Education [ed•u•ca•tion] \e-jə-`kā-shən\
Definition: (noun) the process of acquiring knowledge, skills, values, beliefs, and habits.

We are experts in autism intervention utilizing behavior therapy. Our approach combines evidence-based practices from applied behavior analysis, early childhood education, and child development to create individualized programs that identify each child’s unique combination of strengths and challenges and provide the support necessary to succeed.

Foundations of our program:

Early Intensive Behavior Intervention (EIBI)

There are effective interventions for treating children with ASD. The best results have come from Early Intensive Behavioral Intervention (EIBI). Research on early brain development suggests that children with ASD show less interest in watching and interacting with others and as a result miss millions of learning opportunities. Early intervention, therefore, is imperative in shaping brain structures to be receptive to the social world, and in doing so, preventing or mitigating the symptoms and severity associated with ASD.

Applied Behavior Analysis (ABA)

Many of our intervention strategies are based on the principles of behavior analysis, which is the scientific study of the principles of learning and behavior. ABA is the practice of applying these principles to bring about meaningful and positive change to behavior (behavior referring to all kinds of actions and skills, not just misbehavior). ABA treatment for autism has been supported by several decades of scientific research and is considered an evidence-based “best” practice treatment by the US Surgeon General and by the American Psychological Association.

Early Start Denver Model (ESDM)

The Early Start Denver Model (ESDM) was named by Time Magazine in 2013 as one of the Top 10 Scientific Accomplishments of the Year. It is also the only comprehensive early intervention model that has been validated in a randomized clinical trial. Research has shown that children who received ESDM therapy showed greater improvement in cognitive and language abilities and adaptive behavior and fewer autism symptoms than did children referred for interventions commonly available in their communities.