The curriculum is implemented with the assumption of access to the general education curriculum (New Jersey Core Curriculum Content Standards) with appropriate accommodations and modifications. The educational experience for each student is determined by his or her Individual Education Plan (IEP).
Social Stories are an effective way to teach individuals with Autism Spectrum Disorders social awareness, to problem solve interpersonal conflicts and to understand social rules through a story format.
Applied Behavioral Analysis - The principles of ABA are used to teach readiness skills, receptive and expressive language skills, academic skills, independent living and self help skills.
Discrete Trial Training (DTT) is the first behavioral training modality created specifically for young children with Autism Spectrum Disorder. This is a very structured and repetitive teacher/trainer-directed teaching modality that is based on operant conditioning procedures. DTT breaks down the target skills into discrete behaviors. Each discrete behavior is then taught and reinforced. As students master each discrete behavior, the behaviors are chained, shaped, blended or combined into more complex skills. Positive reinforcement is used throughout the teaching to ensure that skills learned will continue to be repeated.
Picture Exchange Communication System (PECS) is a visual system that helps individuals to communicate their wants and needs. The primary focus of PECS is to provide nonverbal and pre-verbal individuals with a nonverbal communication system.
Sensory Room/Life Skills Room
The ABA Program has created a combined sensory integration and life skills room to provide students with the appropriate environment to help develop skills of daily living.
Sensory integration therapy is a strategy used in occupational therapy (OT) that places a child in a room specifically designed to stimulate and challenge all of the senses.
Functional Activities are designed so that the child will successfully develop the physical skills and abilities to function independently within the school and in the environment.
- The child adapts his behavior with new and practical strategies in response to the challenges presented. These new physical skills are used to attain academic and life skill goals.
- The child’s preferences are used to initiate therapeutic experiences within the session.