Programs for students with Autism and Autistic-like tendencies

At the Children’s Center we recognize the educational needs of each child is different.  We utilize a variety of teaching strategies that help our students achieve the objective set forth in their IEP (Individualized Educational Plan).

Research has shown one of the most effective ways to teach a student with Autism/Autistic-like tendencies, is through an ABA teaching paradigm.  This provides the highly structured environment which is critical for a student’s success.  Our use of positive reinforcement and errorless learning methods assist each student in reaching their maximum level of learning.  These methods reach far beyond academics and are incorporated into an array of activities throughout the school day such as:  communication, play, socialization, recreation/leisure skills, activities of daily living and job site skills. There are a variety of other strategies that can be utilized to teach independence and self-regulation skills.  Some of these are:  visual strategies, individualized student schedules, environmental considerations, social skills training, classroom incentive programs, individualized incentive programs and reward systems.

Like our programming for students with multiple disabilities, learning occurs in a variety of environments which range from highly structured, one to one or two to one to a small or large group setting which promotes generalization of acquired skills.   Instruction is focused on breaking down skills / tasks into smaller components.  Students are provided with the repetitive exposure needed to learn a skill / task as well as incorporating positive reinforcement throughout the day. 

Within the classroom setting, all students have individual data books which describe and map out their educational program.  Data is collected daily and analyzed to ensure progress is being made.  With the use of individual student data books, we can efficiently modify methods and materials to best meet a student’s needs.

Educational Strategies

Visual Strategies

Students perform best when their daily routine is predictable and clear expectations have been established.  One way to accomplish this is to establish and follow a visual schedule.  This assists in eliminating the unexpected and helps students in anticipating and preparing for transition.  Visual schedules can be classroom wide or individualized to meet a student’s specific needs.  Schedules can be created and adapted to meet the student’s learning style.  For example, schedules can be created with line drawing pictures, actual photos, written words or even a tangible object that is related to the class or activity it represents.  Visual schedules can be created to guide a student through their day or created to assist in completing a smaller task like competing academic work programs. 

Environmental considerations

Visual and auditory stimulation in the classroom are important aspects to consider for behavioral and educational success.  Many students are sensitive to auditory input and require extended time to process auditory input.  In addition, classrooms are set up to optimally meet students’ needs.   Some students benefit from three-sided work areas to help reduce visual and auditory stimulation.  Other students are successful in more open areas.  Activities are designed with strong visual cues to help assist auditory directions are needed. 

Effective Communication Skills

Many students have challenges in communicating their wants and needs.  For those students who have limited verbal communication skills an augmentative communication system is put in place.  A variety of options are available to teach students who do not have a functional means to communicate.    We realized that even a student who might verbalize doesn’t mean that they are an effective communicator.   It is very common for students who are verbal communicators to struggle with their communication during a stressful emotional state.  In this case, having a backup visual form of communication is essential to assist with self-regulation.  Some types of systems introduced to students to assist with communication are:  static language boards, voice output devices, use of iPad with a specific application, big mac switches, E-tran boards, rocking switch plates, picture exchange communication systems. The Children’s Center has an extensive library of augmentative devices to trial with our students.  Our speech therapists are well trained in determining the most appropriate approach to increasing the student’s ability to effectively communicate. 

Teaching Social Skills

Many students benefit from direct instruction in learning social skills as most do not learn how to interact with others by simply being placed in social environments.  Many students need to learn social interaction skills in the same way they learn other educational skills.  Very often it is beneficial to break down the task and teach the skill in smaller units.  For some students we will use strong visual structured activities which are designed to teach about identifying emotions in self and others, situations that can cause certain emotions, and how to respond to certain social situations.  For other students, reciprocal greetings and partings are taught.  In other instances, the focus is on turn taking, following rules of a game and other simple pleasantries that are experienced every day.  Our speech therapists work closely with the classroom teacher and staff to develop a plan to teach these skills.

Sensory Opportunities

Many of our students have some type of sensory dysregulation.  It is important for our occupational therapists to complete a sensory profile to determine their sensory needs.  Based upon the profile, a sensory plan or diet is created, discussed with the student’s parent/guardian and implemented throughout the day.  Our team of occupational therapists train the classroom teacher and staff to effectively implement the plan and monitor its effectiveness. 

Mealtime Management

Mealtime management is a vital focus of the school day.  Lunch and snack times are valuable instructional opportunities.  Children’s Center has students who are independent and dependent feeders as well as students who rely upon medical intervention to receive their nutrients.  Mealtimes are closely monitored as safety is of the utmost importance.  Mealtime management might focus on pacing, appropriate use of utensils, improvement of chewing and swallowing skills  or maintaining a clean eating space.  Mealtime is also a time of day that provides opportunities to teach socialization, hygiene, daily living skills and leisure skills. 

Consistency

Students are most successful when the daily program is consistent with clear expectations.  Staff are well trained in the importance of consistency, whether it be consistency with implementing a student’s behavior plan, reinforcement system or teaching strategies. 

Functional Curriculum

Our goal for students who attend The Children’s Center is to have them learn the necessary skills to be as independent as possible once they graduate from our program.  Our program places a strong emphasis on teaching functional skills.  Skills that emphasize daily living, interactions in the community, recreation and leisure as well as skills necessary at a job site.  Functional academics include language arts, mathematics, science and social studies.  Some students can participate in formal programs in these areas; while other students work toward basic skills that are needed in daily life.  Self-care skills, domestic living skills, community interaction, and structured learning experiences are emphasized for students beginning at age 11. 

Home Training Component

Our Home Training Program is an extension of the services provided to our students; it is designed to bridge the gap between the school program and life at home. 

Home Trainers work with families to develop solutions in conjunction with the student’s school-based collaboration team.  Techniques and strategies implemented in the home need to be closely related to those used in the classroom to maximize their success and promote consistency. 

Home Training is a situational service.  The Children’s Center is committed to providing on-going support for their students and their families.  Families can request Home Training as different needs arise. 

A Home Trainer is assigned to consult with a family for a few sessions to suggest strategies to aid in helping the challenging situation in the home.  The home trainer can provide information, supplies/materials from school and explain, model and demonstrate techniques as suggested by the collaboration team.  Limited follow-up visits will consist of technique review, troubleshooting and observation of the techniques in use.  Home Training is progress measured by the parent / family’s ability to use and apply suggested strategies.     

Staff Training

Staff training is a vital aspect of our program.  Staff training is provided in lecture style topics as well as hands-on training in the classroom.  All new staff participate in our “new staff training series” which consists of a series of lectures regarding relevant topics to working with students with disabilities.  Topics include behavior modification, mealtime management, communication systems, discrete trial teaching, prompting and safe student handling.  In addition, after completing these lecture type of trainings, staff are required to pass post tests to ensure knowledge retainment.  In addition, staff are paired with experienced staff to ensure skills taught can be applied in the classroom.