Empowering Progress

Introducing the Children's Autism Center, formerly known as Child's Play Plus. Our experienced professionals provide increased accessibility, resources, and unmatched ABA therapy tailored to your child's needs.

Children's Autism Center acquired the operations of Child's Play Plus in March 2024


Frequently Asked Questions

Included below are frequent questions we receive from visitors at Child’s Play. For more extensive information, be sure to visit our resources page at the top menu.

Autism Questions

What is autism?

Autism, or Autism Spectrum Disorder (ASD), is a general term for a variety of brain developmental disorders, and the severity varies based on the affected child. Autism is characterized by the difficulty to interact socially and communicate both verbally and nonverbally. These disorders can also be linked to intellectual issues and difficulties with attention and coordination, as well as unusual reactions to sensations or certain people. A detailed symptom checklist is available here.

What is Applied Behavior Analysis (ABA)?

ABA is most widely used in the mainstream as a method of identifying the specific needs of a patient in order to develop individualized instruction geared towards improving the symptoms of autism. This process has been proven to work as it assesses what skills the patient is lacking and initiates how they can be improved for the better. Today, ABA is widely recognized as a safe and effective treatment for autism. It has been endorsed by a number of state and federal agencies, including the U.S. Surgeon General and the New York State Department of Health. Over the last decade, the nation has seen a particularly dramatic increase in the use of ABA to help persons with autism live happy and productive lives. In particular, ABA principles and techniques can foster basic skills such as looking, listening and imitating, as well as complex skills such as reading, conversing and understanding another person’s perspective.

What does ABA intervention involve?

Effective ABA intervention for autism is not a “one size fits all” approach and should never be viewed as a “canned” set of programs or drills. On the contrary, a skilled therapist customizes the intervention to each learner’s skills, needs, interests, preferences and family situation. For these reasons, an ABA program for one learner will look different than a program for another learner. That said, quality ABA programs for learners with autism have the following in common:

Planning and Ongoing Assessment

* A qualified and trained behavior analyst designs and directly oversees the intervention.
* The analyst’s development of treatment goals stems from a detailed assessment of each learner’s skills and preferences and may also include family goals.
* Treatment goals and instruction are developmentally appropriate and target a broad range of skill areas such as communication, sociability, self-care, play and leisure, motor development and academic skills.
* Goals emphasize skills that will enable learners to become independent and successful in both the short and long terms.
* The instruction plan breaks down desired skills into manageable steps to be taught from the simplest (e.g. imitating single sounds) to the more complex (e.g. carrying on a conversation).
* The intervention involves ongoing objective measurement of the learner’s progress.
* The behavior analyst frequently reviews information on the learner’s progress and uses this to adjust procedures and goals as needed.
* The analyst meets regularly with family members and program staff to plan ahead, review progress and make adjustments as needed.

ABA Techniques and Philosophy

* The instructor uses a variety of behavior analytic procedures, some of which are directed by the instructor and others initiated by the learner.
* Parents and/or other family members and caregivers receive training so they can support learning and skill practice throughout the day.
* The learner’s day is structured to provide many opportunities – both planned and naturally occurring – to acquire and practice skills in both structured and unstructured situations.
* The learner receives an abundance of positive reinforcement for demonstrating useful skills and socially appropriate behaviors. The emphasis is on positive social interactions and enjoyable learning.
* The learner receives no reinforcement for behaviors that pose harm or prevent learning.

What about School?

While education is important, it is surpassed by needs of health and safety. Clients who regularly miss public school to go to ABA appointments may need to enroll as a home schooled student. This Link will take you to the appropriate form, along with additional resources.

What kind of progress can be expected with ABA?

Competently delivered ABA intervention can help learners with autism make meaningful changes in many areas. However, changes do not typically occur quickly. Rather, most learners require intensive and ongoing instruction that builds on their step-by-step progress. Moreover, the rate of progress – like the goals of intervention – varies considerably from person to person depending on age, level of functioning, family goals and other factors.

Some learners do acquire skills quickly. But typically, this rapid progress happens in just one or two particular skill areas such as reading, while much more instruction and practice is needed to master another skill area such as interacting with peers.

