Full Day Immersive Learning

BIG classroom with children raising their hands

The only CABAS^® accredited learning center in the Gulf South

BIG classroom with students raising their hands

The only CABAS accredited learning center in the Gulf South

Our full-day, immersive ABA programs create a rich learning environment where skills are taught, practiced, and generalized in real time, giving children the intensity and continuity they need to make lasting gains. While many providers offer limited hourly sessions, BIG's comprehensive full-day ABA programs create the intensive, consistent environment children with autism need to make meaningful, lasting progress across all areas of development.
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Indoor playroom with activities designed to promote social engagement like a bounce house, a train and sensory table.

Beyond Traditional Therapy

Highlights of Our Therapy Clinic Include:

Our specialized learning environment combines these elements to give children with autism the best chance at meaningful progress—and a brighter future.

Structured classroom environments that mirror typical school settings

Typically developing peer models who demonstrate age-appropriate skills

Group instruction opportunities alongside individualized programming

Natural social learning throughout the day

Progressive classroom levels that increase expectations as children advance

School readiness preparation through systematic environmental changes

Structured Routine Embedded with Novelty

Stimulating Thematic Units – are rotated each week in order to expose children to novel experiences and engaging activities throughout their time at BIG. This includes but is not limited to incorporating the theme into the sensory bin, story time books, décor, crafts, and on site field trips.

Classroom Schedules – consistent daily routines such as one-on-one learning time, play time, lunch, recess, and group learning time

Peer Modeling & Social Growth

Safe indoor play spaces – fun bounce house, trampolines, spinning chairs, etc that turn learning into play and encourage social engagement

Integrated Classrooms – Children learn alongside peers who can model social and communication skills.

Real-Life Practice – Group activities encourage sharing, cooperation, and turn-taking in natural settings.

Spacious Facility

Fun outdoor play spaces – including 2 gated playgrounds with tire swing, merry go round, slide, basketball goal, riding toys, and sensory equipment (water table, interactive play wall) that support gross motor development and active movement

Indoor Playroom – stimulating space for children to engage with each other in the bounce house or with the weekly themed sensory bin.

Data-Driven Progress

Frequent Assessments – Regular tracking ensures learning plans are always adapted to your child’s progress.

Family Collaboration – Quarterly meetings keep parents involved and strategies consistent between school and home.

COMPREHENSIVE PROGRAMMING

The Power of Full-Day Learning

Understanding CABAS® - Comprehensive Application of Behavior Analysis to Schooling at BIG

ABA therapy at BIG focuses on developing:

Foundational learning skills such as attending and imitation

Daily living skills from self-care, routines, and independence

Communication skills from first words to full conversations

Social connections learning how to play, share, and build friendships

Emotional regulation managing frustration and building coping strategies

Cognitive and academic readiness laying the foundation for future learning

Social engagement through outdoor play, where children connect, collaborate, and make friends in an active environment.

Indoor playroom with activities designed to promote social engagement like a bounce house, a train and sensory table.

Our full-day programs run Monday through Friday, year-round, providing 25+ hours per week of intensive behavioral intervention. Unlike traditional therapy that occurs in isolated sessions, our programs integrate learning opportunities throughout the day in naturalistic classroom settings.

ABA therapy at BIG focuses on developing:

Skill generalization across different activities and settings

Natural learning opportunities that occur throughout the day

Consistent reinforcement of learned behaviors

Peer interaction with typically developing children

Real-world practice of newly acquired skills

Reduced need for skill re-teaching due to consistent application

The research is clear: intensive, compassionate, comprehensive programming produces better outcomes than limited hourly sessions. Children make faster, more meaningful progress when intervention is woven throughout their day.

BIG's classroom-based ABA therapy approach for structured learning

Beyond Traditional Therapy

Our Classroom-Based Approach

What sets BIG apart is our unique classroom environment that maintains a 1:1 child-to-therapist ratio while encouraging group learning and collaboration. Our full-day programs aren’t just extended therapy sessions—they’re comprehensive educational experiences, carefully designed to prepare children for successful integration into traditional school settings.

As children progress through our programs, their learning environments gradually transition to look more like typical classrooms, preparing them for successful integration into kindergarten and beyond.This systematic approach to school preparation is unique among ABA providers in our area.

Beyond Traditional Therapy

The Systematic Evolution of the Learning Environment at BIG

At BIG, we guide each child’s path to school readiness through a clear, step-by-step shift in learning environments. We begin with focused one-on-one ABA therapy where the entire day is spent providing and setting up learning opportunities to acquire foundational skills that are considered pre-requisites to more higher level skills. We continue to focus on teaching individualized skills while providing learning opportunities with peer models as appropriate.

