Assessment:
Initial assessments include a combination of parent report, observations in the natural environment (home/school), and The Assessment of Basic Language and Learning Skills- Revised, (ABLLS-R). The ABLLS-R tracks a variety of skills within specific categories for children with autism and other Developmental Disabilities. This assessment tool was revised by one of the original authors Dr. James Partington in 2006. I typically update the ABLLS-R once a year.
1:1 teaching:
This is an important part of the intervention because I'm working directly with your child on their individualized goals. It also gives me the opportunity to assess progress by analyzing data, addressing any areas of need within the goals, updating graphs, and probing new programs. Examples of skills I can address in your child’s intervention include but are not limited to potty training, sleeping and eating issues, conversation, bike riding, meal preparation, math, reading, writing, toy play, talking/communicating, repetitive actions/language, dressing, and brushing teeth. The number of hours each child receives typically ranges from 10-35 hours a week. Following initial assessments, I’ll make a recommendation for the number of hours.
Training (team):
Your team will usually provide the majority of hours for your child’s intervention. They do not need to have experience in
Training (parents):
Parent training is addressed throughout the entire intervention. Your involvement and implementation of goals is critical to your child’s long-term success. Training for parents consist of the principles of
School consultation:
It’s my goal to collaborate with everyone involved with your child (Occupational Therapists, Speech Pathologists, Physical Therapists, teachers in public/private schools, grandparents, babysitters, etc…). School involvement is so important because your child will spend most of their day in that environment (if they aren’t already). It gives me the opportunity to observe how your child performs in another setting, problem solve any issues/concerns with the teaching staff, and assess specific skills that need to be addressed in a classroom (such as social skills, group instructions, & classroom routines).
Social skills:
Social skills are an integral part of my treatment plan. These are challenging skills to teach because they encompass so many steps and continue to grow in complexity with age. Therefore, the sooner social skills are taught and practiced the more successful the outcomes. Social skills training can occur in the individual’s home, school, and community.