Individualized Programming

·         Does the provider work within the child’s areas of strength?

·         Are adaptations to the curriculum made when needed?

·         Avoidance of “cook book” programming”. 

·         Does the agency incorporate the latest research findings into their
      treatment plans?

Emphasis on Generalization

·         Does generalization work begin immediately?

·         Is there an emphasis to generalize skills across people?

·         Is there an emphasis to generalize the way instructions are given?

·         Is there an emphasis to generalize skills across learning
      environments?

·         Is there a push to transition to a naturally occurring reinforcement
      schedule?

Supervision

·         Is regular supervision considered crucial to the program success?

·         Are behavioral excesses and reductive strategies reviewed at each
      supervisory meeting?

·         Is school progress reviewed and are there shadowing goals
      outlined?

·         Are all drills reviewed and demonstrated at each supervisory
      meeting?

·         Are the children’s programs adapted to their individual needs?

·         Are the necessary referrals provided when needed?

Intensity & Consistency

·         Are the hours recommended consistent with research findings?

·         Are steps taken to ensure consistency?

Ø  Parent / Nanny / Extended Family Training

Ø  Frequent Consultation with School Staff

Ø  Frequent Consultation with other providers

Acknowledgment of Biomedical Factors Impacting Treatment

·         Are parents encouraged to explore medical treatments?

·         Is information regarding dietary changes provided?

·         Are pre-screened referrals provided when necessary?

Specialized Programs for Particular Learners

·         Are Social Skills Training / Executive Function Training / Theory
      of Mind Work part of the program?

·         Is adequate programming for non-verbal children available if
      needed?

·         Are other programs brought in to aide the child’s pattern of
      acquisition (PECS, Social Stories, etc.) 

The above information has been taken from The Report of the Maine Administrators of Services for Children with Disabilities (MADSEC )Autism Task Force (2000)