child running into a roadway. Such interventions are rare. Outside of safety situations, we do not use physical prompting or touch to make a child comply, both of which are unfortunately common during ABA in general. Our approach emphasizes engagement, communication, and trust. Please discuss any safety concerns or questions about physical intervention with your child's BCBA.

Yes. Our implementation of ABA is designed to be compatible and consistent with other evidence-based therapies, including play therapy, occupational therapy, physical therapy, and speech-language therapy. We welcome collaboration with your child's other providers to support shared goals and consistent strategies across care.

Yes. We are willing to co-treat with other providers when it supports your child's goals. Insurance payers have requirements that we must follow when coordinating and providing these sessions. Talk with your BCBA so we can plan with the other provider and confirm the requirements that apply to your child's coverage.

Yes. We can join your family in the community to practice skills from your child's ABA treatment plan in everyday situations. There are requirements around timing, duration, and the type of activity, but we work flexibly with families to plan meaningful outings. Your BCBA can help coordinate an activity that meets those requirements and keeps the experience relevant to your child's ABA goals.