The CARD Treatment Program
Description of CARD Program
The CARD Program recommends that 1:1 behavioral therapy be administered
initially in the home setting, and then generalized to other settings
such as school. The techniques used in teaching are based on Applied
Behavior Analytic practices such as Discrete Trial Teaching and
the content of instruction covers a wide range of skill areas such
as speech and language skills, gross and fine motor skills, academic
skills, self-care, and most importantly, socialization skills.
The CARD early intervention plan typically consists of intensive
treatment in which basic skills are taught in the first years and
advanced social and language skills are taught in the final years.
CARD treatment is typically allocated in the following manner, allowing
variance depending on each child's particular symptoms and rapidity
of learning.
| |
Services |
Skills Taught |
YEAR ONE
|
40 hours of 1:1 in-home behavioral
intervention. |
Simple compliance, self-help, motor
imitation, receptive and expressive object and action labeling,
simple requests, and basic toy manipulation. |
YEAR TWO
|
5-10 hours of preschool with a
CARD shadow targeting social skills, and 30-35 hours of 1:1
in-home behavioral intervention. |
Complex skills including imaginary
play, describing and complex language, emotion recognition,
and basic cause and effect, with an emphasis on generalization.
|
YEAR THREE
|
15 hours of general-education Kindergarten
with a CARD shadow, targeting attention, classroom behavior,
academics, and social development, and 20 hours of 1:1 in-home
behavioral intervention. |
Abstract skills such as abstract
reasoning, senses, observational learning, and social skills
are targeted. |
YEAR FOUR
|
30 hours of attendance in general
education First Grade, and 10-15 hours of in-home therapy. |
The final treatment year should
focus entirely on social skills and academic achievement in
first grade. Typically, theory of mind and executive functioning
skills, understanding cause and effect relationships, and comprehending
social cues are the primary focus. In addition, parent and teacher
training is completed so that treatment gains may be maintained
after therapy is terminated. |
|
