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All names included in this case study have been changed and other information has been presented purposefully in a vague manner to protect all persons involved in this case. Not every child will perform similar to Eric. Each child’s performance and home program are individualized for this reason. Please do not assume this is the progression for each child’s program. If you have questions regarding your child’s program, please do not refer to this case study for answers. Please call our organization at (720) 272-1289.
Eric was diagnosed with autism at the age of three years and nine months. After learning of their child’s disorder, both parents began a strict search for research on treatments for their son. They choose to begin an ABA (Applied Behavioral Analysis) home program and the gluten-free-casein-free diet.
Eric lived in a middle-class neighborhood with his mother, father, maternal grandmother and brother. Prior to beginning the home program, Eric’s family began the gluten-free-casein-free diet with both children. They also were both receiving nutritional supplements. |
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I am the mom of 2 beautiful boys. When my older son Eric was born, almost 6 years ago, we felt truly blessed. My husband and I were both living away from our original homelands. As the first year of life went by, we felt blessed with a happy, contented, chubby little boy. When he was about one year old, we moved cities and I started to notice things that worried me. We didn’t have friends or relatives around with kids in the same age range, so I didn’t have other kids to compare. However, I did know that Eric was not talking much. I had been talking to him in a combination of Spanish, my mother language, and English and I just thought he was a bit confused and that it would take a little longer for him to talk. He would also get very upset when pictures were taken. He was also very scared of loud noises such as the vacuum cleaner, power tools or the blender.
At his 18-month appointment, I mentioned to the pediatrician my concern with the language. He asked me if Eric had 50 words and then I started to think, “well he knows the numbers from 1 to 20 and body parts and shapes and colors”, so there was my 50-item list. What I didn’t stop to think was that my baby knew lists of items he enjoyed memorizing and not common household objects. I also didn’t realize then that he was using language more to label things than to communicate or express his needs.
At 2 ½ I enrolled him in a day care for 3 hours a day so he could get some peer interaction. He was not talking much, although they did teach him to say “yes please” and that became his motto or answer to any question. When I mentioned my worries to the teachers they said that boys at that age had a wide spectrum of skills and that Eric was smart - after all he knew his colors, letters and shapes.
At the 3-year-old appointment, after repeating my concerns, the pediatrician ordered a hearing test to start checking for what could be wrong with his speech delay. The test came back normal. We then made an appointment for a speech evaluation. He was 38 months old by then. The speech therapist tried to engage my son and I could see that he was using his labels but not engaging in play, as she wanted. She presented a teddy bear and asked my son to feed him and pretend with him, but there was no response from him. The speech therapist said that she thought there was “something else” behind his speech delay and she referred me to Child Find, a school agency, or to a developmental pediatrician.
I thought that this person hadn’t “connected” with my son and then I talked to the pediatrician about her report. We both decided that maybe Eric just needed a little push in the form of speech therapy to get the language going. He then said that if something else were wrong, “3 months wouldn’t make a difference anyway”. When I go back now to those phrases I freeze at the thought of the time just ticking by when the window of opportunity for kids in the spectrum is so narrow.
For the next 3 months Eric had 2 sessions of speech therapy a week for a total of 1 hour per week. There was no significant progress. After 3 months I finally called Child Find and a test was scheduled. I remember sitting just outside the room where the test was practiced so I wouldn’t interfere with the results. I could hear the speech therapist trying to engage my son. At one point in the test she said to him “No peeking” and he thought that was the most hilarious sound in the world and continued repeating the phrase over and over and no more testing could be done.
The speech therapist then came to me and told me that they couldn’t finish the test but she was quite certain that my son was within the autism spectrum. At first the words didn’t make sense, the only thing that registered in my brain was spectrum. I asked if this condition was curable and I was told no. I was told that a social worker would contact me and then I was handed a booklet about the rights of kids with special needs and that’s when reality sunk in - my kid had autism.
We then started a journey of research to determine what could be the best path to help our son. The school offered to integrate him in a regular preschool with a special education team. He would receive about an hour of speech therapy within the classroom and the same amount of Occupational therapy as well. Eric started school while we tried to figure out the way.