What caused my child’s autism?

The following information is not meant to prevent, diagnose or treat autism and should not take the place of personal consultation, as appropriate, with a qualified healthcare professional.

One of the most common questions asked after a diagnosis of autism, is what caused the disorder.

We know that there’s no one cause of autism. Research suggests that autism develops from a combination of genetic and nongenetic, or environmental, influences.

These influences appear to increase the risk that a child will develop autism. However, it’s important to keep in mind that increased risk is not the same as cause. For example, some gene changes associated with autism can also be found in people who don’t have the disorder. Similarly, not everyone exposed to an environmental risk factor for autism will develop the disorder. In fact, most will not.

Autism’s genetic risk factors

Research tells us that autism tends to run in families. Changes in certain genes increase the risk that a child will develop autism. If a parent carries one or more of these gene changes, they may get passed to a child (even if the parent does not have autism). Other times, these genetic changes arise spontaneously in an early embryo or the sperm and/or egg that combine to create the embryo. Again, the majority of these gene changes do not cause autism by themselves. They simply increase risk for the disorder

Autism’s environmental risk factors

Research also shows that certain environmental influences may further increase – or reduce – autism risk in people who are genetically predisposed to the disorder. Importantly, the increase or decrease in risk appears to be small for any one of these risk factors:

Increased risk:

  • Advanced parent age (either parent)
  • Pregnancy and birth complications (e.g. extreme prematurity [before 26 weeks], low birth weight, multiple pregnancies [twin, triplet, etc.])
  • Pregnancies spaced less than one year apart

Decreased risk:

  • Prenatal vitamins containing folic acid, before and at conception and through pregnancy

No effect on risk:

  • Vaccines. Each family has a unique experience with an autism diagnosis, and for some it corresponds with the timing of their child’s vaccinations. At the same time, scientists have conducted extensive research over the last two decades to determine whether there is any link between childhood vaccinations and autism. The results of this research is clear: Vaccines do not cause autism. The American Academy of Pediatrics has compiled a comprehensive list of this research. You can view and download the list here.

Differences in brain biology

How do these genetic and nongenetic influences give rise to autism? Most appear to affect crucial aspects of early brain development. Some appear to affect how brain nerve cells, or neurons, communicate with each other. Others appear to affect how entire regions of the brain communicate with each other. Research continues to explore these differences with an eye to developing treatments and supports that can improve quality of life.

I think my child has autism, but I am not sure. How can I find out?

If you are noticing abnormalities in your child that involve a lack of social interaction and/or communication skills, unusual and repetitive behavior, or a lack of common interests, it is recommended that you talk to your pediatrician to set up a screening for autism. According to the American Academy of Pediatrics, children should be screened for autism between 18 and 24 months of age. After this initial screening, further evaluations can be done by medical professionals specializing in autistic behavior if deemed necessary.

How is autism diagnosed?

Although there is currently no blood test associated with diagnosing autism, your child can be diagnosed based on behavioral performance. Autism screenings and more in-depth measures administered by a neurologist or similar can lead to the most in-depth results. Some distinctive behaviors that can lead to a diagnosis of autism include a lack of interactive and communicative skills and a display of restrictive or repetitive behaviors.

It is of note that many insurers have particular types of diagnostic tools and particular types of professionals that must implement those tools to equate to an acceptable diagnosis. Check with your insurance company or let us do it for you to ensure you get the tool you need to get answers.

What can I do on a regular basis to improve my child’s prognosis?

Focus on your involvement in therapy, and maintain a regular attendance record with your ABA provider. More research is needed to determine why some children with autism respond more favorably to early intensive ABA than others do. Currently, it remains difficult to predict the extent to which a particular child will benefit.

However, in some studies, researchers compared intensive ABA with less intensive ABA and/or other early intervention or special education programs for children with autism. Generally, they found that children who receive intensive ABA treatment make larger improvements in more skill areas than do children who participate in other interventions. In addition, the parents of the children who receive intensive ABA report greater reductions in daily stress than do parents whose children receive other treatments.

Are all people with Autism intellectually disabled?

