Autistic Spectrum Disorders include autism and other related disorders also known as Asperser’s syndrome and pervasive developmental disorder. Individuals with Autistic Spectrum Disorders mainly face social difficulties, difficulty with language and communication- verbal and non- verbal, and behavioural difficulties. When your child is being assessed for Autistic Spectrum Disorder, it is important that their speech, language and communication skills are also being assessed.

The developmental, individual-difference, relationship- based model (DIR), followed at Rebecca School, New York City, is a theoretical and applied framework for a comprehensively designed intervention. This modelexamines the functional and developmental capacities of children in the context of their unique biological profile and their family relationships as well as their patterns of interactions.We use the experiences of individuals to understand their behaviour and then articulate their developmental capacities.  It focuses on relationship based interventions.

Play is a very important enterprise for children with special needs. It builds a foundation and a platform for shared attention and engagement, understanding and comprehending simple and complex gestures, and problem solving to slowly guide the child into the world of ideas and abstract thinking.Ideas and feelings can be shared through symbolic play and conversation. In children with autistic spectrum disorders, interactive play by addressing the core deficits of relating and communicating focuses on increasing a child’s potential and capacities.

All components of the DIR model are based on the belief that all learning takes place through interactive relationships. The interesting component of this model is that it is spontaneous and led by the child himself/herself, where our professionals at Rebecca School only follow the child’s lead and promote the continuous flow of interactions. This is done by utilizing cues that facilitate, challenge and encourage the child further.

The play time or floor time sessions, at our school for children with special needs, actively promote interaction in a continuous, rapid back and forth manner at all the levels. This enables the child in enhancing their capabilities from sensory- motor and pre-verbal interactions, to symbolic play,to problem solving, and abstract conversations.

We, at Rebecca School, share a deep commitment towards ensuring that every student has the opportunity to succeed and achieve his or her highest potential.We understand that every child with developmental challenges must have the effective interactions which are necessary in aiding each functional milestone.

We believe in individually designed programs because Students with ASD are individuals each have their unique strengths and weaknesses. So our programs and interventions best meet the needs of children with special needs.