REACH offers the STEP method or the Special Therapy and Educational Programs as an intervention. STEP is further expanded in the Ladder Curriculum where skills are being dealt with step by step in respect to the individual's spectrum of capabilities.

A Multi-Disciplinary Team (MDT) works as a single unit in determining an individual's needs and priorities. REACH holding the helm of the MDT uses the LIFE approach for people with autism. It points toward a Lifelong, Integrated, Functional and Evolving program in the development of skills. It aims to:

•  Bring together many disciplines and professional perspectives to help work on the individual's case

•  Gather all necessary information on a child in order to determine the most effective and practical direction for him on his special education

•  Prepare the child for current and future placement, living arrangements and independence

•  Respect the person with autism's varying ability, intelligence and behavior.

+ First things First

For learning to take place, necessary attending skills need to be developed:

•  Attending skills ( sitting, eye contact, waiting, responding when called)

•  Imitation skills ( fine and gross movements, oral)

•  Receptive and Expressive Language

•  Self-help skills ( toileting, eating programs, grooming)

+ Behavior/Adaptation

Behaviors interfering with the ability to learn are addressed:

•  Aggressive behaviors

•  Disruptive

•  Resistant behaviors/non-compliance

•  Obsession, rigidity, resistance to change

•  Self-stimulation and other stereotypic behavior

•  Manipulative and attention seeking behavior

•  Cut-off or Avoidance behavior


+ Communication

Structured intervention programs are provided to develop functional communication for both verbal and non-verbal persons with autism. Use of signs, visuals and other augmentative forms of communication together with speech and language help develop as many functions as possible in order that the child may appropriately communicate needs and wants.


+ Gross and Fine Motor Skills

These are provided to develop the child's ability to control balance, body coordination, strength and speed. Other skills such as eye-hand coordination, finger dexterity and motor control are also taught.


+ Functional Skills

Skills to promote independence in performing activities of daily living (ADL) such as toileting, bathing, dressing, grooming, feeding and other skills for independent living are taught.


+ Pre-vocational skills

Skills in arts and crafts, clerical works such as filing and handling office equipments, working in an assembly line and other profitable activities as well as managing one's work behavior are pre-adolescent skills taught.


+ Pre-academic/Academic skills

Basics of numbers, alphabet, shapes and sizes, reading, mathematics and basic concepts of Science are taught in the context of the functional use for the child.


+ Adaptation/Community Integration

Focuses on developing the autistic person's ability to work and live with people and develop skills for community survival such as independent living, recreation and play, pre-vocational and sensorial skills.


+ Sensorial and adaptation skills

Addresses other areas of development which interfere in the learning process by modifying unusual behavioral response to visual, auditory, tactile, proprioceptive and vestibular response to stimuli.