Autism
Spectrum
Our Unique Evaluation
- Uses the Greenspan DIRFloortime® Model to assess individual differences in development.
- Considers typical development stages, including abstract thinking, theory of mind, and play.
- Examines sensorimotor development in relation to social-emotional growth.
- Combines standardized testing with clinical observation.
- Serves all ages, from infants to adults.
- Covers development from reflexes to executive functioning.
- Investigates the “why” behind stereotypical behaviors.
- Assesses social and emotional functioning.
- Links developmental delays to behavior patterns, including meltdowns.
- Evaluates Theory of Mind (ToM), key for building empathy.
Our Unique Intervention Program
Phase 1: Foundation
- Focuses on skills that develop from utero to the first two years of life, with an emphasis on sensory modulation, reflex integration, sensory registration, and emotional regulation.
- Aims to address fight/flight/fright behaviors and build regulation for social-emotional skills.
- Includes intensive periods (10-15 consecutive days) and weekly occupational therapy, and speech language therapy visits, alongside DIRFloortime® sessions to promote regulation, engagement, and two-way communication.
- Caregivers attend DIRFloortime® sessions to learn techniques for supporting their child at home.
- This phase is the most intensive, forming the foundation for future skill development.
- Home programs and video feedback may be provided for local and long-distance clients based on their needs.
Phase 2: Organization
- Focuses on organizing adaptive responses to sensory stimuli, improving ocular-motor, oral-motor, visual-spatial skills, praxis, bilateral integration, coordination, timing, and emotional regulation.
- Includes intensive periods (10-12 consecutive days) and weekly occupational and speech language therapy visits.
- DIRFloortime® sessions target two-way communication, abstract thinking, theory of mind, and constructive play, with caregivers attending.
- Home programs and video feedback may be offered for local and long-distance clients, based on individual needs.
Phase 3: Executive Functions
- Focuses on laterality, interhemispheric organization, and enhancing executive functions.
- DIRFloortime® sessions aim to develop symbolic thinking, empathy, and logical problem-solving, with caregivers attending.
- Emphasizes emotional regulation for social skills.
- Supports academic functions such as reading, math and written expression
- Includes intensive periods (10-15 consecutive days) and weekly visits for occupational and speech therapy.
- Home programs and video feedback are available for local and long-distance clients, depending on individual needs.
Program for Adolescents
- Uses a developmental model to address missed developmental phases and reintroduce key skills.
- Focuses on fostering autonomy and a strong sense of self.
- Takes an individualized approach, celebrating each adolescent’s unique profile.
- Targets social skills, sensory integration, emotional regulation, stress management, and executive functioning (time management, problem-solving, sequencing).
- Supports communication, including augmentative methods if needed.
- Provides life skills training, self-advocacy, and employment readiness.
- Offers academic support and mental health care, particularly for anxiety and depression.
- Includes recreational activities and caregiver support.
- Prepares adolescents for important transitions
Program for Adults
- Personalized to their individual strengths, challenges, and interests.
- Focuses on social-emotional skills, relationship building, and workplace communication.
- Addresses sensory regulation, self-awareness, and emotional regulation.
- Provides mental health support, stress management, and executive functioning skills (time management, planning, decision-making).
- Offers employment support, including workplace accommodations.
- Teaches life skills like independent living, money management, and social/recreational engagement.
- Covers relationship and sexuality education.
- Includes family education and support.
- Incorporates assistive technology and social media coaching.
Are you ready to learn more about our unique and specialized approach
Schedule a First Phone Consultation today!
Testimonials
Grateful Mom
Dear Maude and Angela,
I wanted to reach out to both of you and let you know how my boy is doing. I have been thinking of you all a lot lately as I reflect on the last 3 years.
B. mom of team of ASD
Hi Everyone!
Last night (Monday) I took John for a guitar lesson at the music place where I work. I also set one up for Saturday with a different teacher, and then he will decide which teacher he thinks will be better for him.
