DAILY LIVING SKILLS
- Pre-school kind of setting. Each classroom has two to four children.
- Small-sized setting allows the children to effectively socialize and learn in a group environment. At the same time, there will be enough focus on each child.
Focus is on generalization of the skills learned in the program to the everyday life skills such as eating, communicating and dressing independently, having a meaningful conversation with family and friends, communicate needs and wants and simple play skills with friends.
FREQUENTLY ASKED QUESTIONS
The Early Start Denver Model brings together the teaching of behavioral analysis with approaches based on developmental relationships, such as parent-child and teacher-pupil. The model blends the discipline of behavior analysis with play-based routines as a way to build a relationship with the child with autism. The approach can start with children as young as 12 months old.
The SCERTS® Model is a comprehensive, team-based, multidisciplinary model for enhancing abilities in Social Communication and Emotional Regulation, and implementing Transactional Supports for children and older individuals with Autism Spectrum Disorders (ASD) and their families. SCERTS® is not an exclusive approach, in that it provides a framework in which practices and strategies from other approaches may be integrated, such as positive behavioural supports (e.g., ABA), visual supports, sensory supports, augmentative and alternative communication (AAC), and social stories. The SCERTS® Model can be used with individuals across a wide range of ages and developmental abilities.
Developed by child psychiatrist Stanley Greenspan, Floortime™ is a treatment method and a philosophy for interacting with autistic children. It is based on the premise that the child can increase and build a larger circle of interaction with an adult who meets the child at his current developmental level and who builds on the child’s particular strengths.
The goal in Floortime™ is to move the child through the six basic developmental milestones that must be mastered for emotional and intellectual growth. Greenspan describes the six rungs on the developmental ladder as: self-regulation and interest in the world; intimacy or a special love for the world of human relations; two-way communication; complex communication; emotional ideas; and emotional thinking. The autistic child is challenged in moving naturally through these milestones as a result of sensory over- or under-reactions, processing difficulties, and/or poor control of physical responses.
ABA is a science which involves the application of principles of learning to improve socially important behaviour to a meaningful degree and to demonstrate scientifically that the procedures used are responsible for the change in behaviour. (Adapted from Cooper, Heron and Heward, 1987)