Early Intervention Setup (EIS)

Early Intervention Setup

Sparsh for Children has been providing early intervention services for children with Autism and their families with the aim to lessen associated deficits and to increase quality of life and functional independence of the child with Autism across settings, whilst also supporting a smooth transition to school. The individual goal parameters are prepared after the initial assessment keeping in mind the overall objective of the programme. The goals which are made in consultation with the parents are divided into small, measurable steps which are reviewed on a monthly basis. We follow the TEACCH approach through which we assign individual schedules and tasks to all the children to teach them to be independent, follow their time table and make them learn to sit in a group and follow general instructions. The programme is designed to provide intensive, sustained special education programs and behaviour therapy early in life to help children acquire self-care, social and task skills to improve functioning. 
We believe delayed inputs in the initial developmental years (0 – 5 yrs.) of a child could increase the learning gaps that a child with special needs may have. We also feel an important milestone is working independently which comes very late in many children with Autism and thus it is one of our priorities to make children complete a task independently. Our aim is to provide an environment which taps into the child’s potential and helps him/her to learn at the optimum level.
The EIS programme is run from Monday to Friday, 9:30a.m. till 12:30 p.m. and the programme follows a comprehensive curriculum for children with autism which includes:

  • Group Intervention is aimed at developing awareness of the environment and responding to peer. The children are grouped into a small group of children having similar abilities to improve their social interaction and learn to understand other person’s perspective and thoughts. We aim to improve awareness of the child to acknowledge peer presence and learn to initiate conversations. We use structures, play-based group to help children learn basic skills to enable them to complete work independently, respond to the teacher, waiting for their turn and playing with peers in a group.
  • Individualized Special Education which includes making monthly goal plans and individually teaching each child various pre-academic basic concepts which are modified to help our children to learn the concepts better. The session would include the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were given access to a typical classroom education. The special education program is customized to address each child's unique needs. 
  • Occupational Therapy and Sensory Integration Therapy is provided on one to one basis to help the child in sensory integration, developing fine and gross motor skills and improving sitting behaviour. The programme includes structured Sensory & Occupational Therapy inputs to improve, restore, or compensate for lost function. Occupational Therapy aims to enable the child to perform meaningful and purposeful activities by not only improving their basic motor functions and reasoning abilities but also to compensate for permanent loss of function. Sensory Integration Therapy helps children having sensory dysfunction and difficulty in eye contact.
  • Speech and Language Therapy is provided to the children to develop the communication skills. Individual speech therapy is provided to the children in a one on one setup and in language Therapy class all the children sit together and learn to communicate with each other. The programme aims to improve useful and functional communication based on child’s skills and decide which method would best suit the child’s ability and need. The common language & communication problems associated with children with Autism are lack of eye contact, poor attention, difficulty with simple instructions like 'give and take' in normal conversation or difficulty in understanding non – verbal cues.

The programme is designed to provide the each intervention two to three times in a week depending upon the need of the child which is determined at the time of the assessment. The functional plans for each child are upgraded on a monthly basis after reviewing the goal parameters achieved in the previous plan. During the last three months of the programme or during the subsequent year, depending upon the improvement shown by the child, we integrate the child into a regular play-school. The child is accompanied by our special educator till the time the child starts taking instructions from the mainstream teacher and is comfortable in the classroom setup.