The CUSP Curriculum was developed to be used in educational programs for children diagnosed with autism and related disorders. Unlike curricula utilized in most schools and agencies, it serves not only as an educational tool, but also as an assessment tool designed to assist in the development and monitoring of individual child programs by facilitating management and supervision of programs. In addition, our curriculum provides a mechanism for continuous evaluation of your child’s progress in achieving goals.
The intent of the curriculum is not to constrain the user by requiring rigid teaching sequences. Instead, the curriculum was developed as a guide which will encourage the choice of effective teaching strategies and the selection of appropriate goals in accordance with your child’s individual needs and life circumstances. Goals are typically selected from several behavioral domains (repertoires) according to the results of the continuous mapping of your child’s skills. Our approach is consistent with the philosophy of cumulative-hierarchical learning, where basic behaviors are combined and expanded to produce a valuable set of skills that generalizes to other people and situations and that maintains long after the lesson is taught. Our approach is also consistent with the concept of the behavioral cusp, which emphasizes the systematic teaching of behaviors and repertoires that have far-reaching consequences for your child. The Behavioral Cusp concept recognizes the myriad of “life situation” variables that influence the selection of appropriate and realistic goals. With this in mind, we choose goals in a context and we take into consideration age appropriateness, current level of functioning, immediate and long-term usefulness, and the criteria of ultimate functioning
Your child may need treatment in some or all of the following pro-social areas:
(1) Value of Social Contact and Other Conditioned Reinforcers,
(2) Compliance with Adults,
(3) Vocal and Motor Imitation,
(5) Describing the Environment,
(6) Engaging in and Maintaining Conversation,
(7) Listener Behavior and Receptive Languages,
(8) Dexterity (Fine and Gross Motor Skills),
(9) Self-Care and Activities of Daily Living,
(10) Learning Readiness and Academic Skills,
(11) Social and Emotional Skills,
(12) Vocational and Pre-vocational Skills, and
(13) Play and Leisure Skills.