Simple & Powerful Tools for Special Education

Allowing Professionals to Plan, Observe, Record, Analyze, and Modify a Student's Progress
Demonstrating Effectiveness and Efficiencies for Schools, Agencies and Parents

Skill & Behavior Management

Our platform records both one-on-one and group settings and generates student progress reports.

Plan

Assign goals/programs based on a dynamic curriculum aligned with common assessment tools from either your device or the web.

Observe

Manage in real-time the results of your skills acquisition and behavior management plans aligned with your Functional Behavior Assessments and Behavior Intervention Plans.

Record

Document the results of your programs, fluency, accuracy, prompt levels, task analysis, baseline, maintenance, probes, settings, levels of intensity and much more…

Analyze

Provide reports, graphs, session notes, quarterly progress reports, billing data to your educational, clinical and administrative staff.

Modify

Manage educational and clinical goals in a timely and reliable way reducing human errors and audit times of your administrative staff.

Report

Share your results with parents and demonstrate real progress and achievements of your students.

FEATURES

Features

Open, Flexible and Powerful

User‘s Best Practice approach for collecting skills acquisition and behavior management data.

Tools for Behavior Analysts

Complies with Applied Behavior Analysis recording and documentation procedures.

Monitors Behavior Intervention

Monitors the changes in the functional behavior assessment as well as a behavior intervention plans of a student.

Assessment Programs

Aligned with common assessment tools like, ABLLS, VB_MAPP, Goldman-Fristoe Test Articulation and more.

Records Billing Information

Record keeping and administration in a centralized database.

Secure, Simple and Easy To Navigate

Secure login, simple navigation and the ‘Recent’ option allows you to start right where you left off

BENEFITS

Explore Benefits

Control of Your Growth

Reduce administrative costs, time and paperwork spent managing session data.

Manage Dollars

Improves cash flow and efficiency which leads to an increased case load.

Demonstrate Progress

Increase parent support and student progress by providing the appropriate tools.

Clinical & Educational

Special Ed Teachers, Behavior Analysts, Speech, PT, OT therapists can now share information.

Reduce Audit Risks

Reduce preparation time for government and regulatory audits.

Student Performance

Increase student learning opportunities by providing timely and reliable information.

How it Works

  • Select a Student(s)

    Step 1

    Select a Student(s)

  • Assign Skills and Behaviors to Student (s) from libraries

    Step 2

    Assign Skills and Behaviors to Student (s) from libraries

  • Start Collecting Data on your PC, Tablet or Mobile Phone

    Step 3

    Start Collecting Data on your PC, Tablet or Mobile Phone

  • Create progress Notes to Document/Bill Services

    Step 4

    Create progress Notes to Document/Bill Services

  • View Reports, Graphs and Analytics

    Step 5

    View Reports, Graphs and Analytics






News

In The News

Autism Spectrum News Using Technology to Provide Evidenced-Based Outcome Data to Make Better Decisions - Page 10

Innovation in education: Apps, Games, Technology, and the Science of Behavior Nov 8-10, Hyatt Regency, McCormick Place Chicago Innovation in education: Apps, Games, Technology, and the Science of Behavior Nov 8-10, Hyatt Regency, McCormick Place Chicago

Blue Ribbon Award Blue Ribbon Award
This product has met or exceeds the rigorous standards of the international Board of Credentialing and Continuing Education Standards (IBCCES) and has been recognized for its alignment to the needs of special education classrooms


TEMPLE UNIVERSITY PSYCHOLOGY DEPARTMENT AND THE DELAWARE VALLEY ASSOCIATION FOR BEHAVIOR ANALYSIS (DVABA)

The graduate students and staff at Temple University Psychology Department and the Delaware Valley Association for Behavior Analysis (DVABA0 invited Barry Katz, founder of Operant Systems to present Teach Me, a new clinical mobile/web tool that collects behavioral data. We were quite impressed by the presentation of Teach Me and the direction it provides for those programming behavioral service in home, community and educational settings.

Saul Axelrod, Ph.D., B.C.B.A.-D.
Special Education and Applied Behavior Analysis Programs

ABAI CONVENTION - A COMPARISON OF TWO DATA COLLECTION AND GRAPHING SYSTEMS: PAPER AND PENCIL AND TEACHME

A Comparison of Two Data Collection and Graphing Systems: Paper and Pencil and Teach Me ERIN B. RICHARD (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Jaime A. DeQuinzio (Alpine Learning Group), Barry Katz (Operant Systems, Inc.)

Abstract: Data collection and graphing are an essential, yet time consuming, component of programs using Applied Behavior Analysis. It would be beneficial to investigate options to decrease time spent completing paperwork in order to increase time available to staff for other tasks such as training and problem solving. This study used an alternating treatment design to compare the duration of time spent graphing data, analyzing those data, and planning for the next teaching session using traditional paper and pencil methods and the Teach Me. The Teach Me uses handheld devices, such as cellular phones or personal digital assistants, to collect data, which are then uploaded directly into a web-based graphing program. In addition, a multiple baseline design was used to assess the training procedures outlined by Teach Me. Finally, social validity measures were taken to compare staff members’ satisfaction with each method. Results indicated that staff members spend substantially less time graphing data with Teach Me and found it easy to use.

