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Our Approach |
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ABA includes a variety of methods for assessing children's behaviours and learning needs and for intervening using techniques to teach skills and behaviours.
A TEACCH classroom is very structured, with separate, defined areas for each task, such as individual work, group activities, and play.
Primarily used for individuals who are non-verbal, and who use speech with limited effectiveness to assist them in acquiring functional communication skills.
A systematic way of working with a child to help him climb the developmental ladder, and it is the heart of what we call the developmental approach to therapy. It takes a child back to the very first milestone he may have missed, and begins the developmental process anew. By working intensively with parents and therapists, the child can climb the ladder of milestones, one rung at a time, to begin to acquire the skills he is missing.
A cognitive problem solving approach, allowing the use of a structured, but flexible, behaviour modification program to overcome weaknesses in a child's social skill development. It involves many of the same stages as construction of a behavioural modification program, but with a specific goal of increasing skill useful for social interaction in the future.
Provides customised treatment programs to improve one's ability to perform daily activities. Occupational therapy can help to improve physical, cognitive, and social skills. As part of an early intervention program, occupational therapy practitioners support the young child's family, and help to find ways to reinforce skills in his/her natural environment.
The rehabilitative or corrective treatment of physical and/or cognitive deficits/disorders resulting in difficulty with communication and/or swallowing.
Involves planned episodes of brief adult-child interaction that take advantage of naturally occurring reinforcers in the course of ongoing activities and routines.
Students with learning difficulties take in information very quickly when they experience it directly. This approach can provide context for material from academic classes, as well as stand on its own as a way to pick up some essential life skills. From its inception, we emphasised learning through direct experience as the method of choice wherever possible.
Students with processing and memory issues benefit from learning concepts in multiple ways. Early on, we decided to emphasize the importance of making information available to students in as many different media as possible, and this approach has yielded some extraordinary results. Some classes make models of abstract concepts, learn vocabulary words by playing catch, make a board game of class information, or play Jeopardy to review for a test. When St. Clare teachers develop lesson plans, there will be a component of multi-sensory processing in each unit of study, and the method of evaluation may also be something other than traditional testing, such as a project, model, or auditory evaluation.
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© St. Clare - School of Special Education. Copyright 2008-2010. All rights reserved worldwide. |
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