Autism Spectrum Disorder Services

Programs and Services

Center Based Service
We offer both one-on-one and group ABA therapy teaching formats at the Houston Lantrip Center.

ABA therapy is very individualized programming. Depending upon what is most beneficial and appropriate for clients, we offer both one-on-one therapy sessions, and small group-based teaching environments. This includes skill-based assessments conducted by an experienced BCBA in domains of language skills, socialization, challenging behaviors, academic and daily living skills to help your child function independently and effectively.

In-Home Services
Programming for in-home services includes supervised technician’s coming into the home setting, or community area, to work one-on-one with your child. Clients generally receive in-home therapy to promote generalization of skills. In addition, caregivers receive individualized training on effective procedures and how to continually utilize these procedures.

To effectively understand why certain behaviors, occur and others do not, we must first understand the “how” and “why” of human behavior. Understanding these components from a functional and evidence-based viewpoint is vital to treatment programming that has the best probability of success. ABA is the scientific discipline that systematically analyzes the environmental contingencies responsible for behaviors. ABA is generally defined as the process of applying behavioral principles to change specific behaviors and simultaneously evaluating the effectiveness of the intervention through direct observation and teaching trials data. ABA emphasizes both prevention and remediation of problem behavior. Significant attention is given to the antecedent conditions and consequences that elicit and maintain behavior. This analysis guides our teaching and allows us to plan programs that are specific to the needs of each client.

Over the past 40 years, an extensive body of literature has documented the successful use of ABA-based procedures to reduce problem behavior and increase appropriate skills for individuals identified with autism spectrum disorders, related exceptionalities, as well as behavioral excesses and deficits which may be troublesome to the individual. There are numerous national and state legislation in support of ABA based services, with international collaborative reports stating that ABA principles have the most significant and convincing empirical efficacy and support for the treatment of individuals identified with autism spectrum disorders.

Our Scope of Specialties

  • Functional Communication Development
  • Play & Socialization
  • Weakening Challenging Behaviors
  • Teaching and Strengthening Pro-social Behaviors
  • Adaptive Living Skills
  • Pre-requisites to Academic Skills
  • Academic Skills

Our Standards

  • 1:1 Ratio of Client to Therapist to Maximize Learning
  • Developmentally Sequenced Assessments and Programming
  • Regularly Scheduled Progress Meetings
  • Research-Based Approach
  • Qualified, Certified, and Licensed Staff
    • BCBA, BCaBA, RBT
  1. Schedule a free 30-minute tour of our clinic with Dr. Miller, Director of Applied Behavior Analysis Services. Call our front desk at 325-670-1005.
  2. Fill out our online application, and insurance form, and turn them in with your Doctor’s referral.
  3. We verify benefits and get authorization for the evaluation hours from your insurance.
  4. Schedule the evaluation, typically 1 full day.
  5. We will complete the evaluation report and write a treatment plan based upon the assessment, observed needs, and information from intake – up to 1 week may be needed for a complete report.
  6. Caregiver meeting to review report, recommendations and therapy schedule.
  7. We will then submit the agreed upon report to insurance for authorization for therapy.
  8. Begin therapy services!

Social skill groups are small (4 to 6 clients to a group) cohesively-designed groups focusing upon learning skills that are needed to function effectively in our society.  Topics and curriculum are based upon the needs of the formed groups.

Social Skills Group Enrollment Process

Step 1: Application
The first step in the enrollment process is the completion of an online application. The information obtained through the online application will assist our team in determining whether our service delivery model appears to be the best fit for your child’s needs. Upon receipt of the application, our intake coordinator will be in touch with you regarding the next steps in the process. Please allow up to five business days for us to get in contact.

Stpe 2: Initial Phone Intake
This phone call allows us to get to know more about the needs of your child; what motivated you to specifically seek out a social skills program and to discuss the overall goals for social skill lessons. The initial information helps us to further determine whether our service delivery model is a best fit for your child’s needs.

Step 3: Assessment
Caregivers the child spends time with will be asked to complete an assessment/ questionnaire with the sole purpose of providing the Houston-Lantrip Center more information about your child’s specific and unique areas of strengths and challenges. Social skill groups are highly individualized programs and the information provided through assessments will be utilized to prioritize individual goals and objectives. We may also request additional information such as your child’s most recent IEP or other relevant reports and evaluations.

