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Intensive Therapeutic Day Program for students with Autistic Spectrum Disorders |
9:00-9:30 |
Entering school, unpacking backpack, greetings of teachers and peers, free play/floor time.
Centers in the classroom for free play and floor time will include but will not be limited to: listening center (books on tape and music), computer center (auditory processing support, games for academic and language support), library/book corner, symbolic play center/dress up area/puppet show, blocks/building center, sensory center, discovery center (water table, sand table, science, arts and crafts). |
9:30-10:00 |
Circle time/gathering/preview of the day – For those students who are not yet ready for this group activity and circle time, individual Floor Time will be conducted. An example of what circle time may include: problem solving activities incorporated into 1) finding out who is here today and who is absent, 2) determining what day it is and how we know (patterns may help with this process), 3) determining the weather through experiential opportunities (looking outside, going outside), 4) determining the activities for the day (likes and dislikes, opinion based discussions regarding schedules). |
10:00-10:30 |
Gym (will rotate weekly with other specials that include but are not limited to art and music). |
10:30-10:45 |
Snack time – facilitated peer interactions within snack time (1:1 peer interactions or small group as the child demonstrates readiness) |
10:45-11:30 |
Individual and small group academics based on thematic lessons (Academics will include but will not be limited to: Language Arts (Reading, Writing), Math, Science, and Social Science). |
11:30-12:00 |
Motor planning, sequencing,
visual spatial activity,
problem solving,
cooking/life skills/vocational training and
regulation activities
designed for individual or small group as the child demonstrates readiness.
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12:00-12:45 |
Lunch time – facilitated peer interactions during eating portion of lunch. Peer play facilitations during recess/motor time. Specific support for pragmatic language deficits. Self help, daily living skills and independence will be promoted throughout this time period. |
12:45-2:00 |
Floor Time – This is individualized per each child’s IEP goals. Areas that will be addressed within this time frame may include:
regulation,
mutual engagement, language and communication (
expressive,
receptive and
pragmatic),
problem solving,
symbolic play,
abstract and critical thinking opportunities,
motor planning,
peer interactions, and
expression of ideation. |
2:00-2:30 |
Gathering for a group closing, packing backpack, expressing good-byes to staff and peers.
- Throughout the day, Floor Time principles will be infused and utilized when addressing any academic, individual or group goal, and throughout each interaction with the child.
- Individual speech and language, occupational therapy, and social work minutes will be scheduled per the child’s IEP and will occur at various times throughout the school day.
Throughout the day, depending on the child’s individual needs and profile, there will be an integration of
therapeutic listening,
interactive metronome, and
augmentative and alternative communication
into the daily curriculum and activities. |
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Dr. Stanley Greenspan and Dr. Serena Wieder’s guidelines for instruction in a classroom environment.
Developmental Level – Until a child is consistently engaged and interactive with one adult; 1:1 interaction is necessary to help the child develop mutual attention, reciprocal interaction and continuous communication. At this time, the child would not benefit from being in a group.
Once the child is interactive with adults, small group experiences for sensorimotor experiences can proceed. Child should begin with 1:1 support with one, two or three children. Group Size – 4.
As the child moves to the next developmental level, 1:1 support should be provided for symbolic play. Once underway, mediation with one other child can be added.
Group size – 2.
Once the child is interactive with one other child, group size can slowly be expanded for sensorimotor playground/gym activities and games or center work. Child should first work with one other child on cooperative tasks and then expand. Group size – 4-6.
Once the child is symbolic and verbal, he may engaged in both 1:1 and 2:1 interactive symbolic play sessions. Group composition can now be larger to encourage child to play with different children and themes. Group size – 4-6.
When some social skills are in place, the ratio of teacher to child can be increased to 1:2 in a larger group composition. Group size 8-10. |
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