Day at BBT: Learning, Growth & Fun

What Does My Child’s Day Look Like at BBT? A Snapshot of a Typical Day!

As a parent of a child with autism, you may be wondering what a typical day at BBT looks like for your child. While each child’s experience is individualized based on their goals and preferences, most of our day program clients follow a similar structure designed to encourage learning, socialization, and development in a fun, engaging environment. Here’s an overview of what your child’s day might look like during their time with us at BBT.

Arrival and Pairing

The day begins with your child’s arrival at BBT. Upon arrival, your child will be greeted by their morning therapist. This may include a brief check-in with you to hear any updates and how their day has started out. After saying goodbye, your child may have their own routine for storing their belongings in a locker or designated area, or they may lead their therapist directly to their favorite activity.

The first part of the day (usually the first 15-30 minutes) is spent pairing your child with their therapist. During this time, the therapist follows your child’s lead and engages with them in a way that is reinforcing. Many children choose to engage in activities like playing with toys or heading to the gross motor area. The goal here is to help your child feel relaxed, happy, and engaged, setting a positive tone for the rest of their day.

Morning Group Time

Each morning, your child will participate in a “good morning” circle with their peers. This group activity allows the children to interact with each other and build group skills! Activities during good morning circle include “checking in” for the day, singing songs, discussing weather, or the days of the week.

Manding: Learning to Request Needs and Wants

An important skill that your child will work on throughout their day is called "manding." Manding refers to teaching a child how to appropriately request things they want or need. This skill can take many forms depending on your child’s mode of communication. Some children may request verbally, saying “swing” when they want to be pushed on the swing. Others might use sign language or communication devices to communicate with others. Early learners might use gestures like pointing or leading their therapist’s hand to an object.

Your child’s therapist will work with them to help them communicate more effectively and meet their specific communication goals. Through manding, children not only learn how to express their needs but also gain independence in communication.

Natural Environment Teaching (NET)

In addition to pairing and manding, your child will engage in Natural Environment Teaching (NET), which combines learning goals with play-based activities. NET allows therapists to incorporate educational objectives into fun, child-directed activities. For example, if your child is playing with a ball, their goals might include imitating the therapist by rolling the ball, labeling it as a “ball,” identifying the color of the ball, following simple instructions with the ball, or playing catch with a peer.

NET focuses on teaching skills through real-life, meaningful contexts. It’s a flexible, play-based approach that can incorporate various goals, such as improving social skills or assisting with Activities of Daily Living (ADLs), such as folding laundry. The therapy is always tailored to your child’s interests and developmental level so that learning can occur in the most fun and natural way possible!

Lunch and Centers

When it’s time for lunch, your child will eat with their peers in a group setting, providing additional opportunities for social interactions with peers. During lunch, therapists work on feeding- based goals such as learning to eat using utensils, using appropriate table manners, or sitting at the lunch table for an appropriate length of time.

After lunch, children typically participate in "centers," which are group-based activities designed to encourage skill building and independence while working in a group ratio with their peers. Centers time encourages learning and socialization with peers through activities such as physical education (PE), art, sensory play, or interactive play time. During these times, your child is encouraged to practice their social skills by interacting with their peers and following instructions from the lead therapist of the group.

Afternoon Session, Afternoon Group, and Departure

After centers, children return to one-on-one sessions with their therapist for the afternoon. These sessions often follow a similar structure to the morning, with pairing, manding, and NET incorporated into the individualized therapy.

At the end of the day, children gather for a final group activity—a “goodbye circle.” During this time, children say goodbye to their peers and sing a special goodbye song before preparing to head home for the day. This is a fun and interactive way to end the child’s day at BBT!

Individualized Schedules

While the above schedule reflects a typical day at BBT for most clients, it’s important to note that some children may not participate in group activities or may spend more time in individual therapy based on their individual needs and skill levels. The overarching structure of pairing, manding, and NET is consistent across all sessions, however, each session is geared towards each client’s specific needs and progress.

Conclusion

At BBT, every day is an opportunity for your child to grow and develop new skills in a structured yet engaging environment. Through individualized therapy sessions, group activities, and continuous support, we work with each child to help them reach their full potential. By collaborating with parents and tailoring each child’s experience to their unique needs, we ensure that every child has a fun, engaging, and productive day.

If you have any questions or want to learn more about your child’s day at BBT, we encourage you to reach out. We’re here to partner with you in your child’s growth every step of the way!