Several questions must be asked before making decisions about how and when general education school placement should be included in an intensive intervention program.

First, does this child have the necessary prerequisite skills to benefit from that particular placement?

For example, children being considered for placement in regular education (preschool, kindergarten, etc.) should be able to demonstrate receptive and expressive language skills within the range of the typically developing children in that program. They must also be able to learn incidentally and tolerate the lower levels of engagement inherent in most group learning formats. Therefore, each child is evaluated by the Clinical Team not only with regards to language development but also his or her mastery of a variety of preparatory experiences. These experiences include, but are not limited to:

Without critical prerequisite skills clearly demonstrated by the child with autism, it is unlikely that rapid skills development will occur simply as a function of placement in a learning environment with other children. It is unclear as to why professionals sometimes recommend that children with autism spectrum be placed in such a teaching without ascertaining that these skills are well developed given that the core features of autism are low levels of imitation and a lack of interest in peers.

Another question is, "Will this placement be the best way to accelerate this child's development?

For children on a "catch up" trajectory (that is, those with the potential to perform similarly to normally developing peers), the question is, "Will this placement help the child stay on a "catch up" track? If the answer is "yes," then what percentage of the child's program should occur in that setting?

Specific recommendations are based on a review of the child's progress and needs. Results from yearly standardized testing help clarify the child's current rate of progress. For example, the child's ability to learn incidentally is determined in part from test results and direct observation.

Children entering a typical preschool or general education classroom (kindergarten or first grade) are accompanied by an Instructional Assistant. The Instructional Assistant prompts the child, and provides reinforcement for appropriate behavior. In addition, members of the Clinical Team work with the classroom staff and the other children to promote appropriate social interaction. As the child succeeds in the placement, the role of the Instructional Assistant is reduced as the child begins to utilize more self-management procedures and respond to more typical contingencies.

The specific classroom program is selected based on the likelihood of success for the child in that particular learning environment. Clinical Staff meet with school personnel to coordinate activities for the maximum benefit for the child. For example, Clinical Staff, in conjunction with Parents, the Classroom Teacher, and Instructional Assistants implement programs designed to develop, promote and maintain peer interactions in that classroom. There are also programs that are implemented concurrently outside the classroom setting to enhance the probability that the child will participate effectively. For example, for some children specific songs and stories may be pre-taught prior to their introduction in the general education setting.