Programme d'enseignement intensif de six mois | Résultats (3 à 5 ans) | Résultats (5 à 11 ans) | Résultats (11 à 18 ans) | Résultats (18 ans et plus) | Dates
Résultats (3 à 5 ans)
The FEDEA Super Six Month Program is an intensive and unique teaching program which is only available at the FEDEA Swiss International Center for Autism, Morges, Switzerland. It allows children with autism to catch up with developmental and academic delays, to correct their behaviour and to develop their communication skills.

This FEDEA Program achieves outstanding results in six months intensive teaching!

We advise parents to enrol their child with autism as soon as possible. It is essential to correct the development of children with autism from a very early age, every day counts! At pre-school age the child's brain is still extremely plastic and our intervention makes it possible to remodel brain connexions and to compensate for developmental delays and anomalies.

The results measured at the end of the FEDEA Super Six Months Program are impressive in terms of development, academic skills, social and communication abilities. The students who are within the normal range of intelligence are then ready to follow an age appropriate academic program.

Each student following this program is assessed with three different tests, at the beginning and at the end of the program.

The intervention results are typically stunning, with Intelligence Quotient (IQ) increases of 10 to 30 points in six months, depending on the child's profile. At this age, when the child has good abilities or/and mild autism, the IQ increase can even be as high as 40.

Here is an actual example of a pre-school child with good abilities.

The child is 51 months old at the beginning of the program and 58 months old at the end of the intervention (with a one month holiday during the program).

Child's IQ at the start of the intervention: 64
Child's IQ at the end of the intervention: 102
BEFORE (see graph above):

- cognitive level of 33 months at the start of the program (18 months' delay): obsessionnal interest with object letters and numbers which he constantly arranges in a line and in order on the floor without understanding that letters are part of words or that numbers represent a quantity; no other interest in objects except for his ipad; reluctant to work with other teaching material than letters and numbers; not able to sit for more than a few seconds; cries a lot; huge problems with transitions.
After a week he already sits for short work sessions, accepts transitions better, starts understanding short instructions, objectives of some exercises and cries much less.

- significant receptive and expressive language delay:
does not look at people; does not react when called by his name; does understand some words (common objects, food); does not follow simple instructions ("come", "sit", give me").
Can repeat and articulate all phonemes well and can repeat and articulate short words (two syllable words) well but needs several prompts to do so; when asked to repeat sentences, repeats the last word of the sentence only; cannot use a simple word to request for a favourite object (alphabet book) (Phase 1 PECS introduced).

- fine motor skills level of 30 months at the start of the program (21 months' delay):
cannot hold his pencil correctly, presses too heavily on the pencil making holes in the paper, can only scribble, can trace very big sometimes illegible capital letters which he traces on top of each other on a sheet of paper; cannot colour but scribbles; cannot hold his spoon or fork correctly.

- global motor skills level of 32 at the start of the program (19 months' delay): not able to imitate simple global motor movements; difficulty in holding his tennis racket, standing on roller blades or on ice-skates, using a scooter.

- behaviour problems: has frequent tantrums because he does not understand instructions or wants to have his own way; difficulty with transitions (changing activities in the classroom, changing classes in the school, going outside the school for sport activities); tantrums because his wants to use the teaching materials his own way (insists on lining up letters and numbers); gets deliberately wet several times a day in order to go out of the classroom or to get attention to obtain what he wants and cannot have or because he is unhappy with a situation he does not like (not allowed to climb on tables and chairs),this as a means of prostesting.

- autonomy level of 21 months (30 months' delay): cannot undress or dress himself, cannot put on/take off his shoes (velcro shoes); cannot feed himself alone with a spoon, drinks from his bottle only; eats only food from home (only baby food or soups); refuses to eat with the other students in the cafeteria (needs to be distracted with his favourite letters to be fed in a separate room).
END OF PROGRAM (see graph above):

- cognition level of 58 months (no more cognitive delay; cognitive level corresponding to his chronological age): uses letters to build sight words, showing an understanding of the function of letters; can read short words of one to three syllables; can write short words of one to two syllables without models; understands the meaning of the words he reads and writes; English and mathematics are his favourite study subjects; science is a subject he is now interested in; is now interested in all types of study supports (objects, flashcards, books, worksheets); sits for 20 minute work sessions; wants to work and to do his work sessions.

- receptive language level of 27 months (11 months' improvement) and expressive language level of 30 months (7 months' improvement): looks at people and even turns when called by his name; understands most substantives, adjectives and verbs corresponding to his age; understands short instructions, some two part instructions; repeats two and three syllable words spontaneously; repeats three words sentences; answers the questions "what do you want?" or "what is it?" with "I want book!" or "it is letter A!" (Phase 5 PECS).

- fine motor skills level of 46 months (16 months' improvement): holds his pencil without a grippie; presses correctly on his pencil; writes all legible capital letters, one after the other (no more on top of each other); starts writing lower-case script letters (most of the alphabet); colours much better, filling the space adequately with his pencil; can hold his spoon and use his fork much better.

- global motor skills level of 38 months (6 months' improvement): can imitate most global motor movements; holds his tennis racket and can catch beginners' balls (right hand shot); stands on his roller-blades and ice-skates with help; loves school sport activities.

- much better behaviour: less tantrums at school because he now understands and wants to follow his daily schedule; can now also express himself much better with PECS and/or words, with actions or objects and has therefore less and less tantrums; does not get wet anymore; can sit and move correctly in the classrooms(no more climbing).

- autonomy level of 26 months (5 months' improvement): can undress himself; is learning to dress himself; can put on/take off his shoes (velcro shoes); can feed himself alone with his spoon and fork; can drink with a glass; eats most of the school food without motivating objects; eats together with the other students in the school cafeteria.

- academic level: level one for all study subjects; this child is now academically in advance on his peers.
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