Domino instruction is designed to assess and then meet the unique needs of every child in
our program, specifically addressing the core challenges of autism listed below.
DEVELOPMENTAL MILESTONES
These are the physical or behavioral signs of maturation of infants and children. General examples are rolling over, crawling, walking and talking. Domino children are assessed for age appropriate development, including engagement with one's environment, reinforcement from voices and faces, and attention to verbal stimuli.
COMMUNITY OF REINFORCERS/INTERESTS
We acquire new skills when we are motivated, or reinforced to do so. Playing appropriately and independently with activities that provide reinforcement helps increase skills to related those activities. For example, it is shown that looking at books increases reading skills. Similarly, playing with appealing toys that require problem solving or organizational skills reinforces the learning of these skills. An expanded community of reinforcers is as essential as the development of any other skill set. In addition, research has shown that replacing stereotypical behaviors with appropriate play activities or methods of gaining reinforcement decreases the likelihood of self-stimulatory or self-injurious behaviors in the future.
COGNITIVE SKILLS
Cognitive skills are any mental skills that are used in the process of learning and acquiring knowledge. They include but are not limited to discrimination, listening, imitation, memory, symbolic thinking, reasoning, perception, intuition, and self-regulation. The acquisition of "academic" skills such as reading, writing and math, are reliant upon development of these cognitive skills.
COMMUNICATION SKILLS
These are the set of skills that enables a person to convey information so that it is received and understood. Communication skills refer to the repertoire of behaviors that serve to convey information for the individual. Speaker behaviors include receptive and expressive language and conversational units.
LARGE (GROSS) AND SMALL (FINE) MOTOR SKILLS
Gross motor activity employs the large muscle groups to perform such activities as sitting and standing, rolling over, walking and running, throwing or kicking a ball. Fine motor activity employs small muscles such as those in the hands and fingers. Examples include writing, buttoning a shirt, or using a pincer grasp.
SOCIAL-EMOTIONAL BEHAVIORS
Involves a constellation of skills required to interact with individuals or groups in positive and constructive ways, and the coordination of social behaviors with the development of emotional controls and awareness. Examples of social skills are greeting others, taking turns, listening, waiting.
ADAPTIVE BEHAVIORS
These are the behaviors and skills necessary for people to live independently and to function safely and appropriately in everyday life. They include skills of daily living such as grooming, dressing, food handling and preparation, following rules, cleaning up, personal responsibility, and in general, being able to respond appropriately to our circumstances and environment. Adaptive behaviors are strong indicators of independence.
