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Children are viewed as active participants in their own development. |
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Development, assessment, and intervention are dynamic processes in which a child's caregivers play an essential role. |
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Children and families deserve and require more than a "basic floor of opportunity." |
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Children are not the embodiment of their diagnoses and must not be treated as such; children are always children first. |
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A diagnostic label should not be used as a rationale to disregard the concept of "developmentally appropriate" practices. |
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Intervention programs are process-oriented and geared toward functional outcomes. |
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An emphasis on strengthening fundamental milestones is critical in developing a foundation for relatedness, communication, and learning. |
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Words in isolation or as imposed labels have little meaning for children. It is essential to assist children in linking affect with language, cognition, and organized behavioral responses across contexts. |
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Adults provide support and guidance by building bridges from children's present understanding and abilities to develop more functional or sophisticated skills. |
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Emotions enable us to give purpose to our behavior and meaning to our words. |
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An adult's ability to enter a child's symbolic world is critical in promoting emotional differentiation and higher levels of abstract and logical thinking. |
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Learning and generalization should be embedded within all activities and contexts, as opposed to drilling rote responses and targeting generalization of these responses as a separate "phase" of treatment. |
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An understanding of the sensory processing that underlies children's atypical behaviors also provides openings to treatment. |
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Multisensory cueing and meaningful repetition provide essential input to children with motor planning difficulties. |
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Approaches to challenging behavior should be fully integrated with intervention to enhance relatedness and communication. |