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 The ESCALATE Model classroom is testing and evaluating the early education of children with autism and pre-autism in an inclusive setting. Currently, one model classroom is located at the
Early
Learning
Center in downtown
Chattanooga and the other is at the
East
Brainerd
Early
Learning
Center campus. Each of the two toddler classrooms has three children with autism and nine children who are typically developing. As a participant in an ESCALATE classroom, children with autism attend five days a week with weekly home visits.
Some of the core components of ESCALATE  classrooms are:
- Inclusion: Children with delays and disabilities are in classrooms with children who are developing typically.
- Routines-Based Interview (RBI): This family-centered interview is designed to produce functional goals
to improve the family’s quality of life.
- Integrated therapy: Additional services such as physical, speech and occupational therapy are provided within the routines of the classroom. This provides learning opportunities for teachers while allowing children to participate in ongoing routines.
- Incidental teaching: This technique ensures skills are taught during child-directed activities. Unlike more traditional approaches, children are taught during natural routines, which increases engagement and generalization.
- Zone Defense Schedule: This component focuses on classroom arrangement, materials and staff responsibilities to promote engagement and learning during all activities, including transitions from one activity to another.
- Data collection: Data are taken to evaluate instructional practices and monitor a child’s progress toward meeting functional goals.
See the Models and Principles Used page to learn more about ESCALATE classrooms.
ESCALATE is funded in part through the Tennessee Department of Education via an American Recovery and Reinvestment Act federal award.
Siskin Children's Institute seeks to affirm the dignity and worth of every person. It is, therefore, the policy of the Institute to practice and ensure the fair and equitable treatment of all constituents with respect to race, religion, ethnicity, national origin, political belief, socio-economic status, age, gender, sexual orientation, or disability. The Institute promotes the full realization of this policy through all organizational practices including admission and participation in programs and services.
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