The program is an all-day, intensive program aligned with Haugland’s instructional philosophy. It includes a preschool, classrooms for Early Intensive Behavior Interventions (ABA), and classes designed to prepare students to enter into our K-8 Asperger’s School Program.
Our partnership with the Morningside Academy in Seattle provides us with expertise and instructional methods that produce significant results for every student.
The Early Learner’s program is on the cutting edge of research in effective instruction for all students diagnosed with an Autism Spectrum Disorder and builds on the success we have experienced with older learners.
Prior to entering the program, students are assessed using the the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP), Curriculum-Based Placement Tests and various fluency probes to pinpoint their strengths and weaknesses.
The purpose of the homogeneous grouping is to make sure that each student’s potential can be maximized. Instructional methods are based on Applied Behavior Analysis (ABA) and include Discrete Trial teaching, Verbal Behavior and Precision Teaching.
Focus is placed on reducing or eliminating language deficits, strengthening social functioning and preparing students for group academic instruction. A partnership with the Psychology Department at The Ohio State University provides internship opportunities for college students interested in a career in Autism education.
Interns are used in a one-on-one setting to quickly build students’ skills. The average ratio of staff to students in this program is 1:3 or less.
The Autism Early Intervention Program Columbus is specifically designed for our youngest learners and focuses on teaching student tool skills or pre-requisite skills, such as building verbal repertoires, attending to instruction, answering on signal, “big six” fine motor skills and more.
When students are fluent in these skills, the focus shifts to academic tool skills such as handwriting, letter sounds, counting, vocabulary etc. By systematically building fluency in these skills, students learn “how to learn” and new learning is generated.
Teachers track data using a Standard Celeration Chart (SCC). This chart measures frequencies of behavior and allows the teachers to make sound decisions about student progress and tailor the instruction to the individual needs of students.
Our staff have specific training and expertise and will work with parents to make sure that your student will become independent with toileting. We use positive methods based on behavior principles and most students acquire toileting skills within weeks or months after starting the program.
The classrooms will have easy access to bathrooms allowing for minimal disruption to other instruction while toilet training takes place.