I read several books and did a lot of Internet research and came across Applied Behavioral Analysis or ABA. The first time I read about it I went through an example where a kid is ordered to “do this” and he had to imitate raising hands or standing up. I thought it was primitive and “robotic”, like Pavlov’s Dogs. I read about Floor time and at the beginning this child-directed play therapy sounded great. As I continued the research I came across Catherine Maurice’s book - Let me Hear your Voice. I, like many other parents, was really inspired about her story and the success she had with her 2 kids with autism after implementing ABA. What made me truly convinced was the curriculum listed at the end of her book, where specific goals were targeted - now this made sense. It also helped to get a better understanding of what ABA is about. It might seem primitive at first, when basic skills have to be taught, such as imitation, but the purpose is to build basic skills upon which our kids can keep adding more layers. Without the basics, it is very tough to teach more abstract concepts. We had to start at the beginning. Even though Eric had some very special skills, he lacked the basics of proper language and communication. We had to start with the basics. Our goal was to have Eric mainstreamed by age 5 or grade 1.
I then proceeded to search for local help in my state. Colorado is significantly behind other states with regard to the treatment of PDD such as Autism. We considered moving to other state or traveling for therapy. It was very difficult to find local ABA resources, but I finally was able to contact a local person who had been trained at the Lovaas clinic and thus we started our journey into ABA. (The Lovaas clinic is at the UCLA in California and has been working with children with autism using behavioral therapy since the mid 60’s. They have a great deal of research and a strong reputation.) I put ads in the college campus looking for teaching assistants and we held a 3-day workshop at home to train them and ourselves.
At the suggestion of our consultant, we pulled Eric out of pre-school so that he could do 40 hours a week of ABA. Besides, the concern of the consultant was that being taught with a different set of expectations or requirements could confuse him. We did agree to receive 2 hours a week of speech therapy and one hour a week of occupation therapy from the school district. So Eric became a really busy 3-½ years old.
As the program started, I became one of his therapists as well and we held weekly meetings with the consultant and the whole team to review progress, to talk about issues and to implement new programs as Eric progressed. Eric did enjoy working and he seemed to be proud of himself every time he mastered a new concept. The therapists were really caring and he had fun most of the time. Some programs were more difficult than others, especially the verbal ones. I remember the first time we were teaching him simple verbal phrases - we started with his name. His tone of voice was really low, as if he was ashamed. It was difficult to watch the Consultant require him to speak in a louder voice. He got this concept just as he has many others. His rate of acquisition was good and I had read that this was one of the primary indicators if the program was to be successful.
After one year of basic basement teaching, as my husband would say, we enrolled him in a regular preschool classroom for 10 hours a week. He seemed to integrate okay although the social interaction with peers was one of his main areas of difficulty. Auditory processing of language is still to this day his major weakness. He would drift around the play centers without really knowing how to get involved. This improved a little with adult prompting.
At this point he was enrolled in a special social group that met once a week for an hour with the purpose of working on social interaction, essentially via games. He really enjoyed it and made some friends.
The next big milestone was going to kindergarten. He is currently integrated in a regular classroom in our neighborhood school with an aide that helps him. He is also attending a special program from the school district where there are a reduced number of students with special needs and where the goal is to work on their social skills and language flexibility. He attends this program for 10 hours a week and kindergarten for 15 hours. We are also still doing 12.5 hours a week of ABA at the end of the day to address the areas where he needs intensive one-on one teaching. We are achieving the goal of mainstreaming.
Eric started ABA 2 years ago. We recently marked this anniversary with a “graduation party” and we viewed the initial videotapes of his workshop. We were shocked at the level at which he was when we started. His language was really echolaic and limited. We knew he had made progress but it was amazing to see it in the video.
He has some very strong areas. His visual skills are pretty good. He is writing simple phrases and reading. He does very well with numbers and he recently shocked me by learning how to count to 10 in Russian from one of his therapists. He is still strong with “lists”. His memory is quite amazing and he is usually a very happy kid.
The road is still long and sometimes it gets rocky. I wish there was a magic potion or pill, but there isn’t. At the same time as we have been pursuing an educational program, we are trying many biomedical interventions to help our children’s well being. Without this, we strongly believe that Eric’s chances of success would have been severely limited. Through testing we have found allergies and strong reactions to dairy (casein) and wheat (gluten). We also have found yeast overgrowth (candida) in his intestinal tract, bad bacteria, deficiencies in pancreatic function, low levels of nutrients and heavy metal toxicity, essentially mercury. We are currently trying to address all these biomedical issues.
ABA has played a major role in the progress that Eric has been able to make. We truly believe it was the right path to start with, coupled with the biomedical intervention.
