a student who learned to listen, follow instructions and take part in the classroom.
When Jasper first came to AP at four, following instructions and staying engaged in class were hard. We built a program around his goals — helping him listen and attend, communicate more clearly, and take part in the classroom with fewer disruptive behaviors. Step by step, the skills began to click.
Jasper first came to AP when he was four years old. At that time, following instructions was very challenging — listening to, remembering and processing what he heard didn’t come easily, which made it hard to stay engaged and learn alongside others in class.
So we built a program around his goals: getting him to listen and attend, communicate more clearly, and take part in the classroom with fewer disruptive behaviors. Through fun, structured activities and games, the skills started to build.
We worked toward Jasper’s goals — helping him listen and follow instructions, communicate more clearly, and build on his school and classroom readiness skills to take part in class.
We started with listening and attending — helping Jasper take in an instruction, hold it in mind and follow through, the foundation for learning and behaving well in a group.
We raised the challenge with longer, real-world instructions — the kind Jasper meets at home and in the classroom — so he could follow them more independently and stay on task.
Next we grew Jasper’s language — moving from single words to fuller, more expressive sentences so he could share more of what he thinks and wants.
Finally, we worked on functional describing — using language meaningfully to describe people, objects and situations in everyday life.
Starting from where Jasper was, our team focused on the foundation skills that would help him listen, learn and communicate.
Auditory attending — listening to, remembering and processing what he hears — so following instructions and learning come more easily.
Expanding his sentences and describing things functionally, so Jasper can express more of what he thinks, needs and wants.
Staying regulated and engaged in class — following instructions and joining in with fewer disruptive behaviors, so Jasper can learn with his peers.
Following instructions and sustained attention — the foundations Jasper needs to learn alongside his peers in a classroom.
Every child’s journey is different. Our clinicians are here to understand your child’s needs, answer your questions, and help you explore what’s possible.
APM® works with the whole child to build critical foundation skills for long-term success — including behavior management, communication & language skills, play and social skills, and learning-how-to-learn skills for school readiness.
Learn more about APM® →During this online or in-person meeting, share your concerns and clarify any questions you may have with our clinicians. We will recommend the right next steps for your child.
AP holds the belief that with quality Autism Partnership Method (APM) treatment, individuals with autism should reach their fullest potential and achieve the greatest degree of independence and highest quality of life possible.
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