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Our Educational Philosophy
Autism
BRAAC Definition of Autism
Autism is a developmental disability that typically appears during the first three
years of life and is marked by significant delays in communication and social relatedness.
The result of a neurological disorder, autism hinders the proper functioning of the brain.
Autism is four times more common in boys than in girls and is found worldwide in families
of all racial, ethnic and social backgrounds. Typically, individuals who have autism have
difficulty communicating appropriately, forming meaningful relationships with others,
and/or responding appropriately to the environment.
Autism is a spectrum disorder with characteristics including repetitive behaviors,
rigid patterns of thinking, and hypersensitivity to sound, light or touch. Although individuals
who have autism do not have exactly the same symptoms and deficits; they tend to share certain
social, communication, motor and sensory problems that affect their behavior in predictable ways.
The Virginia Department of Education (VDOE) recognizes autism as a disability category. The
definition of autism provided by the Virginia Department of Education is a developmental
disability significantly affecting verbal and nonverbal communication and social interaction,
generally evident before age three, which adversely affects a child's educational performance.
Other characteristics often associated with autism are engagement in repetitive activities and
stereotyped movements, resistance to environmental change or change in daily routines, and unusual
responses to sensory experiences.
BRAAC Statement on Treatment of Autism
There is no known medical treatment for autism. Autism is a challenging disability that requires
qualified and highly trained individuals working together with parents to help children learn and grow.
BRAAC recognizes that the only scientific evidence for successful treatment is through an appropriate
education that is based on applied behavioral therapy through systematic one-to-one instruction. Early
educational intervention for children who have autism has proven to be highly successful. Intensive
educational opportunities significantly increase the chances for gains in intellectual and social development
and major gains in the ability of children with autism to enter public education indistinguishable
from typical children.
BRAAC employs as its primary teaching method, Applied Behavioral Analysis (ABA). This method is
based on the research based, scientific principles of operant conditioning to build socially useful
skills and reduce inappropriate behavior. These behaviors have been shown to change in response to
a carefully programmed, positive interaction with the environment. The ABA method at BRAAC follows structure
focusing on teaching small, measurable units of behavior. The model at BRAAC is a success-oriented
model based on positive reinforcement. Correct responses are followed by consequences that have been
found to be positively reinforcing to the student. Aversives are not used at BRAAC in any form
(see policy statement on aversives). The discrete trial process and the programs used are under the
supervision of a qualified and trained individual or agency. All programs are maintained in a program
book and are open to review by the parents of BRAAC students. Complete documentation is maintained on every
program. This data is confidential.
The priority of education at BRAAC is to teach students how to correctly discriminate among many different
stimuli; teach students how to follow expressed requests; to assist in the development of expressive language
skills; to provide an atmosphere of fun and success for each student; and to move students towards meaningful
social interaction and continuing educational experiences into other environments.
Faculty and staff at BRAAC have attended extensive training for ABA and/or other sessions of training in
behavioral approaches to the treatment of autism. There are consistent processes for supervision, observation
and support through team meetings and individual supervision by the program consultants and/or the BRAAC program
director.
Learning Disabilities
BRAAC Definition of Learning Disabilities A disorder in one or more of the basic psychological
processes involved in understanding or in using language, spoken or written, that may manifest itself
in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
This term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction,
dyslexia, and developmental aphasia. According to the CDC (2009), 4.6 million children ages 3-17 have l
earning disability.
BRAAC Statement of Treatment of Learning Disabilities
The priority of education at BRAAC is to teach students how to learn and become as successful as they
can be academically, socially and behaviorally. The goal is for students to move toward meaningful educational
experiences in other environments.
BRAAC staff will be trained and supervised in the implementation of academic programs for students with
learning disabilities by using direct instruction and research based curriculum that has been proven effective
for students with learning disabilities.
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