| All rights reserved. |
Individual Services
One-to-one Therapy
These services focus on the total child with an emphasis on speech and language, school
readiness, academics, practical life, play, and sensory skills. Students in this program work from
their Individualized Education Plans (IEPs) with one-to-one assistance. The plans may be
supplemented with additional material as needed to enhance generalization.
School/Daycare Observations and Evaluations
School or daycare observations are conducted to check for generalization of skills or to gain a
deeper understanding of additional skills needing to be taught. These observations are typically
done for students who are accessing other services at The Autism Project. Observations can also
be conducted to ensure an appropriate school placement. When arranging for this service, it is the
responsibility of the requesting family to contact the school or agency and sign a waiver for release
of information so that we can observe the student and review pertinent records.
One-to-one Therapy
These services focus on the total child with an emphasis on speech and language, school
readiness, academics, practical life, play, and sensory skills. Students in this program work from
their Individualized Education Plans (IEPs) with one-to-one assistance. The plans may be
supplemented with additional material as needed to enhance generalization.
School/Daycare Observations and Evaluations
School or daycare observations are conducted to check for generalization of skills or to gain a
deeper understanding of additional skills needing to be taught. These observations are typically
done for students who are accessing other services at The Autism Project. Observations can also
be conducted to ensure an appropriate school placement. When arranging for this service, it is the
responsibility of the requesting family to contact the school or agency and sign a waiver for release
of information so that we can observe the student and review pertinent records.
 | |  | |  | |  | |  | |  | |  |
| | | | | | | | | | | | |
