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Program Components

Differential Diagnosis & Treatment Options for High Functioning Autism Becky Touchette M Ed. Preschool Autism Specialist Saddleback Valley Unified School District. Program Components. Developmental Curriculum California Preschool Learning Foundations Teacher Directed ABA Learning Activities

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Program Components

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  1. Differential Diagnosis & Treatment Options for High Functioning AutismBecky Touchette M Ed.Preschool Autism SpecialistSaddleback Valley Unified School District

  2. Program Components • Developmental Curriculum • California Preschool Learning Foundations • Teacher Directed ABA Learning Activities • Varied activities for higher functioning students to enable concept learning • Generalization of new skills • Planned opportunities for expansion and reinforcement of mastered skills

  3. Program Components • Autism Specialist • Certified Early Childhood Special Education Teachers • Specially Trained IBI Assistants • Psychologist with BICM training • Speech and Language Therapists • Occupational Therapist • Physical Therapist, Adaptive Physical Education, Vision Specialist

  4. Program Components • Consistent Methodology across all staff • Consistent Program Goals and Philosophy • Consistent measures of success

  5. Program Components • Parent Involvement • Development of the IEP goals and objectives • Development of behavior intervention plans • Developing new skills in the home or community • Generalization of mastered skills to home and community

  6. Accessing Special Education • Parent Referrals • Regional Center Referrals • Early Start SVUSD Referrals

  7. Assessments • Parent Checklists and Interviews • Record review if the child has had previous intervention • Standardized Testing • Desired Results Developmental Profile • Observation in a familiar setting, usually the home • Observations in a novel setting, usually the School Assessment Center

  8. Special Education Placements • IBI 1:1 • IBI Small Group • Special Day Class w/ IBI Tutoring • Typical Preschool w/ Shadow support • Typical Preschool

  9. Adam • Early Start services from RCOC • 3 year old attended SVUSD Preschool w/Shadow and IBI Tutoring— Speech Therapy • 4 year old attended SVUSD Preschool w/ Shadow, IBI Tutoring and Speech Therapy • Kindergarten with a Classroom Shadow, IBI Tutoring and Speech Therapy

  10. John • Early start at IAC • 3 year old Special Day Class w/ IBI Tutoring Speech Therapy and Physical Therapy • 4 year old SVUSD Preschool 3 days a week and a Parent Pay Private Preschool w/ Shadow and IBI Tutoring and Speech Therapy • After 3 months Shadow was faded in both Preschools settings • Kindergarten with IBI Tutoring and Speech Therapy

  11. Niki • Early Start services through RCOC • 3 year old in the Small Group IBI w/time in SVUSD Preschool w/Shadow • Transitioned to SDC class with IBI Tutoring including time in SVUSD Preschool w/ Shadow • 4 year old started SVUSD Preschool w/Shadow and IBI Tutoring • Shadow in SVUSD Preschool was faded • Kindergarten with IBI Tutoring and Speech Therapy

  12. Jessica • Parent Referral • 3 year old in IBI 1:1 with Speech Therapy • Transitioned to IBI Small Group • 4 year old transitioned to SDC with IBI Tutoring and Speech Therapy • Entered SDC Kindergarten with IBI Tutoring and Speech Therapy • First Grade in Regular Education with Speech Therapy

  13. Summary • Programs for children with Autism must be flexible and individualized in order to accommodate their widely varying needs. • Dr. Filipek and her colleagues are now able to identify Autism in ever younger children thus enabling intervention at a very early age. • Of necessity our techniques and program options will continue to evolve to best meet the needs of those whom we serve.

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