In Home Programs
Center for Autism Research and Educational Services
Treatment Philosophy
Because most young children spend most of their time in the home, beginning
the learning process there has many benefits. The CARES approach is to develop
skills necessary for the child to be successful when he/she encounters group
and classroom settings. When the child achieves the basic skills needed
to actively participate and make gains from group exposure, he/she begins
part-time attendance in the CARES small group learning environments in conjunction
with home programming. There the child learns to use the skills acquired
during home instruction and can practice social behaviors with other children
(e.g., sharing, waiting, turn-taking, following group directions, playing
and social questions).
Later, as group skills emerge, a CARES staff member accompanies the child to a classroom through part-time attendance at a pre-school. The child learns to display the skills acquired in the home and group setting, as well as to have a meaningful experience in the classroom, because he/she now has the necessary skills to succeed.
Children do not graduate from one setting to the other in a linear progression, but rather participate in two or all three simultaneously.
CARES improves the social and language development of young children with autism. As children learn to express their wants and needs they exert greater influence over their environment (i.e., choice, control). Frustration is also reduced and may avert problem behavior and the need for behavior management plans. Children also learn how to occupy their leisure time appropriately with engagement in independent activities.
Parents and caregivers also receive training, as they are essential participants in the intervention process. CARES holds monthly team meetings and frequent direct supervision by the clinical consultant, and staff members serve as resources to provide families with insight and special training for any behavioral concerns in the home and/or in the community.