At present we continue to use ABA, though now to complement his schooling and to target areas where he needs a direct one-on-one teaching of concepts, which are still tough for him. We are now also addressing other pieces such as social skills and imaginative play through other interventions. I wish we had been able to combine some therapies earlier, but it is not always recommended.
Mark
When we were diagnosing Eric at 3 ½, my younger son was 18 months. When reading the literature about developmental milestones I started to think about Mark - was he reaching his milestones in time? Just to play it safely, Child Find agreed to test him so that I could put my mind to rest. Unfortunately, they said there were some areas of concern. They couldn’t give him a label right then but we decided to start speech therapy and to have a more formal diagnosis in some months. His ADOS (autism diagnosis observation schedule) was practiced. With the results the school district considered him as a child with special needs and offered services.
At the beginning I just thought it was impossible that we would have to walk the same road twice. But after shaking the initial shock, we decided to implement an ABA program for him as well and we hired more therapists and set another room in the house as a work area. My younger son has been doing ABA for 10 months now and he is doing extremely well. He has also been involved in a great program offered by the school district for 10 hours a week.
I know it’s not good to compare but he is performing at a relatively higher level than that at which Eric was at this same age, mainly due to the fact that Eric was just starting intervention at 3 ½. He has also been on the special diet and nutrients since he was 19 months and I do believe this has made a big difference.
We did have to change our expectations and dreams. At the beginning of the diagnosis we really felt like going through a certain death - the death of our dreams, as we had perceived them. At this point, we feel completely lucky and blessed in having two wonderful children that give us so much joy. They are affectionate and they have been making enormous progress. It is just difficult to think sometimes that we have to teach our children things that other kids just naturally learn from observing the environment. The other thing that is difficult is when trying to get information or conversations going. This is still hard, especially when they are sick and you wish they could tell you what or where it hurts, but we are making progress there as well. My kids have anxieties such as an unbelievable fear of dogs and other animals, fear of social interactions, etc. These are the times when I wish I could “talk” them through or help them rationalize their fear. But the problem is that they perceive some things in a very different way, which is just incomprehensible to the rest of us.
All in all, it has been an interesting journey. We have met some amazing people on the way and have been inspired by many. Our families have completely supported us and this had been a huge difference in being able to dedicate time to research. As my husband says, right now our goal is for them to be happy, to feel loved and to feel good about themselves and realize their potential. We’ll keep trying, from our end, to implement those interventions, which we feel might be helpful, without causing them pain.
Some people tell me that God chose to send us our kids for a reason. They say He knew I would be able to have the patience and what it takes to help them in their road. I am just happy that these angels chose to have me as their mother since the love they give us is just unconditional and my life would be void without it - autism and all.
Sincerely,
Mom |
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Services began October 27th, 2000 in a 3-day workshop setting. The parents had hired one consultant, one senior aide and two aides to conduct the 40 hours of at home ABA hours. Programs introduced at the workshop included Non-Verbal Imitation, Receptive Directions, Receptive Action Labels, Receptive Object Labels, Prepositions, Body Parts, Matching, Block Imitation and Toy Play. Eric would sit at a table and be asked to respond to the aide. There were an average of 10 to 15 trials done at one sitting. Eric repeatedly would call to his mom to get out of working and was very clingy with her when he was not working. Generally with home programs, pre-academic skills are focused upon, especially in the beginning so that when the child begins school, they can focus their learning on other tasks, including social and school related skills and have the skills to learn more advanced academic skills easier and faster.
Eric learned the reinforcement schedule quickly and enjoyed the toys that were used. Primary reinforcers (food and drink) were faded to secondary reinforcers (social praise and toys) during the initial workshop.
Other services Eric received included one hour per week of Occupational Therapy in his home and two hours per week of Speech Therapy in his home. There was continuous communication between the Occupational Therapist, the Speech Therapist, the Consultant for the home team and the parents. Eric did not attend preschool when he began his home program to keep his life more consistent, although there was a positive relationship with the school district.
After the workshop concluded, Eric progressed through programs very well. He increased the time he could sit at the work area and showed mastery of concepts regularly. New negative behaviors occurred (which was expected) including attempting to hit and kick his aides. These were deflected and worked through. Eric had a pattern with which he increased and decreased his frustration about every month. During highly frustrating months, his aides prepared themselves and him by prompting more, giving increased time to respond, and helping him to identify what he was feeling and experiencing. His frustrations showed highly during transition periods (going to structured time from unstructured time and vice versa). The team of aides ignored any behaviors, including crying, screaming, etc. at these transition periods. A schedule was made for him to let him know who was coming, and when, which reduced some of his transition to work problems.
