
Comprehensive, Coordinated
Services
- Early identification and initiation of comprehensive child intervention and family support
- Family guided IFSP process with ongoing family service coordination and autism resources
- Family/Professional collaboration in service delivery decision-making process
- Interdisciplinary teaming with integrated service delivery as appropriate
- Comprehensive team membership including formal and informal supports for family
- Consistent timetable for monitoring progress on outcomes across all service providers
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Community- Based Program
- Instruction and support occurs in the natural environments of the child and family
- Emphasis on building capacity and problem-solving for families and community providers
- Supports and specialized services provided to enhance child’s participation in everyday activities
- Education and resources for community program personnel and caregivers as a team
- Plan for transition to regular public school inclusive program is initiated
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Specialized Instruction
- Flexibility in scheduling and implementation of intervention responds to child and family needs
- Intensity of program is appropriate for chronological and developmental level of child,
includes caregiver interventions, matches family and child needs (range~
to 20 hours per week)
- Instructional program increases amount of time child is actively and productively engaged
- Methodology utilized is evidence-based, consistent and coordinated among all service providers
- Planned activities and routines are provided systematically in arranged environments
- Adequate ratio of caregivers to child(ren) to enhance development and peer interaction
- Individualized instruction occurs in caregiver-child dyads and small group interactions with peers
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Individualized Curriculum
- Comprehensive, developmental, curricular-based assessments provide general skill measures
- Goals and objectives are individualized for communication, social skills, imitation, play, relationships and peer interaction
- Sensory, motor, cognitive, and adaptive skills are embedded as appropriate
- Functional communication is emphasized
- Increased engagement and flexibility in developmentally appropriate tasks and play, including the ability to attend to and respond to the environment
- Generalization is increased by teaching in family identified, child preferred naturally-occurring, meaningful activities and routines with caregivers, peers, and extended family
- Objectives and instructional methods are updated monthly using monitoring methods that document observable and measurable changes in multiples settings with caregivers
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Positive Behavioral Support
- Prevent development of problem behaviors or replace problem behaviors by teaching effective communication, social interactions and play
- Environmental arrangement and other antecedent strategies are used to prevent behavior problems and increase initiation, interaction, and independence
- Functional assessment is used to identify problem behaviors and design interventions
- Principles and methods of the Individualized Support Program (Dunlap & Fox, 1999) are available to families
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Family Education
and Support
- Provide education and training about special issues pertaining to autism and advocacy
- Help families seek appropriate referrals to other professionals and resources as needed
- Enhance participation of formal and informal supports among families and within the community
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