Our Vision

We help with communication by assessing if the patient is able to meet their needs and wants independently. If they cannot, then GBC will help the family and child develop a strategy so that they can communicate their needs and wants. We are able to help families supplement vocal communication using PECS, sign language, or voice output devices (AAC).

We can help with picky eating and barriers associated with mealtime. We focus on developing mealtime behavior including sitting at the table to eat, using utensils, drinking from a cup, and using a napkin. For restricted eating, we work closely with a child’s speech language pathologist to treat behavioral feeding issues. We utilize a variety of techniques to increase food choices including systematic desensitization, premack principle, and reinforcement.

GBC supervisors will assess a child’s potty training readiness to determine if a toilet training protocol is appropriate for the learner. We work closely with families to determine what type of toilet training will be most beneficial. We offer timed toileting or intensive toilet training.

We work closely with each family and patient to determine areas for programming related to social skills. We can incorporate peers and siblings into our therapy appointments to practice social skills in a natural occurring context. We utilize role play and practice during appointments that we then generalize to natural environments (home, community, and schools).

At GBC, one of our values is fun! We want all of our patients to have rich, meaningful lives and we actively prioritize the development of leisure skills. We work on age typical leisure skills and like to follow the child’s lead and interests.

At GBC, we value patient independence and want to help our patients and families lead the most independent lives possible. We partner closely with our patients and families to determine what independence looks like. Independence is relative. For some patients, independence might be taking an Uber to a community event on their own. We would program for this and provide practice opportunities to help our patient learn the steps needed to accomplish that. For other patients, independence might be related to engaging in a play activity. We would provide individualized programming to teach these skills to our patients. Once the skill is learned, we would then remove ourselves to allow the patient to engage in the new skill independently.

At GBC, we utilize the RUBI curriculum. This curriculum has a sleep supplement that is a great starting point for questions related to sleep training and difficulty with bedtime routines. Additionally, the supervisors at GBC can create an individualized approach to sleep problems and challenges with bedtime routines.

We utilize a functions based approach to treating challenging behaviors. We view behavior as communication and always seek to provide a functional replacement behavior. We utilize Functional Behavior Assessments to assess behavior challenges and deficits. Once a function of behavior has been identified, the therapy team will work together to identify a socially acceptable replacement behavior. This replacement behavior is taught in place of the identified behavioral challenge. A functional behavior assessment is individualized to each child. We also provide Family Treatment Guidance to family and caregivers to work together on coping strategies and replacement behaviors for each patient.