Autism Spectrum Disorder Program

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Our classrooms provide support to students who require intensive interventions and individualized programming in a separate setting – including students with significant communication and learning deficits and students with Autism, PDD-NOS, or Asperger Syndrome.  Behavioral support is an integral component of programming focused on addressing the function of a behavior from the student's perspective.  Specialized therapy supports (Speech, Occupational, or Physical Therapy), as well as assistive technology contribute to our program success.

Small class size allows students to learn at their own rate, supported by a high staff-to-student ratio.  Academics and vocational skills are modified aimed at increasing attending and independence.  Massachusetts Curriculum Frameworks serve as a foundation and all students required (by chronological grade level), participate in the MCAS or MCAS Alternate Assessment.  Social skills are supported through direct lessons, facilitated reverse inclusion activities, participation in school-based activities, community outings, and home/family support.

Teaching approach may include: 

• Incidental and naturalistic teaching
• Applied Behavior Analysis (including, but not limited to Discrete Trial Training and Pivotal Response Training) 
• TEACCH influence
• Visual supports (schedules, contracts, organizational tools, sequencing, etc.)
• Augmentative Communication (e.g. PECS, Voice-Output device, etc.)
• Structured teaching
• Structured classroom environment

Research supports that a variety of methodologies, especially focused on intensive early instruction can improve a student's ability to attend and discriminate information around them.  Principles of Applied Behavior Analysis have been noted as scientifically-based practice effective for teaching students within the Autism Spectrum. (R. Simpson, 2005*).  ABA, in an overly simplified way, includes conducting a baseline assessment, implementing an intervention, collecting ongoing data, making changes based on the data, re-assessing, and generalizing the behavior (skill).  Interventions may be implemented 1:1, pairs or small group, or within large group instruction through a variety of methodologies.   

Simpson, R. (Fall, 2005). "Evidence-Based Practices and Students with Autism Spectrum Disorders"  Focus on autism and other developmental disabilities.  Volume 20, Number 3, pp 140-149