The Beehive is founded on the vision that individuals affected by autism and other developmental disabilities have the right to effective education and behavioural services. Regardless of age, diagnosis, skills or barriers which impact day-to-day functioning, every learner is capable of learning new skills and increasing degrees of independence to allow an improved quality of life for the learner and their family. 

We believe that every learner has the potential to develop skills beyond their current level and should be free of behaviours and activities that cause injury, pain, or limit opportunities for full community involvement. We aim to believe that as a priority communication skills and other skills that lead to rewarding personal relationships, well-being, vocational productivity, and self-determined daily activities should be targeted. We will always rely on evidenced-based literature of the science of applied behaviour analysis and its underlying assumptions will lead to the best possible learner outcomes. We believe that functional communication is the foundation that supports the development of skills in all areas and therefore B.F. Skinner’s analysis of verbal behaviour and the supporting empirical work informs our treatment and instructional recommendations. We use reliable data which are gathered and analysed on a schedule sufficient to make informed decisions is necessary to achieve the best outcomes for our learners. 

Intervention at the Beehive will be guided by the science of applied behavior analysis ( ABA ) including Skinners Analysis of Verbal Behavior. ABA is a scientifically validated and comprehensive approach to teaching children with special needs, including autism, and typical children. It is also has a high scientific base and is a genuinely effective approach to reducing or eliminating problem behaviour. The evidence based research will guide the intervention delivered to the children at the Beehive. 

Our teaching methods are based on the Verbal Behaviour methodology developed by Dr Vincent Carbonne. We use assessment such as the VB-Mapp to identify the strengths of your child and how we can develop them further. Through this assessment children’s individual needs will be identified and daily instruction based on those needs will be provided utilizing the principles of applied behavior analysis. 

Every learner is unique, and their ABA program should be individualised to account for specific needs, interests and motivation. Reducing barriers to learning and programming skill acquisition are prioritised by importance to the learner. 

Our on-site and experienced Board Certified Behavior Analyst (BCBA) oversee ABA programs. Involvement commences with a comprehensive assessment and curriculums most appropriate to the learner. Evaluation may include assessment of communication and social skills, problem behaviour reduction, academic skills as well as other important daily functioning skills. 

The outcome of assessment is an individualised education plan (IEP) and outline of effective teaching procedures derived from peer reviewed empirical evidence that incorporates the principles of the science of behaviour analysis including Skinners Analysis of Verbal Behavior. 

Generalising skills acquired through instruction across environments (home, nursery, school, college, community) and people (family, teacher, care providers) can lead to an improvement in the quality of life for all. 

ABA programs are data driven to reliably account for and demonstrate changes in behaviour and progress. Visual displays through graphing will allow the BCBA supervising the program to review progress and make data-based decisions regarding any required programming changes.