Programs are objectives to be taught to your child.  These programs can have more specific objectives within the overall objective.  For example a program called “Pronouns” can have specific objectives: teach relationship between himself and the environment, teach the child appropriate language, teaching the concept of “who”.

Programs are generally set up in the beginning by a consultant.  EVERY child is very different and will have different needs.  Every child will have different strengths and weaknesses.  What I am trying to say, is there is not a “cookie cutter” program that fits every child.  Our first consultant (Marc Mullins, I recommend him highly) came in and guided us through the programs he first recommended for us to begin with.

There are several things to consider when selecting programs for your child:

	Make an inventory of your child’s skills.  Are they verbal, or nonverbal.  Can they label, 2 items, 3 items or 10 items.  Sundberg and Partington’s ABLLS has a great tool for determining your child’s language skills.  Also, the book Behavioral Interventions for Young Children with Autism by Catherine Maurice has a section starting on page 66 that you can look down and write yes or no if your child has a skill.  This book also has programs in an easy format you can begin with.
	Teaching your child to imitate is very important.  We started with Matthew teaching him to imitate with objects, and without objects.  The book "A Work in Progress" has wonderful programs to start with that work on these and other skills.
	Matching is very important.  The child needs to be able to match pictures and objects, to later enable him to label and identify them.
	Vary the activities, but incorporate them into the ABA modules.  Incorporate songs, reading a book to him, play skills development, fine motor, gross motor and social skills development into your program.
	Work on BOTH Expressive AND Receptive skills (as necessary) as you work through modules.  Understanding Receptive Instructions is a very basic skill from understanding a “Do this” instruction to very long and lengthy instructions.  Expressive skills may be very basic in the beginning.  If the child is non-verbal Expressive skills may be just trying to evoke ANY sound to indicate wants and needs to more developed sentences as the child progresses.  As the child progresses, you will teach him/her to "ask" and "tell" things to you, family members and friends.