Autism Spectrum Disorder
Autism Spectrum Disorder and the IWBMC™
The Interpersonal Whole-Brain Model of Care® (IWBMC™) uniquely addresses the core issues of an autism spectrum diagnosis, including processing incoming sensory information, mood regulation, behavior control, language processing, and language generation.
Individuals with autism spectrum disorder diagnoses frequently have areas of the brain that over-communicate and become “locked” in a pattern. Other critical brain areas used for social connection and language development become under-activated as the “locked” areas use an overabundance of cognitive energy.
The IWBMC™’s individualized programs work to quiet the areas of clients’ overly activated brains while building up underactive areas.
How the IWBMC™ Supports
Autism Spectrum Disorder
- Individual program design targeting the neurobiological framework for each client
- Utilization of qEEG brain map analysis for corroboration with guided therapeutic plans and progress comparisons
- Use qEEG data to address patterns of under- or over-communication frequently seen in autism spectrum disorder, working to calm overactive areas and boost underactive areas
- Sensory regulation activities to reorganize sensory processing pathways
- Positive interpersonal behavioral model of care to address behavioral challenges
- Frequent engagement in cardiovascular and cross-lateral movement to promote new neuronal growth and communication within the brain
- Increasing awareness of emotions and their connection to thoughts and behaviors to increase self-regulation abilities
- Address neurological organization through auditory and visual sequential processing work, working memory skills, processing speed, and retrieval abilities
- Address the organization of the neurological system through assessment of the dominant hemisphere and hemispheric specialization
- Target social and relational challenges through structured peer interaction, social skills groups, and mentoring opportunities
- Unique Whole-Brain Language Approach to address the complex interplay of factors involved in language processing, production, articulation, and functional communication
- Teach academic skills through a multi-sensory approach and addressing any underlying visual or auditory processing challenges
- Address each client’s distinctive learning style through specific academic assessments and a whole-brain approach to education
- Address physiological barriers that impact overall brain health and central nervous system organization
Related Disorders
The IWBMC™ helps individuals who have challenges with engagement in self-stimulatory behaviors, decreased language output, tendencies toward rigid patterns, emotional dysregulation, and reduced social engagement. Many clients with autism spectrum disorder may also experience:
- Attention-deficit/hyperactivity disorder (ADHD)
- Sensory processing disorder
- Apraxia
- Dyscalculia
- Intellectual & developmental delays
- Mood regulation disorders
- Dysgraphia
- Dyslexia
Program Environments at Jacob’s Ladder that Support Autism Spectrum Disorder
Serving Pre-K - 12th
Serving Pre-K - 12th
Serving ages 16 and older
Our Person-Centered, Whole-Brain Approach
Evaluation & Assessment.
The IWBMC™ Evaluation considers seven domains and uses 1,300+ assessment metrics to analyze neurodevelopmental progression indicators – often the root of systemic challenges – combined with standardized academic assessments, clinical observation, family reporting, qEEG Analysis, and Nutritional and Physiological Consultation.
Individualized Plans.
The Interpersonal Whole-Brain Model of Care® (IWBMC™) acknowledges the complex interplay between brain health, efficiency, and organization – combined with clients’ physiological health and well-being, learning style, and emotional-behavioral-relational experiences – to develop an optimal, therapeutic path forward for each client.
Progress Tracking.
With AHAVA’s database of 4,000+ therapeutic activities, each individualized program is tailored to the client’s needs. Daily data tracking captures clients’ progress, allowing ongoing modification of programs to uphold the appropriate levels of intensity, frequency, and challenge point progression to create lasting, positive changes in the brain.
The things they have here are amazing because they change lives every day; it’s not just a box. They figure out how to step outside the box to meet that child’s needs.
— Rochelle and Bobby R., Ladder Program Parents
Scientifically-Sound Approaches Delivered in Safe, Loving Environments.