3C Institute is a private, for-profit research and development company based in Durham, North Carolina [1] which develops "web- and game-based applications and technology solutions designed to improve the health and well-being of youth and families." [2] The company partners with researchers, program providers, non-profits, and companies to develop customized digital information delivery systems, such as personalized games, e-training courses, and web-based assessments. [3] 3C Institute also develops evidence-based social emotional learning products for children, adolescents, and parents. [4]
3-C Institute for Social Development was founded in 2001 by clinical psychologist Dr. Melissa DeRosier. [5] The organization changed its name to 3C Institute in 2013. [6] Dr. DeRosier received her doctorate from UNC-Chapel Hill in 1992 and completed a two-year fellowship at Duke University Medical Center. [3] She then worked on a five-year federal grant examining bullying and violence prevention in the Wake County Public School System. [3] She observed that teachers and schools were using non-evidence-based programs to improve social and emotional skills and founded the company to address this research-to-practice gap. [4] The company sought Small Business Innovation Research (SBIR) funding for the development of its products. [7] Since 2001, the company has expanded to 75 employees [5] and received $25 million in SBIR funding from agencies such as the U.S. Department of Education, National Institutes of Health, and the Centers for Disease Control and Prevention. [8] A corporate spin-off, Personalized Learning Games, was founded in 2014 to commercialize 3C Institute's social-emotional learning games. [9]
3C Institute was recognized with the U.S. Small Business Administration’s Tibbetts Award in 2011 [10] and received a special Award of Excellence for Innovation and Social Entrepreneurship in 2014 from the U.S. Small Business Administration, which highlights entrepreneurs who find unique and novel solutions to social problems. [3]
3C Institute has developed web- and game-based interventions to address children and adolescents’ behavioral and social problems. [5] The company’s flagship product, Social Skills Group Intervention (S.S.GRIN), received recognition from the Substance Abuse and Mental Health Services Administration (SAMHSA) as a mental health promotion winner in 2010. [11] The effectiveness of S.S.GRIN was proven by tracking 1,500 students over three years in 10 schools. [11] S.S.GRIN for High-Functioning Autism is listed in SAMHSA’s National Registry of Evidence-based Programs and Practices [12] and the National Autism Network. [13]
In November 2014, the company released Zoo U, an evidence-based social-emotional learning and assessment game for elementary school students. [14] The game was developed with SBIR funding [15] [16] and received a Games for Change nomination for "Most Significant Impact" in 2015. [17]
3C Institute is developing other social-emotional learning games including Stories in Motion, intended for elementary school students with high-functioning autism, [18] and Hall of Heroes, intended for middle school students. [19]
3C Institute also works with outside clients to develop programs to help researchers collect and translate data better. [1] 3C has developed training models for school psychologists and others to help them apply the interventions more accurately and effectively. [1] A notable project has been the Student Curriculum on Resilience Education (SCoRE), which helps first-year college students adjust to the unique stresses of college life and was created in partnership with Leading Education and Awareness for Depression (LEAD). [20] [21] [22]
Relationship Development Intervention (RDI) is a trademarked proprietary treatment program for autism spectrum disorders (ASD), based on the belief that the development of dynamic intelligence is the key to improving the quality of life for autistic people. The program's core philosophy is that autistic people can participate in authentic emotional relationships if they are exposed to them in a gradual, systematic way. The goal of treatment is to systematically build up the motivation and tools for successfully interacting in social relationships, to correct deficits in this area that are thought to be common to all autistic people.
Discrete trial training (DTT) is a technique used by practitioners of applied behavior analysis (ABA) that was developed by Ivar Lovaas at the University of California, Los Angeles (UCLA). DTT uses direct instruction and reinforcers to create clear contingencies that shape new skills. Often employed as an early intensive behavioral intervention (EIBI) for up to 30–40 hours per week for children with autism, the technique relies on the use of prompts, modeling, and positive reinforcement strategies to facilitate the child's learning. It previously used aversives to punish unwanted behaviors. DTT has also been referred to as the "Lovaas/UCLA model", "rapid motor imitation antecedent", "listener responding", errorless learning", and "mass trials".
