Services 2017-06-13T18:10:51+00:00


Effective July 1, 2012, the California Autism Insurance Law (SB946) passed, requiring health care service plans contracts and health insurance policies to provide coverage for behavioral health treatment for individuals with autism or other pervasive developmental disorders (PDD).  SB 946 only applies to health plans under the jurisdiction of the Department of Managed Health Care Services (DMHC) or the Department of Insurance (DI). CSD was born the same same month mandate passed and has focussed ever since in providing the best possible services for people meeting this criteria.

About CSD’s approach to treatment:

  • CSD combines evidence-based developmental AND behavioral approaches in practice, emphasizing flexible, natural environment teaching & learning.
  • CSD’s Priority treatment targets are spontaneous communication and back-and-forth social interaction which are viewed as prerequisite skills for active engagement in treatment.
  • At CSD, our treatment goals are based on typical developmental sequences (e.g. functional, spontaneous non-verbal communication is targeted before teaching multi-word sentences).
  • Our teaching focus at CSD is encouraging social initiation and independence. We want participation to always be characterized by active engagement and meaningful, varied responses in natural (typical, everyday) situations, interactions and activities.
  • Our teaching style is more flexible to enhance an individual’s communication, choice-making and social problem-solving during sessions. More highly directive, intensely structured teaching methods are used only if absolutely necessary to teach specific skills (e.g. picture exchange communication, safety skills).
  • We use the least intrusive level of prompting or assistance whenever possible to maximize client initiation and motivation and minimize potential prompt dependency and passivity. Staff is highly responsive to client cues to strengthen communication skills and ensure active engagement.
  • We focus on natural rewards or reinforcement whenever possible. Without reliance on rewards not related to the activity or interaction (e.g. IPad, candy, food), motivation to participate and learn in everyday activities is stronger and more lasting. When more motivation is necessary, teams focus on shifting to more social and naturally occurring rewards as soon as possible.
  • Skill teaching at CSD occurs in the context of typical, everyday activities and routines whenever possible unless client is not yet able to learn in naturally occurring situations. The most pressing, real life family challenges and functional, everyday activities are the focus of treatment.
  • Generalization of skills is always targeted from the outset of treatment. We work to ensure that client learning occurs as a part of (not separate from) everyday activities, routines and interactions. In other words, those that would be typical for same age peers.
  • At CSD, client progress is measured regularly. Goals are only considered “met” when the client demonstrates targeted skills spontaneously with multiple people during typical everyday activities, routines, tasks and social interactions.
  • CSD recommends and implements treatment with evidence-based effectiveness including ABA. Applied Behavior Analysis is an evidence-based approach utilizing individualized treatment plans, derived from standardized assessments, which use established milestones of typical development to determine the treatment goals. Our clinicians work to decrease challenging behaviors and teach new skills to increase desired behavior.The following domains are targeted through our services in home, community, and clinic settings:
    • Challenging Behavior
    • Socialization
    • Communication
    • Independent Living Skills
    • Community Integrations


School support can be provided for any number of reasons and in any number of ways, including teacher training and support, behavioral support, on the job paraprofessional training, teaching recess skills, implementing token economies, etc. CSD consultants can work collaboratively with parents and school staff to develop the most appropriate type of support and level of support.

CSD provides support in different ways, as is appropriate for the child and the setting:

  • School consultation may be provided if appropriate. A CSD consultant can visit the classroom and offer written feedback about the child’s behavioral and social performance a
    nd/or suggestions to help the child succeed in the classroom. This can be conducted on an as-needed basis or on a regular basis. If appropriate, the consultant can conduct a functional behavior assessment and write a behavior support plan to be used in the classroom setting.
  • CSD can provide on-the-job training for the existing 1:1 or classroom aid support in the classroom.
  • CSD can provide functional tools and visuals for use in the classroom setting that may help teachers assist children effectively in the classroom.
  • Functional Behavior Assessment / Behavior Support Plans can be conducted and written if the child is experiencing behavior management problems in the classroom environment.
  • CSD can provide a 1:1 classroom shadow aide if necessary and appropriate for the situation. Our shadow aides are also behavioral therapists, so they are experienced and trained in ABA and are specifically instructed in strategies to help them effectively “work themselves out of a job.” For example, they are trained in how to direct the child’s attention to the teacher rather than either repeating the teacher’s instructions or pulling the child away to work with them.
CALL US TODAY (510) 268-8120