No, this is a common misconception associated with autism on a regular basis. In fact, people diagnosed with autism can be intellectually gifted in certain areas. According to Autism and Resources Connecticut, fewer than 50 percent of people with autism actually have an intellectual disability.

When should my child with Autism begin to receive services?

It is very important to provide early intervention in your child’s development in order to make the most dramatic positive impact. Since young brains are the most flexible and make the most progress, early intervention is a crucial aspect of the developmental process and might even reduce the need for any intensive care later. Child’s Play Behavior Analysis welcomes children from toddlers to teens and encourages beginning therapy as early as possible.

How can I help socialize my child with his or her peers?

A number of different techniques can be used in order to improve your child’s social and coping skills, especially when interacting with his or her peers. However, your child’s needs are specific to them. Blanket solutions and too-good-to-be-true solutions often prove to be just that. At Child’s Play, our behavior analysts provide individualized support that will help you and your child learn what steps can be taken to create a positive social environment.

Is there a standard treatment for Autism?

Since each child’s case is different, there is no concrete, worldwide treatment for children with autism. However, there are many treatments that have been tested; yet most don’t have the scientific proof to back them. Child’s Play Behavior Analysis chooses to use Applied Behavior Analysis (ABA) as the preferred therapy because it has been proven to work throughout years of independent and peer-reviewed research. ABA is endorsed as a scientifically proven approach by organizations like the American Academy of Neurology, Autism Society of America, and many others. The Surgeon General issued a report endorsing ABA as a most efficient means of therapy for people with autism.

How does Autism affect behavior?

Those diagnosed with autism often display disruptive or aggressive behavior due to the inability to communicate verbally. Those diagnosed usually express themselves through several types of behavior, whether it is violent, inappropriate, or unusual. These behaviors are usually to escape, gain access, seeking attention, or simply because they like or receive stimulation from it.

Is there medication for Autism?

Currently, there is no specific medication for autism. However, there are many medications that can help eliminate specific symptoms of autism such as depression, anxiety, aggression, etc. Your physician may wish to prescribe medications to offset some of these issues. It is important to note that changes in brain chemistry can affect behavior and in a way that is impossible to measure. Repeated and/or rapid changes or instability in medication delivery can negatively impact behavior change by even the most practiced clinicians or ABA programs.

Can people with autism live independently?

Some people diagnosed with autism are capable of living independently, however, many may need either partial or fully assisted living accommodations. Determining whether or not a person with autism can live by him/herself is completely based on the severity of his or her autism and how intensive and early intervention was possible to begin. A strong and early start with Applied Behavior Analysis is proven to be the most effective way to ensure the best life possible.

Can Autism be cured?

There is no known “cure” for autism currently, but understanding that autism can affect individuals in different ways is important. Making sure that the most clinically proven forms of treatment are available to your child, at the earliest age possible, will give him or her a greater chance of experiencing reduced symptoms and living a happy, enriched life.

How will I pay for my child’s services?

Currently, more and more private insurance companies across the nation are covering autism therapies. Unlike in the past, it is becoming increasingly easy to gain insurance coverage for ABA with a diagnosis of autism. Indiana led the nation in 2001 with its insurance mandate for autism coverage, and The Affordable Care Act in 2009 enabled individuals to purchase a policy for individual or family coverage independent from their place of work. Coverage for your child with autism is now as simple as logging on to your computer and purchasing a qualifying plan. There are also several other payment methods available for your child’s treatments such as Social Security Disability Insurance, community based waivers, and family grants to aid in autism related expenses. It is of important note that most of these taxpayer-funded programs do not however currently pay for ABA services.

Why does ABA often use edible reinforcers with children, such as candy?

Edibles are often used due to the fact that food can be a very powerful reinforcer. However, the goal is to always to fade out the use of edibles over time and use more natural reinforcers like social praise and intrinsic reward as they become more reinforcing to the child over the course of therapy. Just like any other behavior, learning to like other things applies, and it has to be learned over time!

Doesn’t that mean you just use bribery to get kids to do what you want? I tried that!

