Our Services
In-Home Programs
Program Structure: This program is designed for children ages eighteen months to five years old that have been diagnosed with an autistic spectrum disorder or other developmental disorder/delay. The Early Intervention Program utilizes applied behavior analysis to teach language, communication, play, social, cognitive, motor, and self-help skills.
We believe that every child has the potential to learn. Each program is individually designed to meet the needs of the child. We teach in small, sequential steps to ensure success. We believe that learning should be a positive experience. This is our guiding principle when we are teaching our clients and while training new therapists in our methods.
The schedule for this program usually consists of 25-30 hours 1:1 in-home instruction (three to six hours Monday through Friday). Children under three years old will typically have three to five hours of program Monday through Friday (total of 15-25 hours).
Current school placements will be evaluated for appropriateness by the Director. Children who are enrolled in an appropriate school setting typically have three-hour sessions on each school day.
Monthly to bi-monthly meetings (one to one and a half hours in length) may be held with all staff members and the parent(s).
Bi-annual parent meetings will be attended by the Program Director, Program Manager, and the parent(s). At this time a six-month progress report will be provided. Quarterly reports may be provided if required by the school district.
Typical Staffing Needs (Staffing needs may vary on a case-to-case basis)
1) Program Director: Typically one to two sessions per week (3 hours each) Supervision hours will be dependent on the child’s needs and staffing considerations.
2) Program Manager and/or Senior Therapist: Two to Three sessions per week (3 hours each)---these hours will typically continue throughout the first year of a child’s program.
3) Additional Tutors/Therapists: Each case will need an additional one to three tutors (depending on total program hours and availability of tutor’s hours) to complete staffing needs. The Director and the Program Manage/Senior Therapists will provide the training.
Consultation Services
Consultation services will be offered by a Program Director or Senior Staff Member. Families or School Districts have the option of scheduling a one-time consultation visit or regularly scheduled on-going visits.
Consultation services are individualized to the needs of your child. These services may consist of such services as training tutors, consulting with classroom teachers, training shadow aides, toilet training, behavior management, and/or developing appropriate curriculum.
Reports are not provided with this service, but may be available upon request at the hourly rate.
Workshops and Training Seminars
Inside Out, Inc. offers One-Day (California only), Two-Day, Three-Day, and Four-day, Seminars and Training Workshops.
Each day will consist of 6 hours of instruction, hands on training and Q & A. Our workshops, depending on location, audience size and availability, are generally conducted by a Director and one Senior Staff Member. Two Directors and/or additional Senior Staff Members may be available upon request and for an additional fee.
Workshop and Seminar Topic Areas
The following areas of interest are covered in our general workshops:
- Historical Background in Autism
- Historical Background of Applied Behavioral Analysis (ABA)
- Current Trends in Autism
- Basic Concepts of the Discrete Trial Method
- Terminology of concepts in the Discrete Trial Method
- Reinforcement
- Reinforcement Schedules
- Data Collection (Quantitative and Qualitative)
- Different Types of Data Collection
- Data Analysis
- Behavior Management
- Enhancement of Motivation
- Writing and Developing effective Goals and Objectives
- Developing Curriculum
- Generalization
- Incidental Teaching
- Playdates
- Shadow Aides
- Blind Shadow Aides
Inside Out, Inc. provides training manuals that incorporate all of the aforementioned topics and information for an additional charge. These workbooks are highly recommended.
If you are interested in obtaining more information, or would like to schedule a workshop, please contact Michelle Lambert
Curriculum
Inside Out Early Intervention’s curriculum encompasses the following areas:
- Learning Readiness
- Imitation of manipulatives and non-manipulatives as well as the ability to follow one-step directions and sit for a circle time activity for an extended period of time.
- Receptive Language
- A non-verbal recognition of nouns, verbs, nouns combined with verbs as well as discriminating with multiple variables. Also, picture matching, taped instructions and two-step following directions.
- Expressive Language
- Imitations and verbal recognitions of sounds, consonant-vowel combinations, words, phrases, expressive nouns (objects, body parts, animals) actions, choices, responding with Yes or No, and developing basic greetings.
- Language Concepts
- A combination of conceptual language components that are essential for extended (verbal or non-verbal) communication. Such areas include: colors; emotions; opposites; professions; pronouns; possessive pronouns; negations; tenses; etc.
- Descriptive Language
- Descriptive expressive language components that foster speaking in extended sentences are implemented. Simple and complex word associations are included in this area as well as role-playing, narrating stories, creating stories and recollections of stories from books, and previous events.
- Pre-Conversational Language
- Tasks such as question asking, seeking information, initiating a conversation, and reciprocating statements are developed, broadened, enhanced, and extended. This is done in order to attain, initiate, and sustain conversations with both adults and peers.
- Advanced Language/Pragmatics
- An area of advanced language skills and the development of pragmatic and critical thinking are introduced in this area. Skills such as making and explaining inferences, determining the cause, predicting the effect and offering solutions of a situation are concentrated upon in this area. Describing "How," and the fine-tuning of areas of language such as intonation and volume are addressed here as well.
- Play and Socialization
- Areas of socialization and play are addressed here. Components such as playing board games, gross motor games, play (both concrete and abstract), pretend, and community outings. In addition, all key components for peer playdates are the concentration in this area.
- Cognitive Skills
- Primary cognitive skills such as matching, sorting, size sequencing are addressed. Advanced cognitive skills, such as temporal sequencing, sorting by categories, absurdities and similarities are additional areas of concentration.
- Pre-School/Academic Skills
- Pre-school basics are the focus of this area. Counting, phonics, generalization of acquired skills to worksheets, waiting in line, and raising hands are implemented. Pre-school and basic academics such as math (both addition and subtraction) and spelling are addressed as well.
- Motor Development
- Early and advanced motor development are areas of concentration within this category. Primary skills such as coloring, drawing, riding a bike, throwing, catching, jumping, climbing, and hopping are utilized. Advanced skills like T-Ball, balance beam, and tetherball, are all areas targeted.
- Self Help Skills
- The development of age-appropriate self-help skills is implemented into a child's program. Such skills include, but are not limited to, dressing/undressing, eating with utensils, toileting, and household chores. Progress in this area often results in an increase in independence and maturity in the child.
Application Process
Phase 1
If you would like your child to be considered for the Early Intervention Program please complete the application process described below:
- Complete the application form
- Submit a 30-minute videotape. Please include five minutes of someone playing with your child, a sample of any language your child has acquired, and fifteen or twenty minutes of your child in his/her daily life
- Attach medical records with initial diagnosis and any speech evaluations that your child has received
- Send your materials to:
-
Inside Out, Inc.
P.O. Box 2268
Dublin, CA 94568
(We will contact you to confirm the receipt of your materials)
Phase 2
When a Program Director and a Program Manager/Senior Therapist become available, application materials will be reviewed. If it is determined that your child is an appropriate candidate for our program, the following steps will occur:
- Inside Out, Inc. will contact you to schedule a home visit. The purpose of the home visit is to determine the compatibility of philosophy and goals. The level of parental involvement and commitment to our program will also be evaluated.
- You will receive a written letter of acceptance within seven days if it is determined that your family is a good match for our services. An invoice for the initial assessment/start-up fee will accompany your acceptance letter.
- Your child’s placement in our program will be reserved upon receipt of the initial assessment/start-up fee of $400.00
*Please send your materials through the general US mail system. Our Post Office Box will not accept packages from Federal Express, UPS, or any other special carrier.