About our Center
Autism Therapy Center
Welcome to one of the leading centers for children and adolescents with ASD and neurodevelopmental disorders in the Czech Republic
-We work with the O.T.A. method, which has is developed and tested here.
-We also use other available methods effective in ASD
-Parents are an integral part of the therapeutic process and learn to work effectively with their child in the Center therapy of autism
Who are we?
The Center therapy of autism deals with therapy that positively affects the child's condition and the functioning of his family. There will find a complex of child-centered services from 9 months to adulthood, up to 19 years of age. Experienced university-educated professionals lead therapy from special pedagogues and psychologists, psychotherapists, and video trainers. New colleagues are teaching here; we supervise many workplaces in 10 regions of the Czech Republic. We work with clinical speech therapists, child psychiatrists, clinical psychologists, and pediatric practitioners, with early care counselors.
Open Therapy of Autism (O.T.A.)
A comprehensive therapeutic approach developed for children with pervasive developmental disorder, neurodevelopmental, and behavioral disorders, based on the latest neuroscience findings and applying modern theories for these disorders crucial.
The method is based on analysis and microanalysis of behavior and based on the principles of contact and successful communication as defined by the evidence-based method of Video Training of Positive Interactions of VTI (VIG Abroad). He prefers to establish a therapist - child, parent-child relationship, which he uses as a framework for behavioral work using visualization and feedback.
The method is focused on the behavior of the child as defined by the ABA-based evidence-based method but is based primarily on supporting attachment behavior - the basis for setting the primary intersubjectivity that awakens internal motivation (Trevarthen).
The method includes support and guidance of the child's family and the possibility of generalization of new skills into the home environment.
The method emphasizes the specific techniques of work according to the level and age of the child, and the therapeutic plan and works with the family based on an individual approach. We use O.T.A., but we also combine it with VTI. From the age of 30 months, we often use the TEACCH program and most of the 28 evidence-based ABA techniques.
Individual development of the necessary skills and inclusion in group work and cooperation training is significant.
The method was developed during a direct work of clinical and later school speech therapist, in a direct work in families using the VTI method (R.Straussová). Since 2012, this method developed as unique in the Center therapy of autism, where it is also verified, other centers trained, and many organizations in the Czech Republic supervised, since 2018 also organizations in Slovakia.
The effectiveness of the therapy verified in several studies, among others in the pilot project of VZP ČR on a group of ten children of the control and ten children of the intervention group, which worked for six months in the intensive treatment of O.T.A. (4h weekly) while working with their family.
A longitudinal study of the effectiveness of the early intervention O.T.A. conducted at the Faculty of Education, Charles University Prague in 2011 - 2016 on a group of 16 children. Another large-scale randomized study to verify O.T.A. in the Czech Republic.
In the therapy O.T.A. are trained healthcare professionals: clinical speech therapists, general practitioners through an accredited e-learning course, occasionally child psychiatrists. Furthermore, in early accredited courses of Ministry of Labour and Social Affairs counselors provide early care counselors. The training of teachers in this method are also accrediting under the Ministry of Education, Youth and Sports. At the Medical Faculty of the University of Ostrava, is teach method O.T.A.
Why pay attention to the first signals of different development?
The first signs of failure do not usually come at once and massively, but creeping and inconspicuous. The first changes in development are beginning to emerge as opposed to peers; the child forgets some of the skills; Well-intentioned advice of friends: "wait, it will come back!" it looks logical. After all, if a child knew how to do it, why not return? It is very advisable not to overlook these first signals, but to take them seriously. Because whoever is waiting can be unpleasantly surprised in six, ten months - the disorder becomes more and more apparent. Anyone who, on the contrary, does not take signs lightly, is very pleasantly surprised, his child catches up with his little ones in a year or two, and his development is typical and consistent with the healthy.
A child with developmental disabilities requires professional guidance and care from a developmental psychologist. O.T.A. uses the latest knowledge of neuroscience and developmental psychology, is based not only on the theory of mind but also on the theory of mirror neurons, which was defined as a theory essential for autism by prof. Baron-Cohen of the University of Cambridge. O.T.A's Intersubjectivity Theory is crucial to opening up a healthy toddler development. An integral part of this work is the optimization of attachment behavior. Working with the theory of mind and some behavioral approaches to setting limits are essential for working with toddlers.
We provide therapy from 3 to 19 years. We use O.T.A. attitude-driven approaches and VTI principles successful social communication based on microanalysis of child behavior, We seek and strengthen functional behavior patterns and involve a combination of behavioral techniques based on ABA, we also use visualization and TEACCH program. The bond between the therapist-child is essential for the work of O.T.A. It helps to activate the child's initiative on the principles of intersubjectivity. The work on communication development is basing on many years of speech therapy with children with autism, developmental dysphasia, and deaf people.
An integral part of success in working with a child with disabilities is the climate of the family system and its ability to resilience and the ability to participate in the application of new patterns of behavior and generalization of acquired child skills. Also, the possibility of cooperation in implementation to the other institutions. A sibling of a child with a disability is playing a significant role, who can represent a considerable advantage or, on the contrary, a significant threat to positive changes. It depends on the parents whether they can work on group engagement skills and support not only a child with disabilities but also his siblings for whom we offer C) T) A) the possibility of group therapies from 8 years of age.
email@example.com - for ordering and communication about therapies
firstname.lastname@example.org - for communication about payments for services
email@example.com - other questions, ordering books, etc.
firstname.lastname@example.org - ordering and questions for courses and seminars
One story of a family living with ASD
The story of being able to rejoice.
As soon as I put my head on my pillow, I almost fall asleep. Fatigue claims for a word. It doesn't matter that we sleep in a tent and people are still in the camp around him. I close my eyelids sweetly and ride back this day. Today we traveled four kilometers on a kayak in Sázava when Rudík had a kayak for himself, as did his wife, Vali and me. Just four real kayaks with which there are many wilder river descents than Sazava. But the road - before we got to this descents - it was long. The hardest obstacle was and still is the autism of my son Ruda. But we are no longer rookies. We succeeded in overcoming the upcoming autism with our daughter Vali by using the training with Romana Strauss (Vali no longer fulfills the criteria of the clinical picture of ASD, a common kindergarten and primary school, a regular schoolgirl from the age of 4). , we found a group of volunteers regularly working with Rudik, my college-educated wife gave up her career and started educating our son at home and various other "little things."
But the reward for us is kayaking in the summer and cross-country skiing in the winter, sleeping well at night and well-brewing during the day. And most importantly - internally satisfied. And what about us as parents? It's kind of like Buddhism: we live what's now and here and enjoy it. And things just happen on their own - we never know when. Actually - do you know the well-known success story? At the end of the 1960s, an American psychologist offered sweets to young children as part of a sociological survey as a reward. They could get either one candy right away or two candies - but not earlier than a quarter of an hour. You probably know the result. Children were followed up as they did in adulthood. Those children who were able to deny an immediate reward and wait for two candies were more successful in their productive life and more happier in life. For parents with children with ASD, this is equally true with a small variation - unfortunately, parents never know when they will experience success with their autistic children alias when they actually reach their two candies. But I know from my own experience that if you trust your child and you believe in yourself respectively what you do will undoubtedly happen. Today's kayaking trip confirmed it to me again. And what's the hardest thing about all this? Start with yourself, i.e., with us, parents. Because if you don't change yourself, you hardly want to change your children.
Dad of 10-year-old Rudolf (with low to medium-functional ASD; not speaking, difficult to understand speech and other forms of communication) and 7-year old Vali ("cured" autistic).