SRC Primary Curriculum Overview

The SRC Program (Structured Routines Center) is a social communication intensive program that utilizes research based methodology and curriculum to provide foundational educational services for children impacted by Autism Spectrum Disorder and other communication related disorders.

Specific Curriculum Used in the program:

• STAR (Strategies for Teaching based on Autism Research)
• Pre-academic Skills
• Receptive and Expressive Language
• Spontaneous Language Skills
• Social Interactions
• Play Skills
• Functional Routines
• EDMARK
• Sight-word reading program
• ReadWell
• Phonics Based reading program

• Touch Math
• Visual/Tactile Math Program

SRC Daily Activities

• Discrete Trial Training: In DT sessions, students receive one-on-one instruction within the STAR program based on their level of pre-academic and language skills as well as their IEP goals.
  
  
• Circle Time: In circle time, students engage in turn-taking, imitation, attending and social activities.  We learn about social events, basics of calendar skills and weather; as well as participate in songs and stories.
  
  
• Arts & Crafts: Our art time focuses on seasonal thematic activities. Students follow a visual schedule to complete an art project, practicing attending skills and fine motor tasks.
  
  
• Choice: At this time students have an opportunity to practice skills mastered in DT and PRT sessions.  Adults facilitate appropriate play and communication.
  
  
• Sensory: During our sensory time, students are in a small group at our sensory table, and get the opportunity to engage in various sensory activities such as: play-dough, water table, bean table, finger-painting, etc.
  
  
• Snack: We practice following visual schedules, requesting, and increasing tolerance to new foods.
  
  
• Pivotal Response Training: In PRT, students participate in a controlled play setting with an adult and another peer.  PRT aims to strengthen spontaneous and expressive language skills while developing age appropriate play and social skills.
  
  
• Independent Work: Students follow a visual schedule to complete various prevocational tasks--including sorting, matching, and fine motor manipulation.

• Technology: Students work on generalizing skills by following directions, letter sounds/names, numbers, counting, and other academic skills. 

• Jobs: We are learning authentic life skills to help generalize mastered skills at school to the home environment and future vocational settings.  These "jobs" include: folding clothes and towels, sorting silverware, shredding, alphabetizing, etc.

• Speech/OT: Students receive services from these related service providers to meet the needs detailed in their IEPs. These specialists also observe other daily sessions, consult with staff and participate on building skills where appropriate.

• Specials: 1^st -5^th grade students will participate in specials including: library, computer, APE and music. Look in your child’s journal to see which special we had today.