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Autism Spectrum Disorders

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Individuals with Autism might:

  • Have trouble relating to others or show no interest in other people at all
  • Avoid eye contact and want to be left alone most of the time
  • Have trouble with, or no interest in understanding other people's feelings or they talk only about their own feelings
  • Resist being held or cuddled by others
  • Appear to not hear people talking, but respond to other less obtrusive sounds
  • Repeat or echo words or phrases said to them
  • Have trouble adapting when a routine changes, or react violently to such changes
  • Not engage in "pretend" play
  • Not point to objects to show interest, or direct another's attention
  • Seem unaware of objects/events that are indicated or initiated by another person

 

Our Early Communicator Program provides communication intervention for Children ages 16 months - 4 ½ years who are non-verbal or in the early stages of developing the use of language. Children appropriate for the program include those diagnosed with receptive/expressive language disorder, ASD, developmental delay, or those who have difficulty producing speech sounds, as well as those for whom the diagnosis is unclear.

A one-to-one ratio of clinician to child ensures that children have adult support in their attempts to participate and communicate in group activities and individual speech-language therapy.

Although speech-language pathologists individualize intervention to meet the needs of each child, they also incorporate aspects of the SCERTS approach (Prizant, 2006), Floor Time (Greenspan, 1998), the Hanen Program (Sussman, 1999) and behavioral intervention with a developmental/relational approach.

Our Social Communication and Emerging Language Program is designed for children approximately 4 years and older who have emerging, but limited expressive language skills. Individuals may have an autism diagnosis; and have difficulty with reciprocal interaction, affecting social aspects of communication.

Language and social skills intervention focuses on establishing the prerequisites to communication such as eye contact, attention, intent to communicate, communicative turn-taking, requesting, gaining others’ attention, and using word approximations words or signs to express wants and needs.  Activities includes talk time (or circle time), simple crafts, sensory activities, snack time and time for child-directed play.