ABA (APPLIED BEHAVIOR ANALYSIS)
INTERVENCIÓN BASADA EN ABA (APPLIED BEHAVIOR ANALYSIS)
There is consistent evidence that demonstrates the efficiency of ABA-based techniques in Neurodevelopmental Disorders.
With behavior analysis we seek to reinforce desired behaviors and modify those that are not expected. It has been applied with success in Autism, major behavioral problems, and other developmental difficulties.
In the cases that this intervention model is required, we work with the advice of Learn ABA-Uruguay, experts in the area that allow us to provide adequate attention.
ESDM EARLY START DENVER MODEL AND OTHER NATURALIST TECHNIQUES FOR EARLY INTERVENTION
The ESDM intervention is a technique based on scientific evidence developed at the MIND Institute at the University of California, Davis. It works in the first stage of childhood to reduce the symptoms of children with early symptoms of Autism Spectrum Disorders.
INCREASED AND ALTERNATIVE COMMUNICATION (CAA)
Augmentative and Alternative Communication is a practice based on scientific evidence that consists of interventions for teaching communication systems, strategies and tools that replace or complement natural speech. People with complex communication needs often depend entirely on these tools to communicate.
The CAA gives a voice to the people who need it and helps reduce behavioral difficulties, helps social interaction, reduces frustration, frequently increases the production of speech or the attempt to say words, among other benefits.
NEUROPSYCHOLOGICAL REHABILITATION ENGLISH and / or SPANISH
Aimed specifically at the rehabilitation of weakened neurodevelopmental areas such as attention, memory, inhibitory control, etc. It begins with an intervention plan developed based on the neuropsychological evaluation of functions, setting out measurable and quantifiable objectives.
SOCIAL SKILLS INTERVENTION FOR YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS (SEN)
Work on social skills is planned with a cognitive-behavioral approach, intervening in the areas of common difficulty in each SEN. The intervention is carried out with both the young people and their parents in individual work with each of them. Processes are proven to be most successful when parents are fully involved.
STRUCTURED TEACHING LEARNING METHODOLOGY (TEACCH MODEL STRATEGIES)
It is proposed as an intervention designed to adequately integrate children with Autism and other problems associated with regular school education. The fundamental pillar is structured teaching involving adaptations in all areas of learning, that is, adapting time, space and the work system.
BEHAVIORAL INTERVENTION AND PARENT TRAINING
Behavior management is based on behavioral laws that allow us to interact and modify behaviors. The plans for managing interactions and behaviors at home focus on combining each particular parenting style with the child's needs, Training parents / caregivers on behavioral and emotional regulation techniques according to the child's needs, training in parenting-oriented psychological flexibility skills.
In the case of students with learning difficulties related to reading, writing and calculation. Specialized care is provided when academic performance is not as expected. We work with a measurable and quantifiable intervention model of progress.
SENSORY INTEGRATION THERAPY (TELETHERAPY)
Sensory integration is a neurological process that integrates and organizes all the sensations that we experience from our own body as well as from outside. In children with ASD this process can be affected, so it requires direct intervention in order to treat Exaggerated reaction or zero reaction to tactile, visual, movement stimuli,
olfactory and hearing, motor restlessness, dizziness or fear, language processing, attention, fine and gross motor skills, among others.