The Social Links curriculum options were created in direct response to the needs our families have expressed as a missing piece of traditional therapeutic interventions for their children. These social curriculum options address critical areas of social development not only for children with autism spectrum disorders, but also an array of other related disorders impacting the ability to develop natural social interaction skills and meaningful relationships. Each individualized social curriculum serves as an underlying foundation to our services for the purpose of enhancing the acquisition and functional use of communication, sensory processing, motor abilities, cognition, and social interactions.
Early Childhood Social Links groups are designed for younger children, typically 12 months through elementary school age. The curriculum for these groups enhances children’s social development by targeting individual social goals in settings that emulate classrooms, play dates and community activities. Children are matched to peer groups based on a variety of developmental factors in order to provide the most appropriate and beneficial social experiences and learning opportunities. Children need not have verbal abilities to participate in the Social Links groups. These groups are offered throughout the year on an ongoing basis.
Advanced Social Links groups are designed for children who have moved through the Early Childhood Social Links groups, or demonstrate skills at a more advanced level upon enrollment in the program. The curriculum for these groups incorporates age appropriate social interventions in conjunction with individualized skill development related to topics such as self-advocacy, health and nutrition, hygiene, personal safety, organizational skills, homework, and technology. These groups are offered throughout the year on an ongoing basis.
Girls’ Social Circle groups incorporate a unique girl-oriented curriculum that uses individualized goals, themes, and activities related to the social interests and needs of young girls. Girls in these groups are also matched with their peers based on developmental factors and social abilities. These groups occur most commonly during the summer months, but are offered on an ongoing basis. It’s a one-of-a-kind opportunity for girls to connect, interact, relate, and build lasting bonds!
Social Scouts groups are designed to enhance children’s functional use of their social-communication skills through community-based activities, such as sports events, play dates, and outings to parks, stores, recreational centers, museums, libraries, and other community settings. Groups are formed and scheduled according to individual needs and interests.
Social Siblings groups address the social-communication issues that frequently occur between siblings. This curriculum uses personalized goals and strategies to enhance meaningful play and relationships among siblings. Successful interactions are first established during activity-based play, then focus on using those successful interactions in their home environment.
Social Mentors groups incorporate the social curriculum found in the Advanced Social Links with an added emphasis on peer mentoring. Kids in these groups engage in unique role reversal activities geared more toward learning from each other's social successes and limitations. They are provided with valuable opportunities to teach and learn from those who matter most in social situations - their peers. The makeup of these groups are flexible and can be formed within a specific age and ability level, or within combined ages and abilities.
Social Motion groups are designed to enhance the use of movement for social purposes. This curriculum targets the occupational therapy skills of daily living within work, play and leisure activities. Physical movement and activities incorporate computer skills (e.g., word processing, using a mouse, navigating websites safely, emailing); reaction speed and eye-hand coordination (e.g., computer games, Nintendo Wii, sports); group motor games (e.g., turn-taking, following rules, playing fair, personal space issues); and community outings (e.g., following directions, navigating through crowds, using a map, asking for assistance, requesting changes, safely crossing streets, waiting in line).
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