Bribes are never used in ABA as they are not an effective behavioral strategy. Bribery is ineffective because it used after a negative behavior has already occurred (i.e., “If you stop crying, I will give you a cookie”). ABA teaches individuals that rewards are contingent on appropriate behaviors (i.e., if I do what my mom says, I will get rewarded).

Occupational Therapy Questions

What is Occupational Therapy?

Occupational Therapy (OT) helps children of all ages and abilities do the things they want and need to do through the therapeutic use of daily activities (aka occupations). Our sessions are play-based and feel more like fun than work! We use meaningful therapy strategies to reach the goals of each patient.

OT focuses on adapting the environment and/or task to fit the person. It is an evidence-based practice deeply rooted in science. At Child’s Play, our team works directly with integrated treatment plans and goal setting alongside the ABA and Speech teams, when applicable.


Occupational Therapy services typically include:

  • An individualized evaluation, during which the patient, their family and the Occupational Therapist determine the patient’s goals.
  • Customized intervention plan to improve the patient’s ability to perform daily activities and reach their goals.
  • Regular progress monitoring to ensure that goals are being met and/or make changes to the intervention.


What do OT interventions involve?

Occupational Therapy helps with barriers that affect a person’s emotional, social and physical needs. To do this, they use everyday activities, exercises and other therapies to:

  • Improving school performance
  • Aiding daily activities
  • Boosting self-esteem and sense of accomplishment
  • Developing fine motor skills (grasping and releasing, developing good handwriting or computer skills, etc.)
  • Improving eye-hand coordination (for play or required school skills)
  • Learning and mastering life skills such as bathing, getting dressed, brushing teeth, self-feeding etc.
  • Learning positive behaviors and social skills by practicing managing frustration and anger.
  • Implementing special equipment to help build independence (wheelchairs, splints, bathing equipment, dressing devices, communication aids etc.)

There are five primary intervention types:

  1. Occupations and activities: In occupational therapy, occupations and activities interventions refer to specific activities that can be done every day or have therapeutic purposes.
  1. Preparatory methods and tasks: It helps to think of preparatory methods and tasks as ways to warm-up properly for an activity or therapy and support progress. Example: Rather than going straight into a physical activity like washing dishes, a patient may use therapy putty to ensure adequate hand strength and flexibility.
  1. Educations and training: Education and training may involve not only patients, but also family members, caregivers or teachers. These interventions may include helping parents understand how their child is using an adaptive tool, such as a weighted blanket, to feel comfortable and secure.
  1. Advocacy: Patients often need someone to support them in their goals. OTs offer advocacy, personal encouragement and may assist patients with methods and behaviors to advocate for their own needs.
  1. Group Intervention: Occupational therapy treatment sometimes involves participating in group interventions. An occupational therapist will be able to identify appropriate, beneficial opportunities in the community or elsewhere that will help keep the progress of patients moving forward.


Do I need a referral to begin services?

Yes. We require a written referral by a physician or certified nurse practitioner to begin therapy. This helps us coordinate our services with the care plan laid out by your child’s physician. Referrals can be written on a prescription form or the physician’s letterhead. Ask your physician to fax the referral to 260-471-0285.


What can I expect from an OT evaluation?

In the initial evaluation, you and your child will meet with an Occupational Therapist here at Child’s Play Plus where they will get to know your child and discuss your concerns. The assessment includes a series of standardized tests, observation through play, and medical history information from you as the parent. Through the evaluation, necessity and treatment options will be determined. After the evaluation is complete, the therapist will review the results with you and discuss the recommended treatment options. We communicate our findings with your child’s referring physician on your behalf.


How can I prepare my child for their first therapy appointment?

We know that your child may feel anxious about their visit, so we will do everything we can to help them to feel comfortable from the moment they arrive. Our therapy areas are child-friendly, bright and colorful spaces. For their first appointment, your child might simply get to know their therapist and begin to establish familiarity with them.


Do I need to be present for my child’s therapy appointment?

As a parent/caregiver, you must remain in the building for the duration of your child’s therapy session where you are welcome to relax in our waiting room. After your child has completed their session, they will be escorted by their therapist back to the waiting room. The therapist will use this time with you for a brief one-on-one recap of the session and are available to answer your questions.