By December of that year, all of his previously receptive programs were expressive and had full sentence requirements. In January, his programs moved to a reinforcement schedule of 3:1 or 2:1 instead of 1:1. (This means that for the number of trials required, the first number, he got the number of reinforcing items, the second number. 3:1 means that he successfully completed three trials and received a reinforcer for it. Initially all work is at a 1:1 reinforcement schedule.) In March, his programs moved to a reinforcement schedule of 4:1 or 2:1.
In March, his team began potty training Eric. This had been put on hold until he began to show interest in learning to be potty-trained and showed some pre-cursory skills. At 15-minute intervals his aides and parents took Eric to the toilet. After one month, the intervals were increased to 30 minutes. After two months, the intervals were increased to 60 minutes. After four months, we faded having an interval at all. He initiated when he needed to go successfully by that time.
Beginning in April of 2001, Eric began to have noticeable anxiety about dogs. We initially began to put his talk about dogs on extinction, (we ignored it). In August, a desentization program began for Eric’s fear/anxiety around dogs. Other situations caused anxiety, mainly sound related, including fire drills and going to the dentist. Eric was desensitized slowly to each fear.
In August of 2001, a token economy program was begun with two of his programs. Also, at this time, his aides began doing programs outside of his workroom (average of one hour per day) in the family’s living room, dining room and outside.
During the first year of therapy, one of the initial aides left at the workshop immediately after the workshop concluded. Another aide was hired and trained in December.
A summary of Eric’s program’s introduced and mastered in his first year of therapy follows. The specific items taught are not included in this case study to save space and time.
Date Introduced / Program / Date Mastered
10/27/00 -----Non Verbal Imitation----- 12/30/00
10/27/00 -----Receptive Directions----- 2/2/01
10/28/00 -----Action Labels----- 1/2/01
10/28/00 -----Expressive Labels----- 4/12/01
10/28/00 -----Matching----- 10/29/00
10/28/00 -----Prepositions----- 3/3/01
10/29/00 -----Block Imitation----- 12/13/00
10/29/00 -----Body Parts----- 12/30/00
10/29/00 -----Toy Play----- 8/16/02
11/6/00 -----Categories----- 5/22/01
11/6/00 -----Self Help----- 7/16/02
11/6/00 -----Verbal Imitation----- 3/27/01
1/4/01 -----Conversation----- 6/10/01
1/13/01 -----I See----- 4/17/01
1/13/01 -----Occupations----- 4/10/01
1/24/01 -----Emotions----- Current
1/31/01 -----Functions----- 4/9/01
2/21/01 -----Be Teacher----- 3/21/01
3/7/01 -----Pronouns----- 4/23/01
3/7/01 -----Rooms----- 4/5/01
3/21/01 -----Calendar----- 6/30/01
3/28/01 -----Locations----- 6/6/01
4/18/01 -----Art Projects----- 9/4/01
4/18/01 -----Tell Me About The Picture----- 6/19/01
4/25/01 -----Pretend Play----- 9/26/02
5/2/01 -----Circle Time----- 5/2/02
5/16/01 -----Yes/No----- 5/26/01
5/23/01 -----Tenses----- 7/12/01
6/6/01 -----Opposites----- 8/5/02
6/20/01 -----Describe----- 10/1/01
6/20/01 -----Main Idea----- 7/7/01
6/27/01 -----Joining A Conversation----- 7/20/01
7/11/01 -----What's Missing----- 8/5/01
7/18/01 -----Games----- 7/3/02
7/18/01 -----When----- 8/24/01
8/1/01 -----Guess----- 10/12/01
8/1/01 -----Sequencing----- 10/9/01
8/8/01 -----Drawing----- 2/6/02
8/15/01 -----Why/Because----- 3/14/02
8/22/01 -----Dogs----- 2/15/02
8/23/01 -----School Skills----- 10/24/01
8/25/01 -----Fire Drill----- 9/28/01
8/31/01 -----Assertiveness----- 9/15/01
8/31/01 -----Listen to A Story----- 12/3/01
10/1/01 -----Songs----- 1/19/02
10/19/01 -----Wh? Discrimination----- 2/9/02 |
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During Eric’s second year of his home program, he received 20 hours of ABA, 3 hours of structured social outings (including community trips and play dates), ¾ hours of speech therapy, ¾ hours of occupational therapy and 10 hours of preschool per week. He varied between having two and three aides at home at any time.
