Autism Schools and Centers in the United States

The Lighthouse School - Leeds, Yorkshire, UK

2011-11-17T06:05:00.000-08:00

Region’s first special needs free school for the autistic approved - Education - Yorkshire Post

THE FIRST special education free school in Yorkshire for pupils with autism will open next year.
The Lighthouse School in Leeds was one eight special or alternative provision free schools across the country to be given the go-ahead this week by Ministers.
The decision marks the fulfilment of a seven-year dream for a group of parents of children with autism who have developed the plans.
The new school will be for 50 pupils between the ages of 11 and 19 with statements of special educational needs and will be based in part of a former school building in Pudsey which is now empty.
More @ http://www.yorkshirepost.co.uk/news/at-a-glance/education/region_s_first_special_needs_free_school_for_the_autistic_approved_1_3971193

School uses dogs to help autistic students

2011-11-16T12:58:00.000-08:00

School uses dogs to help autistic students in the classroom : News : miNBCnews.com

FLUSHING -- Two years ago, special education teachers at Central Elementary School in Flushing never dreamed they would see their autistic students walking a dog.
"The first time the dogs came in, it was utter chaos," said special education aide, Pam Weisenburger.
But now students are petting, feeding and even hugging their new friends Lelia and Brewtus. Children enter this classroom when they are six and leave when they are 12.
http://www.minbcnews.com/news/story.aspx?id=686757#.TsQj2j1Co8k

Family First Preparatory Academy Closes after just 3 Weeks. Special Needs Parents Scramble

2011-09-14T06:20:00.000-07:00

West Side private school closes after a month - News - The Charleston Gazette

CHARLESTON, W.Va. -- Christopher Vance was surprised when his wife asked him to pick up his son from school on Tuesday.
Family First Preparatory Academy, on Charleston's West Side, closed its doors Tuesday after a month of classes, with no warning to parents. Thirty families were left scrambling to find their children another place to go to school.
Vance, whose 6-year-old autistic son also is named Christopher, said the boy was doing well at the "character-based" school, where a staff of five teachers could provide more personalized attention.
"I don't know what to do," said Vance, standing with his son outside the school, located in the Rehoboth Cathedral on Main Street. "I'm back at square one.
"I feel more for the kids than the teachers," Vance said. "The kids were just beginning to bond with their teachers. I can't put him back in public school like I did last year and have to fight with them day after day."
More http://wvgazette.com/News/201109134327

60 Essential Twitter Feeds for Following Autism Education | Online Colleges

2011-08-25T06:22:00.000-07:00

60 Essential Twitter Feeds for Following Autism Education | Online Colleges

Autism has received a lot of national media attention in recent years, largely because the number of children diagnosed has risen sharply. Whether this is due to better diagnostic testing or some yet undiscovered genetic or environmental factor is still to be determined. Either way, its increased prevalence has made it necessary for educators and parents alike to work hard and learn more about autism, from spotting the early signs to the best ways autistic children can learn and thrive. Keeping up with the latest news and information can be a full time job, but social media may prove one fairly effortless way to do so.

We’ve collected 60 Twitter feeds here that will help you to keep up with all the latest news on autism, from charities working to help diagnosed individuals to new discoveries by scientists and researchers — even some support and inspiration from parents raising afflicted children. No matter what drives your interest in autism, you’re bound to find some tweets among these feeds that will help you better understand and work with those who have the condition.

These feeds will ensure you always know the latest in autism research and news.

@theautismnews: This feed is a great follow if you want easy access to a wide range of news articles on autism and autism spectrum disorders.
@autism_research: Check out this Twitter feed to find a great collection of articles that may be of interest to parents and professionals in the autism field.
@autismbulletin: Make sure you stay in the loop when it comes to autism news by reading this regularly updated feed.
@TheCoffeeKlatch: Geared towards parents, this feed is an excellent resource for practical articles on living with autism and the latest research being done.
@asteens: Find some great posts about autism news and more, specifically dealing with the disorder’s impact on teens, through this organization’s feed.
@autismtalk: Host of Autism Talk Radio, Steven Prussack, keeps this feed loaded with links to his show’s latest recordings.
@anne_barbano: Anne Barbano hosts a radio show that focuses on autism and other disabilities. Check out her latest topics of discussion here.
@thinkingautism: Here you’ll find links to some amazingly informative essays written by parents, professionals and those with autism.
MORE HERE. Click to see #9 - #60 @ OnlineColleges.Net

Pathfinder Academy in Jacksonville - Summer Program

2011-08-04T06:15:00.000-07:00

Autism school holds summer program to prep students | todaysthv.com

JACKSONVILLE, Ark. (KTHV) -- Pathfinder Inc. in Jacksonville has opened a middle school for children with autism. The school year begins on Aug. 15 and the organization is holding a summer program to prepare the students for the school year.
"It's exciting. Exciting for me because when he was in public school I would never go have lunch with him because he would cry when I left."

Lisa Bamburg's son, Joel, is one of eight students enrolled in the new Pathfinder Academy in Jacksonville. Joel and his classmates have autism. He's working on a basic skill, brushing his teeth, when we visit his classroom.

Director Tim Thomas says they are ready for the academy's first official year to begin.

The Good Shepherd Catholic School at Mercy (Autism School)

2011-07-20T06:21:00.000-07:00

Mercy Health Center to open school for autistic children in Oklahoma City | NewsOK.com

Children with autism and patients who need rehabilitation will find help in a new multimillion-dollar Mercy Health Center school and hospital.

This is an artist's drawing of the 50-bed Mercy Rehabilitation Hospital, at Memorial Road and MacArthur Boulevard. Construction is expected to begin Aug. 16 and be complete the fall of 2012.

The state's first school for autistic children, The Good Shepherd Catholic School at Mercy, initially will provide special services for 20 children when it opens Aug. 22 on the hospital campus.

Read more: http://newsok.com/mercy-health-center-to-open-school-for-autistic-children-in-oklahoma-city/article/3586759#ixzz1SeRs0t8X

Struggle to find autism schools in the UK

2011-06-29T12:29:00.000-07:00

BBC News - 'Struggle' to find autism schools

Almost half of parents of children with autism are having to wait more than a year to get their children into the right school, a survey carried out by the National Autistic Society has found.

Giant Steps Autism School Forges Relationship With Darien Lions Club - Lisle, IL Patch

2011-06-22T13:02:00.000-07:00

Giant Steps Autism School Forges Relationship With Darien Lions Club - Lisle, IL Patch

From Darien Patch: The Lions Club’s motto is “We serve.” So when Darien Lion Steve Hiatt got the call that Giant Steps school in Lisle needed a hand with its auction in February, it was a no brainer.

A group from the club manned the coatroom, collecting over the course of the evening about $750 in tips, said Giant Steps special event planner Jeni Fulton. They donated the tips, of course, to Giant Steps.

What started with one tip jar at one event has blossomed into a rewarding relationship between the Darien Lions Club and Giant Steps.

With the Lions help at events such as the auction, pancake breakfasts and a recent school picnic, Giant Steps’ staff is able to spend more time interacting with parents and students, said Executive Director Bridget O’Connor.
More at http://lisle.patch.com/articles/giant-steps-autism-school-forges-relationship-with-darien-lions-club

Princeton Family Affected by Autism Thrives at Eden Institute, Special Olympics - Princeton, NJ Patch

2011-06-15T06:30:00.000-07:00

Princeton Family Affected by Autism Thrives at Eden Institute, Special Olympics - Princeton, NJ Patch

Eden Institute, located in Plainsboro, provides year round educational services for people with autism between the ages of 3-21.

Eden Institute for Autism

2011-06-15T06:29:00.000-07:00

About Eden : Eden Autism Services

Eden's philosophy of lifespan services is based upon the premise that the majority of individuals with autism require services throughout their lifetime. While the extent to which these services are needed will differ from person to person, their specialized nature will not.
Lifespan services are at the core of Eden's service continuum that ranges from early intervention programming to services for older adults with autism. Lifespan services are the vehicle by which individuals who have autism continue to learn and to grow - and to become active, contributing members of their communities.

The Peninsula School for Autism

2011-06-09T06:12:00.000-07:00

Autistic children's school: Newport News families opening special school geared to needs of autistic children - dailypress.com

The Peninsula School for Autism is expected to open this fall in Newport News, and it appears it would be the first private school on the Peninsula specifically devoted to autistic children.

Autism school in city provides academic and behavioral health services to students

2011-05-27T12:55:00.000-07:00

Autism school in city provides academic and behavioral health services to students

At NHS Autism School, a classroom of seven starts the day by picking someone to hold the flag for the morning salute. Upstairs, a small group of students is already searching for adjectives on worksheets, with several aides nearby.

Down the hall in an emotional support classroom, a teacher asks students questions one by one.

Teacher Kelly Dugan asks a boy to count to 25 and helps him along. Some of the students stray from their chairs and struggle to focus.

The next student counts backwards from 20.

When he gets stuck, Dugan points out the numbers.

The schedule on the wall lists writing, reading, math, lunch, grooming, cooking and gym class.

The school in south Reading, which serves students on all grade levels, is a licensed private school that provides academic and behavioral health services to students with special needs. And there is a need here for such a school. Since it opened four years ago, it has quickly outgrown its enrollment projections for students with special needs, said school director Corlene Ocker.

More @ http://readingeagle.com/article.aspx?id=310635

Matthew Israel, Founder of the School of Shock JREC, to Face Criminal Charges (VIDEO)

2011-05-26T06:53:00.000-07:00

Matthew Israel, Founder of the School of Shock JREC, to Face Criminal Charges (VIDEO)

When I first heard about the Judge Rotenberg Educational Center (JREC) in Canton, Massachusetts, I couldn't believe that such a school existed. The JREC is a school for that uses electric shocks to discipline students with disabilities including autism, mental retardation or emotional-behavioral issues. The school was founded by a Harvard-trained psychologist, Matthew Israel and has long attracted controversy among disability rights activists, parents and experts in the field of mental health.

Today, the Boston Globe reports that Israel faces criminal charges over an incident in 2007, when two teenagers with disabilities who were residents at the JREC were wrongfully administered a number of shocks after a prank phone call by someone posing as a supervisor ordered them.

If the use of electric skin shock on children with disabilities is not troubling and barbaric enough, the suit against Israel also suggests how woefully poor the JREC's administrative practices are and also brings into question the training and supervision of its staff at all levels. From the Boston Globe:

A court official who works at the Norfolk County Superior Court said that today's schedule of cases lists a defendant named Matthew Israel facing two charges, misleading a grand jury and accessory after the fact to a crime.

The charges against Israel are believed to be related to the destruction of some of the center's digital surveillance tapes that would have showed what occurred the night of Aug. 26, 2007, in one of the center's residential group homes in Stoughton. That night, staffers received a prank phone call from someone posing as a supervisor, saying two teenagers, including Dumas's son, should be administered electrical shocks as punishment for bad behavior earlier that day.

More http://www.care2.com/causes/education/blog/matthew-israel-founder-of-center-to-face-criminal-charges/

Youngstown News, School is specially suited for autistic students

2011-05-26T06:51:00.000-07:00

Youngstown News, School is specially suited for autistic students

The Potential Development School of Autism on the Southeast Side is a single-story building fitted for the unique 55 students it educates.
With hallway floors lined with tape telling students where to go and dividers between desks, the school is structured to give easily distracted autistic children the best opportunity at an education — an education that may not be possible at a public school.
“Instead of getting an appropriate education, their socials skills or their anxieties are holding them back,” said Marilyn Fielding, its director. “We, here, are trained to deal with those kinds of things.”
One important aspect of their education is sensory breaks, or mini-recesses, autistic students frequently need between lessons.
“I can’t tell you how that’s turned around some of our kids,” Fielding said.
A large sensory-break area for the students at the 880 E. Indianola Ave. school, however, is incomplete. A jungle gym occupies half of a playground while the other half is filled with mounds of dirt.
When preparing the ground, workers dug down and discovered water flowing downhill from an old hospital next door. They were forced to lay pipe which diverted the water but also shot up the cost of construction.
More ... http://www.vindy.com/news/2011/may/25/school-is-specially-suited-for-autistic-/

Northern School for Autism

2011-05-10T12:24:00.000-07:00

Go-ahead for Northern School for Autism's new campus - Education - News - Northcote Leader

175% Jump in Autism Diagnoses Forces Schools to Adapt - Los Alamitos-Seal Beach, CA Patch

2011-05-04T07:10:00.000-07:00

175% Jump in Autism Diagnoses Forces Schools to Adapt - Los Alamitos-Seal Beach, CA Patch

The number of children diagnosed with autism in the Los Alamitos Unified School District has nearly tripled in the last eight years, prompting district officials to hire a behavioral specialist to manage the district’s special-education needs.

Between 2002 and 2010, the district experienced a 175 percent increase in the number of students with the autism spectrum disorder, for a total of 152 students. In total, the district has 800 students with special needs. It’s a trend reflected in districts around the nation, and it has a significant impact on the classroom.

