Discrete Trial Training (DTT)

VB Training uses a structured and one on one type of teaching format. This training works to teach language to children by creating and developing connections between a word and its meaning. The following are a list of VB terma that are often used in ABA


  • Echoic: When a speaker sys something aloud and the listener repeats exactly what was said. For example, the therapist says, "Ball Pit" and the child will repeat the same phrase, "Ball Pit" 
  • Mands(Manding): This can be thought of as a command or a demand, in which a person is commanding or demanding something. A mand typically results in the speaker obtaining the item that was spoken. For example, a child asking for a drink of water when he/she is thirsty and then receives the drink.
  • Tacts(Tacting): Think of this as labeling an object. When a child sees a dog and then verbally says the word "Dog", he/she is emitting a tact. Tacting usually involves our senses. Something we can see, hear, smell, etc. 
  • Intraverbals: These are similiar to a conversation: A question is first asked and then an answer is provided. For example, the therapist asks, "How are you?" and the child responds, "good!". Intraverbals can also involve filling in the blank. For example, the therapists says, "twinkle twinkle little_____" and the child responds with "Star".

Natural Environmental Training (NET)

Video Modeling

Pivotal Response Training 


PRT uses the natural environment for teaching opportunities and consequences. PRT focues on increasing motivation by adding items like having the child make choices/selections, taking turns, and providing reinforcement for attempts made.


Self - Management Training

Verbal Behavior (VB)

Types of ABA

Video modeling uses repeated presentations of target behaviors so that there is not a lot of change between modeling the target behavior.  Video modeling can assist individuals with working on social skills, learning self-help/hygeine tasks, understanding emotions, etc.

Self - Management training is used to help individuals increase their independence and generalization of skills without always requiring the help from a teacher or parent. This technique results in an individual being able to monitor their own behavior.


The individual is taught to self-evaluate their behaviors, keep track and monitor behaviors, and provide their own type of reinforcement.

Kathleen Kendall, M.Ed., COBA, BCBA, is the owner and CEO of Kendall Behavioral Solutions, LLC.  She grew up in Martins Ferry, OH and currently resides there with her husband and 2 children. She has over 11 years experience working with individuals with autism spectrum disorders, Trauma Informed Care, and other disabilities. Her work in behavior analysis has included work in schools, private inclusion settings, state schools, home based therapy, and clinic based settings. She received her Bachelor's of Science in 2007 from The Ohio State University. She later received her Master's Degree focusing on Behavior Analysis from Arizona State University. In 2015, she received her Board Certification in Behavior Analysis(BCBA) and later that year, her Certified Ohio Behavior Analyst license. She is an approved BACB supervisor for future RBT's, BCaBA's and BCBA's.


 She is a member of the Association of Behavior Analysis International (ABAI), The Association Professional Behavior Analysts, Ohio Association of Behavior Analysts, where she sits on the Program Committee and the Council for Exceptional Children. She currently sits on the Trauma Informed Care committee for the Ohio Valley and the Human Rights Committee for the Board of Developmental Disabilities. She is the secretary for the non-profit community organization, Project Forward in Martins Ferry. 


Kathleen started KBS in 2015. She knew the Autism statistics were increasing, along with children with a background of Trauma and Behavior, but there was a lack of quality ABA therapy that was being provided by a BCBA, in the Ohio Valley. She wanted to be able to provide the children in the Ohio Valley a high quality ABA program, because she feels no child should go without services. KBS has a superior team, who all believe in the mission and core values, that set us apart from other organizations. All team members at KBS, undergo extensive training upon hiring. KBS provides monthly Professional Developments and opportunities for team members to further their knowledge and expertise. We continuously strive to stay on top of the research and different applications of intervention in our field, to best serve the clients we work with. 


The Behavioral Health Center of Excellence (BHCOE) has awarded Kendall Behavioral Solutions with a 3-Year Accreditation, recognizing the organization as a top behavioral service provider in the country. The Accreditation celebrates exceptional behavioral health providers that excel in the areas of clinical quality, staff satisfaction and qualifications, and consumer satisfaction. KBS has been recognized by the Ohio Secretary of State, Jon Husted, along with the Ohio House of Representatives. 


KBS is built on providing high quality Applied Behavior Analysis (ABA) services to children of all ages. We work closely with other agencies and schools to provide a wrap around of services to best support the child and their family. KBS works with children who are diagnosed with Autism, ADHD, Down Syndrome, Traumatic Brain Injuries, ODD, EDD, Cognitive Delays, Behavioral disorders, Trauma background,Transitional services and more. Services are  provided in your home, the school (if contracted), and the community. Our services are provided by Registered Behavior Technicians (who are pursuing their BCBAs) with programming and supervision by a Board Certified Behavior Analyst (BCBA).


                    Information provided by North Shore Pediatric Therapy                             for more information, or videos, please visit  

www.ABAinfographic.com

    Pediatric ABA therapy for the children of the Ohio Valley


DTT is one of the most known methods in ABA. Ivan Lovaas made it more popular in the late 1950's. It teaches a skill by breaking it up into simplified tasks/steps. By breaking down tasks into short trials and using prompts, DTT increases the overall success rate of learning. DTT uses clear beginnings and ends to each trial with specific instructions and prompts.


The trials are short, permitting several teaching trials and a number of learning opportunities to occur. In addition, 1:1 teaching allows for individualized programming.


NET focuses on practicing and teaching skills within the situations that they would naturally happen. In these situations, the therapist uses naturally occuring opportunities to help children learn.


The therapist might provide a coloring page but withhold the crayons until the child requests them, giving the child an empty cup and waiting for him/her to request juice, or playing a board game but withholding the dice or spinner until the child requests it are all examples of using NET.

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