Step 4: Forming Groups
Based upon all the information obtained from above, we will work diligently to assign students to groups with peers of similar age, interest, and need.  We also will match formed groups with appropriate peer models. If there is not an opening in a group that will be a best fit a family may be wait listed or referred to other forms of therapy, such as one-on-one center-based services. We appreciate your patience and cooperation through the decision making and placement process.

Step 5: Teaching Program
At the Houston-Lantrip Center we are committed to best practice, implementation of evidence-based strategies and staying current in the field of social skills instruction. Teaching programs will be reviewed and given to families at the onset of services. Information about teaching methodologies and targeted skills will reviewed. Data is systematically collected on goals and objectives and analyzed regularly to identify trends and make data driven decisions.

Step 6: Progress Reporting
We value family communication and welcome collaboration with other service providers to best meet the needs of all our clients. Data and session notes are given on a regular basis to families and progress reviewed to ensure targeted skills are being acquired and generalizing to other environments.

Step 7: Registration
When all requested information has been obtained, and registration confirmed, families will be given a start date. All groups are held once per week at the Houston-Lantrip Center unless otherwise noted.

The HLC provides training and workshops from experts in different areas.  Trainings are available to both HLC families and the public. We present research-based information to ensure the highest quality of learning. Scroll down to view upcoming events.

Upcoming

  • Summer Instruction for Teaching Personnel: Mon.- Fri., June 22–26, 8:30 a.m.-4:30 p.m.
  • Summer Instruction for Teaching Personnel: Mon.- Fri., July 20-24, 8:30 a.m.-4:30 p.m.

Information on Summer Instruction Opportunities

Description
Personnel interested in learning the most effective methods of teaching and programming for students/clients on the spectrum are invited to apply for week long summer training at the HLC.  A full schedule of didactic instruction, and supervised hands on work with a student/client will be initiated. All assessments and materials are included.

Participant Activities

  • Classroom type didactic instruction covering foundational ABA principles and procedures.
  • Summative and formative assessments over competencies covering the teaching modules.
  • Hands on training and work with a student/client supervised by HLC personnel.
  • Assessment of a student/client utilizing the VB-MAPP, ABLLS, and/or EFLs (I can provide links to these assessments if you think warranted).
  • Functional Assessment of Problem Behaviors
  • Development of written and oral reports based upon the appropriate skills based assessment given.

Daily Schedule

  • 8:30 a.m.–11:45 a.m. – Didactic Instruction
  • 12 p.m.–1 p.m. – Lunch on your own
  • 1:15 p.m.–3:45 p.m. – Hands-on work with student/client
  • 3:45 p.m.–5 p.m. – Debriefing and small group work

Training Format
This one-week training opportunity will be supervised by Dr. Trube Miller, BCBA. At least four HLC employees will assist with presenting training materials and coordinating the experiential activities for participants in the afternoons for the hands on portion of the training.

Participants will be asked to indicate on the application what type of learner they most wish to work with. Our goal is to provide participants with a learning experience that best matches their training needs. For example, if you have lots of effective experience with non-vocal, early learners, a more beneficial training experience may be to work with a vocal learner who needs explicit social skills training.

Application

Registration
All needed learning materials, assessments, and consumables are included in the training fees. Registration fee in the amount of $2,500 is due by the first of the training month participants register for (June 1 for the June 22 week; and July 1 for the July 20 week).

All five days must be attended in order to receive a certificate of attendance (and possibly CEUs). No refunds will be given once the training program has begun.

Sign Up Now

The Human Services Administration Undergraduate Bachelor of Behavioral Studies (BBS) program includes a specialization in Applied Behavior Analysis (ABA). The ABA specialization strand provides students skills requisite to seeking leadership or specialist roles in social services, criminal justice programs, child welfare organizations, developmental disabilities, health care services, gerontology, program management, educational settings for preschool-aged children, or residential treatment programs. https://www.hsutx.edu/academics/undergraduate-majors-minors/human-services-administration-degree/

Graduates of the Human Services Administration, B.B.S. program are required to successfully complete 55 hours of foundational curriculum classes, 33 hours of Human Service Administration. The specialization track for ABA is 24 hours. Students in this specialization will have the opportunity to receive direct supervision hours through the Houston-Lantrip Center that accumulate towards the opportunity for certification as a Board Certified assistant Behavior Analyst (BCaBA).

