LEARNING SKILLS ACADEMY
We are an organisation that uses evidence based methods such as ABA to improve language and communication delays, behavior disorders and academic challenges.
Evidence based curriculum such as ABLLS-R, VB-MAPP and PEAK are used to perform assessment and build individualized treatment plan.
Why Learning skills academy?
Parent therapist communication
Regular updates are shared from therapists as well as parents about the child’s progress
Individualised Education Plan
After detailed assessment, a plan is designed to meet child’s individual needs
Including Parents in therapy
Parents are empowered by training them to work with their kids
We let parents observe a sessions empowering them with skills practice at home
Inclusion program with schools
We provide expertise to schools which helps the special needs children and also neurotypicals to better adapt in life
How we work
Functional assessment through PEAK and VB-MAPP
IEP Sign off
Individualized Education plan and Sign off
Watch progress Videos, Have Regular updates and in-person meetings
In-Home Training Support
Enrolled Parents get free access to CogniABLe
CogniABle provided you ABA resources that includes 40 hours of ABA Training to improve your skills to manage children in home and school setting. For parents enrolled in LSA programs this is free of cost.
Validated through multiple clinical studies.
Cost effective. Affordable to everyone.
Easy to implement
Frequently Asked Questions (FAQ)
People with ASD can have:
- Difficulty with communication and interaction with other people
- Restricted interests and repetitive behaviors
- Sensory hypersensitivities or hyposensitivities to the environment: they may experience over-or- under sensitivity to sounds, touch, taste, smell, light or colors.
- Accompanying learning disabilities
- Other symptoms that hurt the person’s ability to function properly in school, work, and other areas of life
Early intervention based on ABA principles can greatly improve symptoms and quality of life. Intensity and quality of ABA interventions have generally shown children on ASD acquiring necessary skills at an early age.
The World Health Organization estimates that on a worldwide basis, 1 in 160 children has an ASD. This estimate represents an average figure since reported prevalence varies substantially across studies. Some well-controlled studies have, however, reported substantially higher figures. The prevalence of ASD in many low and middle-income countries is so far unknown.
The prevalence of ASD appears to be increasing (according to epidemiological studies). Although the explanations for this apparent increase are not known for certain, commonly accepted reasons include improved awareness, expansion of diagnostic criteria, better diagnostic tools and improved reporting.
In India, a study by Nair , (Centers for Disease Control and Prevention (CDC), Kerala ) demonstrated the highest sample size with screening of 101,438 children. This study was conducted in Kerala and was aimed at diagnosing most of the developmental disabilities such as developmental delay, global developmental delay, autism, and cerebral palsy using simple and standardized screening tools. There is a need for such large population-based epidemiological surveys, which will be helpful in estimating the exact burden of ASD in our country. However, Nair , studied children in the age range of 0–6 years, which could be responsible for the observed low prevalence in this age group as the diagnostic yield is lower in the younger age group.