Son-Rise is a home-based program for children and adults with autism spectrum disorders and other developmental disabilities, which was developed by Barry Neil Kaufman and Samahria Lyte Kaufman for their son Raun, who was diagnosed with autism and is claimed to have fully recovered from his condition. The program is described by Autism Speaks as a "child-centered program that places parents as the key therapists and directors of their program."
Applied behavior analysis (ABA), also called behavioral engineering, is a scientific technique concerned with applying empirical approaches based upon the principles of respondent and operant conditioning to change behavior of social significance. It is the applied form of behavior analysis; the other two forms are radical behaviorism and the experimental analysis of behavior.
The Small Business Innovation Research program is a United States Government program, coordinated by the Small Business Administration, intended to help certain small businesses conduct research and development (R&D). Funding takes the form of contracts or grants. The recipient projects must have the potential for commercialization and must meet specific U.S. government R&D needs.
Developmental disability is a diverse group of chronic conditions that are due to mental or physical impairments that arise before adulthood. Developmental disabilities cause individuals living with them many difficulties in certain areas of life, especially in "language, mobility, learning, self-help, and independent living". Developmental disabilities can be detected early on and persist throughout an individual's lifespan. Developmental disability that affects all areas of a child's development is sometimes referred to as global developmental delay.
Soft skills are a combination of people skills, social skills, communication skills, character or personality traits, attitudes, career attributes, social intelligence and emotional intelligence quotients, among others, that enable people to navigate their environment, work well with others, perform well, and achieve their goals with complementing hard skills. The Collins English Dictionary defines the term "soft skills" as "desirable qualities for certain forms of employment that do not depend on acquired knowledge: they include common sense, the ability to deal with people, and a positive flexible attitude."
Autism therapies are interventions that attempt to lessen the deficits and problem behaviours associated with autism spectrum disorder (ASD) in order to increase the quality of life and functional independence of individuals with autism. Treatment is typically catered to the person's needs. Treatments fall into two major categories: educational interventions and medical management. Training and support are also given to families of those with ASD.
Inclusion in education refers to a model wherein students with special needs spend most or all of their time with non-special needs students. It arise in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have said mixed experience for them to be more successful in social interactions leading to further success in life. Inclusion rejects but still provides the use of special schools or classrooms to separate students with disabilities from students without disabilities. Schools with inclusive classrooms do not believe in separate classrooms. They do not have their own separate world so they have to learn how to operate with students while being less focused on by teachers due to a higher student to teacher ratio.
The assessment of basic language and learning skills is an educational tool used frequently with applied behavior analysis (ABA) to measure the basic linguistic and functional skills of an individual with developmental delays or disabilities.
The Developmental, Individual-differences, Relationship-based (DIR) model is a developmental model for assessing and understanding any child's strengths and weaknesses. It has become particularly effective at identifying the unique developmental profiles and developing programs for children experiencing developmental delays due to autism, autism spectrum disorders, or other developmental disorders. This Model was developed by Dr. Stanley Greenspan and first outlined in 1979 in his book Intelligence and Adaptation. Evidence for the efficacy of DIR/Floortime includes results from randomized controlled trials of DIR/Floortime and the DIR/Floortime-based P.L.A.Y. Project; because of various limitations in these studies, the existing evidence is deemed to "weakly support" the efficacy of Floortime.
The professional practice of behavior analysis is one domain of behavior analysis: the others being radical behaviorism, experimental analysis of behavior and applied behavior analysis. The professional practice of behavior analysis is the delivery of interventions to consumers that are guided by the principles of radical behaviorism and the research of both the experimental analysis of behavior and applied behavior analysis. Professional practice seeks maximum precision to change behavior most effectively in specific instances. Behavior analysts are mental health professionals and, in some states, may hold a license, certificate or registration as a behavior analyst. In other states, there are no laws governing their practice and, as such, the practice may be prohibited as falling under the practice definition of other mental health professionals. This is rapidly changing as Behavior Analysts are becoming more and more common.