As skills are acquired, we introduce our hybrid classrooms. Although we continue to provide individualized learning opportunities with the child’s one-to-one therapist, we begin to incorporate skills necessary to learn and be successful in a group such as sitting in circle, attending to therapist leading the lesson, and responding to questions. Each child has a registered line therapist present the entire time. As the child’s skills advance, learning opportunities with peer models may be increased.

If a child is 3 or 4 years old shows readiness, they are transitioned to the Developmental Pre-K classroom. This classroom follows a much more traditional classroom schedule and curriculum. This classroom is an inclusive classroom with children who have advanced to this learning environment as well as typically developing peer models. Peer models are key in this environment as they allow us to mimic a traditional pre-k setting which sets our children up for success. A child in this classroom participates in group learning for part of the day and one-on-one learning for the rest. Our goal for this classroom is to give children a test run on successful functioning in a classroom. Many children move on to a typical classroom setting.

Finally, we support each child as they move into a each classroom with confidence and the skills they need to thrive. This careful, research-driven evolution—from solo work to peer-rich learning—ensures every child at BIG builds independence and joy as they prepare for school.

The systematic evolution of the learning environment at BIG Behavioral Intervention Group

A Typical Day

Although children come for full day ABA services, the daily schedule keeps a balance of a predictable schedule but also variety to maintain engagement. The day will include a combination of scheduled classroom, 1:1 learning sessions, group learning sessions, and facilitated play time.

Low Child-to-Therapist Ratio - your child gets focused, one-on-one attention throughout the day, which allows for a high rate of learning opportunities. Your child will have up to 2 RLTs on his/her therapy team who may rotate within or across days to promote skill generalization.

Across the learning opportunities during the day, your child's session will be overseen by the Board Certified Behavior Analyst and Board Certified Assistant Behavior Analyst in order to make any necessary changes to ensure continual progress.

Who We’ve Helped

Real Families, Real Results

My son has learned so much since he started in August! His behavior is sooooo much more manageable! His teacher’s are amazing and great at what they do!

I feel comfortable with my child being there because I know that he is happy and very well cared for. We have an ongoing dialog with his BCBA so that I always know what is going on.

Allowing outside therapists (OT, ST, and PT) to co-treat. All of the line techs are amazing and my son is always happy with all of them! My son continues to make amazing progress. We absolutely love Lanie and my son has grown SO much this year so far. Communication is great - we love the daily sheets that come home that tell us about his day and Lanie is always very responsive to questions and issues!

The ease of being able to speak directly to the BCBA about my son and really everything BIG does. Ive seen it first hand seeing my sons growth of the last two years.

The BCBAs and techs are so involved in the care and progress of my kids! I truly feel like my children are in great care and they have learned so much. The clinic is full of people who care and makes sure that my children are thriving. From the daily updates, to being able to easily access the BCBA, it’s so many things that I like about BIG.

The dedication to helping our son improve in every way possible and clear communication throughout the process

The dedication to the kids. All of the employees know my children by name whether they have been with them or not.

The dedication to the students. My children are loved by every teacher and therapist they have had… even other employees know them by name.

We recently started receiving services at BIG, but I am pleased with how receptive my son is to his care team. He is always excited to come to school and it has truly made the transition to a new environment easier. Also, the parent resources BIG makes available are very valuable. This is the first center we have dealt with that provides useful community resources.

My child is safe, happy, and making progress! He loves to go to BIG everyday. I love that outside therapists are able to come in and co-treat/collaborate. I really love my son’s new BCBA and he is thriving in the preK room! I love hearing how he is interacting with peers more, participating in circle time, starting to learn to trace letters, etc.

The communication and helpfulness! I feel like my child is safe and happy going there everyday.

Real time adjustments based on behavior seen and trend of data collected.

The level of attention to detail with my child’s progress and development is amazing. I’m so appreciative of all the work and effort being put into helping my child become the person they’re capable of being.

Very friendly staff who really cares about our children. There’s lots of smiles and laughter in that place with great therapy.

How the class is formatted to prepare the kids for eventually transitioning to a classroom (learning class skills such as group listening/learning, circle time participation, playing games together, writing skills, etc.). Allowing outside therapists in (ST, PT, OT) to co-treat. I love the new daily communication paper that comes home where my child gets to circle the day, month, write his name, etc and that I get to hear a few things he did/worked on that day. Most of all - I like how much PROGRESS my child has made ever since he has moved to his new classroom in August!!