In the past, the Los Alamitos school district contracted with an outside agency instead of having its own behavioral specialist.

PBS 'NewsHour' shines spotlight on efforts of Bronx Autism school

2011-04-25T07:48:00.000-07:00

PBS 'NewsHour' shines spotlight on efforts of Bronx Autism school

A Bronx school for children with autism stars on television tonight.

A PBS "NewsHour" segment at 7 p.m. features Public School 176X in Co-op City. It serves nearly 700 children with the disorder.

Part of a "NewsHour" series on autism hosted by legendary news anchor Robert MacNeil, the segment compares PS 176X with a small charter school in Manhattan that boasts one teacher for every student.

It also looks at the heart-wrenching impacts of the disorder on parents, such as Jesse Mojica, education director for Borough President Ruben Diaz Jr., and grandparents, like MacNeil.

"So often, we parents feel powerless to help," Mojica said yesterday. His son has attended PS176X.

Read more: http://www.nydailynews.com/ny_local/bronx/2011/04/21/2011-04-21_autisms_challenge_heroic_efforts_of_bronx_school_focus_of_tv_show.html#ixzz1KXwfNV82

Whiz Kid Cole Cook: Raising Money for Autism - Levittown, NY Patch

2011-04-08T12:46:00.000-07:00

Whiz Kid Cole Cook: Raising Money for Autism - Levittown, NY Patch

The Elija School (Empowering Long Island's Journey Through Autism)- Levittown, NY Patch

2011-04-08T12:45:00.000-07:00

The Elija School - Levittown, NY Patch

Empowering Long Island's Journey Through Autism

Established in 2006, the Elija School is located right next to the Levittown Community Church. This school is specifically for children with autism, as they offer many specialized and one-on-one programs for children of all ages. They have a fenced in playground in the back for the students to enjoy.

The Elija School also provides life skills and social classes. They play a key role in raising autism awareness in the community.

Hours: School is 12 months, full days
Handicap Accessible: Ramp accessible from parking lot
Public/Private: Private
Student-to-teacher ratio: 1:1
Parking: Free lot, On-street: free
How engaged is the school with the community?: Very, they play a key role in autism awareness and fundraising

School Website: http://www.elija.org/

ISMILE School for Autism

2011-04-05T14:31:00.000-07:00

Running long distance for autism school - River Cities - MiamiHerald.com

ISMILE, which cleverly stands for Institute for Special Minds Interacting in Learning Environment, is a nonprofit outreach program in Miami Springs that strives to help children with autism discover their true abilities. It was created in response to the large demand for effective programs in South Florida helping parents with the expense of quality therapies.
“We started out five years ago with just four kids and we had up to 12 at one point and now have 10,” said ISMILE executive director Juliana Schaffer. “We’re very grateful to the folks here at Grace Lutheran who have been so generous to share their facilities with us and extremely indebted to Mr. Dominguez, who has offered up his running talents to help us raise much-needed funding.”
Read more: http://www.miamiherald.com/2011/04/04/2139657/running-long-distance-for-autism.html#ixzz1IgdupptY

How qualified are Nevada's special education teachers? - KTNV ABC,Channel 13,Las Vegas,Nevada,News,Weather,Sports,Entertainment,KTNV.com,Action News .:.

2011-03-31T13:58:00.000-07:00

How qualified are Nevada's special education teachers? - KTNV ABC,Channel 13,Las Vegas,Nevada,News,Weather,Sports,Entertainment,KTNV.com,Action News .:.

Temple Grandin School

2011-03-04T06:16:00.000-08:00

New Boulder school will serve students who have Asperger's Syndrome - The Denver Post
A school serving grades 6-12 and specializing in students with Asperger's Syndrome and similar learning disorders will open next fall in Boulder County.

The independent Temple Grandin School, named for the Colorado State University professor, animal scientist and autism advocate, will feature a student-teacher ratio of 6-to-1 and combine social and educational supports with challenging academics.

The school will be located in Lafayette.
...
Consequently, organizers are planning to start small — about 20-40 students in the first year of operation. Tuition will be about $20,000 per year, which includes core instruction condensed into four days with a fifth day devoted to directing students to pursue their individual interests.

Read more: New Boulder school will serve students who have Asperger's Syndrome - The Denver Post http://www.denverpost.com/recommended/ci_17522642#ixzz1FdlDt27m
Read The Denver Post's Terms of Use of its content: http://www.denverpost.com/termsofuse

The K.I.T.E. Center (Jackson, TN)

2011-02-23T07:55:00.000-08:00

The K.I.T.E. Center
Jackson, TN
www.thekitecenter.com
thekitecenter@eplus.net

The KITE Center is designed to provide individualized educational programs for students with learning differences, language delays and Autism so each student can achieve the height of their potential.

The KITE Center offers individualized skill level curriculum and therapy programs for development of language, socialization and behavior.

The K.I.T.E. Center offers developmental therapy and individualized educational services including: curriculum, language, social skills and behavioral development. The ABA (Applied Behavior Analysis) approach is utilized in conjunction with the discrete trial protocol for a comprehensive and individualized program using multi modalities, reinforcing each child's strengths and improving areas of weakness.

This method of teaching has been proven effective for teaching a variety of skills in small, incremental steps that give students credit for any advancement in level of performance.

Our low student/teacher ratio allows for a truly comprehensive and individualized curriculum and therapy program and the added component of practicing skills in a hands on environment makes The KITE Center a revolutionary program designed to meet the needs of a variety of students with special attention given to each student's needs and each families concerns.

The Highlands Center for Autism

2011-02-23T07:48:00.000-08:00

The Highlands Center for Autism
Highlands Center for Autism
5080 Ky. Rt. 321
Prestonsburg, Ky. 41653
(606) 889-6115
http://www.highlandsautism.org

The Highlands Center for Autism is a private, year-round day school serving children from the earliest diagnosis through school age. The educational foundation of our program is based on ABA, which is an approach that is grounded in decades of research. We offer the only center-based program in Kentucky using ABA in a clinical educational setting. We are a mirror program of the Cleveland Clinic Center for Autism.

Related:
Governor Tours Highlands Center for Autism

Palm Beach School for Autism Implements Apple iPads in Curriculum

2011-02-17T11:58:00.000-08:00

Using funds received from a TD Charitable Foundation grant, The Palm Beach School for Autism purchased 15 Apple iPads to be implemented in both the general curriculum and with the speech and language therapists. Studies have shown that the use of Apple iPads can extend short attention spans, demonstrate understanding, and improve communication skills. Applications like Proloquo2Go provide a full-featured communication solution for people who have difficulty speaking. It brings natural sounding text-to-speech voices, up-to-date symbol, powerful automatic conjugations, default vocabulary of over 7,000 items, full expandability and extreme ease of use to the iPad.

"The Apple iPad fosters improvement across a wide area of skills such as visual and auditory memory, independent functioning, social/emotional, receptive/expressive language, pragmatic/social language and cognitive skills,” said Paula Perretz, speech and language pathologist. “Children with autism have different styles of learning, and the iPad addresses both auditory and visual learning styles. The iPad has apps which help increase desire and motivation to learn, attention to task, short and long term memory, and enables the interaction and development of communication as it is truly a revolutionary high tech dynamic display AAC device.”

The Palm Beach School for Autism, a charter school located in Lantana, Florida provides a developmentally appropriate intense behavior intervention program for children with autism and related disabilities. It addresses the learning needs of its students through individual educational plans, a highly trained teaching staff and choice of curricula to suit the individual needs of the student.

For more information about The Palm Beach School for Autism, please contact Josh Hirsch at (561) 533-9917 or via e-mail at JoshH@pbsfa.org. You can also find us on the Web at www.pbsfa.org
# # #

About The Palm Beach School for Autism:
The mission of The Palm Beach School for Autism is to provide a developmentally appropriate education using intensive behavioral strategies for students with autism spectrum disorder and related disabilities..

The vision and purpose of The Palm Beach School for Autism is to demonstrate that all age students with autism spectrum disorder can learn to lead successful & fulfilling lives through a structured educational program using strategies tailored to each student’s needs.

We address the learning needs of the students that we serve through individual educational plans, a highly trained teaching staff and the choice of curricula to suit the individual needs of the student. Each student’s program will be designed with their unique behavioral traits in mind to overcome their cognitive weaknesses and emphasize their strengths. Behavioral modification is critical to reach academic success for the child with autism spectrum disorder.

Former Sheffield school bought for children with autism

2011-02-11T14:15:00.000-08:00

A former girl's private school in Sheffield is to become a school for children with special needs.

Brantwood School, in Nether Edge closed in February 2010 after the Royal Bank of Scotland said it was no longer financially viable.

The building has been bought by Freeman College to become a residential school for seven to 18-year-olds with autism.

David Huff director of Freeman College said he was "delighted" and hoped the school would open in September.

... More at BBC

Adding More Schools for Autism Just Might Defeat the Purpose - National Autism & Parenting | Examiner.com

2011-01-18T07:54:00.000-08:00

Adding More Schools for Autism Just Might Defeat the Purpose - National Autism & Parenting | Examiner.com

More Autism Schools Proposed in New Jersey - Good or bad thing?

2011-01-17T13:57:00.000-08:00

More Autism Schools Proposed in New Jersey
Gov. Chris Christie has proposed creating additional specialized public schools for educating children with autism in New Jersey, a departure from the current practice in many communities of integrating those children into neighborhood schools.

The governor proposed creating “centers for excellence” in every county, suggesting that such schools could save money for districts and ensure a higher quality of instruction. He told the audience at a town-hall-style meeting in Paramus on Thursday night that “the start-up costs of these programs, if you do it district-by-district, are mind-blowing and the quality is variable.”
Parents and advocates are split over the idea of creating specialized schools for children with autism, reflecting a larger debate nationally over whether those children are best served in separate programs or in general-education classes.
Critics of the idea say that children with disabilities gain valuable academic and social skills from interacting with their peers without disabilities, and also develop closer ties to their communities.
“We’re horrified at this suggestion to have another segregated setting for children with autism in every county in New Jersey,” said Diana Autin, executive co-director of the Statewide Parent Advocacy Network, a nonprofit group that assists families. “It would also send a message to parents that children with autism can’t be included.”
READ THE FULL ARTICLE AT THE NEW YORK TIMES HERE

Soaring Eagle Academy

2010-11-29T13:14:00.000-08:00

Soaring Eagle Academy

8320 S. Madison Street
Burr Ridge IL 60527

Phone: 630-323-2900

Email:contact@soaringeagleacademy.org

Website:http://soaringeagleacademy.org

The Mission and Vision of Soaring Eagle Academy
Our Mission
To provide a social and academic learning environment for students with special needs supporting their individual strengths and learning styles while integrating learning and interaction within a Developmental Individual-Difference Relationship (DIR®) Based Approach.

Our Vision
Soaring Eagle Academy is a safe and nurturing environment where each student and family, teacher and therapist, and other professionals from the community have the opportunity to work together to honor the abilities of the whole child. Together we will respect, embrace and empower students to guide, learn and teach. Students are cared for physically, intellectually, socially and emotionally while engaged in meaningful learning.