You can find all courses and requirements in the HSU online course catalog.

More information on guidelines from the Behavior Analyst Certification Board regarding becoming credentialed as a BCaBA can be found at https://www.bacb.com/bcaba/.

The Master of Education in Special Education with emphasis in ABA is focused on preparing graduate level students to work with a variety of populations in the areas of education, social services, counseling, gerontology, child welfare, health care both private and public, and specifically the arena of autism spectrum disorders.

Curriculum 30 non-thesis hours – online graduate program
30 (non-thesis) graduate semester hour program leading to a Master of Education in Special Education with an emphasis in Applied Behavior Analysis.

Local graduate students: Offers a two-year program with online courses combined with 20-130 hours per month of supervised fieldwork at the Houston-Lantrip Center for Literacy (HLC) at Hardin-Simmons University, or another approved supervision site in the local geographic area. At the end of this program, candidates who have successfully completed all coursework and fieldwork requirements will be eligible to sit for the BCBA certification exam.

Distance graduate students: Offers a two-year program with online courses combined with 20-130 hours per month of supervised fieldwork at an approved site. At the end of this program, candidates who have successfully completed all coursework and fieldwork requirements will be eligible to sit for the BCBA certification exam. The degree program is taught online within 30 non-thesis hours with a core curriculum of 9 hours and specialized curriculum of 21 hours. Students have the opportunity to receive direct supervision hours through the Houston-Lantrip Center that accumulate towards the opportunity for certification as a BCBA.

More information on guidelines from the Behavior Analyst Certification Board regarding becoming credentialed as a BCBA can be found at https://www.bacb.com/bcba/

Mission Statement
The mission of the HSU Master of Education in Special Education is to prepare individuals who demonstrate excellence in the practice of Applied Behavior Analysis and are enlightened by Christian faith and values.

The Program Philosophy
The philosophy of the Special Education graduate program at HSU is based upon the understanding of the environmental contingencies that reinforce prosocial behaviors that are beneficial to everyone.  The BEHV graduate program provides varied and rich learning experiences that seek to  (a) prepare graduates in ABA to work in a variety of career fields; (b) to provide graduates with the most current evidence-based knowledge and most effective skill sets needed to become BCBAs; (c) to provide graduates with expertise to be successful researchers and interventionists in order to be a lifelong contributor to the overall field of special education and ABA.

Learning Outcomes 

Students graduating from the program will:

  • Differentiate the historical foundations and current practices in special education and ABA from other fields of practice.
  • Assimilate how and where the practice of ABA can collaborate and be utilized effectively with other fields, professionals, and environments.
  • Understand the foundational principles of ABA, and be able to effectively use these principles across people, settings, and behaviors in order to improve outcomes for all those they serve.
  • Integrate their acquired knowledge and skill sets of current evidence-based practices into the field of special education.
  • Demonstrate competency in all current BACB task list categories.

MEd Core Curriculum (9 hours)

Course Course Title Course Description
EDUC 5380 Digital Media and Curriculum Integration This course emphasizes twenty first century skills including digital literacy, inventive thinking and collaboration. Students will explore the power of using multimedia projects by integrating digital products into a curriculum unit. Students will increase computer skills using software that combines a variety of multimedia including: text, still images, audio, video, video podcasting, and web publishing.  Spring (even years)
EDUC 6301 Introduction to Research Techniques An orientation to the methodology and skills needed to conduct research. Emphasis is place upon the preparation and submission of a formal research proposal. Examples of quantitative and qualitative designs and statistical methods will be included. Fall (even years)
EDUC 6305 Trends and Issues in Education This course explores the critical trends and issues studied and debated in the field of education. Students will examine current trends, historical origins, recurring issues, research findings, and resulting changes in policy, practice, and advocacy. Students will develop critical thinking and analysis skills needed to investigate and address educational issues. Fall (odd years)

Special Education with ABA emphasis (21 hours)

