ODLC’s philosophy is to promote a child’s physical, intellectual, emotional, and social well-being and growth.   We strive to accomplish this goal through positive staff interaction with children and the facilitation of positive interaction between peers.  ODLC provides an enriched learning environment while respecting differences in cultural, ethnic, and family backgrounds.  Additionally, we encourage independence, self-direction, and problem-solving abilities within the boundaries of consistent classroom rules and expectations. Teachers use evidenced-based classroom management techniques grounded in the principles of applied behavior analysis (ABA) in all aspects of the day.  These techniques include: the use of positive reinforcement, modeling and teaching appropriate behaviors, and systematically fading out prompts to increase a child’s independence.    

Behavioral management at ODLC will always be proactive and preventative.  Teachers strive to provide students with positive praise and reinforcement throughout the day.  Accommodations such as timers, schedules, and other visual aids, are interwoven into the classroom structure.  Additionally, teachers receive ongoing training on how to respond to challenging behaviors using techniques proven effective by research. At ODLC we endeavor to create a consistent, caring, and supportive learning environment.  ODLC monitors and evaluates its behavior management procedures on a regular basis and ensures techniques are being appropriately implemented and children are making progress towards any behavioral goals. 

To enhance and empower children’s appropriate behaviors, we will implement:

  • Environmental manipulations (classroom size, schedule/routine, lighting, frequent breaks, physical layout, etc.)
  • Prompt/Shaping procedures
  • Modifying task difficulty/Individualized lesson/Accommodations
  • Clear expectations (rules and choices)
  • First/then contingencies
  • Structured learning environments
  • Schedules of reinforcement (Set up for success and positive social interaction)
  • Differential reinforcement
  • Language acquisition that employs Skinner’s analysis of verbal behavior
  • Incidental and discrete teaching techniques
  • Self-management strategies

If the implementation of classroom management techniques proves incomplete to sufficiently address behavioral concerns, a more individualized approach may be deemed appropriate.  In this instance, at no additional charge, a functional behavioral assessment (FBA) will be completed in order to establish clear patterns of why the challenging behavior is occurring and an individualized behavior intervention plan (BIP) will be generated.  A BIP provides specific and individualized preventative strategies, behaviors that will be taught to replace the current inappropriate actions, and step-by-step procedures on how to respond to the behavior challenge.