NOMINATED BY SIAA/ED TECH 2012 - TOP 10 INNOVATIVE SOFTWARE

On behalf of the SIIA Education Division and the Innovation Incubator Program panel of judges, I am pleased to inform you that you have been selected as one of the 10 participants that will present their innovation at this year’s Ed Tech Industry Summit.

Team

Board of Advisors


Andy Bondy, Ph.D., has over 40 years of experience working with children and adults with autism and related developmental disabilities. He served as the Director of the Statewide Delaware Autistic Program for more than a dozen years. He and his wife, Lori Frost, pioneered the development of the Picture Exchange Communication System (PECS). He has designed the Pyramid Approach to Education (with Beth Sulzer-Azaroff) as a comprehensive combination of broad-spectrum behavior analysis and functional communication strategies.

This approach has been cited as a model program for preschool and school-aged children within public and private school settings. He has published numerous articles, several books as well as been an invited presenter at conferences around the world. He is the co-founder of Pyramid Educational Consultants, Inc., an internationally based team of specialists from diverse fields providing guidance and services around the world. He also currently serves as the Vice-Chair of the Board of Directors for the Cambridge Center for Behavioral Studies.


Dr. Popper is co-founder and CEO of TechPar Group, a technology advisory services company that delivers strategic and tactical IT advisory services to investors, vendors, and users. TechPar Group has grown from three partners to a team of more than 50 consultants, delivering services to more than 125 clients. Prior to founding TPG, Dr. Popper was Vice Chairman and Chief Technologist for Orama Partners, a boutique investment bank servicing and investing in high-tech start-ups. Prior to this, he was Vice President, Corporate Computer Resources, and CIO at Merck & Co., Inc. from October, 1991 through January, 1999, where he was responsible for all areas of computer and telecommunications technology at Merck, including application development, technical support, and operations. In this position he was responsible for an annual operating budget of about $400 million, in addition to a capital budget of about $100 million. Prior to joining Merck, Dr. Popper was a Partner in the Management Consulting Practice of Deloitte & Touche. Dr. Popper received his B.A. (Magna Cum Laude, Phi Beta Kappa) and Ph.D. degrees from Harvard, in Applied Mathematics and Computer Science.


Saul Axelrod is Professor of Education at Temple University. He received his doctorate from Florida State University in Special Education in 1970 His major interests include applying behavior analysis principles to behavioral problems exhibited by people with handicaps and increasing the academic development of children of poverty. Dr. Axelrod has served on the boards of editor of several journals, including Journal of Applied Behavior Analysis, Journal of Behavioral Education, and Behavior Modification. He has written numerous journal articles and book reviews. He is an author or editor of Behavior Modification for the Classroom Teacher, Behavior Analysis and Treatment, and How to Improve Classroom Behavior. In 2006, Dr. Axelrod was the first recipient of the Behavior Analyst Certification Board's Michael Hemingway Award for Distinguished Service to Behavior Analysis. In 1991 he was elected Fellow of the American Psychological Association. In 2007, he was elected Fellow of the Association for Behavior Analysis. In 2009, he received Florida State University's Distinguished Alumnus Award, Distinguished Educator category.


Erin Richard, MA, BCBA, is the Director of Adult and Transition Services at Alpine Learning Group, a private,non-profit program providing behaviour analytic services to learners with autism and their families in Paramus, NJ. She has specialized in working with adolescents and adults with autism in employment, educational, community, and home settings for the past decade. She is a Board Certified Behavior Analyst and holds both teacher of the handicapped and elementary teacher certifications in New Jersey. She holds a B.A. from Wake Forest University in Winston-Salem, North Carolina and a Masters degree in Applied Behavior Analysis from Caldwell College in Caldwell, New Jersey. She is currently a Ph.D. student in Caldwell College’s Applied Behavior Analysis program. Ms. Richard has presented at many local and national conferences on a variety of topics including preparing learners for adulthood, assessing and reducing problem behavior, and teaching leisure skills.


Cindy Alterson, Ph.D BCBA has over 20 years experience working with children and adults who are diagnosed with autism spectrum disorders and other developmental disabilities across a wide range of settings. She is currently the Clinical Director of the Devereux Foundation in New York and the Principal of Devereux NY CARES. Dr. Alterson is a consultant for a school for the deaf, on the Advisory Board of Autism Spectrum News, and is a current board member of NYSABA. She has been an adjunct faculty teaching graduate coursework for Behavior Analysis in both on-site and on-line programs. Her expertise is in the area of assessment and treatment of behavior disorders as well as development of educational plans towards less restrictive settings.


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