Characteristics | Brief definition |
---|---|
Setting | To be implemented in a small classroom with 3–4 pupils |
In an adapted environment | |
Intensive | One-to-one support 10 h per week in addition to other treatment practices (e.g., occupational therapy, speech therapy, psychotherapy) |
Developmental | The focus of training is what is close to the child’s development within a domain |
Sequenced | The 2.5-h sessions follow an anticipated and structured agenda |
Teachers change learning activities every 10–15 min to keep a child’s attention | |
Curriculum-based | A detailed assessment/curriculum is required to follow the developmental approach and to choose the appropriate cognitive/motor activity to be taught in each domain for preschoolers |
Educational objectives | Given the developmental quotient of the children, the educational objectives are those of a second-grade program for preschoolers and include 4 domains (mathematics, language and communication, intermodality and autonomy) |
Reinforcers | Supporting positive behaviors rather than tackling challenging behaviors |
Using positive emotion engagement from professionals | |
Group | Group activities are organized within the time schedule to encourage spontaneous communication and promote social skills through play with peers |
Supervision | Regular supervision of teachers with updating of children’s educational objectives |
Exploiting teachers’ unique skills | Implementation of the program will capitalize on teachers’ individual strengths, such as their knowledge of a specific method (e.g., the use of Picture Exchange Program) or of a particular child |