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Elementary School Program

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Our Elementary School program is geared towards learners 7-14 years of age who have a diagnosis of developmental delay, intellectual disability, or autism spectrum disorder. This classroom is staffed with at least one paraprofessional per every four students and an LBS 1 licensed teacher. An SLP, OT, and BCBA are assigned to designated services, and staff consults are provided for each classroom. Each student is assigned a classroom by age and ability based on his or her unique learning profile. We currently have programs for primary (K-3 or 1-4), intermediate (4-6), and middle school (6-8). There is a slight overlap so that students may progress at their rate.

LEVELS OF PROGRAMING

Leveled Programming: Each classroom is assigned a level of support for the classroom so that the student’s educational plan can begin to support reintegration as the student’s skills begin to emerge. Some classrooms are a blend of the leveled description to meet the unique needs of the classroom. The students’ progress through the levels based on their acquisition rate and timeline.

Level 1 classrooms provide maximum support for the students. The room’s primary focus is communication, language development, tolerance, waiting, attention, participation, coping strategies, and reinforcement development. There is a minimum of one paraprofessional for every four students and a LBS 1 licensed teacher. One-to-one paraprofessionals are available as indicated in the IEP. An SLP, OT, and BCBA are assigned to the classroom regularly to deliver required services and group services as part of our intensive program. The maximum class size is 10.

In our level 2 programs, support fading begins. Students may still require independent work tasks, as well as 1:1 and 2:1 instruction; however, small group instruction is offered. A primary focus is still on communication, coping skills, tolerance, peer interactions, social skill development, leisure skills, activities of daily living, vocational skills, and essential academic skills (where deemed appropriate). One paraprofessional is available per every four students at minimum, in addition to an LBS1 teacher. One-toone paraprofessionals are available as indicated on the IEP, but they are most appropriate only when first transitioning into the program. An SLP, OT, and BCBA are assigned to the classroom regularly to deliver required services and group services as part of our intensive program. The maximum class size is 10 students.

Our level 3 program offers small and large (5-10 students) group instruction. Once again, support is being faded to facilitate independence. Instruction is facilitated by the primary instructor with appropriate support designated to meet each student’s unique and individual needs. Research-proven instructional methods such as Direct Instruction, Precision Teaching, and Applied Behavior Analysis are being utilized to assist in the academic curriculum. We offer a combination of “live instruction” and technology-based instruction to assist with developing skill strengths. Social skills teaching and problem-solving social situations are also emphasized to assist in developing healthy peer relationships throughout their educational career. One-to-one paraprofessionals are available as indicated on the IEP, but they are most appropriate only when first transitioning into the program. An SLP, OT, and BCBA are assigned to the classroom regularly to deliver required services and group services as part of our intensive program. The maximum class size is 10 students.

Our level 4 programs are for students ready to “reintegrate” into their home district. The primary focus of this program is coping strategies, social skill development, thinning of reinforcement schedules, support reduction, and academic programming (both live instruction and technology-based instruction). There is a paraprofessional for every 5 students and an LBS 1 licensed teacher. Related services are available based on need and as indicated in the student’s IEP. Classroom size does not exceed 10 students.

