At Cocon Development we incorporate sound analytic and technological approaches rooted in the science of Applied Behavior Analysis (ABA) and use these to remediate the commonly found learning difficulties in autism.
We design curricula that are based on empirically documented research. Because there is no "typical" behavioral program, each curriculum is always tailored to the actual skills and needs of the learner as well as to the environment he/she lives in. "Learning" must be reinforcing by itself. The program must be stimulating, fun, and respect the pace at which the learner can progress.
Approaches to intervention
Early Start Denver Model (for toddlers). Incidental Teaching (natural environment teaching); Applied Verbal Behavior (to remediate language delays);
Approaches to parent and family support
It is our goal to have well-informed and well trained parents to ensure the generalization and maintenance of treatment gains. Our family support is based on changing needs of the child at different points in time. We want to ensure that the intervention supports the family life instead of bringing more stress by integrating (whenever possible) naturalistic behavioural approaches.
Toddlerhood (1 to 2.5 yrs)
Since small children spend most of their hours at home, it makes sense to provide initial training in their home with active parent involvement. Skills are taught through play using plain toddler games and routines. Intervention includes joint attention training, because researchers point out a possible relation between lack of joint attention and the later problems of language, play and social-development.
Early Chidhood (2.5 to 5 yrs)
Several empirical studies showed that intensive behavioral interventions (IBI) are very effective. Large gains in multiple skill domains and normal or near-normal functioning in many children are achieved. Largest gains were seen when treatment was most intensive. Therefore, children in early childhood need continuous and consistent learning. (NYSDH 1999).
The visual display of the student's progress is used for data-based decision-making and to inform parents and stakeholders about the increase in learning.