In September of 1998 Julie Frank, M.A. and I started a program for children with special needs in a public school in Mt. Arlington, New Jersey. We had both worked in ABA schools in the past and saw the gaps in the development of our students using this approach, especially once children started mainstreaming. Most obvious were the deficits in their social and abstract thinking abilities. Children who had received strictly ABA intervention were unable to be independent in mainstream environments. They could not problem solve, be creative, or basically "think for themselves". This led to severe independence and social deficits. 

Realizing this led us to search for ways to fill those gaps. The years previous to starting our current program were spent learning about other approaches including Floor Time (Greenspan-Weider). During these growth years we implemented Floor Time strategies in home programs, social skills groups, and part time in various schools. Eventually, we developed a substantial group of children in the Mt. Arlington area and were asked to start a program. Because the district and the parents had seen the incredible progress the children were making with this new approach, we were given the freedom to create our program using this model. We set up our program based on the developmental, individual, relationship-based approach (D.I.R.) model.

Julie and I were lucky that our district allowed us to create our program as we wanted. However, I have worked with many districts who are very reluctant to use anything but ABA in treating children with autism spectrum disorders. I have been to court several times for parents trying to get D.I.R. interventions into their children’s classrooms. 

It is obvious to us, at the program, that a multi-element development approach, individualized to the child’s needs, produces the best results. However, a mass education of professionals in the education field must take place before we will see the changes that are needed on a larger scale. This education needs to start in the universities. Additionally, more research needs to be done on these new approaches to counteract the ancient research studies done on ABA interventions that many people are still clinging to.

We at Celebrate the Children are eager to interact with other programs and individuals who use, or are interested in using, the D.I.R. approach in group situations. The success of the program has reinforced the need for more programs using this approach in our school systems. Celebrate the Children has also started several research projects within the program and is interested in collaborating with others on standardizing data collection protocols for D.I.R. interventions.