Our learning environment will reflect each child’s interests by integrating their ideas and thoughts into the learning curriculum to develop a joy for learning.
Student’s need for emotional support will be recognized and supported for maximum learning.
Spontaneous developmentally appropriate interactions will be facilitated throughout the day.
Student directed learning will be encouraged and expanded by school staff.
Learning experiences will support sensory/motor, auditory and visual spatial skill development.
Semi-structured problem solving experiences will be facilitated and supported in both academic and social situations.
Assistive Technology tools will be embedded within the learning environment to facilitate communicative and academic success.
Support treatment including, Therapeutic Listening® and Samonas® Auditory Intervention, and Interactive Metronome® will be utilized support learning.
Our school philosophy and methodology reflect a Developmental Individual-Difference Relationship (DIR®) Based Approach by which students move through developmental levels for relating, communicating, thinking and learning. Student’s educational goals incorporate the student’s developmental levels, individual learning/sensory profile and Illinois Learning Standards.
Students develop and practice the ability for regulation and shared attention needed for the foundation of relationships and learning.
Students develop and practice engagement and trust needed for building relationships and learning.
Students develop and practice two-way purposeful verbal and gestural communication, opening and closing circles of communication, needed for relationships, problem solving and learning.
Students develop and practice communicating and problem solving, to create a continuous flow of interaction, needed for learning and relationships.
Students develop and practice the ability to functionally use ideas to create and expand learning and relationships.
Students develop and practice building bridges in order to connect ideas and learning logically, facilitating problem solving, imagination, learning and relationships.
Our student’s will be respected for their individual profile of strengths and weaknesses in 1 on 1, small group and classroom environments.
Student’s emotions will be respected, verbally acknowledged and validated.
Students will be encouraged to develop and use strategies for coping and self-regulation.
Student’s emotional capacities will be developed, expanded and modulated for a range of emotions.
Student’s ideas and learning choices will be viewed as sacred while respecting and maximizing each child’s potential.
Students learning opportunities will encourage self-expression, creativity, self-image and an excitement for the school experience.
Student’s social interactions with peers and staff will be facilitated and supported in all learning environments.
Our school staff is a comprehensive team of professionals working together to facilitate and support student learning.
Our staff is a dedicated, caring, compassionate group of individuals who appreciate and respect each child’s challenges and accomplishments.
Teacher to student ratio is closely monitored to maximize each students learning.
A core team of related services that may include Speech/Language Pathologist, Occupational Therapist, Social Worker, Psychologist, Relationship-Based Practices Consultants and Program Facilitator will support all classroom teachers and teacher assistants.
All staff will participate in initial and ongoing training in the Developmental Individual-Difference Relationship (DIR®) Based Approach.
Parents will be respected as active partners in their child’s education through observation, training, support, and classroom visits.
Parents will become knowledgeable in the DIR® Based Approach utilized in our school.
Parents will be empowered by learning skills for advocacy for successful participation in their child’s educational plan.
Parents will be given opportunities for continued training and coaching in DIR® Based Approach implemented in our school.
Parents will be encouraged to be involved in scheduled weekly classroom activities.
Parents will be given opportunities to learn about community resources.
Our school hopes to expand individual student growth by creating additional opportunities for learning.
Students will have opportunities for typical peer interactions through reverse mainstreaming.
Students will have the opportunity to continue in a DIR® Based Approach through high school/vocational program.
Our program plans to serve as a model school implementing a DIR® Based Approach.
Our program will serve as a training site for parents, professionals and school districts, searching for knowledge in the DIR® Approach.
Our program plans to develop a DIR® Based Curriculum to be utilized within our school and shared with other interested programs.
Our program hopes to gather information regarding implementation and results of DIR® based educational intervention for research purposes.

The Reason For HOPE - Autism Preschool and ABA Therapy Center

2010-11-23T10:15:00.000-08:00

The Reason for HOPE

1842 W. Main
League City, TX 77573
832. 632.2177
Email

First, The Reason For HOPE strives to provide exemplary Applied Behavior Analytic intervention to children with Autism Spectrum Disorders and their families in a positive Christian environment.
Second, The Reason For HOPE strives to cultivate learning among neurologically typical preschoolers by providing a learning center that focuses on academic, social, language and play skills within a Christian environment.

Anderson Center for Autism in Staatsburg, N.Y

2010-11-11T08:23:00.000-08:00

Autism: Working like a dog

Lives touched by autism reunite to share struggles, triumphs

2010-10-15T06:38:00.000-07:00

Lives touched by autism reunite to share struggles, triumphs

Schools for Autism ...

2010-09-24T12:46:00.000-07:00

I am going to be revisiting / revamping the Schools4Autism blog that has been dormant for awhile due to life intruding on blogging. If you know of a good autism school in your area or you have such a school not found below, drop me an email or comment please. The Schools4Autism blog is an offshoot of this (the list) old and long since abandoned page. The List page gets a ton of web traffic even though it hasn't had any TLC / updating in a very long time.

Schools4Autism blog

Autism Schools in the United States (57)

AZ (2)

CA (20)

CO (3)

CT (5)

Ernie Els Autism School (1)

FL (14)

GA (6)

IL (2)

IN (2)

KS (3)

LA (1)

MA (2)

MD (1)

ME (3)

NC (1)

NH (1)

NJ (3)

NY (4)

PA (1)

RI (1)

TN (2)

VA (1)

VT (2)

Schools for Autism - The Mother of All Lists

2010-09-24T06:54:00.000-07:00

Schools for Autism - The Mother of All Lists

Ernie Els - Autism Center of Excellence (Palm Beach County, FL)

2010-06-14T05:51:00.000-07:00

"While Ernie competes in the U.S. Open at Pebble Beach this week, plans are under way in Florida to create a Center of Excellence. Set on 15 acres in northern Palm Beach County, it will accommodate 300 full-time students with ASD, with 100,000 square feet of classrooms and state-of-the-art medical, research, and recreational facilities. "Autism touches each kid in a different way," Els says. "We'll be prepared to deal with ASD on all levels, and to give each kid--each person--the most effective individual treatment he or she can get."

"Due for completion in 2012, the center will be the largest and most comprehensive facility of its kind. Through the nonprofit Els for Autism Foundation, Ernie and have committed $6 million and raised an additional $4.6 million. A total of $30 million is needed. "

- Parade: Golfer Ernie Els: 'I've Got a Boy with Autism'

Related:

Ernie Els Official Site - Autism Intro - ErnieEls.com
"Liezl Els Committed to Autism Awareness" - PGA TOUR Charities
Ernie Els speaks out over son's autism - The Daily Telegraph
PGA, Els Family Tee Up to Raise Awareness, Autism Speaks

Principal of Houma’s School for Exceptional Childre beat child with autism

2010-04-17T19:13:00.000-07:00

Principal charged with beating student

The principal of Houma’s School for Exceptional Children has resigned amid the allegations.

HOUMA — The former principal of a school for mentally and physically disabled children faces a battery charge in connection with allegations that she beat a severely autistic 11-year-old child.

Sophia Seymore, 42, of Gibson, was issued a misdemeanor summons Friday for battery to the infirm after being questioned by Houma City Police detectives in the presence of an attorney.

Lt. Jude McElroy, a police spokesman, said the charge was lodged after consultation with the Terrebonne Parish District Attorney’s Office.

Seymore resigned Wednesday from her post at the Terrebonne Parish School for Exceptional Children. Neither police nor Terrebonne schools Superintendent Philip Martin would provide details of the alleged incident.

Christopher St. Martin, a Houma attorney, issued a statement confirming that his firm is representing the child and his parents “due to concerns that their child has been abused while under the school’s supervision.”

St. Martin said the child’s parents received an anonymous letter informing them that “the school’s principal had been physically and mentally abusive toward the severely autistic 11-year-old.”

The mother went to the Terrebonne Parish School Board and the Houma Police Department to make formal complaints, prompting investigations by both.

A School Board representative notified the parents, St. Martin said, that sufficient evidence was found to demand the principal resign or be terminated.

St. Martin said police told the parents that witnesses “indicated the principal put the child on the ground, got on the child’s back and repeatedly slammed his head onto a concrete floor.”

[FULL ARTICLE]

Lathrop Elementary School 2nd Grader with Autism found in TRAFFIC

2010-04-17T19:02:00.000-07:00

Someone at Lathrop Elementary School in Lathrop, CA dropped the ball in a huge way here.

Lathrop mom to school: Why was autistic daughter found in traffic?
Her mother Cristina Braun said she showed up to pick up her daughter Wednesday and was surprised to find her gone.

"I asked the teacher, 'Where's Isabella?' She threw up her arms and said she didn't know," Braun said.

Braun frantically searched the campus for several minutes until she saw Isabella standing in the middle of a busy street along side the school with cars whizzing by.
More

Autism abuse school: Parents allege abuse at autism school in lawsuit - OrlandoSentinel.com

2010-03-02T04:59:00.001-08:00

Autism abuse school: Parents allege abuse at autism school in lawsuit - OrlandoSentinel.com

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The McCarton School

2009-12-14T10:49:00.000-08:00

McCarton School

The McCarton School provides an educational program for autistic children by using an integrated one-to-one model of therapy that is grounded in Applied Behavioral Analysis (ABA) combined with speech and language therapy, motor skills training, and peer interaction.

The McCarton School
331 West 25th Street
New York, NY, 10001

Website: http://www.mccartonfoundation.org/

Telephone: 212.229.1715
Fax: 212.229.1731

McCarton School Ribbon Cutting Ceremony

The Eden Institute

2009-11-16T13:35:00.000-08:00

The Eden Institute

13631 Learning Court South
Fort Myers, FL 33919
(941) 437-5335 or 5336
(941) 437-5337 (Fax)
Send email

The Eden Family of Services

One Eden Way
Princeton, NJ 08540
Telephone: (609) 987-0099
Fax: (609) 987-0243
Foundation fax: (609) 987-1346

Eden, a New Jersey-based nonprofit organization, was founded in 1975 with a mission to improve the lives of children and adults with autism and their families. Parents and professionals alike joined together to develop a family oriented, multifaceted program with a well-trained and dedicated faculty. Inherent in Eden's founding was the commitment to provide a cost-effective, community-based alternative to institutionalization and to offer programming that would meet the changing needs of children and adults with autism.

Stepping Stones (Center for Autistic Spectrum Disorders, Inc)

2009-11-16T12:00:00.000-08:00

Stepping Stones (Center for Autistic Spectrum Disorders, Inc)

PO Box 6637
San Mateo, CA 94403
(650) 357-0571
(650) 357-0676 Fax
Send email

Stepping Stones Center for Autistic Spectrum Disorders, Inc. (SSCASD) is a full-range human service agency dedicated to improving the lives of individuals diagnosed within the autism spectrum and other related disorders through the use of Applied Behavior Analysis principles informed by B.F. Skinner's philosophy of �Behaviorism.� We are committed to providing our professional staff with the highest level of training and supervision consistent with the research and cutting edge technology of this increasingly developing field. SSCASD also specializes in providing modified discrete trial therapy, inclusion support services, social skills training, incidental teaching and pivotal response training, speech-language therapy and occupational therapy to individuals diagnosed within the autism spectrum and other related disorders. Our goal for each individual is a more effective, independent and improved quality of life.

We have been and are guided by the principle that �the child�s needs and best interests come first.� Profits, personalities and other variables must be secondary in our mission. By keeping our clients� needs and best interests as our number one priority, all else will follow.

Spring Hill Elementary School (Tennessee Special Education)

2009-11-16T11:00:00.000-08:00

Maury school offers excellent, less-crowded special-ed program

Within the Tennessee school system there is a bright, shining gem that is Spring Hill Elementary School.

My 3-year-old was recently diagnosed with autism. He is currently part of the special-education pre-K program at SHE and has been attending since this past August.

He has an individual education plan and we attend meetings with his IEP team to develop his educational goals, troubleshoot problems and create a specific plan to carry out his education based on his diagnosis. It will challenge him in areas he excels and support him in the areas he needs extra attention.

When we started this journey, I heard horror stories about dealing with the school board and IEP teams and was scared. All I could think was that I needed to move so I could enroll my son in the Williamson County school system as quickly as possible. Oh, how misguided I was.

On the Maury County side of Spring Hill, SHE falls within the Maury County School District and serves grades K-2 with a special-needs pre-K program. Compared with Williamson schools, SHE offers a less-crowded school with more individualized attention for each student. For my son, they have surprised and delighted me with innovative, out-of-the-box solutions to meet his individual needs delivered with an attitude of collaboration and caring for my child that I could have never imagined.

[FULL ARTICLE]

Therapeutic Intervention Program (Sunrise, FL)

2009-11-16T06:57:00.000-08:00

Therapeutic Intervention Program

ARC Broward
10250 NW 53rd Street
Sunrise, FL 33351
(954) 746-9400
(954) 577-4134 (Fax)

The Jericho School (Jacksonville, FL)

2009-11-16T04:45:00.000-08:00

The Jericho School

PO Box 19798
Jacksonville, FL 32245
(904) 744-5110
(904) 744-3443(Fax)
Send email

The mission of The Jericho School (non profit 501(c) 3 corporation) is to provide comprehensive, individualized science-based education not otherwise available in our community. We believe those children with autism and other developmental delays deserve the opportunity to reach their full potential. The school’s curriculum provides effective treatment and education programs to children and their families based on Applied Behavior Analysis and Verbal Behavior.

History

In 1995 a group of concerned parents and business leaders found the need to establish a new school for children with autism in Jacksonville Florida. The Jericho School was created to make available the best practices in early childhood development and education to families who have children with developmental disabilities. At that time The Jericho School was one of only a few select schools in the United States to provide a science-based curriculum utilizing Applied Behavior Analysis.

The Jericho School has continued to develop and expand, creating additional programs and services to reach more families and meet the needs of the community. The Jericho School has made training and education available for over 500 families and has been responsible for training many professionals and other qualified individuals in this community and beyond.

While the school started with humble beginnings, the school has evolved into a multi-faceted program that continues to expand to accommodate the ever-increasing number of children with autism and other developmental delays. The Jericho School has become a model program and a leader in the treatment of children with autism and the application of Applied Behavior Analysis and Verbal Behavior.

Staff / Board of Directors

Administration

Angelo Martinez, Executive Director
Jaqui Larrabaster, Educational Director
Amie Austria, Lead Teacher
Cassandra Kline, Office Manager
Ginger Sloop, Chief Financial Officer

Board of Directors

Tad Delegal
David Abraham
Casey Drayton
Debbie McDonald
Leona Sheddan
Sharon Sherman
Minna Strickland
Irene Gallo
Lauralyn Popp

Teaching Staff

We currently have three Certified Associated Behavior Analysis
on our teaching staff.

