THERAPY PROGRAMS: CARD I
Lesson Areas and Sample Targeted Skills for Individuals 0 - 8
Following the principles of Applied Behavior Analysis, we developed a treatment approach for children with autism, up to age eight, that focuses on minimizing challenging behaviors and maximizing skill acquisition. Once new behaviors are mastered, we focus on generalization with the goal of transitioning each child into the mainstream educational system. If necessary, we also provide school shadowing services so children have the support they need in the classroom.
Challenging Goals; Trackable Progress
We teach self-help and safety skills, build language and communication, as well as an array of advanced skills such as theory of mind, social skills, and executive functioning. With the input of parents and the child’s caregivers, we set challenging goals for our team and the child and track progress on each skill domain carefully. The chart below gives more details about our curriculum areas.
The program is developed and managed by a highly trained CARD supervisor who tailors the program to each child’s needs. A team of therapists implements the plan and participates in training and team meetings to ensure consistency. The entire treatment team, including all caregivers (mom, dad, grandparents, and siblings) is invited to participate in regular “clinic meetings” designed to review the child’s progress, train on new techniques and add lessons to the program.
For more information about the CARD I program for your child, please contact one of our offices.
THERAPY PROGRAMS: CARD II
?Lesson Areas and Sample Targeted Skills for Individuals 9-21
Building from the successes of the CARD I program for children up to age eight, we developed the CARD II program which is tailored to the special needs of individuals ages eight to 21. The broad scope of the curriculum allows us to assist students with a wide range of skills and deficits.
The CARD II program is flexible and can be tailored to individuals with different needs. Specifically, the program can assist students whose families require support managing problem behaviors, as well as teach basic communication skills and adaptive skills (i.e., toileting, dressing, and making meals). It can also assist students who are mildly affected and may need assistance only to acquire more complex social skills and apply them with their peers in their natural environments.
The CARD II Goal
While each student will come to us with unique needs, we have developed a set of long-term goals that are important for all students to work toward achieving. The CARD II goal is to teach independence skills, appropriate social activities and relationship building, as well as many other skills.
Students in the CARD II population typically have less time for intervention, making it increasingly important that we deliver a targeted curriculum with carefully prioritized skill targets. The CARD II curriculum is based upon a specific skill hierarchy which ensures that each student fluently possesses the personally relevant skills within each curricular domain before moving on to the next domain in the hierarchy. Each of the skill domains are comprised of skill targets that will assist the student in achieving his or her long term-goals. The chart below gives more details about the CARD II program goals and targeted skills taught.
For more information about the CARD II program for your child, please contact one of our offices.
THERAPY PROGRAMS: ENROLLMENT PROCESS
Getting Started with CARD
APPLY ONLINE NOW
Contact the CARD organization at 855-345-2273 and provide your name, telephone number, and mailing address.
Information regarding CARD, our services, providers and rates will be mailed to you within one week.
After reviewing the information package, go to the CARD website www.centerforautism.com and fill out the online application. Then a representative will call you back within one week and schedule an Initial Assessment. During the Initial Assessment, a behavioral observation of the child and an interview with the parents will be conducted. The appropriateness of this type of therapy, the recommended number of hours and other information regarding biomedical treatment, testing, and adjunct therapies will be discussed. Complete and return the CARD evaluation form provided at intake and send us copies of all relevant recent test results, IEP records, and reports.
Remote Clinical Services
If you are outside of a 50 mile radius of one of our offices and would like to have assistance in establishing an in-home on-going CARD supervision based program for your child, please follow the procedures listed below:
For questions or to request a Remote Clinical Services Application Packet:
Contact the CARD organization at (855) 345-2273
Submit a Request Form online via the CARD website www.centerforautism.com
Email the Remote Clinical Services Department at firstname.lastname@example.org
Fax the Remote Clinical Services Department at (818) 758-8015
Submit a request by mail:
c/o Remote Clinical Services Department
19019 Ventura Blvd., Suite 300
Tarzana, CA 91356
Our Remote Clinical Services staff is ready to assist you and answer all of your questions.
ABA RESOURCES: CHOOSING AN ABA PROVIDER
In the sea of ABA providers, parents often wonder which providers are the best for their children. This is a very real and important concern. Unfortunately, there are numerous "providers" claiming to have expertise in the field of Autism treatment. However, although a provider may have ABA training, it is important to ensure that they also have expertise with this client population and are able to develop individualized programs beginning with simple imitation and concluding with complex social understanding.
When evaluating ABA programs parents should ascertain whether the following program guidelines are in place:
* Does the provider work within the child's areas of strength?
* Are adaptations to the curriculum made when needed?
* Avoidance of "cook book" programming: Beware of Sd sheets copied from the Maurice or other similar books
* Does the agency incorporate the latest research findings into their treatment plans?
EMPHASIS ON GENERALIZATION
* Does generalization work begin immediately?
* Is there an emphasis to generalize skills across people?
* Is there an emphasis to generalize the way instructions are given?
* Is there an emphasis to generalize skills across learning environments?
* Is there a push to transition to a naturally occurring reinforcement schedule?
* Is regular supervision considered crucial to the program success?
* Are behavioral excesses and reductive strategies reviewed at each supervisory meeting?
* Is school progress reviewed and are there shadowing goals outlined?
* Are all drills reviewed and demonstrated at each supervisory meeting?
* Are the children's programs adapted to their individual needs?
* Are the necessary referrals provided when needed?
INTENSITY & CONSISTENCY
* Are the hours recommended consistent with research findings?
* Are steps taken to ensure consistency?
* Parent / Nanny / Extended Family Training
* Frequent Consultation with School Staff
*Frequent Consultation with other providers
ACKNOWLEDGMENT OF BIOMEDICAL FACTORS IMPACTING TREATMENT
* Are parents encouraged to explore medical treatments?
* Is information regarding dietary changes provided?
* Are pre-screened referrals provided when necessary?
SPECIALIZED PROGRAMS FOR PARTICULAR LEARNERS
* Are Social Skills Training / Executive Function Training / Theory of Mind Work part of the program?
* Is adequate programming for non-verbal children available if needed?
* Are other programs brought in to aide the child's pattern of acquisition (PECS, Social Stories, etc.)
ABA RESOURCES: INSURANCE COVERAGE
?Historically, Applied Behavior Analysis (ABA) has not been covered by most insurance plans. The common rationale for this was that ABA was not scientifically proven effective for the treatment for Autism. As time has passed, ABA has been proven to be one of the most effective treatments for Autism, and because of that, an increasing number of large employers have added ABA therapy benefits to their health care plans. Parents should check with their Human Resources department to find out if their employer is one of these companies, or to ask if such a benefit can be added. If enough people ask, they might just add it.
As of April 2011, there are 25 states that mandate coverage for ABA therapy for certain health plans, and more states are coming on board each year. For a list of these states, or to find out what is happening in your state and to learn how you can help, please visit Autism Votes and click on your state. Autism Votes is part of Autism Speaks and is a great resource for news and information about autism legislation.
If you live in one of the states that does not mandate coverage (or if your plan is not subject to the state mandate) and you have received a coverage denial or claim rejection, you can appeal this decision. Contact your insurance company to find out how their appeal process works. Some families have appealed and won. There's a chance you could be one of those families!
THERE IS HOPE ON THE HORIZON!
As it is written now, the Patient Protection and Affordable Care Act (PPACA), commonly known as ObamaCare, will provide coverage for behavioral therapies, including ABA, for most insurance plans beginning in 2014. Stay Tuned!!!!