Linwood Fundamentals

Studied and Lauded By Both Parents and Professionals

What has been noted as “The Linwood Method” has intrigued parents and professionals for many years. It has been studied, lauded and sometimes criticized.

To understand it, one must accept a fundamental tenet which is at the heart of Linwood’s approach: The only lasting change is that which occurs as an integral part of the child’s overall development. Unlike the often used practice of changing behavior as a mechanical response to repeated drill and training, Linwood’s approach is more likely to produce lasting outcomes by implementing practices that motivate the child to learn.

Applied Behavior Analysis (ABA) teaches us that, in order to bring about positive behavior change, one must be able to identify the pivotal elements in the child’s environment that influence behavior. Like Koegel and Koegel’s Pivotal Response Treatments (Koegel & Koegel, 2006), Linwood relies on the fundamental aspects of observation, establishing relationships and changing behaviors in the child’s natural settings.

At Linwood, learning occurs in the classroom, on the playground, in the lunchroom, in the child’s own living room and in the community. Rather than isolate the child in a therapy room to address a specific behavior, we engage the child in learning events within activities identified as strong motivators for the child.

Determining the dynamics in the child’s environment that influence behavior and motivate participation and cooperation are critical components of the Linwood Method. And the threshold may change from day to day, activity to activity and staff member to staff member. As the child demonstrates a readiness to accept increasing demands, the threshold is carefully “stretched” and then stretched again when it can be tolerated. At Linwood, the social dynamics between child and adult are essential and dictate the effectiveness of any given learning activity.

Read a more detailed description of Linwood’s practices.