Early Intervention Program for Infants and Young Children with Autism – EIPIC Program

Early Intervention Program for Infants and Young Children (EIPIC) program is specially designed for children from 18 months to 6 years old, diagnosed with Autism Spectrum Disorder and/or other developmental disabilities. Our EIPIC includes an individualized program for your child using the Early Start Denver Model (ESDM).

The program is delivered through a multi-disciplinary team of Board-Certified Behavior Analysts/Behavior ConsultantsOccupational TherapistsSpeech-Language Pathologists, and Behavior Interventionists


The children learn in a classroom-type setting. Each classroom may have two to four children. This small classroom setting allows focus on the needs of the children and allows them to effectively socialize and learn in a preschool-style environment.

Despite the group classroom setting, each child has his/her own Individualized Behavior Plan of Intervention (BPI) to ensure that the child learns according to his/ her own learning style and learning pace. The goals are tracked regularly and adjusted according to the child’s speed of acquisition and learning style.


The curriculum is based Early Start Denver Model (ESDM).

The ESDM curriculum focuses on building language and communication skills, cognitive and perception skills (including basic reading, writing, and numeracy), social/ group and play skills, motor skills, self-help, and independence. Additionally, we also target any behavior challenges to help children function in the classroom and group learning.

The ESDM incorporates techniques from two existing methods that have received empirical support for improving skill acquisition in young children with autism (e.g. Green et al., 2002; McGee et al., 1999).

  • Denver Model: was originally developed by Rogers and colleagues and encourages development in a variety of areas known to be affected in autism. The Denver Model focuses on creating an effectively warm and rich environment to foster positive relationships between children and adults and approaches language development from a communication science orientation, emphasizing the social function of language (pragmatics) and the development of non-verbal communication and imitation as foundations for verbal language.
  • Pivotal Response Training (PRT) based on the principles of Applied Behavior Analysis (ABA): PRT incorporates specific variables associated with motivation within a systematic teaching approach to increase communication, language, and play skills under natural conditions that more closely resemble the way typically developing children acquire developmentally appropriate skills (L.K. Koegel et al., 1999a; 1999b).


Two session times available for clinic-based sessions:

  • Morning sessions from 9:00 am to 11:30 am (Monday -Thursday)
  • Afternoon sessions from 12:30 pm to 3:00 pm (Monday -Thursday).

Schedules for EIPIC services are done for a full school year, i.e., September to June. Children can join at any time of the year. To provide flexibility in the Summer, instead of regular EIPIC sessions, Summer camps for children and additional one on one sessions are available.


Enabling parents to handle the child effectively at home, consistent with the techniques used at our EIPIC center, is key to the child’s success. Hence, regular parent training sessions are automatically included for all who are enrolled in the EIPIC program. Through regular discussion with parents, we can identify needs, wants and achievable outcomes with available resources, which in turn, helps to set meaningful goals, a realistic direction, and shared strategies


Symbiosis believes in providing a holistic approach to a child’s development. Hence our team includes Board Certified Behavior Analysts/ Board Certified Behavior Assistant Behavior Analysts, Behavior ConsultantsOccupational TherapistsSpeech-Language Pathologists, and Behavior Interventionists, who are experts in their respective fields and provide specialist support to the children.

If you are interested in finding out more about telehealth or scheduling an appointment by calling us at 778-395-8752. We are doing our best to make sure we help each child will continue to reach their developmental goals!

Shalini Das

Director, Board Certified Behavior Analyst,Occupational Therapist

Shalini is one of the co-founders of Symbiosis Pediatric Therapy. She currently oversees the clinical and administrative departments of Symbiosis. Shalini has more than 25 years of experience working with children with autism and developmental disabilities.

Shalini completed her Master’s degree in Occupational Therapy specializing in Pediatric Neurology in 2000. She also has her Masters degree in Special Education with a focus on Applied Behavior Analysis from The Pennsylvania State University.Shalini is listed in the RASP list as a Behavior Consultant and an Occupational Therapist.

Shalini has extensive clinical experience with assessment and program development that is designed to treat challenging behaviors, build communication, and functional life skills. Some of the team-based intervention which she incorporates are the Applied Behavioral Analysis (ABA), Early Start Denver Model (ESDM), SCERTS, DIR®/Floor time model, etc.

Shalini has trained & supervised several teams of therapists, parents, and other professionals on evidence-based behavioral strategies to improve the quality of life for the children. She also assists with the development and implementation of evidence-based treatment approaches, in addition to providing clinical guidance and mentorship to the Behavioral intervention team.

Shalini is certified to administer the Sensory Integration and Praxis Test (SIPT) from the University of Southern California and in Neuro-Developmental Therapy (NDT) from NDT Association, USA. She also enjoys working with children in Symbiosis embracing different therapy models while viewing the challenges faced by the children through the developmental framework.

Shalini is the mother of two children and understands the importance of considering the needs and wants of all members of the family when establishing therapy goals. She spends her spare time with her children and husband, reading, traveling, and cooking different recipes from around the world.