| Children's Center for Autism Daily Schedule |
The Center provides an individualized treatment plan for each child. Children attend full time (M-F, 8:30-3pm) or part time. Children have
different needs and the intent is to teach each child the skills they need to be able to learn from a more typical learning environment. For management,
supervision, and accountability purposes the children are organized into "classrooms" but all children do not participate in classroom activities. The daily
routine includes one-on-one discrete trial training, natural environment training, independence training, and social interaction training. Each child has
specific individualized objectives. Fading the necessity for one-on-one instruction is a major focus.
The program is data-based. Data on skill performance is collected daily and objectives are updated weekly based upon the data. This information is summarized
and provided to the family.
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| Sample Descriptions of Daily Activities |
| Play Dates |
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As children in treatment are ready, typically developing children are available at the program site for play dates. This gives the staff the
opportunity to train social and behavioral skills in small group environments.
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| Calendar |
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Younger children participate in circle time activities to address individualized learning objectives. Children practice sitting next to other
children and attending to one instructor while their one-on-one staff becomes a shadow that is systematically faded from the activity. Many skills are practiced
in the circle setting at different times for different children, including calendar, social interactions, and group instruction following.
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| Recess |
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Recess is a time in which the children are taught to participate in various activities such as swinging, sliding, bike riding, skating, or other
outdoor activities. Children have individual training objectives on which data are collected. The program has two well-equipped outdoor playground areas for the
children in a fenced area.
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| Motor Activity |
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The children are taught how to perform gross motor skills specific to their needs, in addition to teaching the children the rules of certain
games, such as t-ball and kickball, to the best of their ability.
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| Class Room |
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Classroom time is 1:1 teaching time, in which each child is learning via their individual programs which are derived from appropriate
assessments including the ABLLS, VB-MAPP, and AFLS.
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| Art |
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Art activities are related to various fine motor, direction-following, and other skills. The activities are modified to serve children's
individual needs.
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| Centers |
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Some children participate in "centers" practice. Centers are a common activity in day care and school settings. Each child who participates
not only gets natural environment toy play training, but also training to give up a favorite toy, to clean up after their center and to take turns in various
centers. This time of the day is modified to fit individual needs.
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| Meal Times |
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Meal times are an excellent time to work on language training and social interactions. Many children have additional needs for training in
accepting a variety of foods. The BCBA's conduct intensive eating programs as necessary for individual children.
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| Grooming / Self Care |
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Depending on the child's individual needs and parent priorities, many children receive training on grooming, self-care, and toileting.
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| Vocational Activites |
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Older children typically will have opportunities to work on a variety of vocational skills. The emphasis is not just on skill development but
on identifying personal preferences and interests for each child which can be matched to an appropriate vocational activity as they age into young adulthood.
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