Contact Information

Mailing Address: PO Box 11057 Jacksonville, FL 32239		Physical Address: 1351 Sprinkle Drive Jacksonville, FL 32211

Phone: 904-744-5110		Fax: 904-744-3443

Email: jerichos@bellsouth.net

GAO Report : Widespread Special Needs Abuse in US Schools!

2009-05-18T21:59:00.001-07:00

GAO Report : Widespread Special Needs Abuse in US Schools!

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Idaho charter school for kids with autism on hold

2009-04-07T07:04:00.000-07:00

Associated Press

HAYDEN -- The Idaho State Charter Commission has declined to approve a charter school in northern Idaho intended for children with Asperger's syndrome, a form of autism.

The commission on Thursday asked members on the board of the EPIC Academy to return in May with more information and a better budget plan.

The proposed EPIC Academy in Hayden would be the first of its kind in the Coeur d'Alene area.

Backers hope to open it for the 2010-2011 school year in a house the group has acquired.

Danelle Baumgarten-Pickett, a parent helping to lead the effort, says the commission commended the group on what it was trying to do.

The Coalition for Positive Behavioral Interventions and Supports: PA: Franklin Learning Center accused of incorrectly restraining students

2009-03-31T07:04:00.000-07:00

The Coalition for Positive Behavioral Interventions and Supports: PA: Franklin Learning Center accused of incorrectly restraining students

Barbara Olson Center of Hope

2008-12-01T09:12:00.000-08:00

Barbara Olson Center of Hope

3206 North Central Avenue
Rockford, Illinois 61101
Phone: 815-964-9275
Fax: 815-964-9607
TDD: 815-964-9388

The Barbara Olson Center of Hope has been providing services to children and adults with developmental disabilities for over 50 years. We provide a variety of vocational, employment, educational, social and habilitative services for teens and adults with developmental disabilities living in Winnebago and Boone Counties and surrounding areas.

Mission Statement

“Increase independence for people with special needs in a safe and positive place."

Barbara Olson Center of Hope: Focused on bringing out their abilities

The Jericho Autism School Golf Challenge '08!

2008-11-19T07:16:00.001-08:00

The Jericho Autism School Golf Challenge '08!

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School Gives Autistic Students Way to Communicate

2008-11-12T15:50:00.000-08:00

School Gives Autistic Students Way to Communicate

The Community School Believes Social-Emotional Development Is Key to Healthy Intellectual Growth

By DEBORAH ROBERTS, CATHY BECKER and IMAEYEN IBANGA

Nov. 12, 2008 —

Many autistic students such as 13-year-old Ty Martin find traditional schools are not able to deal with their condition.

For Ty, loud noises were crippling, and his former school couldn't handle his outbursts.

"Everyday moments could be catastrophic to him," said Ty's mother, Judy Martin. "I said, 'There has to be some place for my son. I do not accept that at the age of 9 or 10 that we're just at a dead end. I do not accept that.'"

After years of searching, Martin found the answer to her concerns at the Community School in Decatur, Ga. Founded by Dave Nelson, the specialized school consists of eight male students and 12 faculty members. It has given the handful of boys with varying degrees of autism a way to thrive and improve their communication skills, although it is open to female students, too.

Nelson, who has a 19-year-old autistic son, understands the students' plight. Some battle anger and obsessive behavior.

"These are kids who have struggled so much for meaning and contentment in their lives," said Nelson, who is also a licensed counselor who specializes in working with children. "As a result [the students] actually develop and grow. That's incredibly rewarding."

Student Kenny Busey said the three-year-old Community School is "definitely a better environment than his previous school.

"I would get bullied just about every day, and none of the teachers knew it was happening," the 17-year-old said. "Not even the principal knew."

His mother grew frustrated with the system.

"We were getting no support from the schools. They were all blaming it on him," said Kenny's mother, Lee Busey.

A New Way to Learn

The Community school is designed for students in junior high and high school between the ages of 12 and 18. It allows students to graduate with a GED and, while it's too new to have had any graduates yet, it's expecting to graduate two or three students this year.

The Community School is one of several in the nation that addresses the needs of students using Stanley Greenspan's DIR model. Greenspan, a child psychiatrist who teaches at George Washington University in Washington, D.C., believes a healthy, social-emotional development is key to healthy intellectual development, especially for autistic children. The model emphasizes engaging children and getting them to feel comfortable with intimacy.

In a teaching video from the school, for instance, a withdrawn little boy won't interact with his parents even as they continue calling him. But when his father entices him to interact, allowing his son to feel in charge, the boy suddenly opens up.

It's a simple change enticing the child and meeting him in his world, rather than controlling it. The consequences can be huge, and the Community School offers the same kind of one-on-one instruction.

The educational institution offers teaching built around personal interest rather than fixed-lesson plans.

Now Ty, who turns 14 Nov. 21, is learning history in his own way.

"When we're teaching about the presidents, we're teaching that by starting with talking about bosses that Ty has had a lot of experience with," founder Nelson said. "And that personal meaning gives us an opening to then help him learn that more conventional material."

[FULL ARTICLE AT ABCNEWS.COM]

The Community School (Decatur, GA)

Merrymeeting Center for Child Development (Bath, ME)

2008-11-11T11:45:00.000-08:00

Merrymeeting Center for Child Development

PO Box 34
Bath, ME 04530
(207) 443-6200
Send email

Our Mission
Merrymeeting Center for Child Development is committed to ensuring that children with autism, Asperger's syndrome and pervasive developmental disorder (PDD) have access to education, treatment and care that is objectively and scientifically validated as effective, delivered by professionals with specific minimum methodological competencies.

What's Unique about MCCD?

Interdisciplinary Teams (IDTs)

MCCD understands a disorder as complex as autism requires a comprehensive response not only from special educators, but from the medical and psychological communities as well. MCCD will assist the case manager, special education director and/or parents with assembling an IDT, comprised of individuals who are stakeholders in the child's long-term outcome. The traditional Pupil Evaluation Team is an integral component of the IDT. Meetings required under IDEA (PETs) and Medicaid law are no longer conducted separately. Aside from the efficiencies of holding only one set of meetings to manage the child's education and treatment, the IDT model improves communication, ensured consistency, and prevents duplicate or counter-productive services.

ISP + IEP = A Single Set of Goals and Objectives

Similarly, the IDT develops one set of goals and objectives for the child. Historically, a child's education and treatment plan(s) were developed in isolation from one another, segregated based upon funding streams and/or providers. This not only made coordination and consistency difficult, but information about the full scope of resources utilized in helping the child were nearly impossible to compile. In addition the lack of consolidated information prevented analysis of whether resources were being used as effectively and efficiently as possible.

The IDT develops the goals and objectives for the child based upon the child's needs, without regard to whether they are academic (A) and/or habilitative (T)-treatment. Once defined, the IDT then assesses each goal to determine whether it is academic, treatment or both in nature. The IDT chooses a service mix calculated to help the child achieve the goals and objectives. Consensus determination of academic and/or treatment responsibility for each objective is noted within the individualized plan.

Behavior Analyst Technicians (BATs)

Unit the child has achieved objectives that ensure he can benefit from group instruction, he is paired with a 1:1 BAT on a rotating basis. BATs undergo professional development supported by MCCD until they attain certification by the national Behavior Analyst Certification Board. In addition, BATs are certified as an Ed Tech I, II or III, commensurate with qualifications. BATs receive ongoing supervision from a Master's-level behavior analyst and a PHD-level behavior analyst on staff, and a consulting certified special education director. Also on staff are an occupational therapist, and a CCC-SLP-level speech therapist, both utilizing methods of applied behavior analysis.

Follow the Child

Fondly referred to as "plug and play staff" by MCCD developers, BATs deliver education and treatment in a variety of settings day to day, based entirely on the ebb and flow of a child's ability to succeed as determined by the IDT. MCCD is a what, not a where. It is a dynamic. MCCD has invested in sufficient transportation resources that, while the based of operations is our Bath center, children are not restrictively confined to that location. Academic and treatment goals can be pursued for all or part of the day in the child's sending school, other school site, the community, and the home. This is supported inclusion.

Supported Inclusion

Supported inclusion is defined as sending a child with autism into a regular education program or community setting with typically-developing, age-matched peers, accompanied by a technician trained in applied behavior analysis (a BAT). The BAT helps the child to participate fully in all activities. The decision to include supported inclusion in a child's education and treatment plan should be made by the IDT based upon desired outcome objectives. These might be to generalize social skills learned in a structured one-to-one setting, learn new social skills, generalize academic skills learned in a structured one-to-one setting to group instruction with typically-developing, age-matched peers, learn new academic skills, and to gradually and systematically increase the child's time in regular education and community settings, in preparation for a full transition. (Support staff are gradually faded until the child can succeed in the setting independently.)

MCCD will guide the IDT through the systematic planning, implementation and evaluation of supported inclusion.

Curriculum/Skill Acquisition

Although each child's individualized plan is unique, MCCD assists the IDT with developing plans consisting of measurable performance criteria, based upon empirically validated hierarchies or systematic sequences of instructional objectives. MCCD has selected the IGS Curriculum, version 9.

Margaret Murphy Center for Children

2008-11-11T11:27:00.000-08:00

Margaret Murphy Center for Children

27 Charles Street
Auburn, ME 04210
(207) 786-7708

Rainbows United, Inc. (Wichita, KS)

2008-11-11T11:22:00.000-08:00

Rainbows United, Inc.

340 S Broadway
Wichita, KS
(316) 267-5437
(316) 267-5444 (Fax)
Send email

Family Enrichment Center and Uptown Kids (main office)
340 S. Broadway, Wichita, KS 67202
Phone: (316) 267-KIDS
Toll Free: (888) 332-5437
Fax: (316) 267-5444

Ritchie Family Center
251 S. Whittier, Wichita, KS 67207
Phone: (316) 683-7061
Fax: (316) 683-1578

Kids' Cove
2258 N. Lakeway Circle, Wichita, KS 67205
Phone: (316) 945-7117
Fax: (316) 945-7447

Proctor Ritchie Center Koch Campus 4531 E. 37th Street N., Wichita, KS 67220
Phone: (316) 684-7060
Fax: (316) 684-5534

Bright Beginnings of Butler County
409 N. Main, El Dorado, KS 67042
Phone: (316) 320-1342
Toll Free: (800) 650-9260
Fax: (316) 320-1216

Smart Start of Butler County
730 Cliff Drive, Augusta, KS 67010
Phone: (316) 775-3556

Kansas City Autism Training Center

2008-11-11T11:19:00.000-08:00

Kansas City Autism Training Center

7501 Belinder Avenue
Prairie Village, KS 66208
(913) 787-3275
Send email

Our mission is to provide professional, research based interventions and training for children diagnosed with autism and their families. In addition, our facility provides education and training in the use of these techniques to parents, teachers, therapists, educators, and other direct service providers in the Kansas City area.

Autism spectrum disorders are behaviorally defined and include significant impairments in language, social interaction, and the presence of repetitive behaviors and/or interests. The autism spectrum covers a wide range of behaviors and abilities. Children diagnosed with autism (like all children) differ in their behavior and skill levels. In addition, behavioral characteristics will differ between children diagnosed with an autism spectrum disorder. These behavioral characteristics may include:

Social skills: Individuals may not make eye contact and may spend their time alone. They may have difficulty understanding other people's feelings or talking about their own feelings. Children may not like to be held or cuddled, or may only cuddle during specific situations.

Speech, language, and communication: Individuals may not speak or they merely repeat what they have heard (i.e., echolalia). The words may be repeated immediately or following a delay. For those with vocal language, they may not use the rules of grammar correctly (e.g., pronouns) and they may speak atypically (e.g., monotone, too loud).

Repeated behaviors and routines: Individuals may repeat the same behavior over and over. They may also have difficulty transitioning during typical routines, or when their typical routines change (e.g., snack at 10 am instead of 9:45 am).

Over 40 years of scientific research within behavior analysis has resulted in a treatment and teaching methodology that has produced improved outcomes for children diagnosed with autism. This method--applied behavior analysis (ABA)—is recommended by the Surgeon General of the United States of America as the treatment of choice for children diagnosed with autism. The Kansas City Autism Training Center promotes these services and provides them to children and their families in the Kansas City area.

The Verbal Behavior Center for Autism

2008-11-09T08:27:00.000-08:00

The Verbal Behavior Center for Autism

11720 Maple Street
Fishers, IN 46038
(317) 849-4653

The VBCA is a not-for-profit center founded by a grassroots movement of parents with children with autism who saw only very limited options to treat their children.

The VBCA provides therapeutic services to children and families impacted by autism by promoting Applied Behavior Analysis (ABA) principles and, specifically, verbal behavior therapy techniques. Children with autism undergoing this research-supported treatment have been known to show significant progress towards becoming normalized, or mainstreamed into society. The VBCA also offers consulting services in families homes.

