top


OUR METHODS

Our years of experience working with children on the autism spectrum and their parents have given us insight into methods that offer optimal results. We favour teaching methods which have scientifically proven effectiveness. Applied Behavioural Analysis principles are used to reduce challenging behaviours and promote behaviours which support learning, relationships and improve children’s lives.

Over the years we have worked together with various professionals and services including Speech and Language Therapists, Occupational Therapists, Early Intervention Teams, Psychologists amongst many. Programs developed by these professionals and services are also incorporated into the children’s programs.

The Individual Program

During the child’s first few weeks at Jonix their skills are assessed using a language and social skills assessment and specific goals are devised to help each child to build on these skills. Each child will have their own individualised education program to address their individual needs and goals.

Before a child starts at Jonix we gather information from parents to ensure we are ready for the child’s first day. We encourage parents input into the child’s program, guiding us on areas where they would like us to focus, such as social skills, toileting, challenging behaviours, verbal skills etc. Thereafter our regular update meetings allow us to partner together with the parents in generalising the learning both at school and at home.

The individual accomplishments of each student during their time with us is paramount. Each child reaches their own individual goals and achievements within our pre-school setting. We aim to give each child a solid foundation which will prepare them to integrate into different academic and social settings. We aim to improve the children’s social and communication skills so that they can participate in their daily living.


Program Contents

Programs are derived from, but not limited to the VB-MAPP (Verbal Behaviour Milestones and Assessment Placement Program), ABLLS (Assessment of Basic Learning and Language Skills) and TEACCH (Treatment and Education of Autistic and Communication Handicapped Children) as well as programs from other professionals. Aspects of the Junior Infant Curriculum are included where appropriate.


Establishing an Individualised Education Program

  • Selection of a behaviour skill deficit.
  • Identifying long term and short term goals and objectives.
  • Establishing a method of measuring target behaviours.
  • Evaluating current performance or baseline.
  • Designing and implementing interventions that teach new skills.
  • Ongoing evaluation and modification of interventions.


Milestone Targets Include:

  • Communication Systems
  • Play and Social Skills
  • Self Help and Functional Sills
  • Visual Performance Skills
  • Imitation Skills
  • Fine & Gross Motor Skills
  • Reading
  • Writing
  • Maths

 

 



bottom