Who's Who:  A Family Guide to Providers
  • Initial and periodic assessment of skills / progress
  • Development of curricula
  • Review of data and periodic adjustment to program 
  • Training for one-on-one providers
  • Participation in team planning -- eg IEP meetings
  • One-on-one intervention in accordance with the curricula and instructional methods established by the supervising professional
  • Data collection
  • Should receive basic training prior to implementation of a therapeutic program and ongoing training/supervision'
  • Initial and periodic assessment
  • Therapy 1 -- 3 x per week
  • Assessment in collaboration with the treatment team.
  • May lend expensive technologies for a trial period; or provide access to refurbished equipment
  • Training family and team in the use of technologies
  • Update alternative system as communication skills develop,

  • Therapeutic use of play, arts, or sports
  • Can be one-on-one or in a group, especially if social skills are a focus of the therapy
  • Supplements other therapies, 1 -- 3x per week
Who They Are
Supervising Professional 
    (Psychologist, BCBA, special           educator, SLP)
     (one-on-one aide, line therapist)

Allied Health Professionals
    (SLP, OT, PT or general recreational therapist)

Recreational Therapists
     (hippo therapy, music, etc.)

Specialists in Alternative and
Augmentative Communication

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For a printable version of this chart, link here  
What They Do

To Learn More...
New Hampshire Council on Autism Spectrum Disorders
Putting the Pieces Together in the Granite State

The NH Council on Autism Spectrum Disorders
21 S. Fruit Street
Concord, NH  03301

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Why Therapeutic Intervention?

While there is no cure for autism spectrum disorder, many of the symptoms that interfere in an individual's life are highly treatable.  Research has demonstrated that when children receive intensive early intervention based on behavioral science, 47% achieve a level of function comparable to their age peers by the time they enter kindergarten. Another 40% will make significant progress.  Only 13% fail to respond to this level of therapeutic treatment.  These gains were measured across all developmental domains.

In addition, most treating professionals provide extensive assessment. This information can be crucial to making appropriate environmental modifications in the home and school that assist a child with ASD in remaining comfortable and available for learning.  Treating professionals can also work with a child whose expressive language is limited to find appropriate assistive technologies that either serve as a bridge to speech or an alternative means of communication.

Treatment therapies can be provided in many different settings -- at home, in school, at a clinic, or in the general community.  The location depends in part on the age of the child and what agency is overseeing the services:

  • Children birth to 3 years who have a significant developmental delay receive services through NH Family Centered Early Supports and Services. These therapies can be provided in the home, or in some cases, at a clinic. 
  • After the third birthday, a child may be found eligible for Preschool Special Education, in which case, they may receive some therapeutic supports as part of their participation in a local preschool program,child care setting, or classroom.
  • Throughout early childhood, treatment services, typically provided in a clinic, can also be paid for through some types of health insurance policies. 

As you can imagine, blending all these funding sources and programs into a single, coordinated treatment plan is both important and very challenging.  To learn more, link here.