The VBCA is committed to empowering family members to have a significant impact on autism. One way is through its commitment to outreach services for families with children with autism. Planned services include a chat room for families with children with autism, information on its web site and a hotline number to direct parents to resources. In time, the VBCA has plans to offer financial assistance for children with autism to attend the center.

The Applied Behavior Center (Indianapolis, IN)

2008-11-09T08:25:00.000-08:00

The Applied Behavior Center

6060 Castleway W Drive, Suite #135
Indianapolis, IN 46250
(317) 849-KIDS (5437)
(317) 842-5911(Fax)

Summit Learning Center (Roswell, GA)

2008-11-09T08:22:00.000-08:00

Summit Learning Center

700 Holcomb Bridge Road
Suite 400
Roswell, GA 30076
770-552-1535
Send email

The Summit Learning Center aims to provide individualized, effective, and scientifically based treatment for children with autism and related disabilities that is not otherwise available in the state of Georgia. The Summit Learning Center provides effective treatment, based on the science of Applied Behavior Analysis (ABA) utilizing B.F. Skinner’s research in Verbal Behavior. We aim to maximize the potential of persons who are affected by Autism or other developmental disabilities by providing intensive instruction in the areas of behavior, social skills, and communication.

North Georgia Autism Center (Cumming, GA)

2008-11-09T08:19:00.000-08:00

North Georgia Autism Center, Inc.

5285 Lake Pointe Center Dr
Suite C
Cumming GA 30041
(770) 844-8624
(770) 844-8643 (Fax)
Send email

Discrete Trial Teaching—One on One Sessions
Intense one on one training to teach a variety of skills.

Social Skills Groups
A place children can go to make friends and learn valuable social skills.

Consultations
Consultations are for short term goals or a little extra help either in the schools, home, or day care.

Chrysalis Project
This is a one on one intensive center based program.

Training Classes
Classes to increase knowledge about Autism, Developmental Disabilities, and ABA.

Supervision for BCABA or BCBA
Supervision for hours towards BCBA and BCABA.

Family Counseling
Families experience stress and a range of emotions, which begin as early as infancy with a child who shows the deficits in communication and social development of ASD.

Sibling Groups
Groups for siblings of children with autism can come to discuss and get support.

Summer Program
Fun sensory, social, and summer camp activities.

Cherokee Pediatric Therapy (Canton, GA)

2008-11-08T07:01:00.000-08:00

Cherokee Pediatric Therapy

1558 Marietta Hwy, Ste 210
Canton, GA 30114
(770) 720-0807
(770)720-2927 (Fax)
Send email

Cherokee Pediatric Therapy is the only Sensory Integration private practice in. We are committed to excellence in the identification, evaluation and treatment of children and adolescents in need of Occupational, Sensory related issues, Learning Disabilities, ADHD and Autism.

Our Philosophy
Each child is gifted and has numerous strengths to draw upon. So, we develop our treatment to focus on your child's strengths and improve on their areas of difficulty. Our goal is to help children become independent and achieve their maximum potential.
We also believe that families are an integral part of the therapy program and encourage parents to collaborate with us in making each session the best possible learning process.
In addition, we believe in collaborating with other professionals to obtain the most appropriate treatment and understanding of your child's abilities.

The Threshold Inc. (Goldenrod, FL)

2008-11-08T06:59:00.000-08:00

Threshold, Inc.

PO Box 1110
Goldenrod, FL 32733
(407) 671-7060
Send email

Palm Beach County Public Charter School for Children with Autism

2008-11-08T06:55:00.000-08:00

Palm Beach County Public Charter School for Children with Autism

5800 Corporate Way
West Palm Beach, FL 33407
(561) 640-0270
(561) 640-0270 (Fax)

Quest Kids (Orlando, Fl)

2008-11-08T06:53:00.000-08:00

Quest Kids

406 E Amelia Street
Orlando, FL 32803
(407) 872-3378
(407) 872-3378 (Fax)

Pinnacle Academy (Bradenton, FL)

2008-11-08T06:50:00.000-08:00

Pinnacle Academy, Inc.
6215 Lorraine Road
Bradenton, FL 34202
(941) 755-1400

Our Mission

~To blend proven behavioral and developmental methods to create a program which meets the individualized needs of each child.

~To enhance a collaborative approach between home and school.

~To provide a tailored educational setting, which addresses the full spectrum of autism treatment needs.

~To increase awareness and education through parent and professional training opportunities.

~To enable children to reach their potential in a setting where they feel comfortable, confident, and safe.

Jacksonville School for Children with Autism

2008-11-07T04:42:00.000-08:00

Jacksonville School for Children with Autism

4000 Spring Park Road
Jacksonville, FL 32207
(904) 732-4343
Send email

Jacksonville School for Children with Autism (JSCA) was established in 2005 by two families in an effort to create a safe and flexible learning environment. JSCA families take an active role in the decisions that drive their children's educational programs. The school is designed so that children maintain high levels of one-to-one instruction with teachers as well as interact with peers in structured and unstructured activities.

The school is incorporated as a not-for-profit 501 (c) (3) private school. Funding comes from parent fees, the McKay and other scholarships, fundraising, grants and volunteer efforts.

Our Philosophy
The parents and professionals at JSCA believe that children with autism can learn to communicate, socialize and become productive members of society. Many children with autism are capable of learning age appropriate academics and given the proper amount of adult support, can thrive.

Guiding Principles
Given that no one child is just like another, JSCA offers the opportunity to integrate a variety of curriculums and methodologies to meet each child's individualized educational goals.

The common methodology at JSCA is Applied Behavior Analysis (ABA)/Verbal Behavior (VB) as described by B.F Skinner. ABA is utilized during group activities and natural environment teaching.

Additionally, students combine aspects of Speech and Language Therapy, Rapid Prompting Method, Greenspan DIR model, Relationship Development Intervention, Occupational Therapy/Sensory Integration, picture schedules, and socialization with peers.

Individual children, depending on their developmental level and symptoms, will need different amounts of each of these approaches in their program. The Integrated Model combines the best and most child-appropriate elements from each of these approaches in order to produce natural and spontaneous behaviors and language.

Rebecca School (New York City, NY)

2008-11-06T14:30:00.000-08:00

Rebecca School

40 East 30^th Street
New York, NY 10016
Phone: (212) 810-4120
Fax: (212) 810-4121
Email: info@rebeccaschool.org

Rebecca School, is a therapeutic day school, for children 4 to 18, promoting the education and development of children with neurodevelopmental disorders of relating and communicating, including PDD and autism.

We utilize the Developmental Individual Difference Relationship-based (DIR) model. The DIR methodology, developed by Dr. Stanley Greenspan and Dr. Serena Wieder, proceeds from the core belief that relationships are the foundation of learning. At Rebecca School we consider the variations in individual motor and sensory processing systems and tailor each child’s program to his or her specific needs. There is no “one-size-fits-all” for children with neurodevelopmental delays in relating and communicating. Each child has unique strengths to be developed and limitations to be remediated. Our goal is not to fit the child to the program but to fit the program to the child.

We provide students with a comprehensive therapeutic program in a real school environment that enhances their life experiences and nurtures their talents. Our enrichment program reflects mainstream private school offerings in science, art, music and movement, gym and technology. We provide the related services of speech, occupational therapy, physical therapy and counseling as appropriate. The curriculum incorporates academics, Floor Time, social skills training, sensory integration and behavior modification.

Classes are small, with eight children, one teacher, and three teacher assistants in each classroom. Children may work individually, in dyads or in small groups. We provide a 12-month program that includes a six-week summer program. Every Friday the school closes early for ongoing staff and parent training. The school day is Monday through Thursday 8:30 AM until 3:00 PM and Friday 8:30 AM until 12:30 PM.

We are committed to creating a bridge between home and school. A social worker will be assigned to each family to provide referrals, as necessary, for nutritional, medical and legal consults and to facilitate children’s admission and ex-mission at the school. We also offer sibling and parent support as well as parent training. We are partners with each of our students' families in creating an educational environment, both in school and at home, which meets their individual needs.

The Hope Center for Autism (Jensen Beach, FL)

2008-11-06T13:41:00.001-08:00

The Hope Center

1400 NE Jensen Beach Blvd.
Jensen Beach, FL 34957
(772) 334-3288
Send email

The Hope Center for Autism opens doors for people affected by autism. We accomplish this through providing the supports and services necessary for people with autism to reach their full potential.

ABC School House (Orlando, FL)

2008-11-06T05:54:00.000-08:00

ABC School House, Inc.

113 W. Chapman Rd.
Orlando, Fl 32765
(407) 324-7772
Send Email

ABC School House is a unique and dynamic program unlike any other in the Central Florida area. ABC School House was designed to fill the deficits that are often found in traditional schools. Since we understand the difficulty families have of trying to get everything their child needs in one setting, we have designed a program that is sure to meet every childs individual needs.

What Sets Us Apart :
BCBA™ (Board Certified Behavior Analyst) and BCABA™ (Board Certified Associate Behavior Analyst) on site daily for program oversight and therapist supervision
Directors and Founders are Certified Behavior Analysts with Verbal Behavior backgrounds
Year-Round, Full-Day Instruction
Research-based Interventions and Curriculums
Approved practicum site the for FIT (Florida Institute of Technology) Behavior Analysis Graduate Program
Individual Learning Plans (ILP’s)
Computer Lab
Open-door policy for parents and outside therapists
We encourage parent involvement
All Behavior Therapists must have former experience with children with disabilities, Autism and Behavior Analysis prior to employement
Intensive New Employee Training and Accountability Program
Weekly Staff training in ABA/VB methodologies
Individual and group school picture days
Extracurricular enrichment programs
Low staff turnover
Approved McKay Scholarship participants
Active members of the Florida Association for Behavior Analysis and the Association for Behavior Analysis
Members of ASGO ( Autism Society of Greater Orlando)
Members of the Council for Exceptional Children
Members of the Winter Springs/Oviedo Chamber of Commerce
1:1, 1:2 or 1:3* student placement options
Half-day Early Intervention program

* Students must be pre-approved for placement in a 1:3 group, must have a Matrix score of 254 or lower, and be toilet trained.

Program Components :
Comprehensive behavior, communication and skill assessments (at no additional cost)
Complete ABLLS/ABLLS-R and VP-MAPP assessments
Brigance testing, PEP-R testing and GAR-2 testing available
Behavior Management for mild-to-severe behavioral concerns
Verbal Behavior / communication training
Academics (use research-based and computer-based curriculums)
Play & Social Skills
Toilet Training
Self-Care and Independent Living Skills
Pre-Vocational Skills
Computer, typing & mouse skills
Gymnastics
Field Trips
Parent education
Free Respite Care*
Before & After Care Program**
In-home parent –training and 1:1 ABA therapy
After school 1:1 ABA therapy on site

*Free Respite care is offered at the school every other month on a Saturday Night from 5:30pm – 9:30pm. Students and siblings are welcome.
**Additional fees apply for before and after-care programs.

The River Street Autism Program

2008-11-04T10:34:00.000-08:00

The River Street Autism Program

(CREC - Capitol Region Education Council)

601 River Street
Windsor, CT 06095
(860) 298-9079
(860) 298-8413 (Fax)
Send email

The River Street Autism Program
Serving Young Children with Autism and Their Families

The River Street Autism Program provides intensive year round services for children with autism between 3-10 years of age. Intervention is provided through one-on-one instruction using the principles of applied behavior analysis. The curriculum follows a developmental progression using discrete trial teaching with a strong emphasis on the generalization of skills to more natural learning environments.

The development of speech, language and social skills are the primary components of the treatment program. Facilitating the child's integration into normal peer groups and enrollment in preschool are the secondary components. In addition, training is provided to family members to encourage active participation in their child's program.

Service Delivery Models
Home-Based Programs: Children aged 2-6 receive intensive one-to-one home-based behavioral intervention from 30-40 hours a week. Program supervision is provided through weekly team meetings and monthly workshops where all tutors are observed working directly with the student.

Model ABA Classrooms: Located in public school systems, these classrooms are ABA programs that employ discrete trial intervention for initial acquisition of programs, with programming for generalization in group activities with other children. The public school classrooms provide opportunities for inclusion and peer integration. In these contexts, the children receive shadow support with the goal of transferring control to the classroom teachers.

Individual Consultation in Public School Classrooms: In this model, the child receives ABA services in the context of a regular or special education classroom. Similar to our model classrooms, discrete trial programming may be provided for initial acquisition of programs, and shadow support is provided for inclusion opportunities.

Coltsville School
The River Street Autism Program began offering intensive intervention as a satellite of River Street School (Windsor) in June, 2000. Due to increased demand for service, it substantially expanded operations in September, 2003. Our full day, intensive behavioral intervention program moved to a newly renovated site in Hartford near the Colt Manufacturing complex. The River Street Autism Program at Coltsville occupies approximately 33,000 square feet of space and can accommodate approximately 50 children with autism and 50 typically developing preschoolers.

