Behavior Therapy Associates, P.A.

35 Clyde Road, Suite 101, Somerset, NJ 08873

732-873-1212 (phone) – 732 873 2584 (fax)

Cognitive Behavior Therapy, often designated by the initials CBT, is a therapeutic approach grounded in principles developed by research in the fields of social learning and cognitive theory. As a therapeutic approach it is characterized by the creation of a collaborative “team” between the therapist and the patient; a focus on the presenting problem of importance to the patient; a structured therapy session; the identification of thoughts, actions and feelings that are the focus of change; experiments in-between therapy sessions that allow the patient to practice new patterns; and finally, an evaluation to determine if the therapeutic goals have been achieved. CBT has been identified as effective treatment and best-practices for a wide range of issues. Among these are Obsessive-Compulsive Disorders, Panic Disorders, Social Phobias, Specific Phobias, Generalized Anxiety Disorders, Depression, Marital Discord, Parent-Child Interaction and Anger Management Training.  At BTA, we provide individual therapy for children through adults, as well as family therapy, and couples therapy.

Psychological Evaluations

Psychological Evaluations are completed to determine the individual’s strength and needs, to consider diagnostic impressions, and to yield very specific and appropriate recommendations.  Comprehensive psychological evaluations include interviews, self-report questionnaires, other-report questionnaires, standardized testing, and neuropsychological testing commonly including a continuous performance test (CPT) and other assessments as appropriate.  Administering a CPT is non-invasive, is extremely helpful to assess AD/HD symptoms, and is completed on a computer by having the individual click the mouse when certain stimuli are presented in an auditory or visual fashion.  Questionnaires are analyzed using national normative data, with an individual’s scores compared to those of similar ages.  Individuals who are taking medication may be  administered the CPT both on and off medication. 

Comprehensive Psychoeducational Evaluations include all of the testing described above, plus an assessment of intellectual ability, academic achievement across areas, adaptive behavior, developmental abilities, visual-motor integration abilities, and various psychological difficulties (e.g. depression, anxiety).  This is extremely helpful to determine the individual’s strengths and needs, including the possibility of a learning disability, AD/HD, or eligibility for a talented and gifted program.  A comprehensive psychoeducational evaluation involves a full day assessment (or two half-days).  Following the completion of the evaluation, the psychologist (either Dr. Michael Selbst or Dr. Mark Cooperberg) will write a comprehensive report indicating if any diagnoses are warranted and/or if the individual may be eligible for special education services.  A 45-minute sharing session will be provided to the client/parents to discuss the findings included in the report.  The report will also include many practical recommendations to further develop the individual’s strengths, while addressing the individual’s needs and deficits.  At the client’s/parent’s choice, this report may be shared with their school/academic institution of higher learning in order to facilitate the acquisition of school accommodations (e.g., additional time to complete tests, testing in environments with limited distractions present) and specific academic interventions.

Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIP)

Functional Behavior Assessment (FBA) is a problem-solving process for addressing challenging behavior. The methods used may include a Functional Assessment Interview with parents and/or teachers, observations of the child in the natural environment (e.g., home, classroom, etc.), and questionnaires/rating scales.  The end result of an FBA pinpoints problem behaviors, identifies the triggers for these problem behaviors and clarifies the child’s motivation. This process connects to the development of the Behavior Intervention Plan (BIP), a step-by-step process that will include positive behavior supports such as classroom modifications/accommodations required to address the behaviors of concern and provide the child with replacement behaviors (i.e., new skills).

School Based Consultation (SBC)

School Based Consultation (SBC) is provided on a case by case basis, either initiated at the request of the local school district or at the request of parents in collaboration with the child’s teacher. After a careful record review and interviews with relevant individuals, a behavioral classroom observation is conducted which allows data to be gathered in the child’s natural environment. This information may be supplemented by the completion of a variety of questionnaires and behavior rating scales. A Classroom Behavior Change Project (CBCP) is then developed which addresses the child’s school based challenging behaviors. Behavioral Teacher Training is available on a case-by-case basis.