“Social thinking” or thinking socially refers to a process we all go through in our mind as we try to make sense of our own and others’ thoughts, feelings, and intentions in context, whether we are co-existing, actively interacting, or figuring out what is happening from a distance. Our ability to think socially is part of social emotional learning that begins at birth and evolves across our lifetime. Social thinking, in this context, is also referred to as social cognition.
The Kennedy Krieger institute is a nonprofit, 501(c)(3) tax-exempt, Johns Hopkins affiliate located in Baltimore, Maryland that provides inpatient and outpatient medical care, community services, and school based programs for children and adolescents with learning disabilities, as well as disorders of the brain, spinal cord, and musculoskeletal system. The Institute provides services for children with developmental concerns mild to severe, and is involved in research into various disorders, including new interventions and earlier diagnosis.
Educational neuroscience is an emerging scientific field that brings together researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to explore the interactions between biological processes and education. Researchers in educational neuroscience investigate the neural mechanisms of reading, numerical cognition, attention and their attendant difficulties including dyslexia, dyscalculia and ADHD as they relate to education. Researchers in this area may link basic findings in cognitive neuroscience with educational technology to help in curriculum implementation for mathematics education and reading education. The aim of educational neuroscience is to generate basic and applied research that will provide a new transdisciplinary account of learning and teaching, which is capable of informing education. A major goal of educational neuroscience is to bridge the gap between the two fields through a direct dialogue between researchers and educators, avoiding the "middlemen of the brain-based learning industry". These middlemen have a vested commercial interest in the selling of "neuromyths" and their supposed remedies.
The autism spectrum encompasses a range of neurodevelopmental conditions, including autism and Asperger syndrome, generally known as autism spectrum disorders (ASD). Individuals on the autistic spectrum experience difficulties with social communication and interaction and also exhibit restricted, repetitive patterns of behavior, interests, or activities. Symptoms are typically recognized between one and two years of age in boys. However, a lot of children are not finally diagnosed until they are older. Final diagnosis could still be given as an adolescent or even as an adult. The term "spectrum" refers to the variation in the type and severity of symptoms. Those in the mild range may function independently, while those with moderate to severe symptoms may require more substantial support in their daily lives. Long-term problems may include difficulties in performing daily tasks, creating and keeping relationships, and maintaining a job.
School-based prevention programs are initiatives implemented into school settings that aim to increase children's academic success and reduce high-risk problem behaviors.
The Picture Exchange Communication System (PECS) is an augmentative and alternative communication system developed and produced by Pyramid Educational Consultants, Inc. PECS was developed in 1985 at the Delaware Autism Program by Andy Bondy, PhD, and Lori Frost, MS, CCC-SLP. The developers of PECS noticed that traditional communication techniques, including speech imitation, sign language, and picture point systems, relied on the teacher to initiate social interactions and none focused on teaching students to initiate interactions. Based on these observations, Bondy and Frost created a functional means of communication for individuals with a variety of communication challenges. Although PECS was originally developed for young children with autism spectrum disorder (ASD), its use has become much more widespread. Through the years, PECS has been successfully implemented with individuals with varying diagnoses across the aged span. PECS is an evidence-based practice that has been highly successful with regard to the development of functional communication skills.
Nonverbal autism is a subset of autism where the person does not learn how to speak. It is estimated that 25% to 50% of children diagnosed with autism spectrum disorder (ASD) never develop spoken language beyond a few words or utterances.
Alpine Learning Group is a state approved, private special education school in Paramus, New Jersey, United States. Established in 1988, the school serves students aged 3 to 21 with autism spectrum disorder, and it is known to be a prestigious educational and research facility utilizing applied behavior analysis (ABA) services.