In the United States, Autism spectrum disorder (ASD) affects about one and a half million people. Autism Spectrum Disorders are a group of developmental disabilities which cause a child to display difficulties in communication, social skill deficits and also repetitive behavioural symptoms. Signs of autism spectrum disorders (ASD) can be recognised by families and medical personnel as early as the first or second year of life. The term spectrum is used when discussing Autism because the characteristics of the disorder vary between severe symptoms on one end and very mild ones on the other.

The Rebecca School in New York City, focuses on children with special needs who are as young as 4 years of age to individuals who are 21 years old. The school promotes the development and education of children with developmental delays, including autism spectrum disorders through effective interventions.

These interventions are based on evidence-based practices which are implemented in inclusive environments which are developmentally sound and co-ordinated with our staff members in a systematic manner.

The Developmental Individual Differences Relationship-based (DIR) model developed by Dr. Stanley Greenspan is employed at Rebecca School. This model focuses on relationship based interventions. The FloorTime Therapy approach, which is a part of the DIR Model, engages children through activities that they enjoy. This therapeutic program addresses the individual differences in children. It helps children further engage with human interactions as well as with developing complex communication abilities.

Rebecca School's Music Therapy based intervention focuses on building relationships through involvement in live, interactive music making experiences. The mental health team determines if music therapy is an appropriate medium to meet the individual’s mental health needs.

School staff establishes a relationship with the child based on consistency and routine, involving peers, guardians and parents in the intervention plans and as well as include personal social lessons to emphasise the importance of social rules for individuals diagnosed with ASD.

At the school it is deeply understood that every child is unique, and no two children with autism have the same strengths and weaknesses. Teachers strive to understand behaviour by trying to understand the reason behind it (i.e. what is a child trying to communicate through her or his actions?) Since children with Autism do not tend to initiate communication or interactions, social skill training interventions are most effective when they begin as early as possible.

In cases of students with ASD, it is always beneficial to use the expertise of a team of experts. Rebecca School provides each child with individual classroom sessions as well as group sessions according to their development levels after an evaluation is done on the basis of the FEDC Scale; Functional Emotional Development Capacity. The school designs intervention programs with clear goals that are based on the child’s unique set of strengths and weaknesses.

Rebecca School is widely known for employing the most efficient and suitable interventions which are highly effective for improving communication, interpersonal skills and personal responsibility in individuals with Autism.