Our team provides 1:1 centre or home-based intervention for children on the autism spectrum, as well as social skills support groups and Lego Therapy Club.
The “combination approach” allows our team to individualise not just the content of the programme created for each child, but the delivery and interaction between the practitioners and the child as well. It is our belief that there is no single answer to autism intervention, but rather that every person on the autism spectrum is an individual who will need their own unique blend of strategies to suit their learning style.
This refers to the practice of using multiple interventions and strategies in different quantities according to the individual’s positive response to each of these. All interventions and strategies that are made use of should be evidence-based and best practice.
The Autism Project provides 1:1 centre and/or home-based sessions, delivered by tertiary educated, autism-specific trained and experienced practitioners. Our team make use of a combination approach which includes (but is not limited to) the following in world’s best practice in autism specific interventions:
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
Applied behavior analysis (ABA) is a scientific discipline concerned with applying techniques based upon the principles of learning to changthe e behavior of social significance.
Links for more info on ABA:
At the heart of ESDM is the empirical knowledge based infant-toddler learning and development and the effects of early autism. This intervention focuses on boosting children's social emotional, cognitive and language abilities. ESDM uses a data-based approach and empirically supported teaching practices. ESDM fuses a behavioural, relationship-based approach with a more developmental, play based one inorder to create an integrated whole that is both individualized and standardized.
Link for more info on ESDM:
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:
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:
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:
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:
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:
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.
The Autism Project provides a combination approach in managing maladaptive behaviours in the form of preventative measures as well as a more formal behaviour plan. Our team works closely with all members of the child’s team, including the child’s school, therapists and family members.
We are fortunate enough to have created a large and diverse team which has afforded us the opportunity to create a variety of courses for both families, facilitators and professionals. Upskilling and supporting implementation process for families and organisations has become a growing demand and one we have embraced meeting. We have courses on throughout the year. Please contact us to see what courses are coming up!
The Autism Project Team provides school support in a variety of ways and we are proud to be a part of the solution as our country makes the transition to inclusive education.
The Autism Project team provides school support tailored to the school’s needs and usually in the form of:
Each school or organization has their own individual needs and requirements, just like our children do. Support Services are shaped around each school’s goals and current level of ASD specific delivery.