All of our families have different levels of insurance coverage and medical benefits either through assistance or private insurance companies. Child’s Play will help you by communicating with your insurance provider to determine your benefits and coverage. Any remaining cost (if any) will be your financial responsibility. If payment cannot be made in full, our billing department will work with you to arrange a payment plan.

 If your household needs financial assistance, we encourage you to complete a financial hardship application yearly, and whenever your financial situation changes. This policy may reduce your amount of required payment from Child’s Play based on a standardized household income scale. There are grants from third parties available that may reduce or reimburse your out-of-pocket costs as well.

Child’s Play Plus requires copays to be paid in full at the time of service.


What kind of progress can be expected with occupational therapy?

Measuring progress is an individual focus. Each child has an individualized evaluation with goals created from parent input, assessments performed and observations of the child. Each goal is discussed with the parent and is continued until the child has reached their maximum potential and independence.


What can I do on a regular basis to improve my child’s prognosis?

Parents can assist in improving their child’s prognosis by maintaining regular attendance and applying any and all suggestions that our therapists make through regular communication that is completed through our Hi Mama app, email and phone communication. We are always available to assist our parents!

Speech Questions

Who is a Speech-Language Pathologist? 

A Speech-Language Pathologist (SLP), sometimes referred to as a Speech Therapist, is an expert in communication. Our Speech team works with kids of all ages and abilities to diagnose and treat many types of communication and feeding disorders and delays.

These include interventions for:

  • Speech Sounds – how we say sounds and put sounds together into words. Other words for these problems are articulation or phonological disorders, apraxia of speech, or dysarthria.
  • Language – how well we understand what we hear or read and how we use words to tell others what we are thinking. In adults this problem may be called aphasia.
  • Literacy – how well we read and write. People with speech and language disorders may also have trouble reading, spelling, and writing.
  • Social Communication – how well we follow rules, like taking turns, how to talk to different people, or how close to stand to someone when talking. This is also called pragmatics.
  • Voice – how our voices sound. We may sound hoarse, lose our voices easily, talk too loudly or through our noses, or be unable to make sounds.
  • Fluency – also called stuttering, is how well speech flows. Someone who stutters may repeat sounds, like t-t-t-table, use “um” or “uh,” or pause a lot when talking. Many young children will go through a time when they stutter, but most outgrow it.
  • Cognitive Communication – how well our minds work. Problems may involve memory, attention, problem solving, organization, and other thinking skills.
  • Feeding + Swallowing – how well we suck, chew, and swallow food and liquid. A swallowing disorder may lead to poor nutrition, weight loss, and other health problems. This is also called dysphagia.


What is a Speech evaluation?

An evaluation allows a speech therapist the opportunity to assess your child’s development. This assessment may include a standardized test, observation through play, medical history information or reports from you as the parent. Through the evaluation, it will be determined if treatment is necessary. If you have concerns about speech and language development for your child, a good first step is to have an evaluation.


What is the right age for Speech Therapy?

There is no “right age” for speech therapy because each child is unique in their development.

For example, if a baby is not babbling, smiling or making eye contact, early intervention could start as early as a few months of age. For a lisp, trouble with the “rrr” sound or stuttering, treatment may begin at a later age. Intervention differs based on the skill set that needs attention and is determined by their initial evaluation.


My child needs feeding therapy. Should seek Speech or Occupational Therapy?

Speech Therapists (SLP) know the ins and outs of the oral motor structures and focus on the “act” of eating. If your child is having difficulty chewing/manipulating foods, keeping food in their mouth, taking a long time to chew/swallow, and/or are coughing a lot during meals, an SLP will do your evaluation.

Occupational Therapists (OT) know all things sensory. If your child is showing difficulties with specific textures, flavors, colors of foods, temperatures, etc., an OT will do your evaluation. In many cases, children with feeding issues have both oral motor and sensory difficulties. Through speaking with you and the evaluation we will determine which type of therapy is best for your child.


Do you involve parents in the treatment process?

