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Monday 9am - 5pm Tuesday 9am - 5pm Wednesday 9am - 5pm Thursday 9am - 5pm Friday 9am - 5pm

https://mightyoakaba.hi5aba.com/

Hi-5 ABA, Portland, OR (2025)

03/19/2022

Mighty Oak ABA wishes you fruitful, new beginnings and warm sunshine, however you celebrate the start of Spring!

02/21/2022

Mighty Oak ABA is a WOC owned and operated clinical practice run on OBM principles looking for a highly skilled, educated, and diverse team of behavior technicians to make an impact by providing specialized and meaningful coaching and support to members of the autistic community. Behavior technicians will be responsible for imparting support through collaborative efforts with a behavior analyst to help individuals meet goals to make changes that are meaningful to them and their life.

Prospective candidates should be creative, compassionate, energetic, openly communicative, culturally aware and competent, and have a growth mindset. ABA is an ever-changing field and we should be growing and changing together. Full-time and part-time positions and their availability will be dependent upon your location, experience, and other factors. Hourly ranges vary based on experience and education. Mighty Oak ABA also provides career growth opportunities with supervision and training for technicians who may be interested in pursuing a BCBA. Behavior technicians are required to have, at minimum, a bachelor's degree in progress or completed preferably with some relevant coursework, and the nationally required 40-hours direct training which qualifies them for the Registered Behavior Technician (RBT) certification exam with the Behavior Analyst Certification Board (BACB). CPR/First Aid certifications would also be ideal, but not mandatory to apply.

If the values and practice standards of Mighty Oak ABA resonate with you or your professional or educational goals, please apply with a copy of your resume and a cover letter.

You can also click on our website and apply directly there at: https://hi5processing.applicantstack.com/x/detail/a2p22eubuy01

Thank you for your time!

Sincerely,
Nirvana (Owner and Clinical Director of Mighty Oak ABA)

02/11/2022

We don’t need a special occasion to advocate for autistic communities of color, but it’s an appropriate time to amplify the black autistic community.

While autism research itself is abundant and increasing, representation of ethnic groups is underreported and under-acknowledged. According to an article from Spectrum News, “in 2016, Jason Travers and his colleagues analyzed 408 peer-reviewed, published studies of evidence-based autism treatments. Only 73 of them, or 17.9 percent, reported the race, ethnicity or nationality of participants. Of the nearly 2,500 participants in the 73 studies, fewer than one in five reported their race — and 63.5 percent of those were white.” The goal of this post is not to highlight the disparities through under-diagnosing or diagnosing at later ages (thereby requiring longer, more intensive intervention), underreporting of demographic diagnostic and health metrics, lacking research representation, and the disproportionate rates of disability in the African American community, despite the rate of autism being the same across racial groups (Gourdine et al, 2011).

The point is to create space and room for advocacy, access to services and information, acceptance, and inclusion. We must start systemically and use our platforms to amplify these important voices and perspectives- black clinicians, BCBAs, physicians, researchers, and awareness of scientific studies requiring black representation.

The ultimate long term goal is equity.

Also, be mindful and remember, while we want to hear and amplify Black autistic voices and perspectives, it’s not the job of the Black community to teach us how to be proper allies. We must do the work and take the responsibility that is uniquely ours.

01/26/2022

Communication comes in many forms, verbal and nonverbal. Perceiving and receiving some forms of non-verbal communication may be challenging for individuals on the autism spectrum, which may make it challenging to make or maintain friendships, adjust behavior where safety is a concern especially for little ones, or understanding different levels of emotions in social situations.

Four major non-verbal cues that we focus on for learning are facial expressions, body language, vocal inflections, and spatial awareness. Reading a person’s face allows us to know how they feel and this implies how we can respond. For example, a sad face is indicated with the eyebrows furrowed and mouth turned down.

We also understand how someone feels by their body language- think of crossed arms, slumped shoulders, or a fist pump.

Vocal inflection refers to the pitch and tone someone is using to convey an emotion. For example, a high-pitched voice with an upward inflection might indicate feelings like excited, surprised, or happy, and a deep, low, monotone voice may indicate sadness or disappointment.