10 classrooms for children with autism spectrum disorders
3 preschool rooms for inclusion opportunities with typically developing children
6 instructional rooms with one-way windows
Cafeteria and kitchen
Gross motor and sensory motor rooms
Nurses station
Offices, staff lounge and conference roomsA portion of the new space will be used as a training site for parents and school district staff.

Program components include:

30 – 40 hour weekly ABA program – up to 240 days per year
Videotaped reviews conducted by Ph.D. level Clinical Supervisor
Board Certified Behavior Analysts
Certified Special Education Teachers
1:1 Staffing
Speech, OT and PT services provided by certified, licensed staff

What is Applied Behavior Analysis (ABA)?
“ABA is the science in which procedures derived from the principles of behavior are systematically applied to improve socially significant behavior.”
-Cooper, Heron and Heward, (1987)

What are considered to be the essential components of quality ABA treatment?
The River Street Autism Program strives to provide the highest quality treatment possible. Optimal treatment includes the following elements:

Treatment delivered by persons thoroughly trained in the methods, and supervised by degreed professionals trained in ABA.
Treatment occurring 30-40 hours per week
Family members actively participate in teaching their child.
At least two years of intensive intervention, beginning with one-to-one instruction, and followed by programmed inclusion with typical peers.

What are the qualifications of the staff?
Our clinical supervisor, Dr. Kathleen Dyer, is a Board Certified Behavior Analyst (BCBA) and a certified speech pathologist. She holds her doctorate in Speech and Hearing Science. Our staff supervisors are also Board Certified Behavior Analysts. All of our staff receive thorough competency training and ongoing supervision by our BCBA supervisors. All teachers are certified by the Connecticut Department of Special Education.

The May Institute

2008-11-04T10:30:00.000-08:00

The May Institute (800) 778-7601 Send email

May Institute Corporate Headquarters
41 Pacella Park Drive
Randolph, MA 02368
781-440-0400
Toll free: 800-778-7601
TTY: 781-440-0461
Email: info@mayinstitute.org

May Institute, Northeast Region

Cape Cod
722A Main Street
Yarmouthport, MA 02675
508-362-5647

Southeastern Massachusetts
37 Purchase Street
Fall River, MA 02720
508-675-5888

Western Massachusetts
1111 Elm Street, Suite 7
West Springfield, MA 01089
413-734-0300

Connecticut
360 Tolland Turnpike, Suite 2D
Manchester, CT 06042
860-643-9844

May Institute, Mid-Atlantic Region

1900 Mount Holly Road
Building 1, Suite A
Burlington, NJ 08016
800-778-7601

May Institute, Southeast Region

Georgia
280 Interstate North Circle, Suite 430
Atlanta, GA 30339
770-956-8511

Southeast Regional Autism Center
705 17th Street, Suite 401
Columbus, GA 31901
706-571-7771

Florida
1409 Kingsley Avenue, Suite 1A
Orange Park, FL 32073
904-269-0773

May Institute, Midwest Region
900 West Heading Avenue, Building A
West Peoria, IL 61604
866-219-6935

May Institute, West Coast Region
5400 Soquel Avenue, Suite F
Santa Cruz, CA 95062
831-462-9620
www.thebayschool.org

For more than 50 years, the caring professionals of the May Institute have set a national standard for providing comprehensive, research-validated services to children and adults with autism, brain injury, mental retardation, pervasive developmental disorder (PDD), and behavioral healthcare needs. May's award-winning network of educational, behavioral, and rehabilitative programs blends science with service to help make progress possible for thousands of individuals every year.

With corporate headquarters in Randolph, Massachusetts, and regional offices in the Southeast, Mid-Atlantic and on the West Coast, the Institute offers a broad range of services in more than 200 sites throughout the country:

Home-based early intervention for infants and toddlers
Schools for individuals with autism and brain injury
Counseling for adolescents and young adults
Consultation in home and school settings
Positive Schools program and Positive Behavior Support (PBS) Services
Geriatric day health services for senior adults with mental illness

May Institute is an active center of research and training, maintaining affiliations with more than 40 universities, hospitals, and human service agencies worldwide. Our state-of-the-art services reflect the talent and expertise of our doctoral-level clinical leadership and hundreds of highly trained teachers, therapists, and other specialists. We also benefit from the expertise of a Professional Advisory Board whose members include leading authorities in the field.

Click here to download a May Institute overview brochure.

History of the May Institute
May Institute was founded in the seaside village of Chatham, Massachusetts, by Dr. Jacques M. May and his wife, Marie-Anne, in 1955. Their vision was to help children with disabilities lead the fullest lives possible. The Institute's first school developed as a result of Dr. and Mrs. May's determination to provide a supportive environment and progressive treatment for their twin boys with autism. Today, May Institute is among the largest, most respected, and innovative behavioral healthcare organizations in the country. May was featured in the book, In Search of America's Best Nonprofits (Jossey-Bass, 1997), and the Chatham school has been honored as one of the nation's "Schools of Excellence" by the U.S. Department of Education.

May Institute Philosophy
Our values and vision drive us to understand each person's unique needs and find effective means to help each individual reach his or her potential and live independently.

AL
Auburn (In-home/Autism,DD)

CA
San Francisco (Positive Schools^SM)
San Jose (Pediatric Specialty Services)
Santa Cruz (Sp. Ed. School/Autism, PDD, DD)

FL
Jacksonville (Children's Services/Autism)
Jacksonville (In-home/Autism, DD)
GA
Atlanta (Pediatric Services)
Atlanta (Positive Schools^SM)
Columbus (Southeast Regional Autism Center)
Georgia (In-home/Autism, DD)
Georgia (School Consultation)
Georgia (TAPP Program)

Manchester (Adult Services/Developmental Disabilities)

KS
Wichita (Positive Schools^SM)

Attleboro (Clubhouse/Mental Health)

Attleboro (Vocation & Education/Mental Health)

Barnstable (Positive Schools^SM)

Brockton (Positive Schools^SM)

Brockton (Sp. Ed. School/Brain Injury)

Central and Eastern Mass. (Home and School Consultation Services)

Chatham (Autism, PDD, DD)

Fall River (Pediatric Specialty Services)

Fall River (Children's Services)

Fall River (Clubhouse/Mental Health)

Fall River (May Counseling @ Hyland Clinic)

Harwichport (Clubhouse/Mental Health)

Hyannis (Clubhouse/Mental Health)

Leominster (Positive Schools^SM)

Lowell (Positive Schools^SM)

Marlborough (Positive Schools^SM)

Mashpee (Adult Services/MR, PDD, DD)

New Bedford (Adult Services/Mental Health)

New Bedford (Child & Teen/Mental Health)

New Bedford (Clubhouse/Mental Health)

Northeast Region (Home and School Consultation)

Randolph (Corporate Office)

Randolph (Home and School Consultation)

Randolph (Positive Schools^SM)

Randolph (Sp. Ed. School/Autism, PDD, DD)

Raynham (Adult Services/MR, PDD, DD)

Revere(Adult Services/MR, PDD, DD)

W. Roxbury (Eval. & Therapy/ Mental Health)

W. Springfield (Adult Services/ MR, DD)

W. Springfield (Home & School Consultation)

W. Springfield (Sp. Ed. School/Autism, DD)

Walpole (Eval. & Therapy/Mental Health)

Walpole (Vocational Services/Mental Health)

Woburn (Sp. Ed. School/Autism, PDD, DD)

Baltimore (Positive Schools^SM)

Southern Maine (Home and School Consultation)

Southern New Hampshire (Home and School Consultation)

Mid-Atlantic Region (Home and School Consultation)

Trenton (Positive Schools^SM)

Albany (Positive Schools^SM)

Philadelphia (Home and School Consultation)

Northeast Region (Home and School Consultation)

Providence (Positive Schools^SM)

SC
South Carolina (In-home/Autism, DD)

TN
Chattanooga (In-home/Autism, DD)
Knoxville (In-home/Autism, DD)
Knoxville (School Consultation)

Southern Vermont (Home and School Consultation)

LEARN ABA Center-Based Program

2008-11-04T10:29:00.000-08:00

LEARN ABA Center-Based Program

44 Hatchetts Hill Road
Old Lyme, CT 06371
(860) 434-4800
(860) 434-4837 (Fax)
Send email

Connecticut Center for Child Development, Inc. (CCCD)

2008-11-02T14:35:00.000-08:00

Connecticut Center for Child Development

925 Bridgeport Avenue
Milford, CT 06460
(203) 882-8810
(203) 878-9468 (Fax)
Send email

Established in 1995, the Connecticut Center for Child Development, Inc. (CCCD) is a private, nonprofit organization dedicated to improving the lives of individuals with autism, Asperger's Syndrome, and other pervasive developmental disorders throughout their lifespan.
Our goal is to help each of our students reach their maximum potential and become active, productive members of their families and communities. Our instructional methods are based on applied behavior analytic learning principles implemented in school, home, work, recreational, and community settings. At its inception, CCCD was a very small entity which initially only provided periodic conferences, workshops, and family support. By its second year of operation, the agency expanded to include provision of behavior analytic consultation services. The following year, CCCD opened a pre-school and elementary school program for a small number of young children in a church basement. Today, CCCD is a multifaceted agency housed in it's own dedicated facility.

CCCD currently operates the following eight programs:
A private school for children with autism 3-21 years of age An Outreach Program for pre-school and school age children in home and public school settings A professional education initiative which provides both basic and advanced training in applied behavior analysis The Institute for Educational Planning, LLC, a diagnostic clinic serving children with known or suspected special needs On The Move, a recreation and community access program A Community Education Program, providing information and education to parents and professionals in Connecticut and throughout the tri-state area School start-up consultation providing administrative and clinical expertise for behaviorally based service organizations The Extra Steps Wrap Around Service Program provides leisure, recreational, and social development while giving respite services that will be customized to meet the unique needs of each participant, and their families

2008-11-02T14:33:00.000-08:00

Area Cooperative Educational Services

350 State Street
North Haven, CT 06443
(203) 498-6876
Send email

2008-10-25T20:43:00.000-07:00

CTC School

345 South Main St
Wharton , NJ 07885
(973) 989-4033
(973) 347-0686 (FAX)
Celebratethechildren.org

Celebrate the Children's founder and director, Monica G. Osgood, is an experienced behavioral consultant and therapist who specializes in teaching social skills to children with autism and other disorders in relating and communicating. Monica has been working with this population for eleven years. Her experience includes four years at a school for autism in North New Jersey. She began as a classroom behavioral assistant and was promoted to Home Program Coordinator and eventually Social Skills Coordinator.

The responsibilities with this position included the development and implementation, with very encouraging results, of the social skills program for the entire school. She conducted social skills groups at the school on a daily basis for children of all ages and various developmental levels.

In addition to running social skills groups, extensive work was also done transitioning special needs children into regular education settings. As a result of this work she has acquired an extensive range of materials and information on how to teach social skills to children with special educational needs. Currently, as a consultant to numerous school districts in New Jersey Monica's responsibilities involve curriculum and IEP development, teacher trainings, trouble shooting and the implementation of behavioral and social skills strategies for self-contained and mainstreamed students.

In September of 1998 she started a public school program in Mt. Arlington, New Jersey for pre-schoolers and elementary age children with autism. The program is based on her own philosophies in combination with DIR (Greenspan). The program consists of a pre-school classroom and partial and full inclusion for older children. The program has been very successful and currently there is a waiting list.

In conjunction with her work in the school systems, Monica also provides home programs and consultation for children with relating and communicating difficulties. This intervention includes social-emotional development, parent/sibling-child relationship support, self help skills, and academic support. In addition to therapy these positions include hiring and training staff and family members to work with the children; the implementation and monitoring of programs to be run with the children; staff management; and placement and support of the children into regular education settings.

Monica is a faculty member of the Interdisciplinary Council on Developmental and Learning Disorders(ICDL) and has had the opportunity to work closely with Dr. Stanley Greenspan and Dr. Serena Wieder who have been very supportive of the Mt. Arlington program and other projects Monica has created. Monica has completed a DIR certification program as one of the first professionals ever to receive this formal certificate. In July 2001 Monica worked as one of twelve faculty members (including Drs. Greenspan and Wieder) providing a DIR certification workshop to professionals.

In November of 2001 she presented at the annual ICDL conference as a faculty member with Dr. Brazelton, and Dr. Greenspan, et.al. Additional accomplishments include many speaking engagements at conferences, regular consultations to school districts and conferences in Wales, and the supervision of annual DIR summer camps both in the USA and Wales. Most recently, Monica has appeared on Welsh Channel 4 and BBC1 sharing the DIR approach with British parents and professionals documentary style.