Course Prefix  Course Title Course Description 
BEHV 6310* Introduction to Applied Behavioral Analysis This course introduces students to the principles of scientific inquiry in applied behavioral science. In-depth discussion and analysis of behavioral principles and definitions of current topics are presented in the context of solving individual and societal issues across the life-span, with special emphasis in early childhood education, public health, developmental disabilities (autism spectrum disorders), delinquency, independent living skills, and educational systems. Fall
BEHV 6312* Behavioral Assessment of Exceptional Learners The strategies, tactics, and ethics of evaluating assessment and

intervention techniques through the use of scientific methods in applied behavioral

science are presented. Emphasis placed on conducting functional assessment

approaches are presented in the larger context of behavioral assessment. Research

articles and experiential learning relevant to indirect, descriptive, and experimental

functional assessment approaches matched to the selection of appropriate interventions are reviewed. Spring Prerequisite  BEHV 6310 and EDUC 6301

BEHV 6314* Applied Behavioral Strategies for Neurodiverse Learners This course focuses on a variety of evidence-based approaches

to assist in teaching behavioral and socially relevant skills. Analysis of problematic

behaviors from a functional viewpoint matched with corresponding effective

strategies, with an emphasis on the development of behavior intervention plans, and positive behavioral supports/interventions for learners with challenging behaviors.Topics within the course include, but are not limited to: universal supports,individualized supports, large-group strategies, and behavior change components. Consideration of ethical issues will be addressed and discussed through behavior analytic literature.  Spring Prerequisites:  BEHV 6310 and EDUC 6301

BEHV 6316* Program Planning for Neurodiverse Learners This course focuses on designing and implementing behavior

change systems from start to finish, including data collection, training packages, and fidelity measures. Students will also explore issues in the funding and systems involved in the provision of treatment. Summer I Prerequisites:  BEHV 6312 and BEHV 6314

BEHV 6318* Legal, Ethical, and Professional Issues in Behavior Analysis This course addresses and reviews ethical and legal requirements of implementation of behavioral intervention plans, professional

conduct, accountability, confidentiality, quality of services/life, and professional

safeguards. The Behavior Analysis Certification Board ethical standards are addressed and discussed at length. Ethical and legal issues in teaching, research, and service delivery are also addressed. This course will also include instruction in the preparation of manuscripts submitted for publication in peer-reviewed journals.

Summer II Prerequisites:  BEHV 6316

READ 6319 Assessment and Instruction III: The Disabled Reader Students will learn the interrelated components of phonological awareness, phonics, fluency, vocabulary, comprehension, and oral/written language as they pertain to struggling and disabled readers. Students will learn how to administer formal reading assessments for the purpose of diagnosing reading disabilities and use the results to design inform and adjust reading instruction. Emphasis will be given to identification and treatment of reading difficulties, dyslexia, and reading disabilities.  Fall (odd years)

Prerequisites:  BEHV 6318

BEHV 6320* Internship in Applied Behavior Analysis Students work in field settings under the immediate supervision of a faculty member in the department. The purpose of this internship is to provide experience in applying behavioral principles and processes in a setting where faculty feedback is continuously available. Students may already have the bulk of their required supervision hours completed (2000 to 1500 hours), or they may fulfill up to 500 hours during this course. All students will participate in ongoing or new research being conducted at the HLC.

Spring (even years) Prerequisites:  BEHV 6318, READ 6319, and EDUC 6305

 Course Offerings

Fall 2020 Spring 2021 Summer I Summer II
BEHV 6310

EDUC 6301

 

BEHV 6312

BEHV 6314

 

BEHV 6316 BEHV 6318
Fall 2021 Spring 2022  
 

READ 6319

EDUC 6305

 

 EDUC 5380

BEHV 6320

BACB Content Area Aligned with Proposed Courses

BACB Required Curriculum Content Area Required Minimum Hours from fieldwork and/or class content  ABA Courses Total Coursework Hours 
6310 6312 6314 6316 6318 6320
 

Ethical and Professional Conduct

 

45

 

45

 

45 hours

 

Concepts and Principles of Behavior Analysis

 

45

 

15

 

30

 

15

 

60 hours

 

Measurement (including data analysis)

 

25

 

5

 

15

 

10

 

30  hours

 

Experimental Design

 

20

 

10

 

10

 

20 hours

 

Identification of the Problem & Assessment

 

30

 

25

 

10

 

30 hours

Fundamental Elements of Behavior Change & Specific Behavior Change Procedures  

45

 

25

 

15

 

10

 

50 hours

 

Intervention & Behavior Change Considerations

 

10

 

5

 

5

 

10

 

20 hours

 

Behavior Change Systems

 

10

 

5

 

5

 

10

 

20 hours

 

Implementation, Management, & Supervision

 

10

 

25

 

25 hours

 

Discretionary

 

30

 

10

 

10

 

10

 

30 hours

Prerequisites
All applicants for the Master of Education in Special Education with an emphasis in ABA degree must hold a bachelor’s degree from a regionally accredited college or university. All candidates are evaluated on an individual basis.