Thank you
Ken, Corinda, Drew, Max and Emily Crowther
My name is N.S., and my son H.S. received Tomatis therapy with your team back in 2004. We think of you frequently but this afternoon my wife and I spoke of you again. H., now 9, is in third grade and participates in an accelerated academic program in our public school.
Today my wife and I attended a PowerPoint presentation, about jellyfish, that he gave to his classmates, all of whom also tested into this accelerated program. We were so proud of him that we almost both cried during his presentation. When he was initially diagnosed with an autism-spectrum disorder, we were terrified about his future.
Today, he is in gifted programs at school, he is one of the best ballplayers on his baseball team, he plays piano, has lots of friends, and has a terrifically-bright future.
We recognize how lucky we are, but particularly lucky to have had you in his life.
Thank you.
N.S. – Mason, Ohio
I wanted to reach out to both of you and let you know how my boy is doing. I have been thinking of you all a lot lately as I reflect on the last 3 years.
Currently, He is attending a private school in the Bethesda, MD area called “The Harbor School”. We couldn’t have found a better fit for him. He has 2 teachers and 11 kids in his classroom. They follow an almost “floortime-like”approach to learning. He loves school and has fit in perfectly! We are still doing OT, speech, some visual therapy, and also feeding therapy at The Floortime Center. I have developed a lovely relationship with the staff there and my boy enjoys it!
I was on the A Total Approach website the other day, looking up some things about Tomatis to tell another Mom. I came across my testimonial after our first 3 intensives together, and I cried. It brought me right back to how I had felt first walking through your doors. You saved us. I was told by the developmental pediatrician right after his 3rd birthday that he would probably never be in a typical classroom, doing typical things, with the other typical children.
I pitied myself and cried for a few weeks. I then got to work, and after speaking with Angela after the new year, I immediately knew there was hope. Angela, you truly gave me hope! Maude, I still will occasionally look at the videos from our intensives to remember how far we have come. It has been nothing but up from there. Your entire staff over the years were nothing but loving and supportive.
I just can’t thank you enough for helping us to get to this point. A side note, He found a pair of head phones and occasionally wears them and pretends he is playing in the “big gym”.
Sorry for the long note. I just felt so compelled to write to you both, and send you all my love and gratitude!
All my best, Grateful Mom
Last night (Monday) I took John for a guitar lesson at the music place where I work. I also set one up for Saturday with a different teacher, and then he will decide which teacher he thinks will be better for him. I was able to go in with him last night because I wasn’t working, but on Saturday, he’ll go in with the other teacher on his own because I’ll actually be on the clock. He met both teachers last night and whoever he chooses will be a great fit for him. They’re both great guys and I think he’ll do well either way.
Driving home last night, it happened.
John said, “Mom, I thought I was going to be really nervous. I thought I would be so nervous that I wouldn’t be able to do anything. But Mr. Ben was very calm and welcoming, and I felt really good while working with him. I was able to hold the guitar and play it because he helped me just be calm.”
He FELT nervous! He felt NERVOUS! And he SAID so! He talked about his emotions!
He wasn’t worried about being too perfectionistic, he wasn’t even hesitant in talking about it. It was as though we’d *always* talked about these things.
I’m SO impressed!
Meanwhile, in addition to piano, John now plays the electric guitar. Oh yeah – we stopped and bought a starter guitar kit on our way home because if you’re going to take guitar lessons, you’re going to need a guitar.
I told my co-worker that he’s earned a permanent position in our family’s hearts because of this. I told him that while he probably thinks he was just teaching guitar, he was really giving us keys to open a door to a whole new experience for John, and all the goodness that comes with that!
That’s good news for a Thanksgiving, right? We have lots to be thankful for!
Thank you to all of you for investing your time and energy into our boy – our tween, as he refers to himself. We couldn’t do it without you, and it turns out that John is a REALLY cool kid! I never doubted that, but it’s so fun to see who he’s becoming! Thank you for the large part you play in that! We are so blessed to have you all in our lives!
Much love and wishes for a very happy Thanksgiving!