Center for Autism and Related Disorders, Inc. (CARD)

2008-10-23T11:30:00.000-07:00

Center for Autism and Related Disorders, Inc. (CARD) is among the world's largest and most experienced organizations effectively treating children with autism and related disorders. Following the principles of Applied Behavior Analysis (ABA), a treatment for autism that has been thoroughly researched and empirically validated by the scientific community, CARD develops individualized treatment plans. CARD was established in 1990 and has several offices throughout the world. With our network of trained supervisors and therapists, we can provide services to families throughout the world.

The CARD Treatment Program

Description of CARD Program

The CARD Program recommends that 1:1 behavioral therapy be administered initially in the home setting, and then generalized to other settings such as school. The techniques used in teaching are based on Applied Behavior Analytic practices such as Discrete Trial Teaching and the content of instruction covers a wide range of skill areas such as speech and language skills, gross and fine motor skills, academic skills, self-care, and most importantly, socialization skills.

The CARD early intervention plan typically consists of intensive treatment in which basic skills are taught in the first years and advanced social and language skills are taught in the final years. CARD treatment is typically allocated in the following manner, allowing variance depending on each child's particular symptoms and rapidity of learning.

	Services	Skills Taught
YEAR ONE	40 hours of 1:1 in-home behavioral intervention.	Simple compliance, self-help, motor imitation, receptive and expressive object and action labeling, simple requests, and basic toy manipulation.
YEAR TWO	5-10 hours of preschool with a CARD shadow targeting social skills, and 30-35 hours of 1:1 in-home behavioral intervention.	Complex skills including imaginary play, describing and complex language, emotion recognition, and basic cause and effect, with an emphasis on generalization.
YEAR THREE	15 hours of general-education Kindergarten with a CARD shadow, targeting attention, classroom behavior, academics, and social development, and 20 hours of 1:1 in-home behavioral intervention.	Abstract skills such as abstract reasoning, senses, observational learning, and social skills are targeted.
YEAR FOUR	30 hours of attendance in general education First Grade, and 10-15 hours of in-home therapy.	The final treatment year should focus entirely on social skills and academic achievement in first grade. Typically, theory of mind and executive functioning skills, understanding cause and effect relationships, and comprehending social cues are the primary focus. In addition, parent and teacher training is completed so that treatment gains may be maintained after therapy is terminated.

U.S. Locations:

Garden Grove, CA - Go

12399 Lewis Street, Suite 202

Garden Grove, CA 92840

Phone: (714) 750-0575

Fax: (714) 750-0160

Hank Moore, M.A., Regional Director

Email: H.Moore@centerforautism.com

Rochester, New York - Go

6 N. Main Street, Suite 110

Fairport, New York, 14450

Phone: (585) 377-6590

Fax: (585) 377-6605

Denise Rhine, Managing Supervisor

Email: D.Rhine@centerforautism.com

San Diego, CA - Go

7297 Ronson Road, Suite H

San Diego, CA 92111

Phone: (858) 278-6603

Fax: (858) 278-660

Theresa Bruhn-Contreras, Managing Supervisor

Email: T.Contreras@centerforautism.com

San Juan Capistrano, CA - Go

27127 Calle Arroyo, Suite 1921

San Juan Capistrano, CA 92675

Phone: (949) 661-6753

Fax: (949) 661-6853

Jason Garner, Regional Director

Email: J.Garner@centerforautism.com

San Jose, CA - Go

940 Saratoga Ave., Suite 105

San Jose, CA 95129

Phone: (408) 423-8076

Fax: (408) 423-8077

Se Mi Lee, Office Manager

Email:S.Lee@centerforautism.com

Bakersfield, CA - Go

513 W. Columbus St. Suite A

Bakersfield, CA 93301

Phone: (661) 321-9700

Fax: (661) 321-9750

Hank Moore & Vince Redmond,

Regional Directors

Email: H.Moore@centerforautism.com V.Redmond@centerforautsim.com

Austin, CA - Go

3001 Bee Cave Road Suite 150

Austin, TX 78746

Phone: (866) 833-3898

Fax: (512) 330-9505

Erica Strange , Clinical Supervisor

Email: E.Strange@centerforautism.com

Torrance, CA - Go

21253 B. Hawthorne Blvd.

Torrance, CA 90503

Phone: (310) 944-9809

Fax: (310) 944-9810

Vince Redmond , Regional Director

Email: V.Redmond@centerforautism.com

Springfield, VA - Go

6315 Backlick Road Suite 302

Springfield, VA 22150

Phone: (703) 229-0202

Fax: (703) 569-0321

Mary Ann Cassell, Managing Supervisor

Email: M.Cassell@centerforautism.com

Larchmont , NY - Go

1890 Palmer Avenue, Suite 404

Larchmont, NY 10538

Phone: (914) 833-1303

Fax: (914) 833-1805

Denise Rhine, Managing Supervisor

Email: D.Rhine@centerforautism.com

Temecula, CA - Go

28991 Old Town Front St. #208

Temecula, CA 92590

Phone: (858) 278-6603

Fax: (858) 278-6603

Theresa Bruhn-Contreras, Managing Supervisor

Email: T.Contreras@centerforautism.com

Sacramento, CA - Go

2945 Ramco St. Suite 220

West Sacramento, CA 95691

Phone: (916) 374-0800

Fax: (916) 374-0808

Sarah Cho, CARD Case Supervisor

Email: S.Larsen@centerforautism.com

Phoenix, AZ - Go

1620 N. 48th Street

Phoenix, AZ 85008

Phone: (602) 325-2485

Fax: (602 225-2485

Sarah Niehoff, Managing Supervisor

Email: S.Niehoff@centerforautism.com

League School of Greater Boston

2008-10-21T13:54:00.000-07:00

League School of Greater Boston

300 Boston Providence Turnpike
Walpole, MA 02032
508-850-3900
508-660-2442 (FAX)
info@leagueschool.com

For more than 40 years, the League School of Greater Boston has been a leading educator of children and young adults with autism spectrum disorder. As one of the first schools to specialize in teaching children with autism, League’s approach is built on innovation as well as established programs that have proven to help students reach their greatest potential.

Our year-round, private educational program offers a full range of social, academic, behavioral and community-life-skills curricula to meet the individual strengths and needs of our diverse population. Our team approach allows for both a comprehensive and tailored program, building on the expertise of each staff member and the potential of each student.

Students, from ages 3 – 22, work on and build academic, vocational and social skills in our specially designed educational facility. In addition to reading, math, science and social studies, they have a full array of services: social pragmatics, communication, sensory integration, occupational therapy and behavior therapy. Programs also include art, music and physical education classes.

In tandem with our strong academic environment we create a student-centered atmosphere to help our students develop a sense of community – and friendships – within the comfort of the school. During Club Times, students participate in extracurricular activities such as chorus, cooperative board games, science and nature activities, and karaoke singing. Our student council schedules many fun activities throughout the year, including Crazy Hat Day, Hawaiian Day and Red Sox Pride Day. And families have the opportunity to participate in celebrating their children’s accomplishments at concerts, talent shows and family days.

At the League School, we see each student as an individual. We see our students as children first and then as children with a disability. Autism spectrum disorder is a lifelong disability and we therefore seek to provide each child with the skill sets they need to achieve their greatest potential while at school and later in their community.

I.N.S.P.I.R.E. for Autism, Inc.

2008-10-21T12:39:00.000-07:00

I.N.S.P.I.R.E. for Autism, Inc.

77 Dylan Road
Brattleboro, VT 05301

I.N.S.P.I.R.E. for Autism, Inc., an Integrated School Program for Independence, Relationships, and Entrepreneurship, is a non-profit, educational institution servicing the needs of adolescents and young adults through age 22, whose primary diagnosis is Autism and Autistic Spectrum Disorders. Founded in 2007 by a group of concerned parents, award-winning teachers, and committed community philanthropists, I.N.S.P.I.R.E. has been designed to increase community-based opportunities for economic, social and physical independence for individuals with Autism while creating a warm, supportive, family-oriented environment in which students, families and teachers can learn and work together. Our school is located in Brattleboro, Vermont, a rural, artistic community within close proximity to Western Massachusetts and Southern New Hampshire. Our classrooms are based on a scenic, 130-acre site, the Delta Campus, www.deltacampus.com, which is powered by self-sustaining energy sources, not the least of which is the commitment of the individuals who live and work here. Students of I.N.S.P.I.R.E. will benefit from the school’s collaboration with community-based social and business partnerships. We are guided by our Mission, Vision, and Values.

The Joshua School

2008-10-21T07:19:00.000-07:00

The Joshua School

2900 S University Blvd.
Denver, CO 80210
(720) 252-5600
Send email

The Joshua School is a private, non-profit school and resource center for individuals with autism, Asperger’s syndrome, or other special needs, and their families. We are committed to building a community that offers the highest level of care and individual instruction for students, the most comprehensive array of services, and the strongest level of outreach and education regarding autism spectrum disorders (ASD) for the greater Colorado community.

Located in Denver, Colorado, The Joshua School serves children 5 to 18 years of age. Our highly dedicated, passionate, and knowledgeable faculty have years of expertise in the fields of autism, education, special needs, OT, Speech, and others. We strive for balance in our approach, understanding that each student is unique and complex with varied interests, talents, and challenges. By taking the time to know our students, we build bonds with them and their families. In this structured, challenging, and encouraging environment, students discover themselves and the world around them.

Colorado Institute of Autism

2008-10-21T07:18:00.000-07:00

Colorado Institute of Autism PO Box 50254 Colorado Springs, CO 80949 (719) 593-7334

Helping Children with Autism: The Mariposa School

2008-10-20T12:49:00.000-07:00

The Mariposa School for Children with Autism

203 Gregson Drive
Cary, NC 27511
(919) 461-0600
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Learn about a special school helping children with Autism. The Mariposa School is a non-profit organization created specifically to offer children with autism year round, one-on-one instruction using innovative teaching techniques. Based in central North Carolina, the school has attracted international attention for its progressive teaching curriculum. Families from across the region and country have relocated so their children can attend the school a testament to the effectiveness of its teaching methodology and commitment to helping these students succeed. The educational program is tailored to fit his or her individual needs so that the student may realize his/her maximum potential.

Private School for Children with Autism - Pros and Cons

2008-10-20T12:40:00.000-07:00

"If you have a child with autism, you have probably considered the possibility of a private school. Private schools for children with autism can be terrific options. They offer strong therapeutic interventions that are tailored specifically for kids with special needs and avoid the many possible pitfalls of the public school system. Many kids with autism thrive in private settings, and many go on to careers or higher education."

Read this entire article at About:Autism.

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Valley Achievement Center

2008-10-20T12:11:00.000-07:00

Valley Achievement Center

7300 Ming Avenue
Bakersfield, CA 93309
(661) 834-8670
(661) 834-8672 (Fax)
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Valley Achievement Center is the only non-profit facility in Kern County that serves children with autism.

Valley Achievement Center was founded in 1998 by three mothers from Kern County who were desperate for very intensive and specialized intervention programs. These early intervention programs are highly recommended by experts in the field of autism. No such programs were available here, so we realized we were going to have to bring this method of instruction to Kern County. We started out with one student and, almost 10 years later, we now have two schools that serve over 80 children with Autism Spectrum Disorders (ASDs).

Today our non-profit, non-public school is recognized by the California State Department of Education as one of the very best schools serving children with autism.

Tobinworld, Brill School of Autism

2008-10-20T12:07:00.000-07:00

Tobinworld, Brill School of Autism

920 E Broadway
Glendale, CA 91205
(818) 247-7474
(818)247-6516 (Fax)

- and -

Tobinworld II

8256 Brentwood Blvd.
Brentwood, CA 94513
(925) 516-4245
(925) 516-8956 (Fax)

Tobinworld is a non-profit school for children and young adults with behavior problems. Typically students have been classified as severely emotionally disabled, autistic or developmentally disabled. Often their problems are so severe that it has been difficult or impossible for them to be accepted by, or successfully educated in, regular public school programs. Tobinworld's policy is to accept students between the ages of five through 22 years of age without regard to race, sex, religion, I.Q., grade level or national origin.

Tobinworld seeks to impart to each student the skills and behaviors he or she needs in order to live as happy, normal and productive a life as possible. The program philosophy integrates special education with behavioral psychology and carries out an individual behavior and academic program for each student. Medication is not used at Tobinworld for behavior problems. Instead, we address behavior problems with a consistent behavioral and educational program. Whenever feasible, our goal is to return the student to public school or to a competitive or sheltered work opportunity.

Tobinworld is certified by the California Department of Education and operates from two locations.

STARS School (Behavior Analysts, Inc. )

2008-10-20T11:56:00.000-07:00

S.T.A.R.S. School

Behavior Analysts, Inc.
1941 Oak Park Boulevard, Ste. 30
Pleasant Hill, CA 94523
(925) 210-9374
(707) 455-0954 (Fax)
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Behavior Analysts, Inc. provides educational services for children with developmental disabilities in northern California. Many of our services are provided to children with autism or those with Pervasive Developmental Disorder (PDD); however, children with other language and developmental delays also benefit greatly from our methodology.

