Believing in the abilities of all children

Our Philosophy

We believe it is our responsibility to address effectively the unique challenges each of our clients face. To achieve this goal, in addition to using tried and true interventions, we are continually reaching beyond what we know today, developing new approaches to teaching children with ASD.  


 We believe in the abilities of all children.  Children with autism and other neurological disorders are capable of far more than most people realize.  Each child has innate abilities and talents, and we capitalize on those strengths to help them overcome their learning deficits.

We believe a successful treatment program addresses a child’s intellectual, physical, and social development.  Each of our individually-designed programs include these components:


  • Applied Behavior Analysis (ABA)   

  • Activities designed by speech therapists to enhance speech and language development.

  • Exercises developed by occupational therapists to promote gross- and fine-motor skills.

  • Exercises designed by neurodevelopmental specialists to increase communication between the left and right hemispheres of the brain in the effort to heal affected areas.

  • Activities that promote social/emotional development and reciprocal play with parents, siblings, and peers.

We believe in creating positive learning experiences for our clients. 
Not only do we want our clients to learn, we want them to have fun and to be intrinsically motivated along the way. At the beginning of each program we focus on the client's interests and we use them to guide our teaching.  



We believe children learn best through a combination of adult- and child-led activities.  Experience has shown us that children learn best when taught through a combination of discrete-trial teaching, child-led play, and incidental teaching. Research has shown that natural environment teaching (NET) is optimal.  Natural environment teaching means teaching in the home and community and using materials that are part or the individual's daily life. 


We believe that children with ASD can develop friendships.
We know that children with ASD are capable of developing friendships. Attempting to develop social skills with therapy focused solely on play with adults will likely not generalize to play with peers. Milestones' treatment program focuses the development of social skills through play with peers when our clients are as young as two years old. We do not believe that therapy should transition from intensive ABA therapy where the child spends all of his or her time with adults to social skills with peers at a later stage in development. We do not believe that social skills development is appropriate only for children who are functioning at a designated level. We have found that social skills and relating to one's peer group, like all development, should follow a natural sequence, should start as early as possible, and should be an intensive part of therapy. 

We believe each child deserves a treatment program custom designed to fit his or her unique abilities and needs.   As soon as we meet a client, we begin assessing his or her strengths and deficits, and then we design an individualized program for the child.  Our programs follow a developmental sequence, teaching skills in the order in which they are learned by neurotypical children. 

We believe
 that in order to develop effective treatment programs, Directors must work hands-on with their clients, not only observe staff-client interactions and provide consultation.

We believe that parent participation and training is a key component to the child reaching his/her potential. Milestones staff provide hands on, direct training to parents, care takers, and any other family member who wants to learn how to effectively teach the client. 

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