Interventions

Interventions that incorporate the use of a dog to improve performance of targeted behaviors or skills

Systematic exposure to modulated tones resulting in changes in parent reported problem behavior

Systematic consultation between parent and teacher and ongoing coaching across the school year to help the team promote achievement of IEP goals utilizing evidence based practices *Previously called Collaborative Coaching

The Developmental, Individual-Difference, Relationship-Based (DIR) intervention model, also known as Floor Time™, is designed to help children work around processing difficulties to reestablish effective contact with caregivers or play partners and begin to master developmentally appropriate skills. It is designed to increase socialization, improve language, and decrease repetitive behaviors.

Increasing (for accelerating behaviors) or decreasing (for decelerating behaviors) the stimulus intensity or conditions to promote the occurrence of the desired response

Systematic massage using moderate pressure on the head/neck, arms/hands, torso, and the legs/feet. *Previously called Touch Therapy

Teaching approach that facilitates generalization of taught information to related but untaught information through the arrangement of components of desired skills (e.g., words) along the horizontal and vertical axes of a rectangle, then systematically teaching combinations of components across the resulting matrix.

Group camp-style activities that incorporate songs, rope courses, and debriefs focusing on teamwork, trust, communication, facing fears, and self-determination

A series of tasks that target body awareness, motor planning, bilateral motor integration, balance skills, fine motor coordination, functional vision skills, and oral motor skills

Team-based process for selecting and organizing the services and supports that an individual may need to live in the community directed by the learner

Consequence that is applied to a behavior that has the effect of reducing the future occurrence of that behavior (e.g. verbal reprimand, response cost)

Sensory based activities integrated into child routines to meet sensory needs

Social thinking is a type of group or individual instruction designed to improve social cognition, such as perspective taking. It emphasizes teaching children with autism the foundation of social knowledge to develop successful social behaviors.

Intervention that supports parents, students, and school teams in individualized planning for and executing the transition from primary to secondary school and addressing related behavioral and emotional issues.