Videos
A Day in the Life of an ECI
All of the clients with whom we work are so different; which means that the structure of the sessions are different based on the specific needs and goals for that specific child. Here is a snapshot of one type of session that involves following a schedule (to enhance predictability and compliance); teaching strategies embedded in developmentally appropriate, natural activities (to promote meaningful generalization); and a lot of parent participation. Why does the session look like this? Because the senior clinician (e.g., the BCBA) has determined – and the child’s performance has verified – that the structure and strategies incorporated into this session are the optimal methods to address this child’s treatment goals. Bottom line – No two sessions are alike.
Teaching Eye Contact
Many children with whom we work do not make consistent eye contact in social situations. This is a significant impediment to learning and development. At Coyne, we use a unique, research-based method to teach all of our children to spontaneously look and attend to caregivers. This initial investment in teaching this key social skill yields huge rewards as the child works on advanced language and play skills during subsequent phases of intervention.
Matching to Sample
Typically-developing children learn to think and understand by making associations in the environment. Things that “Match” or are the same become associated together. Eventually words and labels become associated with objects and people, etc. Deficits in attending may impede the development of this domain in some toddlers with delays.
Non-verbal Imitation
Imitation and Observational Learning are critical skills that enable children to learn play and language skills just from watching others. That is why we prioritize the development of this skill early in the intervention process.
Web Resources
Governmental
Launch San Diego Regional Center
Launch Inland Regional Center
Launch Regional Center of Orange County
Launch Department of Developmental Services
Launch For Complaints and Appeals
Launch To Review results of Regional Center Mediation Conferences and Fair Hearings
Helpful Guides
Launch First 5 California: The Power of Play
Launch Developmental Milestones
Organizations
Launch National Foundation for Autism Research
Launch Association for Science in Autism Treatment
Launch Autism Science Foundation
Launch Autism Speaks
Launch Different Roads to Learning
Privacy
Launch Coyne’s Notice of Privacy Practices – English
Launch Coyne’s Notice of Privacy Practices – Spanish
Recommended Books
Early Childhood
Autism Treatment
Activity Schedules for Children with Autism, Second Edition
Lynn McClannahan and Patricia Krantz
Jumpstarting Communication Skills in Children with Autism
Mary Jane Weiss and Valbona Demiri
Our Quality
2018 Parent Survey Data
N = 123 families
In 2018, on a scale of 1-4, Coyne Families Rated their Program Supervisor:
- Punctuality: 3.88
- Communication Skills: 3.80
- Organizational Skills: 3.80
- Professionalism: 3.84
- Parent Support/Consultation: 3.89
- Overall Judgment & Performance: 3.86
In 2018, on a scale of 1-4, Coyne Families Rated their Early Childhood Instructors:
- Punctuality: 3.87
- Communication Skills: 3.88
- Organizational Skills: 3.84
- Parent Training: 3.76
- Professionalism: 3.85
- Ability to Keep Child Learning and Engaged: 3.79
- Ability to Effectively Manage Problem Behavior: 3.73
In 2018, on a scale of 1-4, Coyne Families Rated their Scheduling:
- Notification of Weekly Schedule: 3.94
- Communication About Changes to Session Days/Times: 3.88
- Communication About Staffing Changes: 3.88
In 2018, on a scale of 1-4, Coyne Families Rated the Overall Quality of the Program:
- Overall Quality of Coyne Program: 3.81