Linking families and individuals with autism to services, care, support and learning resources for more than 10 years.

Blooming STAR

eMail :
Telephone : 805-583-8060
Fax : 805-583-8064
Address : 685 E Cochran St , Simi Valley , CA , 93065

Blooming STAR provides individualized developmental-behavioral, family centered intervention for children and their families. Blooming STAR provides intervention for children ages 0-3 who are exhibiting any delays in communication, social and/or cognition or who exhibit behavioral challenges. This includes the treatment of communication delays, social-emotional delays, cognitive delays, adaptive living skills delays, motor delays, Feeding Disorders, and problems with challenging behavior/self regulation. Blooming STAR uses a combination of evidence based intervention procedures based on the child/family learning style. Primary methods include Pivotal Response Treatment, Natural Environment Training, Positive Behavior Supports, Incidental Teaching and Functional Routine Training. Other interventions (e.g. Picture Exchange Communication System, sign training) are implemented as indicated.

Blooming STAR has a state of the art clinical multidisciplinary team made up of Board Certified Behavior Analysts, Clinical Psychologists, Ph.D level Early Childhood Disabilities Specialists, Early Intervention Specialists, Occupational Therapist, Speech and Language Pathologists, and Mental Health Professionals. Our multidisciplinary team offers a collaborative approach that focuses on each child’s individual strengths and areas of need within each area of development.
The family is the center of every child's world. Accordingly, it functions as a child's most important developmental context and should be the most important focus in early intervention efforts. Blooming STAR provides a family-based paradigm for early intervention based on established research on recommended practices for early intervention (Odom & McLean, 1996) and also newer research showing additional positive benefits (Dunst, C.J. (2000). This model specifies that services should be 1) family-centered rather than professionally- centered, 2) strength-based rather than deficit-based, 3) empowerment-based rather than expertise-based, 4) promotion- based rather than treatment-based and 5) resource-based rather than service-based. Essentially the model purports that families should be viewed as partners who have a variety of strengths to bring to the team in their effort to learn new strategies to provide intervention to their child and mobilize resources to sustain and further their child's and their own learning.