Skills Checkmark

Individualized
ASSESSMENTS

Skills Checkmark

Lesson
INSTRUCTIONS

Skills Checkmark

Progress
TRACKING

How Skills is Different


Since children with ASD have deficits in all areas of human functioning and the ultimate goal of intervention is to get them caught up to their typically-developing peers, careful curriculum design involves determining every skill that a child needs to learn and developing corresponding lessons. Before Skills, no single assessment or curriculum addressed skill acquisition from infancy to adolescence across every area of human development. Consequently, the process for curriculum design involved completing a battery of assessments to determine an individual's needs and then piecing together a curriculum to match those needs. Only some assessments are actually helpful for determining targets to address while others simply give standard scores or quotients leaving the clinician to guess what targets to address. The Skills developers created Skills with these issues in mind and with the goal of creating a single product that would identify every skill a child needs across every area of human functioning from infancy up through adolescence while still allowing users the flexibility to customize the lesson activities within Skills.


How Skills is Different:

  1. Starts with infant skills and continues through adolescence
  2. First and only ABA-based comprehensive social skills and social cognition (perspective taking / private events) curriculum
  3. First and only ABA-based comprehensive executive functions curriculum
  4. First and only ABA-based curriculum with ages attached to every assessment question and lesson activity
  5. IEP goals and benchmarks are included for all of the nearly 4,000 activities
  6. One of the only programs available that also provides the ability to write behavior intervention plans (BIP) for challenging behavior
  7. The only ABA-based assessment with psychometric research showing the language subscale has excellent test-retest and inter-rater reliability (Dixon, Tarbox, Najdowski, Wilke, & Granpeesheh, 2011).

 

CARD | Center for Autism and Related Disorders

 

 

Doreen Granpeesheh working with an autistic child