The curriculum used at PIE is based on the teaching materials by Mark L. Sundberg, Ph.D and James W. Partington, Ph.D. “Teaching Language to Children with Autism or Other Developmental Disabilities” and The Assessment of Basic Language and Learning Skills (The ABLLS). These manuals incorporate the principles outlined in Skinner’s “Verbal Behavior” as well as many other skill areas, which must be mastered in order to lead an independent life.

The ABLLS consists of 476 programs that break down every skill into its smallest basic components. There are 25 skills areas and within each section, it begins with the simplest task and end with the most complex. PIE uses innovative teaching techniques targeting multiple developmental areas in a single integrated setting.

PIE has an extensive library system of curriculum Kits that match up with the ABLLS programs that are fun, visually pleasing, and pre-packaged and ready use when a new program is introduced. This library system allows the children to progress from one program to another.

In 1957, B.F. Skinner published the book “Verbal Behavior”, based on his belief that all language can be classified and then taught, in a set of functional units. The basic premise behind this approach is that in order for someone to have functional language, you must teach all of the different forms and meanings of words.

For example, the word “candy” has different functions depending on how it is used. If you see a piece of candy and say “candy” you have labeled (or “tacted”) the object using the word. On the other hand, if you see “Johnny” eating candy and say “I want candy” then you have made a request (or “manded”) using the very same word. If someone says to you “Which one of these is something you eat”? and you responds by saying “candy” you have now identified it by “feature, function or class”. Finally, if you are asked later in the day, what did Johnny eat? (when the item is not present) then your response of “candy” would be an “intraverbal” answer.

When a child first begins at PIE, several days are spent getting to know the child and completing a baseline of their current skill level. Once this is done, goals in each skill area are determined by starting with the lowest skill level and moving upward. Typically, only one or two goals will be set for each skill area at a time. However, because children with autism have their own unique learning patterns, this does not necessarily mean that all skills will be learned in an orderly and sequential fashion. Often children will unexpectedly show us that they have mastered a skill which is much further along in a particular section than the goal(s) that they are currently working on. As ABLLS goals are mastered, new goals are set accordingly.

One key to the success of this approach is that there is very intense interaction between the behavior therapist and the child. The initial stages of therapy involve getting to know the child and their preferences and what their abilities are to process information. The first thing that we teach the child is, “it is more fun to be with me rather than to be alone”. PIE creates fun by paring themselves with reinforcement. To find the child’s reinforcement, we follow the child’s lead to determine the types of activities they are interested in. We explore the child’s sensory system in attempt to determine how he likes to play. We will experiment with different vocal qualities, touches, loudness levels, and visual effects to try and determine the way the child is processing information. We will look for creative ways to solve problems when they occur and not just “We know that each child is unique and requires a teaching approach that addresses their particular learning style. Our practices are based on both research and providing best treatment practices to children with autism. Our methodology employed has been scientifically validated and is based on the principles of behavior analysis. Special attention is given to the factors that motivate each individual to learn. Through the practice of daily measurement of progress towards individual goals, therapists will apply the basic principles of Behavior Analysis continually throughout the day to make learning more successful and teaching more effective.

PIE uses “Errorless” teaching techniques, which means that while a child is learning, prompts are given immediately an then gradually faded out completely, so that the child always feels successful.