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Overview of Services


Local Home/Community-Based Programs

Early Intervention programs consist of 15-30 hrs/wk of Direct Instructional Service (DIS). Each program may have up to 2 implementors to provide the intervention hours, a program manager 2-3 times per week to provide daily plans for implementation, and a director to develop and design each child's curriculum. Each member of the team is trained and employed by BIA.

As a small organization, the number of intensive intervention programs we can offer is limited. Fully staffed home-based intervention programs are limited to the San Francisco Bay Area and Fresno. For families residing outside of this area, please contact BIA.

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Workshops for Parents and Professionals

BIA provides workshops and training seminars on multiple subjects. Each has been developed from our highly successful in-house workshops. We have presented both single topic subjects and workshop series to multiple school districts and professional organizations interested in learning more about techniques for helping children with ASD. Workshops can be tailored for individual families or groups of families.

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Assessment and Consulting

  • Consultation for children in group based educational settings to assist in applying effective strategies for children to enhance their communication, manage the classroom routine independently, remain productive during periods of free time, and successfully interact with peers
  • Educational assessments: Functional Analysis, Behavioral Assessments, Intervention Plans, Early Intervention, Pre-school Assessment, and Transition Plans
  • Development, support and implementation of Positive Behavioral Support Plans
  • Hands-on training of classroom teachers and support staff
  • Classroom Environment Design
  • Evaluations of current 1:1 instructional programs
  • Attendance at IEP meetings to discuss assessment info.

Education Outcome

In 2002 BIA conducted a survey to look at educational placements for children who had received BIA services from 1997 to 2001. All children in the survey were between the ages of 2.5 and 4.5 at intake and had a diagnosis of autistic spectrum disorder from independent diagnostician. Twenty of the twenty-four families who we contacted and had received services during this time period responded to the survey.

Below is a breakdown of the placement for these children at the time of the study:

  • 43% are in a general education classroom without support.
  • 36% are in a general education classrom with support 90% of the day.
  • 14% are in a special day class without support.
  • 7% are in a special day class with support.
Other notable findings included:
Of the 43% of children in general education classroom with support, 18% of these are not receiving any additional services outside of the classroom (e.g. speech, OT, peer social groups etc).


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