We simply want them to thrive.

We make treatment recommendations based on a very simple question: Will your child thrive? To determine what kinds of community involvement are best; or how and when general education school placement should be included in an intensive intervention program; or what type of community and athletic activities will be most therapeutic; we've learned to ask some key questions.

Does this child have the right skills to get the most benefit?

There are certain prerequisite skills that are needed in order to derive the desired benefits from any particular placement. We believe it’s ideal that the children must be able to demonstrate receptive and expressive language skills within the range of the typically developing children in that program or activity. It also helps if they are beginning to learn incidentally and tolerate the lower levels of engagement inherent in most group activities. So we evaluate each child for language development, as well as for his or her mastery of a variety of preparatory experiences. For example:

  • Peer copying programs
  • Structured play dates with at least one peer present (led by an Instructional Assistant)
  • Circle time rehearsal (with at least one other peer and an Instructional Assistant as the teacher)
  • Weekly participation in some activity (e.g., gymnastics) with typical peers