Know us better
Aboutaba.virtual
Making lives a bit simpler and easier at each step
Our vision
Focused work, real progress
ABA Virtual was founded by Faiza Faizan, a QASP-S who has thrived as a coach and remote ABA trainer. Her journey in the field of ABA began in 2018 as a Registered Behavior Technician (RBT), and she has since worked as a home therapist, a remedial therapist and a clinician. At the onset of COVID-19, she trained to coach parents and other caregivers in the principles of Applied Behavior Analysis (ABA). Strongly reinforced by the outcomes, this work became our passion. We keep building our skills so that caregivers and professionals can overcome challenges, grow faster and keep learning. ABA Virtual is designed for caregivers, learners and therapists: it promotes independent learning, access to remote therapy, and learning through engagement. Our vision is to apply ABA across different areas of life, empowering individuals to reach their potential and improving their independence and quality of life.
Why ABA Virtual?
A structure with flexibility and ease
Our vision goes beyond providing therapy. ABA Virtual is dedicated to making support easier to reach for learners, caregivers, students and therapists, using evidence-based strategies. We aim to be an accessible platform for places where therapeutic services are unavailable or resources are scarce. All of our services are delivered remotely, so you can take part from wherever is convenient for you.
Expertise
- Tracking skill development and behavioral changes for better interventions
- Developing IEPs, BIPs & ICPs
- Our expertise excels in catering Autistic individuals up to 10 years of age
- Coaching therapists, remedial teachers, parents and other caregivers on the principles of Applied Behavior Analysis since onset of COVID-19 across various settings (e.g., schools, therapy institutes and home)
- Supervising under level therapists (i.e., ABATs, shadow or remedial therapists) towards better implementation of provided planners
- Designing our own resources based on research to cater individual needs
- Taking and analyzing data to track progress or regress in skills and behaviors
Our Process
The process of delivering therapy virtually is designed in a structured however, in a simple manner.
The process begins with a holistic review of the client’s journey over the preceding years. This may include, but is not limited to, medical, school, and educational histories. This stage usually does not require the presence of the client and is instead a one-on-one intake process with the caregivers.
An exchange of documents takes place, mainly from the consultant to the caregivers. These documents typically include a contract and consent form. The caregivers review each document before signing and returning them to the consultant. The consultant may also request documents from the caregivers depending on the need.
The assessment process begins with an indirect interview of the parents or caregivers. The student is assessed across various domains and skill levels, such as visual performance, social communication, academics, and motor imitation. At the same time, all relevant behaviors are observed and evaluated. The virtual assessment can last as little as 5 days or longer.
Before starting therapy, parents must sign a consent form based on ABA ethics, a Telehealth contract, and submit any required documents. The therapist is responsible for providing all necessary information in advance and adhering to the consent and code of conduct. This includes clarifying session details such as format, facilitator, and caregiver requirements.
A detailed report is provided that outlines the student’s current skill levels and mastery levels. The report includes the assessed domains and the criteria for the skills to be taught. An Individualized Education Plan (IEP) or a Behavior Intervention Plan (BIP) is included, which contains specific goals set with mastery criteria, along with the necessary resources.
A mutually convenient time and schedule (for both student and therapist) is arranged on a monthly basis. A consultant or supervisor initiates therapy by developing rapport and ensuring the foundational skills are mastered before working on specific goals. The goals outlined in the intervention plans are implemented with the guidance of the therapist. With consistent and collaborative effort, the instructor at the student’s end and the therapist conduct sessions in a structured and continuous manner.
FAQ
We’re most responsive on our email: contact@abavirtual.net and also on other platforms. For more info, please visit thecontact page
Our work system is designed to be fully virtual, so all sessions are conducted at their scheduled times wherever we are, rather than from a single country.
No. We can only provide supervision to ABATs following ethics set by the credentialing boards.
You do not need a master’s degree in any field to sit the QASP exam. The minimum requirement is a bachelor’s degree. Read on QABA’s website for more information on the requirements
QASP is a mid-tier credential offered by the Qualified Applied Behavior Analysis Credentialing Board (QABA). This credential can assess, supervise and create intervention plans but, it does require supervision from higher level credentials (e.g., QBA, BCBA) and also are authorized to supervise lower level credential i.e., ABAT. Read on QABA’s website for more information on the scope of a QASP-S.