Home Program Overview

Home programs are a jump start that focus on young children with ASD who may have the potential to acquire the skills necessary to successfully be integrated into a mainstream environment.

The nature of this approach asks the child to acquire new skills quickly then challenges the child to generalize these skills rapidly across all settings and environments.

Our home programs attempt to have the child with ASD correspond to the developmental, social and academic skills of their peers in approximately one to one and half years.

Home programs encompass the entire fifty-two week year.

Initial Program Response

A majority of children initially respond favorably to the intensity and structured approach of a home program.

From our experience we have found that it is ineffective (and possibly harmful) to maintain an intensive number of 1:1/2:1 treatment hours (i.e., 20+ hrs.) beyond a full year for a child who does not demonstrate an appropriate rate of acquisition and generalizations of skills.

At that point, a child is primed (has learning readiness skills) to continue to learn but the intensity of the intervention needs to be better matched to long-term goals and tied more closely to the innate abilities of the child.

This type of intervention needs to be provided by professionals who have greater expertise in long-term goals, programs, and placements.

In all circumstances, BIA provides a strong transition program designed to meet the needs of the child and their new placement as well as continued consulting upon request.

Home Program Details

Home-Based Component

BIA provides a home-based program. A home-based program is demonstrated as the most effective method for delivering initial program services. Children diagnosed with ASD tend, in general, to be extremely sensitive to changes in the environment. A home-based program affords a child a known environment so that they are better able to focus on tasks at hand. In addition, parents, a vital component of effective programs are able to be intimately involved.

School Placement Component

Classroom placement is a vital component of a successful program for every child. As a program progresses, the child's environment is expanded to include outside activities as well as placement in an appropriate structured classroom environment. Programs focus on developing the child's ability to learn and function in a Least Restrictive Environment (LRE) that includes an appropriate peer environment. If a child needs assistance with a particular aspect of school placement, a program component is developed to address the situation. In that way, a child has the opportunity to become better at working within the parameters of the classroom by becoming competent at home with similar situations.

Program Delivery

A team consists of:

1. Program Director - Behavior Planner/Designer - 1.5 - 2.0 hours per week
2. Program Manager - Behavior Implementer II - 6.5 to 9.5 hours per week
3. Program Implementer - Behavior Implementer I - 15 to 30 hours per week
4. Family - Most Important
5. Other Professionals (e.g. Occupational Therapists, Speech & Language Professionals, etc.)

Comprehensive Program Curriculum

Programs focus on all areas of development from self-help to socialization. Initial phases of a program focus on achievement of the child's compliance by first mastering attentiveness, responsiveness, and compliance. These skills are pre-requisites for all learning and social interactions.

Language skills and concepts, socially appropriate behavior, play skills, academic skills, and self help skills constitute the curriculum. As progress is made, instruction is broadened to include social opportunities, community activities and participation in a least restrictive academic environment. Programs are developed individually to meet the child's specific needs and pace of learning.

Categories of Goals

• Speech/Language Skills
• Cognitive Skills
• Social/Emotional Skills
• Motor Skills (Fine and Gross)
• Daily Living Skills
• Learning Readiness
• Play Skills

"Intensive" Also Applies To Parents

• program materials acquisition and production
• maintaining a consistent standard of interaction with their child
• integrating the program model into the home environment