Within this intensive individual intervention, the child gradually learns all skills that are required for his/her effective functioning in everyday life. It is based on the principles of applied behaviour analysis and strives to transform challenging behaviour into more appropriate and socially more acceptable ways of functioning. It is one of the most effective evidence based therapeutic approach for children with autism, contributing to the improvement in their cognitive abilities, communication, social skills, play and adaptive behaviour. This intervention includes:

• the »learning to learn« programme
• programme for developing self-care and increasing independence
• special education programme for developing social communication
• reading and writing programme based on behavioural principles
• structured learning programme
• Picture Exchange Communication System (PECS).

Cognitive behavioural therapy is a form of evidence based psychotherapy for the treatment of a wide range of disorders. The therapist and a client cooperate in order to detect and understand difficulties in the context of interaction between thoughts, emotions and behaviours. This approach focuses on the present and intends to strengthen an individual’s potential. The therapist and the client specify therapeutic goals together and settle on a treatment plan. At the end, the goals and the therapy’s effectiveness are appropriately evaluated. During the therapy, the children/adolescents develop useful strategies in order to be able to deal with similar difficulties themselves in the future.

Play therapy (PT) is described as the strategic use of play in order to achieve specific intervention goals. It is often used in intervention with preschool children as it enables them to express their thoughts and feelings easier and more effectively. It is based on a dynamic interpersonal relationship between the child and the therapist. A child's overall development is reflected in play, which is what makes play therapy so special. It is, therefore, becoming a dynamic and increasing field of several therapeutic models, including those that are specifically useful for children with autism.

Play therapy is based on the assumption that play is the children’s most natural way of communication: toys are their words and play is their language. Through unstructured or only partially structured play activities, and without specific external rewards, the child expresses his/her experiences and interpretation of the world. In interaction with a competent play partner (therapist) and stimulating play materials, a child gradually exceeds the level of his/her everyday functioning. During play session, a play partner gently encourages a child into the so-called zone of proximal development, which represents a difference between the child's actual developmental stage and his/her potential developmental stage, which can be reached with the help of a developmentally more mature partner. The therapist is successful if his/her examples, directions and encouragements are directed into play activities that are difficult, but manageable for the child to reach.

Through work with the children with autism, the therapist focuses mainly on the areas of social interaction and communication, which are developed through expanding the collection of play activities and through their gradual upgrade.

Social skills training is a form of behavioural approach designed for youngsters who have difficulties relating to other people. It consists of twelve 90-minute consecutive sessions. Its main goal is to teach youngsters about the verbal as well as nonverbal behaviours involved in social interaction. They learn how to get included in a conversation, how to join a play, how to make a "small talk", how to defend oneself from bullying… Social skills training helps them to learn to interpret variety social signals, so that they can determine how to act appropriately in the company of other people in different situations. It can considerably improve their ability to function in everyday social situations because their self-esteem raise as others respond more favorable to their actions.

Groups are based on play therapy principles. They consists of twelve 90-minute consecutive sessions that are led by two adults. Groups are small enough to be able to take in the consideration every child’s individuality (3-4 children per group) and to develop his/her full potential. The main goal is to offer preschool children with autism an opportunity to develop their play skills such as turn-taking and sharing play materials in a safe and encouraging environment. Children need these sort of skills to be capable successfully start and maintain good social interaction with peers. This represents a foundation for the development of friendships, which are considered as an important mental health protective factor.

Studies have shown that physical exercise helps to decrease stereotypical, aggressive and avoidance behaviour. Motor skills training is intended to decrease these unwanted behaviours and to teach children socially more appropriate behavioural patterns through entertaining and dynamic physical exercise. Children strengthen basic gross motor skills, develop suitable social skills and gain the experience of collaboration, self-discipline and persistence. Motor skills training is held once a week for 60 minutes over ten consecutive sessions.