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Also included is a Reframing Class that assists with the process of executive functioning/emotional regulation.  This pro-social curriculum has weekly and daily themes such as: Rigidity, Perspective Taking, Self-Advocacy, etc.  Themes reflect the aspects and assets of ASD and Learning Differences and aids in self-understanding and structure for the day.

Social Thinking and Theory of Mind classes are presented in individual and group sessions.  Students learn to take perspective on what others are thinking and feeling.  Some topics discussed are:  whole body listening, social inferencing, using memory to facilitate friendship and the “social fake”.  Videos are used as an aid to determine the perspective of other individuals. In the Executive Functioning class we start at the school/business organization skills and work into the ways that these skills merge into all other areas of successful life.  This class also works on apartment organization utilizing pictures/color-coding when necessary. 

The Hidden Curriculum class outlines many social competencies that neurotypicals “just learn” but students with ASD need to be taught.  Skills taught range from starting and ending a conversation, to giving and accepting feedback and compromising and negotiating.  Students practice with scripts in social situations.  Video is employed to give the students real world experience.  Practice with metaphors and idioms are also taught. 

The Sensory Integration class utilizes both lecture and active class participation and includes gross, fine motor movement and sensory activities.  The class sets out to assess each individual’s senses:  tactile, vestibular, proprioceptive, auditory, visual, olfactory and calming/alerting strategies. 

The Human Sexuality and Relationship Development class explores attitudes and values regarding healthy relationship development with Asperger’s and Learning Differences.  Sexuality education, establishing relationships, communication skills, dynamics of relationships, etc., are all discussed.  Materials are presented in a multi-sensory fashion, including lecture, discussion, review of assigned readings and interactive exercises. 

As part of the CIP model, a vocational program is in place to do skill assessment, career exploration and discussions on workplace culture, etc.  Practice interviews and videotaped mock employment interviews with feedback are used.  Internships are utilized to expand special interests.  Those students not in college are in more extensive internships and possible paid positions.

Another part of the CIP model is the Life Skills program.  In this area students learn to develop and maintain healthy relationships with peers.  Also, students work on their executive functioning skills, learning to maintain an apartment, organize their apartment, and self.  Students learn to do laundry, menu plan, shop, cook and practical food safety.  A very important component to the Life Skills program is to develop independent and group leisure skills. 

Also described in the presentation, important factors in finding a programmatic match are: program approach and philosophy, track record and references, understanding of Asperger’s and Learning Differences, availability of individualized programming, curriculum based, comprehensive solutions, and supported by professionals.