1, the Assessment

In December of 2008, Qing Cong Quan adopted the PEP-R assessment tool (Psycho-educational Profile-Revised) from Heep Hong Society Hong Kong. Heep Hong Society Hong Kong translated and edited the related publications on assessment scales from the U.S. TEACCH PROGRAM (Treatment & Education of Autistic & related Communication handicapped Children) . The purpose of the evaluation is to understand the current ability, interests, personal strengths, weaknesses and characteristics of the autistic children being tested, to determine their learning needs, which becomes the foundation for the Individualized Education Program (IEP).

 2, the Class Set-up

A, Full-day Classes: According to the comprehensive ability, children are divided into classes with full parental company and the ones with no parental company. Each class is limited to 6 children, in order to cultivate children"s ability to care for themselves in daily life, and experience small group life for the purpose of the structured teaching, adequate and reasonable arrangements for children"s learning and rest, combining work with rest. With reference to the school system of the professional institutions in Hong Kong, we have set up trainings of cognitive, sensory integration, life scenario classes, music lessons, thematic teaching, and handmade arts and crafts classes, which enhance all aspects of children’s ability to adapt and broaden their horizon, so that children can learn through the "doing", and thrive each day.

B. Half-day Classes: The size of the classes is limited to 6 children. The purpose is to provide professional training in the afternoon for children who have entered the regular kindergarten, so that they can be gradually integrated in the collective life and study, and be prepared for elementary school in the future. This half-day classes provide classes on trainings of cognitive, sensory integration, fitness, thematic teaching. Improvements are made through the courses, which are based on the different level of interests of each child.

  3, the main training methods

Sensory Integration

With "joyful integration " as a slogan, we emphasize that the children be stimulated with pleasure through the training, so that improvement can be made in tactile, proprioceptive and vestibular disorder. We also stress on the teacher-child interaction, and on effectively improving the children"s motor planning skills and physical coordination.

 ABA

 Applied Behavior Analyses

Also known as behavior modification principles. Qing Cong Quan promotes generalization and teaching with integration scenarios.

Teachers are required to progressively teach the same subject using different ways and angles, and put it in use in real life.

We make up short-term and long-term goals in the areas of attention focus, imitation, language comprehension, language expression, cognition, precision. to help the children improve in related areas

 TEACCH- Treatment and Education of Autistic and Related Communication-Handicapped Children

TEACCH- is currently a more systematic, comprehensive, mature and effective treatment for children with autism in the world. With the use of visual cues in the design, the arranging of the teaching environment, materials and procedures is organized and systematic, so that children can achieve learning. At Qing Cong Quan, TEACCH is used in both sensory integration class and full-day classes. TEACCH is also applied in the teaching of concepts such as "Going to the bathroom" and "Washing hands".

 PECS (The Picture Exchange Communication System) is an augmentative communication system developed to help children with autism and children with other communicative and social barriers observe and experience the communication process, and quickly acquire a functional means of communication through progressive training phases and the exchange of classified pictures and sentence strips. Such system offers children with communicative barriers an effective way of communication, to obtain an object through the exchange of its picture with the communication partners, and accomplish the goal of communication. 

 RDI (Relationship Development Intervention) is used to develop the interpersonal skills. RDI is a progressive training method. It first focuses on building the child’s motivation, then systematically develops his ability on this basis, so that the child can face the challenges of real life.

 Mouth Muscle Training

With the formal systematic training courses and tools on oral muscles imported from professional organizations in Hong Kong, professional physical therapy and massage are applied to children"s mouth muscles, in order that improvement can be made to the tension in the mouth muscles and the dysarthria caused by abnormal muscles, so that children can improve in their speech.

Music and Games Therapy