We provide educational services with instruction in the development of language skills and other skills necessary for students to benefit from instruction and acquire new skills without the continued need for intensive instruction. In addition, Behavior Analysts, Inc., seeks to assure that coordinated and intense efforts are made to teach students language and other skills that are necessary to effectively interact with others, as well as learn from their everyday experiences.

Spectrum Center Schools

2008-10-20T11:53:00.000-07:00

Spectrum Center Schools

16360 San Pablo Ave
San Pablo, California 94806
(510) 741-5440
(510 )741-2775 (Fax)
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Spectrum Center Schools are nonpublic schools that serve students for whom public schools have no appropriate programs.

For more than 30 years, Spectrum has helped severely challenged students build upon their strengths and develop the skills they need to maximize their independence and reach their highest potential.

Explore this section to learn more about our approach, our history, and our mission.

For more information about Spectrum, or to discuss a referral to our program, contact us.

Pyramid Autism Center

2008-10-20T11:49:00.000-07:00

Pyramid Autism Center

2830 N Glassell
Orange CA 92865
(714) 637-1292
(714) 637-4027 (Fax)
(888) 554-5554 (Toll-Free)

The first job for the teachers here at PAC is to determine a reward that the child will work toward. Secondly, we need to establish the means by which the student can communicate his or her wants and needs - we use PECS. PECS facilitates functional communication between the student and the teacher, his or her peers, and family members. Once the student's reward and the method of communication have been identified then effective learning can take place.

PACE: Pacific Autism Center for Education

2008-10-20T11:47:00.000-07:00

PACE: Pacific Autism Center for Education

572 Dunholme Way
Sunnyvale, CA 94087
(408) 245-3408
(408) 245-3449 (Fax)
Send email

PACE provides high quality programs for individuals with Autism and associated developmental disabilities living in the San Francisco Bay Area. PACE programs are globally recognized as leading models for the treatment of Autism.

Autism Schools Map Project

2008-10-19T17:56:00.001-07:00

Autism Schools Map Project

Posted using ShareThis

Scott Center for Autism Treatment

2008-10-19T12:20:00.000-07:00

The Scott Center for Autism Treatment:

School of Psychology
150 W. University Blvd.
Melbourne, FL 32901
Phone: (321) 674-7103
Fax: (321) 674-7105
E-mail: thescottcenter@fit.edu

The Autism Center at Florida Tech is dedicated to providing the highest quality treatment, training and applied research to enhance the functioning and improve the quality of life of children with autism and related disabilities in Central Florida.

The Center will provide:

empirically supported behavioral and allied health care diagnoses, assessments and treatments for children and their families
intensive training and supervision in treatment for autism and related disabilities to students enrolled in the Florida Tech Applied
Behavior Analysis (ABA) master’s program and to other professionals and paraprofessionals who will be working with this population
an ongoing program of research directed toward improving clinical and behavioral outcomes for children with autism spectrum disorders (ASD) and developing technological treatments and teaching aides for this population.

The Community School

2008-10-19T08:25:00.000-07:00

The Community School

308 Clairemont Avenue
Decatur, GA 30030
info@thecommunityschool.net
404-308-8548

PROGRAM OVERVIEW

The Community School is designed for students in junior high and high school (ages 12-18 years old) who have had difficulty keeping pace in traditional academic settings, and who need more emphasis on social-emotional development, communication and relationship skills, and contextual, experiential learning. This program offers a nurturing and highly interactive learning environment built around experiences of strong personal interest. We are accredited by the Georgia Accrediting Commission, enabling students who are ready to work towards a high school diploma to do so.

The Community School is one of several schools in the country to address the needs of students using Stanley Greenspan's DIR Model. This model asserts that social-emotional development provides an essential foundation for complex logical, higher order thinking. Other private schools in the Atlanta metropolitan area focus their programs primarily on specific learning disabilities; this school also provides an explicit, intensive focus on emotional development within a small, well-supported community.

We visualize a world in which the social-emotional foundations of learning are recognized as the essential part of any education program. We also visualize a world in which all students with learning and developmental challenges are served in schools that give them opportunities to strengthen their self-awareness, emotional flexibility, and relationship-building abilities as a primary means to social and cognitive success.

In the News: The New York Times on The Community School : Reaching an Autistic Teenager

"What makes the Community School unusual is not its student body — plenty of schools around the country enroll teenagers with an autism spectrum disorder. But, like about only two dozen schools in the country, it employs a relatively new, creative and highly interactive teaching method known as D.I.R./Floortime, which is producing striking results among T.C.S.’s student body. (D.I.R. stands for developmental, individual differences, relationship-based approach.) The method is derived from the work of Stanley Greenspan, a child psychiatrist and professor of psychiatry, behavioral science and pediatrics at George Washington University, and his colleague Dr. Serena Wieder. D.I.R./Floortime can be effective with all kinds of children, whether they have developmental challenges or not. As applied by T.C.S., it is an approach that encourages students to develop their strengths and interests by working closely with one another and with their teachers. The goal for students is neurological progress through real-world engagement."

Alpine Autism Center

2008-10-17T22:42:00.000-07:00

Alpine Autism Center

Autism Education Action Group
7875 Deer Hill Grove
Colorado Springs, CO 80919

Office Hours:
Monday thru Friday, 8:00 - 5:00

Contact person:
Fiona Terry
Office Administrator

Phone
719-955-3767

Fax
719-955-3768

Email
alpineautismcenter@stfrancis.org

Alpine Autism Center opened its doors in October of 2005. Currently, we are the only treatment facility in the Pikes Peak Region for children diagnosed with Autism. We are a private, non-profit state-of-the-art treatment facility providing data-driven, evidence-based, individualized, one-to-one therapy utilizing the principles of ABA .

All training and therapy are provided or supervised by a Board Certified Behavior Analyst (BCBA). Our therapists specialize in ABA , Discrete Trial Teaching , Natural Environment Teaching, Verbal Behavior, and small and large group direct instruction.

We work on all areas of development based on the Assessment of Basic Language and Learning Skills (ABLLS), including academic, language, motor, behavior, daily living and social skills. Staff is highly qualified with backgrounds ranging from early childhood, special education and psychology and all have a passion for helping children with Autism as well as understanding and applying behavioral principles.

Alpine Autism Center also provides consultation services, monthly membership and parent meetings, as well ongoing support and training to families, teachers, therapists and schools in the community.

Morgan Autism Center

2008-10-17T20:24:00.000-07:00

Morgan Autism Center

2280 Kenwood Avenue
San Jose, CA 95128
(408) 241-8161
(408) 241-8231 (Fax)

Land Park Academy

2008-10-17T20:23:00.000-07:00

Land Park Academy

6400 Freeport Boulevard
Sacramento, CA 95822
(916) 427-2273

The Kendall School

2008-10-17T20:18:00.000-07:00

The Kendall School

Modesto (corporate)
1115 14th St.
Modesto, CA 95354
tel: 209.572.2589
fax: 209.572.1461
Email

Sacramento

2775 Cottage Way,
Suite 8
Sacramento, CA 95825
Tel: 916.489.1376
fax: 916.489.1386
Email

Tracy
475 Darlene Lane
Suite 10
tel: 209.832.7756
fax: 209.832.7942
Email

Elk Grove
9115 Fruitridge Rd.
Sacramento, CA
95826-9727
Phone 916-383-1105
Fax 916-383-1140
Email

We provide intensive behavioral and language based therapies for children diagnosed with Autism and other Pervasive Developmental Disorders. We are committed to helping children with Autism Spectrum Disorder reach their potential.

We strive to give children the basic learning repertoires that all children need.

We are especially skilled in helping young children with the potential to achieve independent functioning in a general education setting achieve that goal.

Treatment averages 20 - 40 hours of direct intervention per week to reflect the individual child's needs and current research findings (e.g., Lovaas, 1987, Howard, Sparkman, Cohen, Green, & Stanislaw, 2005, Sallows & Graupner, 2006). Structured peer interactions are usually part of every child's program by the end of the first year of treatment. Children who learn in small group educational settings are "shadowed" by an Instructional Assistant into play groups, preschool, kindergarten, or first grade to help maximize progress in these challenging environments.

Treatment intensity reflect evidence-based practice as well as the fact that children with developmental delays must learn at a faster-than-normal rate if they are to begin to catch up to their typically developing same age peers. To reach this goal the children with delays must achieve more than one month's growth for every month spent in treatment.

Early intensive intervention programs based in the child's home are available throughout the California Central Valley from Sacramento to Merced. The Kendall Schools in Modesto, Tracy, and Elk Grove provide intensive center-based intervention.

Genesis Behavior Center

2008-10-17T19:05:00.000-07:00

Genesis Behavior Center

528 14th Street
Modesto, CA 95354
-and-
1400 Coleman Avenue, Suite D14R
Santa Clara, CA 95050
(877) 828-8476
Send email

Genesis Behavior Center was founded in response to the continuing need for effective, research-based services for children with Autism Spectrum Disorder. The founders of Genesis Behavior Center are committed to providing the highest quality of behavior intervention for children and families living with autism. Intervention is based on principles of Applied Behavior Analysis (ABA), and utilizes technology based on the research of Lovaas, Sundberg & Partington, and others.

Primary methods used are Discrete Trails Training (DTT), Natural Environment Training (NET), Verbal Behavior procedures, and functional analysis of behaviors. Each child's current functioning level is assessed and an individualized program developed to meet his/her needs in the areas of functional communication, social skills, self-help skills, pre-academic skills, and maladaptive behaviors. Services are available in home and at public or private school sites. The mission of Genesis Behavior Center is to give each child and family the tools needed for independence and success in daily life, in the least restrictive environment possible.

LaTierra Preschool

2008-10-17T19:04:00.000-07:00

LaTierra Preschool

24150 Lindley Mission
Viejo, CA (
949) 707-5276

Crescent Academy

2008-10-17T18:51:00.000-07:00

Crescent Academy

17300 E. 17th Street, Suite J-369
Tustin, CA 92780
(714) 731-1690 (800)
783-8279 (Fax)
Send email

Early Education Center for Autism

2008-10-17T18:46:00.000-07:00

Early Education Center for Autism, LLC

6046 Cornerstone Ct. W, Ste. 157
San Diego, CA 92121
(858) 678-8686
(858) 678-8687 (Fax)

The Education Center for Autism, Inc. (EECA), specializes in teaching young children with Autism Spectrum Disorder (ASD). Our teaching procedures are closely modeled after the discrete trial method pioneered by O. Ivar Lovass, Ph.D., reknown pioneer in the field of Autism research. Our center provides educational programs that emphasize the development of academic abilities, social-communication skills, motor skills & self-help skills. We specialize in providing programs for ages birth to 14 years of age. We at EECA are deeply committed to providing every child with the highest quality early intervention services that will meet each child’s unique needs. EECA currently services the areas of San Diego County and the Inland Empire areas of Temecula and Murrieta.

California Avenue Preschool

2008-10-17T18:44:00.000-07:00

California Avenue Preschool

215 W California Avenue
Vista, CA 92083
(760) 630-4870
(760) 630-4591 (Fax)

The Bay School

2008-10-17T18:42:00.001-07:00

The Bay School

5400 Soquel Avenue, Ste. F
Santa Cruz CA 95062
(831)460-9620
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Founded in 1998, The Bay School's mission is to provide scientifically-based educational services and to contribute to research that serves children with autism. The year-round school educates students between the ages of three and twenty-one regardless of their race, national or ethnic origin, age, gender or religion.

The Bay School Offers ...

An educational program that utilizes systematic instruction based on the principals of Applied Behavior Analysis.
Support and instruction in home management skills for families of enrolled students.
Access and participation for students in public school inclusion and community programs.
Opportunities for research in areas of education and intervention for students with autism.

Applied Behavior Consultants

2008-10-17T18:39:00.000-07:00

Applied Behavior Consultants

4540 Harlin Drive
Sacramento CA 95826
(916)364-7800
(916)364-7888 (Fax)
Email

ABC's Mission Statement:

		To provide cutting edge applied behavior analysis services with compassion for individuals with autism and other developmental disabilities to enhance the quality of their life. For elaboration on our mission, click here (Adobe .PDF)
		ABC's History

		ABC was founded in 1987 by Joseph E. Morrow, Ph.D., and Brenda J. Terzich, M.A., to provide Applied Behavior Analysis services for persons with special needs. We began by providing in-home behavioral services to the developmental disabled population throughout Northern, Central, and Southern California. This included group parent training and behavior consultation to Community Care Facilities. We have provided behavioral services for over 3000 clients. Along with the continuation of these services, ABC opened its first classroom for children diagnosed on the autism spectrum in 1994. Currently, we provide services for 8 Regional Centers, over 50 School Districts and 30 Community Care Facilities. Present Autism services include over 300 intensive behavioral treatment in-home programs and about 125 students in our four schools.