|
The Enhance 1:1 Special Instruction program at the Early Intervention Center of Brooklyn addresses the special needs of children in Brooklyn, diagnosed with PDD/ Autism, age birth to three, using the methods of Applied Behavior Analysis and child directed activities. We use a developmental curriculum that incorporates one or more of the five domains in each experience. These domains include cognitive, language, social emotional, adaptive, and motor development. Our program is funded by the New York State Department of Health, and all services are free of charge.
Goals
The goal of our program is to provide a happy, enjoyable hands on learning experience and to encourage independence, emotional and cognitive growth, and individual security. The ultimate goal of our program is to teach children to interact as naturally as possible with in his/her natural environment.
Services Available
- Home-based (set up with individual provider and family)
Our Home-based program is coordinated with our center-based program to ensure generalization of skills, carry over from environment to environment, and parent education and involvement. The home-based schedule is set up with the clinician and the family, so as to ensure convenience for the family.
- Center-based (session hours 8am-10am, 11am-1pm or 1:30pm -3:30pm)
Our Center-based program is an educational and therapeutic program that uses a curriculum individualized for each child. There are six children in each class. The classroom is structured and teaching is provided in a 1: 1 teaching ratio. Speical Instruction services in the center are generally provided in English. We provide the following services for children diagnosed on the Autistic Spectrum. Each child's program will be individualized according to his/her developmental needs and those of the family. One or more of the following services may be used when setting up each individualized program.
-
Errorless learning
Errorless learning consists of using prompts when teaching a new skill or asking for a brand new response. Errorless learning is a system of most to least prompting and gradually fading prompts all together to increase independence of a skill. When using errorless learning, it is important to remember that the more success a child has while learning a new skill, the more reinforced he/she will be in continuing to learn.
Web links for more information:
 
- Generalization (of acquired skills to different learning environments)
Once skills have been learned in a small restricted 1:1 teaching environment, it is then generalized to a more natural learning environment, such as circle time, free play, and snack.
1) Floor time Approach/DIR (Developmental, Individual-Difference, Relationship Based Model) is a treatment approach that focuses on the interactions between child/parent/caregiver. This approach is about following the child's lead and expanding on their interests and interactions. Interactions are child initiated and directed. The role of the adult is to be the child's active play partner.
Web links for more information:
2) Pecs (Picture Exchange Communication System)
An Augmentative communication system based on the exchange of pictures/symbols developed to help individuals acquire functional means of communication. .
Web links for more information:
- Sensory/Motor therapy:
Our program includes on-site occupational and physical therapist. Our occupational therapists play a key role in providing sensorimotor activities. If a child is in need of a sensory diet or sensory integration therapy the occupational therapist, educational team and family meet to discuss the best option to meet the needs of each individual child. A sensory diet provides information to the senses (tactile, vestibular, and proprioceptive) as well as combines techniques of alerting, organizing, and/or calming a child to fully engage in their environment.
- Developmental curriculum:
Speech and language, physical and occupational therapies are provided at the center. Our curriculum addresses learning readiness, communication, cognitive development, fine and gross motor skills, social/emotional development, socialization skills, and adaptive skills.
- Integrated Day Care placements
We have the ability to integrate children into a less restrictive environment when developmentally appropriate. We are able to integrate children into larger less structured early intervention classrooms with in the school as well as having the ability to integrate children into various preschool classrooms with typically developing peers as social play partners at our off site preschool.
- The Family Component
Our family services include (monthly) family trainings in which the family meets with the entire educational team to discuss their child's progress, as well as concerns that may be impeding upon IFSP goals being meet. This is also a time for the family members to express progress that they have seen at home or concerns and behaviors that they as a family may need help with. Family support is provided through family support groups as well as individual family counseling. We provide parent/teacher conferences twice a year in November and March.
|