SPECIFIC PROGRAM

In ITT, our instructors devote time to teaching each student their individualized learning goals. Highly specific goals are created to teach our students the skills they need to be more successful in a larger group. Types of skills may include, but are not limited to increasing learner cooperation, basic listener instructions, imitation, visual discrimination skills, tacts ( expressive language), receptive identification skills, categorizations, math concepts (numbers, counting, addition, subtraction, multiplication and division), reading concepts (sight reading, phonetic skills, word families, reading fluency and comprehension), science vocabulary, social skills preparation, self-calming techniques, and tolerance skills. The skills are broken down into component parts, taught discretely, reinforced, and-generalized. Each component skill, when mastered, is then built upon to the next level. ITT may be implemented 1: 1 or in small groups. Curriculum may be derived from EFL, AFLS, VB-MAPP, ABLLS-R, DORA, ADAM, or other informal programming tools.
Activities of Daily Living (a.k.a. self-care skills, play skills, social skills, leisure skills, functional routines, etc.) are taught to students using task analysis, reinforcement, visual supports as deemed appropriate, and other methods of prompting and fading to teach students the skills they need to be independent. Tools such as the EFL and AFLS may be used to develop goals.
Using systems similar to the TEACCH method, students are taught pre-vocational skills and task completion skills to promote independence in learning and following sequencing patterns. Skills they have learned during ITT are often built upon to promote generalization and functionality of the skills learned in isolation
Direct Instruction or DI is a method of teaching students with precise cueing to have them respond in a small group setting (at least in our facility). Students are taught the method of model, lead, release to learn new skills, promote observational learning, and to generalize skills taught during ITT.
During Circle Time and/or Morning Meetings, students participate in small group lessons to increase learner cooperation, increase social skills and learn in a group setting. Skills such as responding to his or her name, choral responding, singing familiar songs, weather, calendar and how to greet peers may be taught during this time. Instructors utilize discrete trial procedures, prompting and fading, reinforcement and DI procedures during these lessons.
The purpose of our art sessions is to increase learner cooperation in a group setting, following directions, improving fine and gross motor skills, exposure to different textures and sensory experience, promoting creativity and self-expression. Skills are assessed and taught using a task analysis of skills and discrete trial and reinforcement.
The purpose of music is to appreciate music and movement, follow directions, teach choral responding, increase gross motor skills and to provide a social experience, cooperation and leisure skills in a group setting. Our music sessions are taught using discrete trial, prompting and fading methods, and reinforcement.
During physical education time and/or motor groups, students are provided with structured activities to help increase their body awareness, teach physical fitness routines, have sensory exposure, teach teamwork and participation, increase their gross motor skills and to increase learner cooperation. These lessons are designed in collaboration with the teacher and occupational therapy department.
Manding or requesting is implemented to increase the learner’s ability to communicate his or her wants and needs as well as to mand/request for information using “wh ” question format. Oftentimes the ability to communicate helps to alleviate stress, frustration, and maladaptive behaviors. During this time, the student is given the opportunity to “practice” using good language to communicate his or her wants and desires appropriately, which may include nonverbal communication as well. Manding sessions may be done throughout the day, 1: 1 with an adult, 1: 1 with a peer, in small groups, and/or in larger groups. Students will mand using his or her primary mode of communication, which may include but is not limited to, vocal, pointing, pictures, a device and/or sign language.
Community outings are designed by the classroom teachers. These outings are designed to help promote learner cooperation in the natural environments, teach appropriate social skills in the environment, and to generalize skills taught in the classroom into the community. Outings may be leisurely in nature or a part of a specific skills set (curriculum) being taught into the classroom.
The Chicago Autism Academy, Inc. utilizes a range of curriculum to support the student’s individualized learning needs in the area of reading. In addition to hands-on lessons and reading skills taught during ITT, reading may also be taught using one of our many curricula to increase the learner’s literacy skills. Students may participate in basic sight reading programs, repetitive text, phonics, or more formal programming and curriculum such as Teach Your Child To Read Well, Reading Milestones, Reading Mastery, Reading A-Z, the Complete Curriculum (K-6 th ), and basal readers such as McGraw-Hill and Houghton-Mifflin. Goals are designed on the student’s IEP generated by the Common Core Standards.
At CAA, language arts groups are designed to increase learner’s language skills and group cooperation. Students may work on activities such as listening to a © 2016 Chicago Autism Academy text and identifying pictures, story sequencing or sentence structure. Some students also work from basal text series for learning grammar, punctuation and other written expression skills.
Math groups are taught to students to increase the learner’s abilities to use functional math skills using research-based methods. Students may participate in an ABA protocol or other programs such as Equals Math (by Ablenet) Touch Math, Touch Math, Saxon Math, and/or basal math texts by McGraw-Hill, depending on ability. Many students participate in an EFL style of learning math such as counting from a list, inventory, locating supplies, etc.
At CAA, science is taught utilizing principles of Behavior Analysis and Precision Teaching. Our science program is aligned to the Common Core Standards and may be taught using a basal curriculum or functional based-curriculum (e.g. Murdoch Program). Science lessons may include scientific inquiry, problem solving, inferences, technological application and design, library science skills, cooking, health sciences, and self-care routines. These science skills are taught to facilitate leisure skills and independent skills in the natural environment
Our social studies curriculum ranges from individualized social goals/groups, peer relationship intervention, social language development and/or standard basal text lessons, depending on the student’s ability. Instructors utilize principles of Applied Behavior Analysis and Precision Teaching to teach social students.
CAA has laptops so that students have an opportunity to learn how to use a computer, keyboarding, and other learning and leisure skills. A program called “Let’s go Learn” is incorporated via the computer for those students on at least a 1 st grade math and reading level. This program is an individualized, self-pacing program which allows the student to hone in on his or her particular skills deficits. Some students bring their IPADS from home or have an IPAD listed on the IEP for further consistency.
Students also participate in groups and/or 1:1 minutes with SLP and OT.
  • SLP Groups - Receptive Language Groups, Expressive Language Groups, Peer Groups, Social Skills Teaching Groups, and Acceptance and Commitment Therapy (ACT)
  • OT Groups - Sensory Motor, Fine Motor, Gross Motor, Feeding, Vocational Skills, Life Skills, Workout Routines, Social Skills and Yoga
  • AT Services -This is a 1: 1 service by an AT specialist to assist in teaching students appropriate communication in his or her environment.
This list is not all-inclusive. In addition, classroom structure changes are made based upon the growing needs of the students over time