Spatial awareness and proximity also cue us in. For example, walking away from someone or going to your room and shutting the door to create distance in the face of an uncomfortable situation may imply “I need space, please leave me alone.”

To help our learners see and understand examples of non-verbal communication, point it out and create awareness! We can do this using movies, books, pictures, or real life. Calling attention to, and describing bodies, faces, and voices associated with a specific emotion creates more awareness of non-verbal communication! Over time and deeper awareness, our learners can be more in touch with their own feelings and emotions as well as of those around them and be able to more effectively bridge their gaps of social communication.

01/20/2022

Positive reinforcement is a huge foundation of well practiced ABA. Positive reinforcement is the means by which we add contingent motivators after the behaviors that we want to see occur- to create long-term success in our learners’ favor. This is not to be confused with “bribery” where something is offered to make a behavior stop in a moment, making it effective in the short term but not in the long term, and the success is usually in favor of the person offering the “bribe.” For example, “bribery” is a child asking for a bag of cookies at the grocery store, being told “no,” by a parent, throwing a tantrum, and the parent giving them the bag of cookies and asking the child to stop tantruming. We’ve all been there.

Reinforcers can be stickers, tokens, treats, games, toys, verbal praise, high fives, and fist bumps. There are also natural reinforcers where the reinforcement is intrinsically rewarding, such as food when we are hungry, sleep when we are very tired, and the satisfaction of completing a task. Behaviors are positively reinforced when these reinforcers are given immediately after the behavior. Check out all of the examples in our photo! That being said, think about the value of different reinforcers and how motivating it might be on a scale of most reinforcing to least reinforcing to the person you’re trying to motivate- especially for things that may be difficult or time consuming. The amount of effort someone puts into something must match the ratio of reinforcement they get from it! Positive reinforcement must be individualized. One person’s love of high fives may not be as motivating as someone’s preference for, say, stickers or praise. When providing verbal praise, we also like to make it behavior specific so someone knows what they’re being praised for and will be more cognizant of doing it in the future. For example, “awesome job waiting in line,” or “you did so great zipping up your jacket all by yourself!”

Discerning and positively reinforcing the behaviors we want to see more of is an effective way to encourage independence and confidence in autonomy. We want our kids to grow into their most capable, best authentic selves!

01/19/2022

Kids are usually so engrossed in anything that they're interested in and conversely sometimes they may selectively not hear things they are asked to do when it’s something they might be looking to avoid.

Both scenarios result often in parents repeating themselves for what probably feels like a hundred times. As parents we have all used the phrase “what did I just say” to try to gain our kids’ attention or to seek confirmation or clarification that they’ve heard what we asked or said. Has this worked sometimes? Did it get them repeating what you said back to you or the response you were looking for? Did it result in more repetition and escalation, and then frustration and overwhelming feelings?

One of our general recommendation strategies is to instead ask “what did you hear me say?” which places the responsibility on our kids to hear and listen and process what was said or asked. It also ideally changes the dynamic and potential for reactivity of the interaction and comes from a gentler place of compassion, understanding, and bridging the gap in communication.

Maybe you said 5 things to your child and they only heard the first thing or last thing. Maybe you asked them to do something from another room but they only hear you when you’re asking them in closer proximity. There are so many factors why our kids might resist instructions or not respond to something you’re saying, so changing the energy of the interaction that allows you to get feedback from your child on how you were providing instructions or saying something is so valuable!

01/15/2022

In ABA, we believe all behaviors occur across 4 reasons: for attention, to escape/ avoid something, to gain access to something tangible, or to meet an automatic or intrinsic need. Control is usually noted as a 5th and unofficial function of behavior. We don’t analyze the behaviors that are occurring (say hitting, biting, screaming, running away), but try to know why they are occurring to gain a better understanding of how to support or redirect the behaviors in ways that are safe and allow an individual to communicate their needs in more specific and effective ways!

Attention function is any behavior that calls for an individual’s attention. This could be a tap on the shoulder, a wave, a verbal “hey, look at this,” eye contact or looking up at someone, and calling out someone’s name. Attention seeking behaviors call also be screaming or crying louder to talk to a parent who is on the phone and has asked for a moment to take a call.