It’s a very warm and welcoming atmosphere, the staff seem to really care about the children. There are great holiday celebrations and extra surprise events for the kiddos. I especially love the petting zoo and monthly book mobile visits from the library!

The exceptional attention to the needs of each individual child; the warmth and acceptance I see my son receive daily.

My experience has been great. I’ve seen my daughter progress alot since she started attending BIG. The staff are patient and good with my daughter. I think they are doing a phenomenal job. Im just grateful a program like this exists.

Mom

Time At BIG: <1 years | Age: 4

We’ve had nothing short of an incredible experience at BIG. This place has truly given our family hope. The idea of sending my child just anywhere was overwhelming—but BIG welcomed her with open arms. It’s such a comfort knowing she looks forward to school every single day. I can genuinely feel how much the staff at BIG care for my daughter. Her growth since starting here has been remarkable. I wholeheartedly recommend BIG to any family navigating the challenges of autism.

Mom

Time At BIG: 2+ years | Age: 4

Even in the short three months our son has been at BIG, we have already seen extensive growth. We came from a difficult experience at a traditional school with very limited options for him, and from the moment we toured BIG, we felt welcomed by the kindness and understanding of the staff. Since starting, our son has made clear progress in his behavior, learning, and social-emotional development. As both a parent and a professional in education and mental health, I am deeply impressed by the staff’s knowledge, empathy, and passion for meeting each child where they are. BIG has truly been a gift to our family.

Mom

Time At BIG: <6 months | Age: 5

When my son first started he wasn't saying words he would scream mostly. But even though he's not getting speech therapy at this time he has started to say words. I couldn't do this without everyone's help at BIG. Thank you so much.

Mom

Time At BIG: 2+ years | Age: 4

B.I.G has been the biggest blessing in disguise for our family. My son has apraxia and had a handful of words he spoke when he started there. Now, he is speaking in full sentences and his speech is becoming clearer daily. He has been able to grow socially and just thrive. The staff is absolutely amazing! Every teacher my son has had has made such a significant impact on him. I would recommend B.I.G for our Autistic kids over and over again. We love them!

Mom

Time At BIG: < 1 year | Age: 4

Here to Guide You

Frequently Asked Questions

We understand choosing the right support for your child is one of the most important decisions you'll make. Here are some answers to help guide your journey.

Call (225) 757-8002

Who provides the therapy?

Line therapists implement daily lessons under the direction of BCBA/BCaBAs who maintain low caseloads to monitor each child’s progress closely.

What does a typical day at BIG look like?

Each classroom is different. Depending on the classroom, they typically start in 1:1 sessions or group instruction. Mid-day includes play time and lunch. The 1:1 session or group instruction resumes in the afternoon. Children typically have morning and afternoon recess on the playground.

Isn’t full-day programming too intense?

Our full-day model uses breaks, play periods, and group work to keep energy high. We build endurance gradually. Children adapt quickly when lessons feel fun and varied.

How is this different from daycare or preschool?

Unlike general early childhood settings, BIG’s program targets specific skills through one-on-one ABA teaching. We use peer models and group activities to teach social and pre-academic skills with research-proven methods.

How do you measure progress in a full-day program?

We collect session-by-session data on each objective. The trends are analyzed following each session and adjustments are made as necessary.

How are children grouped in BIG’s classrooms?

Each child has a dedicated line therapist, while BCBAs oversee small teams to ensure consistency, support and training.

What makes your environment different from a typical classroom?

In addition to 1:1 instruction, we offer structured group times, clear visual schedules, and research-backed teaching stations. We gradually blend one-on-one lessons into more traditional classroom routines.

Do children interact with peers?

Yes. All children learn in a classroom type environment where there are other children
learning similar skills. Each day there are multiple opportunities for children to join in on
play, communication, and other social skills with other children, whether it be in the play
area of the classroom, in the bounce house, at the lunch table, or on the playground. If children do not engage with other children independently, then his/her line therapist will facilitate when appropriate.

What is the Peer Model Program?

BIG offers a unique Peer Model Program designed to create an extraordinary learning environment for children with autism. This program fosters peer-to-peer learning by strategically placing typically developing 3-4 year olds with those diagnosed with autism or other developmental disorders. This inclusion Pre-K classroom takes on a "learning by doing" approach-one in which peer models not only exemplify essential social and communication skills but also encourage comfort and positive behavior through natural interaction. Overseen by a BCBA and taught by experienced registered line technicians, this inclusive program benefits all participants-providing all children with the environment and tools they need for personal and academic growth in a supportive setting.

Ready to Explore Our Facility?

You can fill out our contact form today to get started. Once submitted, a member of our admissions team will follow up with next steps.

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