Family Assisted Social and Sensory Skill Training Program help parents to understand the basic concept of social communication and sensory integration skills that the children would require to better adapt to the environment.
This program is based on the developmental approach. The child, as well as the parents, become an integral part of the intervention. The intervention follows the principle of a connectionist model where the development of social communication is based on the effective interface between the physiological and environmental factors. The strong interplay between the linguistic, cognitive and social factors will enhance the skills of children with Autism Spectrum Disorders.
Objectives of the program
1. Parental Training- Parents are an active facilitator of the intervention program. The parents are made to understand the communication patterns that would improve socialization and emotional regulation. This program emphasises the importance of conducive interaction between parent/caretaker and the child. Children usually start to develop communication skills by observing the parents interaction among themselves as well as the child. The quality of these interactions will lead to the development of communication intent in the child. They are also made aware of the sensory needs, challenges and strengths. of the child. This program aims to equip the parents with specific skill training strategies that work effectively with their children. Encouraging the parent as a primary facilitator empowers the family at various social-emotional dimensions. The strategies learnt can be made use in various situations where positive behavioural support is required.
2.. Early intervention-This program is an answer to the need for structured and intensive early intervention which will lead to significant gain for the child with ASD
3. Group Intervention: Socialization and communication would be best enhanced in the group situation. The opportunity to share and acquire language through incidental learning was best promoted through small groups. The group programs also encouraged social support. The parents were encouraged to talk to the therapist as well as develop social connections with other parents. Developing adequate social support provided emotional well being. The group program initiated a lot of social interaction opportunities and offered activities involving teaching of executive function skills in the form of rules and regulations to be followed in group activities.
4. A deficit model to an ability model: The main component of this program include helping the parent move away from a deficit model to understanding the child through multiple ways. The multiple intelligence is targeted through forms of music, dance and arts.
5. Continuous Learning process-The discussions are carried out with parents every week and the progress was monitored. During this time parental inputs are taken for the modification of the clinical activities and at the same time parents are provided with corrective feedback on the ongoing activity schedule of the child.
The program ensures training of following skills