METHODS
Precision Teaching was developed by Ogden R. Lindsley, Ph.D. Using a Standard Celeration chart, Dr. Lindsley blended heart and science to guide instruction and accelerate the frequency of skills by continuously measuring individual performance. The goal is to build endurance until a learner can maintain higher frequencies over longer periods of time.
Athletes, musicians, and movie stars know the value of practice until critical foundation skills are automatic and accomplished, almost without thinking. Precision teachers provide clear, direct, and sequential instruction of manageable bits. We make practice fun, efficient, and effective, without hours of boredom and unmonitored trial and error by adding the element of time. 
Care Enough to Chart!
Assessment is continuous and cumulative to track both acquisition and maintenance of concepts. Progress is recorded as students actively participate in setting goals which are taught to a fluency (accuracy plus speed) that makes them easy and stress-free. Data is recorded by our students and feedback is immediate as learners are reinforced for their efforts in a positive environment. By charting performance, the teacher is held accountable for whether, when and how to change instruction; we do not get to blame the student!
Accurate assessment pinpoints specific areas of need. No time is wasted on skills already mastered. Once component skills are mastered, more complex skills are achieved with greater ease. Learning opportunities decelerate and corrects will soar! Students take control of their learning as skills generalize effectively to a variety of disciplines and environments after instruction is terminated.
Every Minute Counts!
Direct Instruction
My turn . . . Our turn . . . Your turn
MODEL . . . LEAD . . . TEST
The assumption of Direct Instruction is that all children will learn if taught effectively. Learning is sequentially characterized by small steps, and lessons are scrupulously efficient. Our program is designed so teachers do not engage in long explanations, and children produce a high rate of responses per minute. We simply pack more practices into a period than in traditional learning environments.
We do not ask our students to recreate the wheel, but we do take the guesswork out of learning! 
ABA Therapy
University of Washington Trained therapists design and implement comprehensive early intensive behavior intervention programs. We provide science-based clinical services which have proven to be highly effective and replicable in alternate environments with other people at different times.
Tag Teaching
TAG teaching (Teaching with Acoustical Guidance) allows practitioners to pinpoint precise skills and give immediate effective positive feedback to students. Trained by Karen Pryor, our director has streamlined the learning process to make learning fun and efficient. Individuals are positively reinforced for their successes without the emotional entanglements of too many words. Just as gymnastic coaches train athletes with the TAGteach system, individuals train for academic improvement while competing only against themselves, not to others.
Sensory Integration Therapy
Sensory integration therapy is based on the assumption that the child is either over or under-stimulated by the environment. The aim of sensory integration therapy is to improve the ability of the brain to process sensory information so the child will function better in his daily activities. Although sensory integration has not yet been empirically validated, we incorporate activities for those who are sensitive to touch and other stimuli as long as improvement in play,
learning, and interacting with people and surroundings is measurably evidenced.
Greenspan’s Floor-time
Floortime is an approach to play which focuses on building healthy foundations for social, emotional, and intellectual interaction. Rather than looking for the differences in behavioral and developmental methods, we strive to look for the similarities and common goals. Students thrive when spontaneous emotional and social skills are first strengthened.1
Relationship building activities may take place on the floor for younger children, but eventually grow into conversations with others in the learning center or in other environments. Floortime involves a team approach with practitioners, family members, peers, and volunteers. With mastery of emotional development, children develop creativity, a moral sensibility, and the ability to empathize.2 
1. Dempsey, I., and P. Foreman. 2001. "A Review of Educational Approaches for Individuals with Autism." International Journal of Disability, Development and Education v48 n1 p103-16 Mar 2001.
2. Greenspan, Stanley I. M.D. (1997). The Growth of the Mind and the Endangered Origins of Intelligence. Cambridge: Perseus Books.