Daily Programs


  •  Improvement of verbal behavior – Speech – Communication
  •  Improvement of intellectual functioning
  •  Self Service
  •  Self Occupation – Leisure time
  •  Gymnastics
  •  Social interaction , group and outdoor activities
  •  Full time support in kindergardens and schools ( according to age)
  •  Intervention in socially not acceptable behaviors
  •  Fine motor skills

All our colleagues are professionals in all fields of special education (phycologists, special educators, gross motor skills therapists, speech therapists, fine motor skills therapists etc.). Specialty helps constructing skills and guiding the whole team in working with the clients in all their programs simultaneously (i.e. speech together with social behaviors, gross motor skills, intellectual knowledge etc.). Also, according to each one’s specialty, they form clients’ programs ( i.e. speech therapist suggest and form all speech programs etc.

Grouping is according to age and precisely :

infants ( entering age 12 to 24 months),

toddlers (entering age 3 to 6 years),

school age children (entering age 8 to 13 years)

protected living ( entering age over 15 years) only for the clients of our day centers.


All our programs are exclusively based in the Science of Experimental and Applied Behavior Analysis. It is a dynamic science studying in depth the understanding between natural elements and facts that are considered responsible for expression or causing several behaviors, formation of socially acceptable behaviors ( i.e. stop screaming, throwing etc.)

and establishment of behaviors absent from a person’s repertoire ( i.e. education of a foreign language). Principles of defining behaviors as they occur from the extended experimental analysis of human or other biological species, apply to the publicly observed behaviors (two persons can observe i.e. the child is playing and the adult is watching) as well as the privately observed behaviors ( i.e. those behaviors observed by only one person as thinking etc.). At this point it must be stated that the specific scientific principles of indicating all human behaviors are general and it is essential that they are specified in each individual person in order to change any behavior that is troubling or do not enable the social interaction or is targeted in the improvement of those behaviors that help somebody being more creative and productive in the everyday living.

Investigating all critical physical elements or skills is essential in understanding the reasoning of each and every behavior. Then we proceed with the diversification of those environmental or other elements that preserve or provoke any not wanted or dangerous behavior. In a similar method proper conditions in order to shape those behaviors, absent from someone’s repertoire. Thus, it is easily understood that Experimental and Applied Behavior Analysis faces each and everyone as a unique biological specie that cannot be repeated and that it adapts and applies all principles that define behavior accordingly.

In order to more analyse, all educational-therapeutical programs include:

  •  Improvement of speech and communication (verbal and functional) is core target of all programs applied in our centers. Infants, toddlers, school age children have usually difficulties in verbal, functional behavior. This difficulty creates many problems in reference to any educational progress, the person not being able to express his/her needs, feeling, wishes that cause anxiety. So it is very difficult for any one to create those circumstances that will enable a better education. For this – among many other reasons – creation and improvement of verbal behavior is a core and thus constant program in all our centers. It must be pointed out that verbal behavior is from the most important research fields of Experimental and Applied Behavior Analysis.
  •  Developing intellectual functions forms the necessary distinctions to every autistic person, that are usually absent from his/her behavioral repertoire. Their education consists of understanding and being functional in mathematics, reading, writing, knowledge of everyday things, colors, tangible, intangible etc. This educational system is based on ( cause/effect) ????, where education, knowledge, school, teacher are positive reinforcements. In other words the most important care of all our programs is targeted to make the person love what he/she is doing and for that none form of force is applied to our students.
  •  Self serving activities help the individual become more functional in everyday living. Toilet training, food preparation, bath etc. are programs in this category and help establish useful everyday living behaviors.
  •  Free time programs help in establishing and improving leisure time. Such programs are Leggo’s , symbolic play, watching T.V. programs, hearing music etc.
  •  Gymnastic programs help in evaporating anxiety, improving fine and gross motor skills, entertain. Bicycle, trampoline etc., are part of every day activities.
  •  Group activities help interaction, communicate, play, wait, solve problems. Group activities can be combined with outdoor activities where social behaviors are shaped and improved in places like theaters, cafeterias, restaurants, parks, streets, stores. Generalization is a main target of these programs because the autistic person learns how to react not only with known but also with unknown people.
  •  Systematic support of integration in main stream educational system is very important and we always include it in the everyday program with our trained staff. Integration is top priority especially for toddlers. Like that children learn how to communicate and interact with their siblings, how to imitate typical children and thus learn in the typical way.
  •  Non acceptable social behaviors are also very important. Such behaviors exclude from interaction and do not facilitate education i.e. aggressiveness, stereotypic body parts’ movements, screaming, spitting, throwing, self disctructive, attacking etc. Those behaviors are typically shown by people who live under pressure, negative behaviors, any short of punishment , such as the forced control of their behavior (beating etc. ). In order to shape correct behaviors, professionals must handle autistic persons in such ways that will make them feel secure and also trust any person involved in their everyday activities, learn how to handle in proper ways stressfull conditions or facts that inevitably happen to everybody’s life, without the necessity of any other social pressure or punishment.
  •  Fine motor skill therapy is an applied science with very specific intervention and helps establish and improve everyday skills, in the maximum functional capacity, necessary for all aspects of life.

Fine Motor Skill Programs help in:

  •  Improving fine and gross motor skills
  •  Improving sensory skills
  •  Improving intellectual and receptive skills
  •  Learning and improving every day needs ( eating, getting dressed etc.)
  •  Improving phycosocial skills