Early & Intensive Intervention Program (EIIP) 

Wondering What Your Child's Day to Day Routine in Our Center May Be Like 

A Positive Start to the Day

As soon as our children arrive, they run into their classrooms to put away their bags and water bottles. Dashing out into our garden to play.

What makes our garden so exciting? 

We have fun equipment for our children's physical exercise and enjoyment.

There is the standard Playground Set, Huge Bouncy Trampolines, a Rope Obstacle Course, a Playhouse with a slide and enough space to run around and play.

In equipping our garden, we payed close attention to the children's Occupational Therapy needs. 

While they enjoy, they are also working on skills such as good motor planning and balance and coordination while strengthening their muscle tones, developing their turn-taking and social skills.

These physical activities also increase their alertness, thus prepare them for their comprehensive intervention program.

How Intensive ?

" ...children with ASD receive a minimum of 25 hours of intervention per week ..."

Centers for Disease Control and Prevention. (2019, June 28). Autism Case Training: Early Intervention and Education for Autism Spectrum Disorder - A Closer Looks. Retrieved from https://www.cdc.gov/ncbddd/actearly/autism/case-modules/early-intervention/03-closer-look.html

Our EiIP sessions begin at 8:30 in the morning and end at 2:30 in the afternoon. This allows for 6 hours of intensive intervention per day.

Children under the EIIP category are those enrolled in these Programs:

Kindergarten 1 Preparation,

Kindergarten 2 Preparation and

School Preparation Program  

According to the NRC ( see the  box on the left),  children with Autism need a minimum of 25 hours of intervention per week.

According to the NRC ( in the box above ),  children with Autism need a minimum of 25 hours of intervention per week.

At Louis Center the children receive 30 hours per week. This consist of individualized as well as group based intervention.

 

Continuity of Treatment

We are open during school holidays provide continuity in our service to the children. The NRC also recommends that intervention be provided for 12 months in a year ( see box ) 

We have experienced the negative effects of non continuity. An unavoidable example: "the child falls sick and misses 10 or more days", we lose precious time & the child regresses. We have to bring the child back to his level before the break. 

However the scenario is very different if the child has already completed our program successfully.The child will rarely fall back. It's like a muscle, the more we work on it, the stronger it gets, when it's very strong, it doesn't get weak so quickly

" 12 months in a year .....children with ASD require a certain intensity of services to ensure their continued development and progress" 

Centers for Disease Control and Prevention. (2019, June 28). Autism Case Training: Early Intervention and Education for Autism Spectrum Disorder - A Closer Looks. Retrieved from https://www.cdc.gov/ncbddd/actearly/autism/case-modules/early-intervention/03-closer-look.html

Important months at the End of the Year

After successfull early intervention for Autism at Louis Center, Successful results

Not having the regular school holidays is especially important when it is concerns the year end school break. This is a crucial period for us, parents and the children who have successfully completed our program.

We have between 13-15 children leaving to attend mainstream kindergartens or schools each year. The first term starts in January.

We need all the time we can get to make this big transition as smooth as possible for you and your child. 

Center Based Framework & Security

All the Interventions are conducted in our center rather than in the homes of the children.

This is because we try to mimic the mainstream kindergarten and school settings. This is in line with our goal that,

"every child must attend he mainstream schooling system".

Because our interventions are center-based, it enables you to continue working efficiently, to do the school runs, complete household chores and more, knowing that your child is in safe hands and undergoing important treatment.

Every room in our center has a CCTV, monitoring the safety and treatment of your child.

Multidisciplinary & Communication Approach

We believe that to achieve our goals for your child, we need to work as a team. Not one of us is an expert in all the fields.

Multidisciplinary Teamwork is our main weapon in achieving a high rate of success with our children.   

Realizing you as one of the main force in your child's achievements, we consider you a member of our Multidisciplinary Team (MT)

Other members of the MT include our: Child Psychiatrist, Special Needs Consultant, Occupational Therapists, Speech Therapists, Teachers & Physiotherapists

Every member works with each and every child making the ratio 7:1. We have regular internal meetings concerning your child. In addition we have a 3 monthly meeting that includes you. 

Our Meetings come at no additional cost. Our Psychiatrist faithfully attends all the meetings where we discuss your child's progress & problems with you and together make plans and set new goals 

Individualized & Multi-Sensory Approach

The areas that we focus on and the methods we use may vary from child to child . Our lesson plans are very individualized. We usually find out what your child's interest is and which method of intervention gets the best result. 

We strongly promote  regular and open communication between you and your child's main teacher. If there is a need to talk with the others, we will set it up.

Since you don't get many chances to watch your child in action, we record some of the intervention sessions.

We usually record when be begin working on a new skill  and could do with some additional help from you to expedite your child's progress or when your child has mastered a skill fully. You can also make request for more recordings...Conducting 3 short 10 minute sessions with your child at home will be great.

Flexibility is Daily Routines

Although establishing a strict routine is promoted for children in general. This might lead to problems if your child has autism. Children with Autism may become too preoccupied with routines and become a little too rigid.

Since the world is never static and somewhat unpredictable, we try to get our children to be more excepting of sudden changes in plans.

 

In a regular school setting, unforeseen circumstances can include 1) timing issues : Assembly is set for 7:20 am to 8:00 am daily, however as we know, it may start or end earlier or later, 2) A change in teacher: The classroom teacher may be ill and a replacement teacher may take over and 3) Location of activity: Physical Education (PE) period may not be held outdoors because of whether changes.

Therefore we communicate and have many sessions to prepare the child for unforeseen changes. In this way, this would not be too big a problem when the child enters then regular schooling environment. 

Wondering What Your Child's Day to Day Routines May Look Like 

To View in Full Screen full screen mode