AUTISM. RECOVERY IS POSSIBLE.
STAR ACADEMY OFFERS AN EVIDENCE-BASED AUTISM SCHOOL SOLUTION
If you are looking for solutions for children diagnosed with autism spectrum (ASD) or related disorders, we can assist you. We cater for the needs of each individual child and tailor make ABA programmes to suit the schooling needs of each individual child on the autism spectrum. We hope to empower you with the information to guide you in making decisions regarding treatment options and autism schools. Deciding on the best course of action is never an easy decision and we hope that the information on our website will serve as a compass directing your journey along a path that can lead your child to a better future.
ACROSS THE BOARD CERTIFICATION
Once our Star Academy staff members meet the necessary training requirement hours, they will sit for an international ABA Board exam, achieving certification as Board Certified Autism Technician (BCAT). The certificate is awarded by the Behavioural Intervention Certification Council (BICC), an independent and autonomous governing body for the BCAT certification programme, was established in 2013 to promote the highest standards of treatment for individuals with ASD through the development, implementation, coordination, and evaluation of all aspects of the certification and certification renewal processes.
Not only do our staff meet the eligibility requirements for exam entrants — which include a certain number of supervised experience hours, education, and training — we are thrilled that they also achieved top marks for the BCAT certification.
THE RIGHT AUTISM TREATMENT CAN LEAD TO RECOVERY
The Centre for Autism and Related Disorders, Inc. (CARD) has proven that recovery from autism spectrum disorders exists with the right treatment approach. Although we cannot guarantee that every child will recover from autism, research has shown that children who start intervention early, and receive a high intensity number of hours per week of applied behaviour analysis therapy for at least a few years achieve the most significant gains. Learn more about awareness and symptoms.
For those we consider recovered, we mean the following:
The child is in a regular education placement, is receiving passing grades and no longer needs specialised support.
The child scores above to above average in standardised assessments related to language, intelligence, socialisation and daily living skills.
A medical doctor or psychologist experienced in diagnosing autism concludes that the child no longer qualifies for any diagnosis in the autism spectrum.
ABA INSTRUCTION FOR AUTISM
One of the many interventions for autism is ABA – Applied Behaviour Analysis – it can be defined as: “The application of the principles of behaviour to issues that are socially important in order to produce practical change”- it is based on Operant Conditioning Theory. The core principle of ABA is that desirable consequences increase behaviour whereas undesirable consequences will decrease behaviour. This means that positive outcomes to behaviour will promote the continuance of such behaviour and that negative outcomes to behaviour will decrease the likelihood of that behaviour occurring again.
ABA therapy for Autism is an intervention that strives to decrease excesses in the child’s behaviours and diminish the skill deficits that are being caused by these behavioural excesses therefore building up a skill repertoire for the child.
The two main aspects of the CARD program administered at Star Academy based on ABA are: Skill Repertoire Building and Behaviour Management.
PROMPT INSTRUCTION FOR AUTISM
PROMPT, (Prompts for Restructuring Oral Muscular Phonetic Targets) is a holistic, dynamic, multi-sensory therapeutic program developed for the assessment and treatment of speech production disorders.
PROMPT has often been recognised for its use of tactile-kinesthetic articulatory prompts (cues), on the jaw, face and under the chin that help to develop or restructure speech production output. However and more importantly PROMPT is about the dynamic way a child is viewed and treated. Depending on the nature of the delay or disorder this perspective may derive from normal child acquisition models of development or from models that stress maximising the child’s potential in spite of disordered or damaged systems. In its truest sense PROMPT is about developing appropriate, interactive oral communication for use in relationships and learning.
What is unique about PROMPT is that it is a human philosophy that looks to create unique programs for each person based on the combination of many factors to support speech production change.
ONLINE LEARNING SOLUTION FOR AUTISM
Skills® is an online Solution for Autism that provides comprehensive assessment and curriculum, positive behaviour support planning for challenging behaviour, progress tracking, and treatment evaluation all in one place. Skills® identifies every skill an individual with autism needs across every area of human functioning from infancy up through adolescence while still allowing users the flexibility to customise lesson activities.
Our mission is to provide global access to state-of-the-art tools which facilitate delivery of high-quality, comprehensive, and individualised ABA-based intervention to individuals with autism spectrum disorder (ASD).
To support this mission, Skills® was created for treatment providers and school districts to improve accessibility to comprehensive assessment and curriculum and to increase efficiency with writing Individual Education Plans (IEPs), Behaviour Intervention Plans (BIPs), and progress reports. Skills® was also created to provide an option to families who do not have access to ABA-based intervention supervised by experienced professionals.
Skills® offers affordable access to ABA (Applied Behavioural Analysis) services to individuals or organisations in remote areas that are not near a Star Academy.
If you wish to purchase a Skills® licence, you can contact the Star Academy:
SCHOOL FACILITATION FOR AUTISM AND RELATED DISORDERS
Depending on the age, skills and deficits of the child upon entering our program, school placement may come into play. The sooner a child can catch up on his/her skills deficits, the better their chance of integrating into a school environment. Our goal is for children to be placed in mainstream school environments so that they learn from and model typical peers. The child’s allocated supervisor will assess whether the child has pre-requisite skills for school and will thereafter make a recommendation on school placement. If your child does not have the pre-requisite skills for school placement on assessment, the pre-requisite skills to school will then become a part of your child’s program at the Star Academy in order for us to prepare the child for a school placement in the future.
The aim of our Star Academy school facilitation program is to introduce the child to the school setting that best suits their particular needs. Our goal is for the child to be an active and ultimately independant member of the classroom. Allocating a trained Star Academy facilitator to the child will allow the child to stay on par in the classroom and eventually the end goal being, the removal of the facilitator and the independence of the child at school.
VISIT OUR WEBSITE FOR MORE INFO
