A COMPREHENSIVE APPROACH FOR AUTISM AND OTHER DEVELOPMENTAL DELAYS
Children with Autism Spectrum Disorders, ADHD, and other forms of learning disability share the common difficulty of learning from the natural environment.
In the early childhood this difficulty may be detected only through specific developmental assessmenthowever as the child grows the failure to learn become evident. Without adequate support, the child with developmental disability fails in various degree to acquire those skills that children of the same age develop with no effort naturally.
Effective interventions support the child’s learning in every area of need making possible the acquisition of skills that the child had fails to acquire spontaneously.
More than 40 years of research and application in the therapy of children with learning disability offer practitioners a number of powerful tools and procedures to sustain the child’s development: operant conditioning, shaping, chaining, prompt delivery, prompt fading, errorless teaching, functional assessment, to name only the most commonly used..
With the application of appropriate procedures and strategies every child can learn and achieve, gradually reaching developmental milestones that otherwise would be missed.
Effective intensive early interventions result in the acquisition of socially and developmentally significant skills with an immediate improvement in the quality of life of the child and his family. Eventually the child may progress to the point of being able to learn independently from his environment with no or limited support.
OUR APPROACH TO TREATMENT IS:
- Comprehensive: it addresses all developmental areas such as communication, play, social interaction, imitation, motor skills, self care
- Individualized: every child is unique and required a unique intervention. Effective interventions are based on the child’s individual profile of weaknesses and strengths and the specific characteristics of his environment. Everychild is taught 1:1
- Relational: a child able to build positive relations with caregivers, peers and therapists will be able to progress faster and achieve a higher quality of life. Difficult behaviors and persistent dysfunctional relations need to be addressed in the early stages of the therapy.
- Developmental: a child development is not a simple accumulation of skills and knowledge. Our treatment plan aims to the acquisition of those skills that are developmentally and socially more significant and may facilitate the further development of the child (commonly named ‘behavioral cusps’).
- Scientific: The therapy of children with developmental disability is a human science. We work closely with the international scientific community to provide our clients the most effective procedures today available.
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