Our philosophy

The TLC views the relationship with parents and others professionals as a partnership designed to help children and adolescents.We use a collaborative approach when working with each member of a student’s team, recognizing that an efficient team will be able to provide the best possible services.

We are dedicated to working in collaboration with all those involved in a students education to foster a climate of:

  • Child-centered programming
  • Open and clear communication between professionals, parents and children with autism
  • Mutual respect for all members of the team
  • Consistency in dealing with problem behaviours
  • Positive and optimistic attitudes
  • Flexibility in scheduling for students and their parents
  • Solution-focused problem-solving

We believe that;

  • Human Behavior is the result of the interaction between genes and the environment over time. A person’s behavior is functional, lawful and predictable. It is important to understand the interaction between a person and the environment, as well as the underlying motivation for a particular response.
  • It is necessary to identify the triggers (antecedents) as well as the events that maintain a particular behavior (consequences). Behavior is changed when the antecedents and/or consequences are changed.
  • Progress is not subjective. Progress is not anectodal. Progress (or the lack thereof) is best measured by clear and consistent data collection and regular observation. This process is necessary for program development and ongoing intervention assessment.
  • When selecting targets for increasing or reducing, there should exist a social value for change.
  • Appropriate alternatives to undesirable behavior should be taught.
  • Teaching the various functions of language to our students. Behavior is a form of communication; therefore, many inappropriate behaviors improve along with the ability to communicate appropriately.
  • In respecting the autonomy of each person, the least restrictive procedures and placements should always recommended, before more restrictive placements or procedures are sought.
  • All behavioral interventions should have been empirically validated and held to the highest standards in peer-reviewed journals.
  • All interventions are time-limited and person-centered. Objectives or benchmarks indicate progress toward goals.
  • The TLC staff member is part of an interdisciplinary team, and should work collaboratively with all involved.
  • Student & Family Confidentiality and privacy are respected and protected.