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Many children with autism and related disorders are unable to adapt to
subtle changes in their environment. If a child learns a skill in one
setting, the child may not be able to perform the same skill(s) in
similar settings. As such, TLC has developed a life centered
educational model for children 6 years or older that targets the
acquisition of skills required for community integration and
participation as well as the generalization of skills taught in
isolated settings to more functional settings. In addition, the
life-centered model emphasizes the priorities of the parent and child's
social adjustment needs. The priorities of the child's life will
influence the settings selected in which to teach the skills and the
amount of time spent in each setting. The TLC Life Centered Model has
the following components:
Functional Age Appropriate Activities
Objectives
are addressed within the context of meaningful activities that are
appropriate for the child's developmental and mental ages.
Natural Routine Intervention (NRI)
The
main component of NRI involves Embedding Skills. Activities are taught
during natural times of the day and within the specific location where
demonstration of the skill is critical for independent performance. The
broad ranges of typical daily activities are task analyzed into
component skills. An environmental analysis is then conducted that
compares the task analyzed environmental demands to the child's skill
subset level. Finally, each deficit subset skill is targeted for
acquisition.
A supporting component of NRI is a proactive educational component. When needed, target skills, vocabulary and language are taught and practiced in isolation. This assists the child in learning those skills required for independent performance not only during the natural routines, but also in fluency training sessions.
Leisure and Recreational Activities
The
primary focus of TLC's leisure and recreational activities program is
to teach children to do things they like with people whom they enjoy
doing them with. As such, TLC focuses on assisting children to develop
the skills and have the opportunities to participate in activities of
their own choosing, instead of a narrow range of stereotypic activities
in segregated, disability-only settings. Segregated activities may be
an appropriate option, but children should also be able to engage in
similar activities with people without disabilities.
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Behavioral Support Model
The
Life Centered Community Based Service Model emphasizes instruction in
adaptive behaviors and manipulation of environments and precipitator
conditions as a means of eliminating the individual's need to engage in
undesirable or inappropriate behaviors. In addition, a multi-component
intervention plan is implemented that addresses a number of similar
behaviors to maximize a child's participation in integrated living,
social, leisure and community activities. This will allow children to
access preferred settings, people, and activities.
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