The CARD Virginia School’s mission is to maximize each student’s academic, behavioral and social potential in the least restrictive environment with behaviorally based intervention.
In doing so, CARD Virginia School works to:
• Further the child’s development from academic to self-help through results-oriented teaching
• Support and educate families so that classroom teachings are enhanced and maintained at home
• Work with community agencies to advocate for children and families dealing with challenges of autism
• Conduct and support rigorous scientific research of educational teaching methods and curriculum
CARD Virginia School’s unique school structure offers enrollment of up to 12 students with a one-to-one student-teacher ratio along with structured group activities. The year-round calendar includes approximately 215 days of instruction per year.
For more information about the CARD Virginia School visit: http://virginia.centerforautism.com.
Skills® – an innovative web-based tool to design and manage a comprehensive, individualized
treatment program for children with autism and related disorders. Skills provides a comprehensive assessment, almost 4,000 lesson plans, and a progress-tracking system. It covers eight areas of development: social, motor, language, adaptive, play, executive functions, social cognition, and academic skills. Answers to the assessment questions link directly to customizable lesson plans, stimuli, worksheets, and data sheets, which are all printable. The system also graphs assessment results and treatment progress, allowing you to keep track of your clients’ mastery of targets and activities. In addition, a clinical timeline graph allows you to evaluate the effects of life events, challenging behaviors, and procedures being conducted by other treatment providers on the child’s progress. *In 2011, research was published showing that the Language portion of the Skills® Assessment has excellent test-retest and inter-rater reliability (Dixon, Tarbox, Najdowski, Wilke, and Granpeesheh).
A recent study has received a lot of media attention over its finding that clinical diagnoses of autism spectrum disorders (ASD) may be inconsistent across assessment centers. Current diagnostic criteria for ASD is broken down into three separate diagnoses, which include autistic disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS), and Asperger’s disorder. In this study, the authors set out to determine if clinical diagnoses of these disorders are consistent across different assessment centers.
The benefit of using toys and robots to help teach social skills is that the toy can be programmed to respond consistently. Consistent responses help children to learn the correct behaviors more quickly. The soft, tactile nature of Auti could be appealing to some children with autism and encourage them to interact with Auti. Another good point about Auti is that it responds to touch as well as speech, so children without speech could still interact with Auti and potentially learn.
For a while now, bullying has been making headlines despite numerouspublic campaigns against it. This year alone, many people have spoken out about bullying and advocate d on behalf of victims. Bullying a child with special needs takes this matter to a whole different level when it is done by teachers, whom our children look up to as role models!
After three months of ABA therapy with Jack Riley I sit down with his parents, Cheryl and Mike, to discuss how therapy has impacted their lives and their perception of autism.
This week,CARD Research Director Dr. Jonathan Tarbox was featured in the article “Is ThereAn Upside to Autism,” in response to Dr. Laurent Mottron’s opinions expressed in the recent commentary “Changing Perceptions: The Power of
Love and humor is the glue that binds Mike, Cheryl and Jack Riley. In part 15 we see their unique family dynamic as well as Jack Riley making spontaneous eye contact with his therapist Jessica.
“Our teachers are nothing less than the best in the field. They are Board Certified Behavior Analysts and certified teachers who have had years of experience treating and teaching children with autism.” says Mary Ann Cassell, CARD VA Managing Supervisor. “With the use of applied behavior analysis (ABA), we are confident that the unique needs of each student can be met.”
This law is a dream come true for families of children with ASD, many of whom have been paying out-of-pocket for their child’s treatment.