In preschool he had a one-to-one shadow at all times. The skills he showed weakness in were targeted in the classroom with his shadow, including learning the schedule of the classroom, interacting appropriately with other kids, playing on the playground and in centers appropriately and other goals from his IEP.
Eric continued to show frustration at home and at school when asked to do something. At one point, he began hitting himself during these frustrating times (after he learned hitting others didn’t help). This was treated by telling him to stop hitting himself and following through with the initial request. He eventually ended this behavior. Another technique which worked well for Eric was prompting him to verbalize what was going on, i.e. teaching him to ask for what he wanted during these frustrating times and telling others he was mad or angry. This improved his behaviors significantly. His aides began only responding to him when he was frustrated if he appropriately said what he needed, which quickly reduced any negative behaviors and increased his communication.
Programs were being done in front yard at this point because of his continued fear of the neighborhood dogs. Programs including Toy-Play (riding bikes, throwing balls, and hopscotch), Drawing (on the driveway) and Songs were commonly used at these times. This helped Eric with is fear immediately and with the continued exposure to positive activities in his front yard, it continued to keep his fear reduced.
There was an increase in the flexibility in Eric’s program as he acquired skills. Much more choice was given to Eric, i.e. choosing which programs to do, where to go on walks, when to take a break, what to do on that break, which room of the house to do a program in, etc. With this flexibility, his targets were still being mastered and he enjoyed trying new things and being in control of them.
Eric’s mom introduced Social Stories to him for situations, which were new to Eric. She created small books he could carry with him with pictures of him in the situations being described. One such book was about dogs. His preschool teacher also created one about talking to adults. These helped Eric understand better what he was to do in specific situations and he also enjoyed the books themselves.
Periodically, Eric showed “Self-Stimulatory Behaviors” including an oral self-stimulatory behavior, which at one point became so bad his lips were red and chapped and so were both of his hands because he licked them so much. At school, the Occupational Therapist began an oral-stimulation program for him to meet his stimulatory needs. Although this was the worst of his self-stimulatory behaviors, he has had others, which commonly come and go within a month, including twisting his tongue, making letters with his fingers (his own sign language), rocking in his chair, swinging, and others.
We began a game with Eric called the Question Game, where he would ask adults questions (usually ones he just learned the answers to). We created this because he loved asking questions, but the adults got tired of answering his on-going, repeated questions (he could go on forever). This was an opportunity for him to appropriately ask questions to adults. Giving him this structure was great for him, and for the adults around him.
The home program focused much more on social and school related programs, but continued to include academic programs as well. Eric was learning more difficult concepts.
Eric enjoyed learning new concepts. He can read over 500 words and can phonetically sound out many more words. When Eric learned how to read, he seemed amazed when he saw the consistency between books and people when it came to reading. One could see the fascination in his eyes when he would write a word on his dry erase board and someone else could read it, and they read what he meant for them to read. This was a big jump for Eric. He could use this method of communication with other people, via books, computers, and writing.
Again, a summary of Eric’s program’s introduced and mastered in his second year of therapy follows. The specific items taught are not included in this case study to save space and time.