Behavioral Parent Training (BPT)

Behavioral Parent Training (BPT) is based on the assumption that parenting is one of the most difficult endeavors there is but one for which little training is ever provided. Combining this gap with the needs of children with challenges creates a situation where parents and children can bring out the worst in each other. BPT addresses this problem by calling on over thirty years of behavioral research to provide parents with an approach that aims to assist parents in learning how to more effectively manage their child’s behavior so that problem behaviors are reduced and replaced with more socially appropriate actions. This is accomplished through the development of Home Behavior Change Projects  (HBCP) which involves pinpointing a problem behavior, developing a precise definition, implementing a measurement system so as to identify the causes of the problem, and then to apply a systematic behavior intervention plan. This is typically accomplished through weekly sessions carried out over a period of several months.

Social Skills Training (SST)

Social Skills Training groups focus on teaching children a variety of social skills to help improve their ability to make and keep friends, express themselves appropriately, solve problems, manage frustration, develop more self-confidence, and behave more appropriately.  Role-plays and group interaction will give the children opportunities to practice these skills during the group session.  Dr. Mark Cooperberg will utilize behavioral reinforcement to promote rule compliance, participation, and use of appropriate social skills, while also encouraging and reinforcing the children to practice these skills outside of the session.  Objective information regarding the children’s behavior will be gathered before and after the group to measure the children’s progress, and parents will be provided with written feedback at the conclusion of each group. Each session will be held on a weekday, most likely in the late afternoon/early evening hours.  Groups will run throughout the year, based on need (at least 3 children are needed, with no more than 8 children in a group).  The sessions will include children only, but there will also be a parent meeting after the last session to provide feedback and recommendations.

Summer Treatment Programs

Behavior Therapy Associates provides two intensive summer social skills programs:

HI-STEP Summer Program (Helping Improve Social-Skills Through Evidence-based Practices)

W.I.S.E. (Weekend for Improving Social Effectiveness)

Both programs are designed for children with social-emotional difficulties, attention problems, hyperactivity, oppositional/defiant behavior, high-functioning Pervasive Developmental Disorders (Asperger’s Disorder, High Functioning Autism), and/or learning disabilities (including nonverbal learning disabilities).  Such difficulties often preclude these children from successfully participating in traditional summer programs.  The programs include the following: structured activities with ongoing supervision; social-emotional skills training provided in a group format with role-playing; ongoing feedback and problem-solving via incidental learning; strategies to promote generalization of skills; small-group format (4:1 child-staff ratio); individualized attention and support as needed; sports and recreational activities emphasizing cooperation and group problem-solving rather than competition; ongoing feedback and Positive Reinforcement System to help shape appropriate social-emotional skill; parent handouts to assist child to generalize learned skills; and parent seminars.  Social-emotional skills commonly targeted include: making and keeping friends; impulse control & problem-solving; anger/frustration management; handling teasing; complying with requests; complimenting others and accepting feedback; and conversation skills.

HI-STEP:  Monday June 30, 2008 - Friday Aug 8, 2008.

We currently have 2 program locations: Stony Brook Elementary School in Pennington, Mercer County, New Jersey and Westmoreland School in Fair Lawn, Bergen County, New Jersey.  Both have easy access from major highways;

Stony Brook is minutes from Princeton, Flemington, New Jersey and Bucks County PA.;

Westmoreland has easy access from G.S. Parkway and Routes 287, 890, 280.

Ages 6-15. 

Funding: Many children attend HI-STEP via school district funding for extended school-year programming as part of the IEP.

Behavior Therapy Associates, P.A.

35 Clyde Road, Suite 101

Somerset, NJ 08873

732-873-1212 (phone)

732-873-2584 (fax)

behaviortherapy@aol.com