Communication and social interaction are core deficits of autism spectrum disorder, and one of our primary goals is to develop interventions that will address these core symptoms.


With the use of procedures grounded in applied behavior analysis (ABA), we teach students language and social skills that will allow them to engage in more meaningful interactions with others.

Our intervention programs start by identifying developmentally appropriate goals that, when achieved, may allow students to access new experiences and continue to realize their potential. We address core areas of verbal behavior including:

  • making requests of others (manding)
  • labeling things in their environment (tacting)
  • following directions (listener behavior)
  • answering questions (intraverbal behavior)

Our approach incorporates not only discrete trial teaching (DTT), but naturalistic and incidental teaching methodologies so that we can engage our students and prepare them to learn in less restrictive environments.

We view social interaction as a key context for the development of language and prioritize the development of joint attention skills, play, and peer interaction skills. Our aim is to help students not only learn language, but also learn to use language in appropriate contexts so that they can build relationships with others. We recognize the importance of play and leisure skills in the lifespan of these individuals and strive to expand their interests and abilities in these areas. We teach them everything from how to play with toys appropriately to how to engage in cooperative play with peers.

Our goal is to teach generative, flexible communication and social skills so that our students are prepared for success in their homes and communities. In pursuit of this goal, we contribute to and take in the most cutting-edge research in the treatment of autistic individuals. We are committed to ensuring our work is grounded in evidence-based approaches and the principles of ABA.