Admission Criteria
The evaluation criteria include, but are not limited to:

  1. Undergraduate GPA (minimum of 2.75 overall or 3.0 in last 60 hours).
  2. Submission of official GRE scores is strongly encouraged, but not required for applicants whose undergraduate cumulative or last 60 hours GPA is 3.25 or higher.  Applicants are encouraged to aim for at least the 50th percentile in all three sections of the GRE.  Applicants must submit scores that are less than five years old, with exceptions for those who have a completed master’s degree from HSU.
  3. Submission of undergraduate academic record.
  4. Professional resume that delineates previous work, educational experiences, membership and involvement in professional organizations, and scholarly activities.  Resume should support potential for strong performance as a graduate student.
  5. A professional statement (1–3 pages) stating goals and rationale for applying to the Master of Education in Special Education with an emphasis in Applied Behavior Analysis.  This statement, should include a brief description of career experiences (teaching, working with special populations, etc.), and explain how they are linked to educational aspirations.  Any research and/or evaluation experiences, should be noted as well.  Personal statement should be well articulated and demonstrate professional writing quality (formal; accurate grammar and spelling).
  6. At least two written letters of recommendations.  Academic references are strongly preferred and should be in an appropriate position to make recommendation (e.g., current or former advisor or professor; school administrator).  Professionally applicable sources are accepted, but are not preferred. Recommendation letters should address potential as a graduate student; include references to how applicant will benefit from the graduate program in future professional roles and attest to applicant’s professional and academic skills.

Early Admission Option
Undergraduates attending HSU who have completed all of the core ABA courses required for a major in Human Services Administration may, with permission of the program director, take up to six hours of graduate work during the senior year and, if completed with a grade of B or higher, apply these hours toward the graduate degree in Special Education from HSU; however, permission to take graduate-level Special Education courses as an undergraduate does not mean automatic admission to HSU’s Graduate Program in Special Education. Regular application procedures to the graduate program would be necessary following the completion of the Human Services Administration undergraduate degree.

Graduation Requirements
Successful completion of 30 hours of course-work (3.0 GPA), 85% or higher on the comprehensive exam, and an exit interview.

Comprehensive Exam and Exit Interview
A comprehensive written exam will be scheduled during students’ last Fall semester. Questions for the comprehensive exam will come from the core curriculum courses and courses within the Special Education graduate curriculum.  Exam and question format will be based upon the BACB competences, as well as faculty created questions based on additional course objectives.  Students must attain a passing grade of 85% or better.  If a student does not attain an 85% on the exam, remedial work may be required and another attempt at the exam will be given.  The comprehensive exam process must be completed within the first six weeks of the students last Fall semester.  If a passing grade is not attained, students will retake the exam after remedial work has been completed.  Students will have two more attempts to meet the 85% passing rate.  If 85% is not attained by the third attempt a student will need to consult with the program director regarding the necessary steps needed to graduate.

Students will also complete an exit interview with the BEHV program director and other BEHV faculty as needed.  Completion of the comprehensive written exam and exit interview must be completed two weeks prior to the end of the program.

In accordance with the guidelines set forth by the Behavior Analyst Certification Board (BACB), we offer a 40+hour training based upon the current RBT task list (2nd ed.) through university-based coursework.  Training consists of six-weeks of didactic online instruction mixed with experiential activities culminating with face-to-face competency-based assessment and training. Course sequences will be offered throughout semesters.

Course Schedule

Week 1 – Defining Behavior and Pre-test

The first course module in the RBT training is an outline of the comprehensive training program, a foundational overview of applied behavior analysis, explanation of tasks and expectations for the culminative course project. Last in this module is a pretest given over the RBT Task List (2nd ed.).

Topics Introduced

  • Orientation to the program
  • Professional disciplinary and ethical standards
  • RBT Pre-Test

Online modules (eight hours):

  • Measurement and assessment

Week 2Preference and Behavior Assessments

The second course module describes a variety of preference assessments and details functional behavior assessment (FBA) procedures along with experiential tasks of conducting preference assessments.

