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Early Intervention
Early Intervention
Overview
Prepare your child to take their next steps
CCABA offers a variety of programs for young learners ages 1-7 designed to target children’s specific needs based on their age and unique strengths.
Our programs teach children to:
• Effectively communicate their wants, needs, and preferences
• Joyfully engage in social and play activities with others and alone
• Safely tolerate situations that are in their best interest in the long term.
• Prevent behaviors that may be dangerous to themselves or others.
• Develop skills they need for success in their community kindergarten placement and to thrive in their day-to-day lives.
Creating an environment in which exceptional people can think big, have fun, & do good
THE SCIENCE OF LEARNING
Evidenced-based changes in behavior
Because young children’s minds are growing, developing, and making new connections at a more rapid rate than any other time in their lives, reaching children with high-quality, intensive behavioral interventions at the earliest age possible is crucial.
• In a study, children who were in enrolled in ABA therapy before 48 months of age were far more likely to achieve inclusive educational placement in regular education classes (Harris & Handleman, 2000)
Individualized Learning
Programs available to suit your child's unique skills and needs
option #1
Early Intervention Behavioral Program
CCABA’s Early Intervention Behavioral Intervention Program is a structured, daily program offered in our clinics from 8:00 AM-3:00 PM. Children with Autism up through age 3 learn in a classroom-like setting alongside their same age peers with a behavior technician providing 1:1 instruction under the supervision of an experienced Behavior Analyst.
The objectives of this program include:
• Fostering enjoyment of learning by following the child’s lead
• Expanding preferred toys and activities
• Developing play skills
• Establishing a communication system that works for the child
• Developing skills needed to learn from their environment (“learning to learn”)
• Establishing joint attention and social awareness
• Creating a sense of autonomy while honoring each child’s unique personality and preferences.
Outcomes in the Early Intervention program are designed to teach children skills they will need to thrive with their families, in their communities, in preschool, and in our Classroom Readiness Program.
option #2
Classroom Readiness Program
CCABA’s Classroom Readiness Program (CRP) is a daily, clinic-based program for children ages 4-6 that also takes place daily in a classroom-like setting from 8:00 AM-3:00 PM. The CRP schedule involves structured and free play time, circle time, small group stations, 1:1 individualized instruction, playground time, and group snacks and lunch provided by parents. This program best fits a learner who has prior experience in ABA or in a group learning setting.
The goals of CRP are not to teach academics, but rather teaching learners the skills they will need to access learning opportunities in their community Kindergarten placement.
The objectives of this program include:
• Following instructions in a group
• Participating in large and small group activities
• Persevering through difficult activities
• Appropriately gaining the attention of others.
Option #3
Targeted ABA
Targeted ABA at CCABA is an individualized treatment program for young learners 6 and under, that addresses specific behavioral needs preventing that child from accessing group settings or requiring increased practice in a given area, such as communication. The duration of time in this program is based on recommendations by that child’s Board Certified Behavior Analyst (BCBA).
CCABA’s intent is that all young learners participate in our group EIBI or CRP programs, so learning objectives for children in the Targeted ABA are designed with successful access to group instruction in mind. This program may also take place for the child’s entire treatment time, or be implemented as part of a treatment package with partial participation in a group context.
FAQS
Ready to learn more?
Our Young Learners Programs are not a school, nor a childcare. We strive to teach children the behavioral skills they need to succeed in an academic program, but we do not teach academics explicitly. Observers will see activities that they would find in a school, such as circle time, centers, structured learning, and transitions between activities, but embedded within this framework are behavioral goals, not academic ones. These goals are designed to help children thrive in their everyday life.
Importantly, CCABA cannot provide naps at this time and we cannot prepare meals. Children who still require naps can work with their BCBA to adjust their time in our group programs to accommodate this need while still meeting their recommendations. We ask that parents provide all snacks and meals for the day.
Each child will have 1:1 support from a trained Behavior Therapist, under the direction of a Board Certified Behavior Analyst with early childhood expertise. Behavior Therapists receive weekly supervision and ongoing professional development opportunities in early intervention, child development, and Autism.
In our Early Intervention programs, Behavior Therapists spend a great deal of time working 1:1 with each learner. Targeted ABA likewise involves mostly 1:1 intervention provided by a Behavior Therapist under the direction of a BCBA. As children age into the Classroom Readiness Programs, Behavior Therapists gradually fade their support so that learners access instruction from a group lead.
Each day in a Young Learner Program includes whole group activities (such as morning calendar), sensory play stations, individual instruction, fine motor activities (such as art or music), gross motor activities (outdoor recess, weather permitting, or play in our indoor playgrounds), and snack and lunch time.
Though every child will have their own individualized plan of care, all Young Learner Programs provide instruction in key skill areas such as imitation, functional communication, social play, following directions, joint attention, following routines, personal hygiene, observational learning, transitioning between activities, and the development of personal autonomy.
