Increase the skills of Moldovan autism therapists

Mihai is 6 years old and lives with his parents in Chisinau. He is a gentle boy, attentive to details, with a remarkable memory and a special curiosity for colors, shapes, and neatly arranged objects. He loves building, sorting his toys by size, and watching his favorite cartoon over and over again. However, from an early age, his parents noticed that his development was different from that of other children his age. He didn’t respond when his name was called, avoided eye contact, and preferred to play alone in silence.

After several consultations with specialists, the family received the diagnosis of autism spectrum disorder (ASD). It was a difficult moment, full of emotions and questions, but the parents did not let themselves be overwhelmed. They began searching for solutions, support programs, and centers that could help Mihai develop and gradually connect with the world around him.

For just two months Mihai has been attending our Center for Children with Rare Diseases and Autism in Chisinau. He is only at the beginning of his therapeutic journey, but small changes can already be seen. He attends daily sessions of behavioral therapy and adapted educational activities. At first, he cried often, refused to enter the room, and did not tolerate being touched, but gradually he started getting used to the therapists and even looking forward to some activities.

Today, Mihai can follow simple instructions, wait for his turn during games, and communicate through gestures or sounds. Although he does not speak yet, he expresses his wishes through looks, and his shy smile brings great joy to everyone who works with him. His greatest achievement so far is that he has started to seek his mother’s gaze and take her hand when he wants something; a small but essential step on the road to communication.

Mihai’s parents are deeply involved and eager to learn how to support him at home as well. His mother says that every new gesture, every look, and every calm moment is a victory. However, both the family and the specialists believe that Mihai needs more intensive and consistent therapy in order to make faster and more stable progress.

Mihai is a child with tremendous potential. He enjoys activities that involve order and repetition — puzzles, building blocks, drawing, and coloring. Loud noises frighten him, and sudden changes upset him, but in the safe environment of the center, surrounded by his therapists, he feels increasingly confident.

Even though his journey has just begun, every step Mihai takes is a sign of courage and hope. With the right support, he can learn to communicate, to express himself, and to discover the world at his own pace. You are helping us provide quality therapy to children like Mihai, by helping us build the skills of our team.  We are very grateful for giving me, Ana the opportunity to study through 2025.  With my new insights I am better able to support both our children and the whole team.

Ana continues her training, giving her more tools to help autistic children and their families who otherwise would have nowhere to turn for support.  Here she explains how her training helped her plan the programme of therapy for Alex.  Despite a difficult start, she was able to find the key to his progress.

'I want to share the story of Alex, a 4-year-old boy who left a deep mark on my heart. He came to the center timidly, with wide eyes that avoided any eye contact. His parents, two warm and kind young people, were exhausted—not from a lack of love, but from uncertainty and helplessness.

When I first met Alex, he was non-verbal, cried at almost any change in routine, and walked on tiptoes. During the first few weeks, ABA therapy sessions seemed impossible—he refused to sit at the table, threw himself on the floor, and would self-harm. However, I noticed something essential: he was drawn to blinking lights and fascinated by musical toys.

Together with his lead therapist, we created an individualized intervention plan that focused on building tolerance, imitation, and functional communication. I successfully applied methods and principles I had recently learned during the behavior analyst training course organized by Autism Voice—especially techniques like systematic prompting, gradual desensitization, and differential reinforcement. I gained a deeper understanding of the role of motivation and the function of behavior, which helped me tailor the interventions more precisely and effectively.

After about six months, Alex began to accept the structure of the sessions. We introduced PECS (the Picture Exchange Communication System), and, surprisingly, he responded very well. He started using pictures to ask for his favorite musical toy or request water. Eye contact began to emerge gradually—at first fleeting, then more frequent. He started to laugh, to enjoy sensory games, and even to hug his parents.

How did I document these insights?

Every step was recorded in therapy journals, observation sheets, and progress charts. We used ABC analysis (Antecedent – Behavior – Consequence) and monitored behavioral functions, as taught in the course modules. I also integrated reflections and conclusions into internal supervision sessions and training workshops for new colleagues. Alex’s case became a valuable example in an internal workshop on adapting ABA strategies to meet the sensory needs of children.

What did I learn from this case?
I learned that no chart can replace empathy, that ABA is not about rigidity, but about adaptability and patience. That when we work with a child like Alex, we are also working with his parents—who need hope and real support. The course from Autism Voice gave me the tools to analyze more accurately, to plan more efficiently, and to support the therapeutic team in a structured and confident way.

Alex is now 5 years old and has started kindergarten with support. He still faces challenges, but he has a voice—even if it’s not always through words. But his eyes now seek the gaze of others, and his smile is proof that our work has meaning.'