Yes. Parents are a very important part of treatment. You are often invited into the treatment rooms to observe therapy if the situation is appropriate, and parent education is an integral part of every therapy session. At the end of each session, you can discuss progress with the speech therapist and what was done during their session. Suggestions or guides for practicing at home are provided to increase carryover in all settings and help your child be more successful in reaching their goals.


Do I need to be present for my child’s therapy appointment?

As a parent/caregiver, you must remain in the building for the duration of your child’s therapy session where you are welcome to relax in our waiting room. After your child has completed their session, they will be escorted by their therapist back to the waiting room. The therapist will use this time with you for a brief one-on-one recap of the session and are available to answer your questions.


How many times per week should my child attend speech therapy? 

Most children are seen in our clinic one to two times per week, whether they are receiving school-based therapy, depending on the severity of the disorder or what type of intervention program is recommended. More intensive schedules are occasionally implemented as needed.


How long are therapy sessions? 

Sessions are usually scheduled for 30 minutes.


Can I observe therapy sessions? 

Parents are encouraged to observe therapy sessions, either periodically by accompanying children into the therapy room. Many children perform best when working separately from their parents. For some patients, parents may be included in treatment sessions for 5-10 minutes to understand current objectives and home program ideas.


When should I be concerned about my child’s communication development? 

A young child (9 months) who is not responding to sounds, alerting to his/her name, showing comprehension of simple words, or pointing to call attention to interesting objects, may be showing early signs of a hearing loss or language disorder. Other general guidelines:

  • First words should be emitted by 12-15 months
  • Frequent two-word combinations should be heard by 21-24 months
  • Frequent three-word combinations should be heard by 36 months
  • By 4 years of age, intelligible speech in conversation should heard roughly 90% of the time
  • By kindergarten age, grammatically complete sentences should be emitted most of the time


My two-year-old child appears delayed in speech-language development, but my pediatrician says he/she is probably just a late talker and will talk within the year. Should I do something now, or wait? 

While it is true children show some variation in when they achieve early language milestones, it also is true that a skilled speech-language pathologist can usually identify children who are more at risk for persistent delays, or who are showing signs of more irregular speech language development (sometimes associated with other developmental disorders, such as autism). The earlier these children are identified, the sooner they can take advantage of intensive early intervention programs, often at no cost to families. Thus, it is better to rule out a more serious problem at a young age.


What can I do at home to help my younger child’s speech-language development? 

Generally speaking, understanding your child’s current communication level (preverbal, single word communicator, phrase or sentence level communicator, etc.) is very important in terms of what to model at home. Try not to overuse questions to get your young child to talk, but rather model comments about events as they are unfolding. Try to avoid rapid and lengthy speaking turns and encourage turn-taking. Praise your child’s efforts to communicate using all possible means: gestures, pointing, gaze, and verbal attempts.


My child is older and already has had some testing and speech therapy. Do I need to start with another full evaluation? 

Children with recent testing (within the past 6 months) and with speech therapy objectives already in place can often proceed directly to scheduling treatment, provided a copy of recent reports is available. A consultation will be scheduled to meet with you and your child to review reports provided. At that time, we will determine whether additional testing is needed, and what course of treatment is recommended.


How long will speech therapy take before my child catches up to his or her peers? 

This depends on many factors such as: severity of the disorder, patient cooperation, motivation and readiness to learn. Family involvement in implementing home practice is another significant factor. In general, children with receptive language problems (difficulty understanding language) tend to require longer courses of treatment, as do children with underlying neurocognitive impairments such as autism.


Do you provide reports of my child’s progress? 

Yes! Our therapists and parents utilize a digital communication application (Hi Mama) that utilizes video and written progress/comments which we will help you set up at or before your child’s first appointment. Progress is also discussed after each session during your one-on-one recap of the session where they are available to answer your questions. Written progress reports are generated upon parent request.



All of our families have different levels of insurance coverage and medical benefits either through assistance or private insurance companies. Child’s Play will help you by communicating with your insurance provider to determine your benefits and coverage. Any remaining cost (if any) will be your financial responsibility. If payment cannot be made in full, our billing department will work with you to arrange a payment plan.


