A Year Round Program 

St. Dominic Savio Academy believes that an integral component of a comprehensive program for children with autism includes a consistent, year-round school program.  SDSA is proud to offer a full-time, year round program that meets the Arizona Department of Education's requirements.  This includes at least 180 days of school, Monday-Friday, 6 hours per day.

 

A Traditional School Environment

A key component of the SDSA program is grouping students in settings that reflect a traditional classroom, while supporting students with ABA-trained instructional assistants, two special education teachers, and occupational and speech therapists. It is our goal that all of our students will develop classroom skills that they can use in any academic setting.  By teaching our students how to function in a classroom, we give them the skills they need for future academic success. 

 

Classroom Structure 

SDSA has two classrooms, each with one lead special education teacher, and two ABA-trained and experienced instructional assistants. Each classroom will accept 8 students, promoting an organized and structured setting. Students will complete all their academic groups in the same classroom, in large group, small group, and 1:1 instruction, depending on the type of skill and its level of acquisition.   

 

A Comprehensive Program

ABA-based:

St. Dominic Savio Academy's curriculum is taught utilizing the principles of applied behavior analysis (ABA).  ABA is based upon operant conditioning and learning theories brought about by the research and findings of B.F. Skinner and Edward Thorndike. 

SDSA recognizes that students with autism represent a vast variety of strengths and learning styles.  By incorporating methods from several different philosophies, SDSA provides a program that appeals to all learners. 

Pivotal Response Training: Pivotal Response Training, or PRT, is an intervention method marked by child directed choices, reinforcing attempts, and natural reinforcement.

Picture Exchange Communication System (PECS): PECS is a form of augmentative communication that promotes functional communication and initiation.  In the initial stages, a picture of a desired item is exchanged for the item.

Integrated Play Groups (IPG): SDSA offers its students daily integration with typical peers through an after school play group.  Integrated play groups were developed by Dr. Pamela Wolfberg as a means of supporting students with ASD in participating in play with typical peers.  Each group is customized to each students needs, and led by a qualified facilitator.  Group play experiences encourage communication, socialization, developmentally appropriate play and imagination.