CARE utilizes the application of ABA as its core curriculum with an infusion of Discrete Trial Training (structured approach), Pivotal Response Training (naturalistic approach), TEACCH (Treatment and Education of Autistic and related Communication handicapped CHildren), social skills training, incidental teaching, play therapy and other viable methods. Our programs are individually driven and decisions on modifications are based on close monitoring and evaluation of the individual’s progress. CARE monitors each client by collecting data that is used to make recommendations and changes in the client’s program. CARE also works closely with families and other professionals in an effort to further support the progress of the client. We believe in “Better communication equals better results!” for our clients.

Discrete Trial Training (DTT) is a direct teaching methodology based upon the principles of Applied Behavior Analysis (ABA). Discrete Trial Training is a technique for managing learning opportunities so that skills are more easily mastered by the child. Learning occurs in small steps. Children are taught how to learn from the environment through the introduction of clear stimulus-response-consequence cycles. Intervention begins with the primary goals of teaching “readiness” skills such as sitting in a chair and attending, and decreasing behaviors that interfere with learning. Once the learning protocol has been established, other skills may be targeted. Simple skills must be mastered before new learning opportunities are presented. Teaching builds upon mastered skills, moving towards more complex skills.

Pivotal Response Training (PRT) is a behavioral treatment intervention based on the principles of Applied Behavior Analysis (ABA). Researchers have identified two pivotal behaviors that affect a wide range of behaviors in children with autism and various developmental challenges: motivation and responsivity to multiple cues. These behaviors are central to a wide area of functioning, so positive changes in these behaviors should have widespread effects on other behaviors. Thus PRT is able to increase the generalization of new skills while increasing the motivation of children to perform these behaviors being taught to them. PRT works to increase motivation by including components such as child choice, turn-taking, reinforcing attempts and interspersing maintenance tasks. PRT has been used to target language skills, play skills and social behaviors in children with autism and other related disorders and disabilities.

The TEACCH approach includes a focus on the person with autism and the development of a program around this person's skills, interests, and needs. Emphasis is on understanding the individual and also the "culture of autism," suggesting that people with autism are part of a distinctive group with common characteristics that are different, but not necessarily inferior, to the rest of us. TEACCH also takes a broad based approach, which includes all aspects of the lives of people with autism and their families. Independent work skills are emphasized, it is also recognized that people with autism can learn communication, social, and leisure skills. An important part of this curriculum is developing communication skills, pursuing social and leisure activities for all those involved.

The goals of our behavioral programs are to target the areas of deficit or excesses in the student using the empirically validated approach based on Applied Behavior Analysis (ABA). What makes ABA so unique in comparison to other approaches:

• Most effective intervention for children with the developmental disability with autism
• All behaviors/skills are defined in ways that we are able to measure and record objectively
• Uses positive approaches, not aversive
• Views and teaches behavior from a functional standpoint of the individual
• Establishes and strengthens socially appropriate behaviors, while systematically weakening socially inappropriate behaviors
• Behaviors/skills taught are programmed for generalization and maintenance in the individuals’ natural environment
• Accountability

These validated techniques have been shown to be effective in increasing skills and decreasing challenging behaviors. Our behavioral interventions are designed to help the individual with special needs to have greater access to their social environments, communities, as well as access to the least restrictive environment. Our programs are data-driven, and there is close monitoring and evaluation of the data collected during the behavior intervention with the student. Outcomes for each student will depend on the IEP goals for his/her behavior intervention program.