The program at Abbott House is an adaptation of current
thinking and proven research in the ever changing practice
of residential treatment programs for youth. At its
most basic level, Abbott House has built a program using
concepts grounded in learning theory that have been
proven successful at making changes in behavior as the
result of planed social interactions. Learning occurs
within a social and educational environment in which
every staff member is grounded in teaching and practicing
the social skills necessary to overcome adversity.
The environment provides physical safety, meaningful
learning experiences and the opportunity to grow continuously
in productive learning interactions within a structured
daily program. Here, in a supportive and controlled
setting, the young person can practice the skills she
will need to gain new perspectives and to experience
novel opportunities to learn more about herself and
how better to interact with the world.
The Abbott House environment is one of acceptance,
where everyone starts at their own level of ability
and where better behaviors are reinforced. Change is
expected and encouraged every day. It is a place of
action and thoughtfulness where girls learn the reasons
why alternative social skills will improve their life
and it provides them the benefit of earning the things
that they want. Through close monitoring and continuous
interactions the youth can actually measure their own
improvement. And they can see the benefit of that improvement
in their daily life.
The girl works her program within a system of levels
that progress toward her eventual completion of the
program. Virtually everything that occurs within her
daily schedule is based upon achieving success in making
more productive decisions.
The model for the environment at Abbott House is based
on upon established principles of learned behavior.
In that context it is assumed that since all behaviors
are learned that it is then possible for new behaviors
to be taught.
The important distinction is that there is not an assumption
of viewing the girl as having behavior problems or emotional
impairments. Instead, inappropriate behavior is viewed
as a product of previous learned responses or a need
to learn more productive behaviors.
We emphasize that this is not a “Behavior Modification”
program. It is a TEACHING program based on teaching
observable and measurable actions. The care with which
the teaching interactions are initiated are the key
to this successful program. It assumes that new behavior
can be learned and old behaviors can be improved.
A motivation system carefully maximizes the opportunity
for the girl to obtain a personal benefit based upon
understanding and practicing improved behavior. Elements
of the program include:
• Structured positive reinforcement by verbal
praise and practical rewards
• Continuous reinforcement following a desired
behavior
• Shaping basic skills and then combining skills
with successive desired skills
• Generalization of the skills learned to similar
situations in the community environment
• Discrimination of skills from one setting to
another
The attraction of this program is its overriding outcomes….(1)
There is absolutely no punishment associated with this
approach and (2) It is clearly measurable and sustainable.
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