The early intervention program in the Bahoz center is designed to enhance the developmental competence of participants and to prevent or minimize developmental delays in the early stages of symptom emergence. Children targeted for early intervention may either include environmentally or biologically vulnerable children, or those with established developmental deficits. This program at the Bahoz center lasts for 3 years and covers children in an age range from 2 to 5 years. Children from this unit might be entitled to enter the Daycare unit or based on his/her level of development to public or inclusive educational settings out of the center.

The program is tailored to fit the special situation of the caregivers and parents in the area and covers two parts four days at the center and one day in the natural environment of the child (home). A part of the program focuses on the child and caregiver's interaction at home during play, daily activities, and training tasks. Before starting the program parents are trained in some group sessions to learn about different aspects of caregiving for a child with developmental disabilities. These training sessions are concise. The program is individualized and children's needs are met in a group setting and through different activities focus on play and self-help tasks. Each group consisting of 4 children at the same level of development. Children in this unit will be divided into 4 levels based on their development and abilities and their evaluation report and a special evaluation which is performed in this unit.

The levels are:

• Level 1

• Level 2

• Level 3

• Level 4

Level 1 covers children with very basic abilities and severe forms of disabilities while children at level 4 are more able with milder forms of disabilities. At each level, children will receive different rehabilitation and training services for 4 hours during the day. And the home visit which took place once a week and lasts for 1 hour. Children will be evaluated every three months and based on the evaluation reports they will remain or be transferred to different levels. Children receive their training in a group of 4 members to be able to learn communication, turn-taking, joint attention, and reciprocity with their peer groups under a controlled situation. While home training tries to improve communication between caregivers and children. An adaptation of the Early Start Denver Model for Young Children is considered in this unit and this approved curriculum is considered.

Individualized Educational Plans (IEP) are developed based on parentally approved aims and for the individuals who might need extra rehabilitation or training services treatment plans are considered. There are hundreds of approved training contents that are coded following their type (Exercise, Play, or Task) which applied in this unit. This unit is well equipped with hundred of training and learning items that are obtained and coded based on the different subjects which are considered in the training curriculum to meet individuals' unique needs.

The trainers and caregivers are in contact with a specially developed notebook that exchanges the ideas between the center and parents daily

Parents are invited to share their ideas and queries through an online system with the coordinator of the unit while they will be provided with updated data in an online channel which is established in one of the applicable social media platforms. 

The home visit is supported by a kit which is called Nian Resource Kit. This Resource Kit provides comprehensive information to parents of newly diagnosed children with developmental disabilities to support them in understanding their child's strategies they might be able to use with their child. The packs contain a range of eight specialized booklets and resources, including:

• A positive start for life: Explores the importance of connecting with your child and using a structured approach when developing and learning new skills.

• Communication and Socialisation: Building skills including attention, turn-taking, eye contact, and listening through age-appropriate activities.

• Play: A range of practical ideas for developing Play skills which are vital building blocks for child development, particularly social and reciprocal play.

• Making Sense of Sensory Issues: Understanding a range of strategies to understand sensory differences and regulate their child’s sensory profile.

• From Parent to Parent: This booklet, written by a group of parents, discusses a range of considerations for families including daily living skills, behavior, independence, and impact on siblings and other family members.

• Top Twelve Tips: Used as a ‘quick reference guide’ to support parents and other family members/carers throughout their autism journey and maintain confidence in their knowledge and skills.