Our team provide 1:1 and small group intervention to children using a combination approach of best practice ASD specific interventions. Because each child responds to strategies and approaches in their own way, our team are trained to individualise the delivery of intervention according to each child. In order to support the developmental progress of our children, we used a highly detailed Individualised Education and Development Plan to ensure our children master all the prerequisite skills needed to thrive in a formal learning environment.
The 1:1 sessions also provides for children already in school but who require additional support in the afternoons in the areas of self-management, academics and social skills.
The core of the Early Start Denver Model (ESDM) lies in its empirical understanding of infant-toddler learning and developmental principles, as well as its recognition of the detrimental impact of early autism on early development. ESDM intervention can be implemented in various settings, including the home, community, and educational environments, with trained interventionists and parents actively engaging in natural play and daily routines.
The primary goal of ESDM is to enhance the rates of development across all domains for children with autism spectrum disorder (ASD) while mitigating the symptoms of autism that hinder their ability to learn from everyday experiences and interactions. While ESDM addresses all areas of development in which children may be delayed, particular emphasis is placed on fostering social-emotional, cognitive, and language abilities, as these domains are particularly influenced by autism.
ESDM adopts a data-driven approach to monitor child learning and progress. Recognizing that the quality of relationships between children and adults significantly shapes infant-toddler learning, ESDM incorporates sensitive and responsive strategies within everyday learning opportunities facilitated by parents, family members, and other individuals involved in the child's life. These strategies aim to support and enhance the child's learning experience.
Social communication, Emotional regulation, Transactional Support or SCERTS is an educational model that incorporates developmental and educational goals, drawing from a wide range of effective practices such as behavioural techniques, TEACCH, Floortime, RDI, Hanen, and Social Stories.
Links for more info on SCERTS:
rizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A. C., & Rydell, P. J. (2005). The SCERTS [TM] Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285
The Developmental, Individual-differences, Relationship-based (DIR) model is a developmental model for assessing and understanding any child's strengths and weaknesses. It has become particularly effective at identifying the unique developmental profiles and developing programs for children experiencing developmental delays due to autism, autism spectrum disorders, or other developmental disorders.
Links for more info on Floortime:
https://www.stanleygreenspan.com/resources/about-floortime
http://www.icdl.com/floortime
TEACCH (Treatment and Education of Autistic and Communication Handicapped Children) developed the intervention approach called “Structured TEACCHing”, an array of teaching or treatment principles and strategies based on the learning characteristics of individuals with ASD, including strengths in visual information processing, and difficulties with social communication, attention, and executive function.
Links for more info on TEACCH:
https://www.appliedbehavioranalysisprograms.com/faq/what-is-the-teacch-method/
https://www.autism.com/treating_TEACCH
Makaton is a unique language programme using a systematic multi-modal approach of speech, signs and symbols to teach communication, language and literacy skills to people with communication and learning difficulties.
Links for more info on Makaton:
https://www.makaton.org/aboutMakaton/
http://www.makaton.co.za/page/what-is-makaton
The Picture Exchange Communication System, or PECS, allows people with little or no communication abilities to communicate using pictures. People using PECS are taught to approach another person and give them a picture of a desired item in exchange for that item.
Links for more info on PECS:
https://pecsusa.com/pecs/
https://www.iidc.indiana.edu/pages/What-is-the-Picture-Exchange-Communication-System-or-PECS
Social narratives are visually represented stories that describe social situations and socially appropriate responses or behaviors to help individuals with ASD acquire and use appropriate social skills.
Links for more info on social narratives:
http://www.child-autism-parent-cafe.com/examples-of-autism-social-stories.html
https://carolgraysocialstories.com/social-stories/what-is-it/
The Autism Project provides Social Skill support on a 1:1 basis, following an individualized social skills curriculum and working closely with the family and/or schools and therapy team to support the mastering of social skill tools.
LEGO Clubs are held weekly for small groups of children matched together for their similarity in skills, need and age.
http://docs.autismresearchcentre.com/papers/2008_Owens_etal_Lego_Therapy.pdf
LEGO Therapy is a highly engaging and innovative therapeutic approach that harnesses the power of LEGO bricks to promote social interaction, communication, and collaborative skills in individuals, particularly children, with various developmental challenges. This evidence-based intervention draws upon the inherent appeal and versatility of LEGO as a tool for building connections, fostering creativity, and enhancing social-emotional development.
During LEGO Therapy sessions, participants work together in small groups, each assuming a specific role: the Builder, the Engineer, and the Supplier. This structured cooperative play allows individuals to actively participate, contribute, and interact with one another while working towards a shared goal of constructing LEGO models. The activity naturally encourages communication, problem-solving, turn-taking, and teamwork, creating a rich environment for social skill development.
LEGO Therapy is designed to be inclusive and flexible, tailored to the specific needs and abilities of each participant. Trained facilitators, such as therapists or educators, guide and support the group dynamics, ensuring a positive and inclusive atmosphere. The therapy sessions provide opportunities for individuals to practice and refine their social and communication skills in a safe and enjoyable context.
Benefits of LEGO Therapy extend beyond the therapy sessions themselves, as participants can transfer and generalize the skills learned to various real-life situations. The hands-on nature of LEGO building offers a multisensory experience that can enhance cognitive abilities, fine motor skills, problem-solving, creativity, and imagination.
Through the collaborative and interactive nature of LEGO Therapy, individuals develop important social competencies, such as turn-taking, sharing, listening, and expressing ideas, while also fostering empathy and understanding towards others. The structured format of LEGO Therapy provides a framework for individuals to practice social skills in a supportive environment, leading to increased self-confidence and a sense of accomplishment.
Overall, LEGO Therapy provides a unique and engaging approach to therapy that combines the joy of building with the promotion of social skills, communication, and emotional well-being. It offers an effective and enjoyable way for individuals to develop critical life skills while experiencing the benefits of play and social interaction.
Our tiny toddlers often forgo pre-schooling in order to pursue intensive 1:1 intervention in their early years. This is typically the course chosen by our toddler families because these children don't have the prerequisite skills needed to take advantage and benefit from a school environment. The Early Start Club provides a space for our children to practice their developing prerequisite play skills with their peers in a structured, supported environment. We are able to provide opportunities for functional play, sensory play, and connection - all following the principles of the Early Start Denver Model in a group setting.
RSG provides an environment for a small group of pre-primary school aged children who are ready for more than 1:1 but are not ready for the higher demands of a school environment. Run by two TAP team members, this club mimics a classroom in smaller increments and provides opportunities for both paired and small group facilitated play. This class runs 5 days a week for 90 minutes. Adding 90 minutes a day to your child’s schedule also provides the opportunity for your child to extend his day. RSG in no way is a replacement for 1:1 intervention, but serves as a platform to practice skills being learned in a controlled and supported group environment.
The Autism Project also offers a variety of clubs (when our schedule allows) run by two practitioners for small groups of 4 – 6 children. Each club offers social skill support and training through varying activities:
The Autism Project provides a series of formal CPD accredited courses as well as workshops for parents, teachers, therapists and para-professionals. Look out on our website, your email or on social media for more information about upcoming courses or enquire at admin@autism-project.com.