Do you have a waiting list? How long does it take to get an appointment? 

We often experience a high demand for after-school appointments; thus, many times have a waiting list for 4 or 5 pm appointments. For those needing consultations or evaluations, or who can schedule morning therapy sessions, it is usually possible to be scheduled sooner.

Success Stories

  • Hope…. hope is the word that best sums up what Child’s Play has given not just (our son) but our whole family. A year ago things were feeling pretty hopeless. It has been so uplifting to see the progress in (his)’s level of independence, self care, independent living skills, and emotional control. Making the decision to send him to Child’s Play is one we will never regret.

    -Caregiver Review, Online
  • When looking for a school or center for a child with autism, the resources are limited when a typical school environment is not functional for your child. We came upon Child’s Play Autism Center and immediately fell in love with the one-on-one interaction for our daughter. Not only does she get one-on-one ABA therapy in her own private therapy room, she also has the opportunity to interact with other students. There are so many areas for her to “play” and learn. There is a music area, pretend play area, gross motor area, sensory area, kitchen area and so much more. She gets the chance to go shopping at the grocery store to work on social behaviors as well as takes trips to the mall. And she goes out to lunch to work on her social and public goals. All of the staff is amazing and is in constant communication as to how my daughter is doing. They are all so supportive! My daughter has excelled greatly since beginning at Child’s Play Autism Center!!! I am so thankful they are here in Ft. Wayne!

    -Caregiver Review, Online
  • As a parent it is hard to watch your child struggle and not make progress in normal child development areas such as verbal, social, emotional and academic skills. As a family we were at a level of deep frustration and didn’t know where to turn to get help. Thankfully, you made a commitment to our community to provide ABA therapy services.

    Child’s Play has provided us with an opportunity to address all of the issues our son has with a program that is comprehensive and customized. Other programs we’ve utilized only address speech when it is the allotted speech time, etc. At Child’s Play Autism Center, they formulate a unique plan for each individual child and work on deficient skills with a precise calculated strategy so your child can attain multiple goals with the completion of one task.

    More than just the therapeutic processes provided, the staff genuinely care for my child and his progress. ABA therapy has been a blessing in our life. We have a long way to go but every week we see some sort of progress in speech or behavior. Child’s Play is making a difference in our entire family’s life for the better and they are a great community asset.

    -Caregiver Review, Online
  • They are a blessing. They have done so much for my son. Couldn’t ask for anything better. You guys rock.

    -Caregiver Review, Online
  • Child’s Play Autism Centers has been coordinating with the Bowen Center on behalf of children and families in Huntington since they began in 2013. The staff are very dedicated to providing individualized treatment, explaining benefits of ABA therapy, and making every child and family who walk through the door feel comfortable. We are pleased to see the tremendous progress in the children who we referred.

    -Shelly Snyder, Director of the Huntington Bowen Center
  • My confidence in their ability to help my patients has yet to wane. Child’s Play is an amazing resource to our community.

    -Dr. Duane Hougendobler, Regional Clinical Medical Director for Parkview Pediatrics
  • They are amazing!! So happy that there is a place for my daughter to go and be challenged to meet her potential!!

    -Caregiver Review, Online
  • Our son has grown leaps and bounds under Rebecca’s supervision. He engages with his peers, has had a huge decrease in meltdowns and works daily on his difficulties on transitions. We are more than pleased with his progress and he loves being there with all his friends!

    -Caregiver Review, Online
  • They are the best! I couldn’t ask for a better place for (my son) to go to…. He went from barely being able to walk with a walk to walking independently in a matter of five months. His therapist’s Rock!!!!!!

    -Caregiver Review, Online
  • I feel incredibly blessed by my child’s support team. I pinch myself everyday when I think about how lucky we are to have found Child’s Play. My child is loved, supported, and encouraged every step of the way, and it shows–he is thriving!

    -Caregiver Review, Online
  • We love this place. We could not be any happier with the results and the huge improvement with our son. They always go more and beyond to help him. I highly recommend this place to anybody who is looking for ABA services.

    -Caregiver Review, Online