Topics Introduced

  • Introduction to preference assessments
  • Ethical and legal obligations regarding FBAs
  • Step by step instruction regarding how to conduct these assessments

Online modules (eight hours)

  • Individualized Assessment Procedures

Week 3 – Observing and Recording Behavior

The third course module will involve clinical definitions of behavior analytic principles, procedures, and prepare learners for how to prepare and conduct skill acquisition plans. In addition, asynchronous skill acquisition video modules will be covered.

Topics Introduced

  • Intensive teaching techniques
  • Stimulus control and discrimination procedures
  • Task analysis and chaining

Online modules (eight hours):

  • Contingencies of Reinforcement
  • Prompting & Shaping

Week 4 – Fidelity of Implementations

For the fourth course module, clinical definitions of more behavior analytic principles and procedures will be reviewed, along with presentations over continuous course tasks with feedback given on mastery progression of course topics. In addition, participants will view asynchronous behavior reduction video modules.

Topics Introduced

  • Naturalistic teaching procedures
  • Generalization and maintenance procedures
  • Token economies  

Online modules (eight hours):

  • Behavior Reduction Procedures

Week 5Visual Analysis

The fifth course consists of a clinical review of intervention data obtained by participants, and how to view data visually to find patterns and trends, along with maintaining a professional and effective supervisory relationship.  An overview of behavior-reduction procedures from previous modules will be covered, and asynchronous video modules focused on documentation, and reporting.

Topics Introduced

  • Communicating effectively with supervisors
  • Legal, ethical, and regulatory requirements
  •  Scope of practice

Online modules (eight hours):

  • Documentation and reporting

Week 6 – Projects and Meeting

The sixth and final course consists of a brief review of each participants’ projects followed by a post-test identical in length and structure to the pre-test completed on the first day of class. In addition, participants will meet at the HLC Friday from 5:30-8:30pm for hands on learning and role plays measured by the RBT competency based assessment.

For more information on the RBT certification, visit the BACB’s site here: https://www.bacb.com/rbt/

HLC will offer a professional training program, using the “Trainer of Trainer” model. This course will provide training to assist teachers, therapists and other personnel in learning research-based teaching strategies for students identified with social communication challenges, behavior challenges, developmental delays, barriers to educational success, and/or transition problems.

Training Includes

  • 9 classes (1 per month, with the exception of December) focusing on Applied Behavior Analysis (ABA), specifically Skinner’s Analysis of Verbal Behavior (VB).  This training is for classroom special education teachers, SLP’s, OT’s, diagnosticians, LSSP’s, Autism/Behavior Specialists, and Counseling/Psychology providers.  All trainings provided at the HLC in a traditional face to face learning environment, along with synchronous online capability for those who need this learning format.
  • Small group learning to assist organizations in training personnel to effectively work with children with Autism, as well as other students with social communication and behavioral needs with an emphasis on ESSA and IDEA requirements.
  • Focused instruction with hands on application of how to assess students/clients using the Verbal Behavior Milestones and Placement Program (VB-MAPP) with emphasis on utilizing the assessment to write effective goals and objectives for programming.
  • Didactic instruction, manuals, data sheets, video models and experiential experience implementing scientifically-based teaching strategies. All materials included with training.
  • Participants complete assignments in their own environments including data collection and video taping then present to the cohort group and receive positive and constructive feedback through a coaching model.
  • All trainings personalized to meet the individual needs of the participants.

Goals of the Training Model

  • Participants will be proficient in applying the science of ABA/VB in their naturalistic settings.
  • How to establish and maintain instructional control utilizing effective teaching procedures.
  • Write measurable and effective goals and objectives.
  • The ability to teach skills to early, intermediate and advanced learners of all ages.
  • Implement effective classroom data collection systems, program organization, scheduling, and teaching strategies.
  • Write effective intervention plans that includes Positive Behavior Intervention & Supports (Antecedent Strategies) with an importance on teaching effective replacement behaviors.
  • Assess language and additional skills using the VB-MAPP.
  • How to conduct a Functional Behavior Assessment (FBA) in a school setting
  • How to assess and teach social and play/leisure skills and program for successful inclusion.
  • Optional: Toilet training and Adaptive Daily living skills.