Methodology is implemented, which is “Treatment and Education of Autistic and Communication Handicapped Children”. It is one of the globally recognized methods employed to teach children with ASD.

TEACCH is based on the "Culture of autism", which means to understand the characteristics and pattern of thinking of the individuals with autism using the intervention of structured teaching. It is highly dependent on structure, organization, visual information, and routines.

The key elements of "Structured Teaching" include:

• A highly structured physical environment and development of visual boundaries
• Using visual supports to help students learn and process information
• Utilizes schedules and visual work systems
• Contains visually structured tasks
• It can be generalized in various settings

Applied Behaviour Analysis is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior. It focuses on the principles that explain how learning takes place. Positive reinforcement is one such principle. When behavior is followed by some sort of reward, the behavior is more likely to be repeated. Through decades of research, the field of behavior analysis has developed many techniques for increasing useful behaviors and reducing those that may cause harm or interfere with learning. Applied behavior analysis (ABA) is the use of these techniques and principles to bring about meaningful and positive change in behavior.

• Providing a daily schedule in a visual format will make the day predictable, ease transitions and reduce stress;
• Full day, may break the day into sections, or display only a part of the day at a time.
• May use photos, line drawings, picture symbols or words.
• Reminders of what to do, such as posted rules, “to do” check lists.
• Charts displaying consequences for appropriate actions.
• Visually displaying free time or other choices helps child to understand process of decision making.
• A teacher provides visual schedules of the day’s events in a location easily seen by the student. A visual schedule is written out and paired with picture symbols to increase understanding.
• A teacher provides individual student schedules attached to the student’s desk for accessibility.

ADL - Activities of Daily Living are given priority along with PECS Communication. Requesting to go to toilet, asking for water/food, asking for a break are the main ADL components

• Daily Recording in record books (Hard copy Discussed and retained in the office)
• SSCC assessments of each child (Hard copy Discussed and retained in the office)
• Monthly review of short term goal and objectives (Soft Copy /Hard copy Discussed and retained in the office)
• CARS ratings given by the licensed clinician are used for IEP formation.
• Comprehensive skills of our students are assessed as the end of every term

Children included in individual sessions until they have improved the attention, the concentration, impulse control, capacity to follow instructions.

Aimed at social inclusion specific skills and interaction with others, objects and interactions in challenging and competitive games.

• Introduction of the conventional Tamil Nadu Vegetarian food, which has greatly helped in reducing the hyper activity in children with ASD
• Avoid Junk food; follow Gluten Free and Casein Free diet.
• Snacks and Lunch are provided at school.