An individualised education plan (IEP) is prescribed for each child according to assessed needs and each child’s unique autism profile. We believe that no one treatment approach fits all the needs of young children with autism.

Priority is first given to the development of foundation skills in work habits, self-regulation and functional communication/ instrumental social skills. Higher academic skills need to be taught in a way that is meaningful to the child with autism.

The social demand of learning is carefully matched to ability. Children are recommended to 1:1, small group, classroom learning contexts depending on learning style and need for adult assistance.

Children are taught at a developmentally appropriate level, using activities and learning opportunities that are meaningful to a pre-school child.

Infused into all goals is a clear focus on the development of social and communication skills, independence, and the ability to problem solve and make choices.

A functional teaching approach ensures that each teacher/ therapist can answer the questions… Why are you teaching this skill? Why is it important to this child long-term?

Outcomes are measured in terms of generalisation, spontaneous use, and maintenance of skills.

A collaborative partnership with carers through regular information exchange, direct carer training, and feedback on progress.

Transition planning starts from the first day of intervention. Young children with autism are taught priority skills that best prepare them for their next learning environment.