Escape/ avoidance is any behavior that attempts to get away from something perceived as aversive. This could be running away and hiding when asked to transition to an activity, it can be asking for more time on YouTube because they know teeth-brushing is next, or verbally asking “can I clean up my room tomorrow instead?”

Access to tangible resources is any behavior that has the goal of gaining possession to an item or activity. This could be grabbing a step stool to reach a shelf where the cookies are kept, or asking “can I have a turn with the dinosaurs,” or falling to the floor and crying in the grocery store when told “we can’t buy M&Ms today.”

Automatic or sensory function is any behavior that is reinforcing in itself and serves no other perceived function. This could be watching the same scene in a show over and over again, hand flapping, singing in the shower, nail biting, making sounds and patterns, lining up toys, and spinning objects.

Control function is a mix of other functions within one set of behaviors with multiple functions.

Safety always comes first for behaviors that may present as more severe or challenging. Asking why someone is doing something helps us understand an individual and their needs better!

12/07/2021

The holidays are such a whirlwind of a time for all of us. It takes us out of our day-to-day routine and puts us into the throes of special events, parties, extended family, new environments, different expectations, and especially for a lot of autistic children or the younger members of the community, overwhelming changes that probably come across as seemingly unpredictable. So as we support ourselves through the season, Mighty Oak wants to provide some helpful general strategies for keeping or maintaining some structure and momentum.

1) Priming 1-3 events in advance by just keeping things simple and articulating what’s on the schedule! For example, “first we are going to get our shoes on, then we are going to drive to Uncle John’s house, and then we are going to eat snacks with your cousins!” Priming takes away the unpredictability and unknown of new or different social situations. Visual cues like a picture schedule or timers provide additional context to unfamiliar situations!

2) Responding to early signs of a potentially escalating situation. Parents- you know the signs of your child in emotional distress. Maybe it starts off with whining or protesting which could increase to throwing items or crying. By responding to those cues early, you’re able to step in with deep breaths or a break or some other coping mechanism and more realistically maintain a smoother transition back to an activity by supporting emotional regulation earlier on!

3) Choices and shared control allows participation and a say in how a child can engage in an unfamiliar or overwhelming situation. It can be anything from “do you want to eat dinner with a spoon or a fork,” to “should we leave in 5 minutes or 6 minutes,” to “do you want to eat your carrots first or your potatoes first?” Choices, while they ultimately are provided and controlled by the parent, provide a sense of control and active participation for a child.

4) Having items and activities that are immediately accessible reinforcing are great tools to keep motivation and engagement. Pack a little bag of preferred toys or items- including fidgets or bands that may support sensory output needs to allow them to have options when say, having to sustain themselves across long periods of time at family or holiday events. You can even use these toys as motivators- for example, “first finish your dinner, then you can read your dinosaur books.”

Please keep in mind that these are all just very general strategies and can be used to adapt to your specific needs how you see fit. Social events are fun but require a different level of emotional and social output for us all. Mighty Oak ABA wishes you all a fun and fulfilling holiday season with you and yours!

11/30/2021

Mighty Oak ABA wishes the Jewish community a Happy Hanukkah to the whole mishpacha, full of yummy latkes, sufganiyot, and presents! May your candles shine brightly on the menorah!

11/30/2021

Applied behavior analysis (ABA) is an evidence based science which focuses on systematically teaching strategies and skills to shape behaviors that are meaningful or important to an individual and their way of life. With implementation practice, an individual can modify behaviors and approaches that no longer serve their ability to have their needs met with behaviors that do, to create more reinforcing social contingencies. Meaningful behavioral changes can look like anything from wanting to make and maintain friendships, to communicating wants and needs, to being able to execute a schedule of activities independently, to implementing coping mechanisms during emotionally escalated situations. ABA systematically supports an individual’s skill set to grow and self-manage. Mighty Oak ABA’s approach to ABA strategies first and foremost supports an individual’s human rights through recognition and individualized inclusion of different learning abilities.

Hi-5 ABA

03/19/2022

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02/11/2022

01/26/2022

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12/07/2021

11/30/2021

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Monday	9am - 5pm
Tuesday	9am - 5pm
Wednesday	9am - 5pm
Thursday	9am - 5pm
Friday	9am - 5pm