Date Introduced / Program Name / Date Mastered
11/20/01 -----Cutting -----3/2/02
11/21/01 -----Sight Reading----- 8/16/02
12/12/01 -----Impossible Tasks----- 2/7/02
12/20/01 -----Observational Learning----- 5/24/02
1/2/02 -----Game Night----- 2/22/02
1/11/02 -----Tell Me A Story----- 3/7/02
1/29/02 -----Play Dates----- 8/13/02
2/14/02 -----Rhyming----- 3/14/02
2/22/02 -----Money----- 3/29/02
3/8/02 -----Quantities----- 9/12/02
3/8/02 -----Trips----- 4/11/02
3/22/02 -----Before/After----- 4/13/02
3/22/02 -----Patterning----- 4/26/02
3/22/02 -----What's Wrong----- 5/10/02
4/13/02 -----What Doesn't Belong----- 6/26/02
4/20/02 -----First/Last----- 4/25/02
4/26/02 -----Gestures----- 8/7/02
4/26/02 -----Similarities and Differences----- 6/8/02
4/26/02 -----Workbooks----- 8/16/02
5/10/02 -----Joint Attention----- 7/6/02
5/10/02 -----Numbers----- 7/6/02
5/28/02 -----Cause and Effect----- 8/6/02
6/4/02 -----Coding----- 6/27/02
6/28/02 -----Piano -----Current
7/6/02 -----Composition----- 8/7/02
7/9/02 -----Riddles----- 9/12/02
7/22/02 -----Writing -----Current
8/5/02 -----Time----- Current
8/13/02 -----Joint Story----- 9/12/02
9/13/02 -----Short Term Memory -----Current
9/13/02 -----Homework----- Current |
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Although Eric’s third year is just beginning, it is beginning well. He has begun kindergarten and is also attending an autism cluster site for high functioning children with autism spectrum disorders. This cluster site has a strong behavioral orientation, and has worked with the home team well. Although it is usually not the best option for children with a diagnosis to be in classes with more children with diagnoses than without, for Eric, this is a great fit. Because of the number of changes in his school setting (going from preschool to kindergarten), having the cluster site to practice has been a big help. Also having a smaller classroom for Eric to work on his large group skills has shown to be helpful. Other qualities about this classroom include that the teacher has a behavioral orientation, therefore she is open to taking data, working on specified targets, and has a lot of communication between the kindergarten classroom and the parents regarding his needs and other goals.
At home, Eric is receiving 2 ½ hours after school, Monday through Friday of ABA with one therapist. The structure of these hours has changed because now, most of the programs he works on are programs revolving around school. For example, he has been working on show-and-tell and homework sent from the teacher. There are meetings every-other week with the Consultant and the home team regarding his home programming, and a meeting every six weeks with the kindergarten team, the cluster site team, the home team, and the parents. With everyone on the same page and continued communication between all parties, Eric’s team is destined for more successes. |
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| The following is a summary of Eric’s assessments. At the age of 3 years, 10 months, Eric was administered the Mullen Scales of Early Learning Development and the Vineland Adaptive Behavior Scales-Interview Edition. At the age of 4 years, 10 months, Eric was administered the Stanford-Binet Intelligence Scale: Fourth Edition and the Vineland Adaptive Behavior Scales-Interview Edition. The sub-scales of these assessments are shown in the table below. Eric will be receiving a follow up assessment at 5 years, 10 months. When these scores are received, they will be added to this case study. |
Mullen Scales (IQ)
Visual Reception
Fine Motor
Receptive Language
Expressive Language
Vineland
Communication
Daily Living Skills
Socialization
Motor Skills
Stanford-Binet (IQ)
Verbal Reasoning
Abstract/Visual
Quantative Reasoning
Short-Term Memory | 3 years, 10 months
74
3 years, 4 months
3 years, 6 months
3 years, 1 month
2 years, 11 months
2 years, 10 months
1 year, 10 months
1 year, 4 months
3 years, 7 months | 4 years, 10 months
3 years, 0 months
3 years, 3 months
2 years, 3 months
3 years, 11 months
101
3 years, 3 months
6 years, 5 months
6 years, 0 months
3 years, 11 months |
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The following table shows what services Eric was receiving year to year. These numbers are averages, and the total average numbers of hours of services are in the last row.
Year 1
ABA - Home..........40 hrs per week
Speech/Language..........2 hrs per week
Occupational Therapy..........1 hr per week
Other Specialist..........½ hrs per week
Structured Social Outings..........N/A
Special Ed..........N/A
School..........N/A
Total Hours..........43 ½ hours
Year 2
ABA - Home..........20 hrs per week
Speech/Language..........¾ hrs per week
Occupational Therapy..........¾ hrs per week
Other Specialist..........¾ hrs per week
Structured Social Outings..........3 hrs per week
Special Ed..........¾ hrs per week
School..........10 hrs per week
Total Hours..........36 hours
Year 3
ABA - Home..........15 hrs per week
Speech/Language..........¾ hrs per week
Occupational Therapy..........½ hrs per week
Other Specialist..........N/A
Structured Social Outings..........N/A
Special Ed..........½ hrs per week
School..........25 hrs per week
Total Hours..........41 ¾ hours
The most important fact regarding Eric is that he is a happy, thriving young boy. He has always been a great kid. He has a great sense of humor and loves learning new things. Without ABA and being on the diet, Eric would not be where he is today. Many roadblocks have been conquered in Eric’s case. They were tough for everyone, including him, his parents and his team. Because of the strength of everyone involved, Eric has a better chance at a life, integrated into society and future employment, independence and self-sufficient. |
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