At Charlotte United Christian Academy, children with autism spectrum disorders are taught using Applied Behavior Analysis techniques that include Verbal Behavior. These techniques have been proven to be successful in treating children with language delays and other communication disorders. Together with your help, we can make a difference for these precious children and their families.
For over 25 years, Charlotte United Christian Academy & Preschool has served our community by providing a safe and nurturing educational environment where students and their families feel loved, valued and connected. While pursuing academic excellence, our focus has always been on the individual student, endeavoring to customize curriculum, procedures and methods to meet the needs of each child. In our efforts to truly leave no child behind, we have observed a growing need in our community (and our world) to serve children with special needs, by providing the specialized therapy they need while including them in a typical school environment where they develop socially as well. In North Carolina alone, there are over 140,000 individuals affected by developmental disabilities. We have a great opportunity to help! We have already seen incredible success in the classroom using Applied Behavior Analysis techniques that include Verbal Behavior techniques in treating children with language delays and other communication disorders as well as Autism, Mental Retardation, Down Syndrome, Seizure Disorder, and other developmental disabilities. Students are gaining language, knowledge and independence each day! Students that may have been at risk of institutionalization years ago are now, with this special training, able to look forward to happy, productive lives.
EARLY LEARNERS
Focus:Mand Training and NET with a lot of repetition. Beginning interactions. Exposure to new items through structure play.
This class focuses on ABLLS-R goals including requesting items in and out of view, building vocalizations as needed, following directions, imitating words and actions, doing simple visual problem solving tasks, increasing fine and gross motor skills, beginning interactive language by filling-in-the-blanks to songs and phrases, and exposure to small group learning with pre-academic skills that are developmentally appropriate.
INTERMEDIATE
Focus: Largest amount of Intensive Teaching of ABLLS-R goals in all of program. More exposure to language and structured play, small group, and more inclusion opportunities.
This class focuses on ABLLS-R goals including requesting information and more complex Manding, following complex instructions, more complex visual tasks such as patterns and sorting complex groups, engaging in more complex language exchange beyond labeling to identifying features and categories and answering comprehension questions, more group participation (with repetition in the group), more imitation, exposure to more subtle social interaction, and early academic skills that are developmentally appropriate.
ADVANCED
Focus: More complex language exchange and social interaction, regulation of own behavior, more academic targets, intensive teaching and increased inclusion focus.
This class focuses on ABLLS-R goals including requesting complex information such as how and why, following complex instructions and instructions from a distance, completing complex visual problem solving tasks such as sequencing and seriation, interactive language with multiple exchanges of asking and answering questions, recalling items and events previously seen, identifying and reacting to subtle social interactions, academics that are developmentally appropriate, more inclusion with the goal of reaching 75% of the day in the traditional class.
INCLUSION
Focus: Inclusion of 75% or more of the day in a traditional class with support, complex social and language interactions, self regulation, and academics that are developmentally appropriate.
This class focuses on ABLLS-R goals including requesting of past and future events, recalling of past events and information, increasing length of language exchange and response, academic pre and post teaching, teaching awareness of social situations including what to do and why, identifying and reacting to subtle social interactions, learning academic goals in a traditional classroom environment, and regulation of own behavior.
RESOURCE
Social/Behavior: This support area is for students that are spending 75% or more of the day in a traditional class who need 10 hours a week or less of additional staff support. Support is provided in or out of the classroom in the areas of Social Skills training and additional behavior interventions.
Academic: This support area is for students that are spending 75% or more of the day in a traditional class who need 10 hours a week or less of additional staff support. Support is provided in the areas of pre and post academic teaching in or out of the traditional classroom and modifications to academic class work and tests.
