Children’s Program
Mission Statement
We collaborate with existing organizations to provide an alternative educational environment to accommodate the needs of children with Aspergers Syndrome (AS) by facilitating individualized education, facilitation of behavior modification, and skill-building, small group sizes, and a sensory integrated environment. We encourage children with AS to feel comfortable with their uniqueness, while helping them learn the skills they need to develop meaningful relationships with others and cope with a variety of social situations in a safe, supportive environment.
Philosophy
The philosophy of our program is built upon an individualized educational program, the principals of Relational Development Intervention (RDI) (Gutstein) and the philosophies of Dr. David Pitonyak, PhD. (www.dimagine.com). Although all skill development is important, we believe one of the most critical developments for children with AS/, is the ability to form and maintain meaningful relationships. As Dr. Pitonyak emphasizes, loneliness is the only real disability. Children with AS have unique learning styles, are overwhelmed by sensory stimulating environments, and experience anxiety in large groups of people. The PAS program is designed to help children learn in a comfortable and suitable environment with opportunities for generalizing acquired skills into multiple environments including social groups.
Result of meaningful relationships
Children with AS desire to have relationships with others, but do not have the skills or understanding of how to do so. When children do not have meaningful friendships, anxiety, depression, and isolation result. However, when children develop meaningful relationships, anxiety decreases and self-confidence and self-esteem increase, thus enhancing the quality of life for the child. When children have even one friend, life is more enjoyable and the children have more motivation to stretch beyond their patterns of isolation.
Building friendships
Our program promotes social skill acquisition in a motivating environment with enjoyable activities with the support of trained staff. Friendships will be nurtured and social interactions will be facilitated. The groups will remain small in order to promote the feelings of security and emotional safety and to avoid overwhelming stimuli.
Model
Skill-building Educational program
A collaboration with the Panhandle Autism Society, charter school educational programs and local organizations, focusing on individualized needs in the educational environment including sensory, emotional, and social needs. Group sizes are small and maintain a high staff to student ratio for support and facilitation through the utilization of IBI/DT/PSR. Sensory integration, skill-building, and Intensive Behavioral Intervention are primary focuses of our program.
Each child’s needs will be assessed and a plan will be written with the input of the family, IBI team, and the PAS team. A skill-building and educational program will then be tailored to fit each child’s individual needs. Groups will begin small and will eventually be integrated with children having AS and peer mentors (typically developing peers with strong social skills). Peer mentors will have the opportunity to experience the diversity of interacting with children having various needs of support, while learning leadership skills, thus building confidence and self-esteem. Children with AS will learn skills necessary to engage in social interaction, such as communication, tolerance for reciprocal interaction and self-regulation. In addition, children will experience the opportunity of interacting with peers displaying positive social skills and will have the support of facilitation while practicing social skills in a safe environment.
Individualized Education
This program is designed for children with Asperger’s Syndrome in need of individual instruction and social skills. Children will enroll in a Charter school’s academic program, accredited by the public school system in addition to the PAS program. Children will receive curriculum through a charter school and will be eligible for special education. The children will receive individualized education according to need in a small group setting. The educational program will be implemented by a behavioral therapist and overseen by a special educator, much like the public school system model; however, caseloads will be much smaller than in the public school system. Each child will be supported by an Intensive Behavioral Interventionist through a private agency.
Enriching Activities
All children in the program will have the opportunity to participate in enriching activities such as The Arts, Science, Sports, Music, computer, and community outings integrated into their educational program.
Behavior Modification Techniques
We believe skill-building and prevention are the most effective form of behavior modification. Along with the skills curriculum, positive reinforcement for appropriate behaviors will be the primary method of behavior modification. Various forms of Token Economy/cost response, including individual and group rewards will be implemented according to need.
Token Economy - Tokens or tallies will be given on an individual basis when appropriate behavior is observed. Rewards will be given according to tokens/tallies earned.
Teachers / Staff / Consultants
The staff who will be involved in the Collaborative program will be of varying expertise, including Educators, Social Workers, Psychologists, Developmental Therapists, IBI (Intensive Behavioral Intervention) Therapists, Behavioral/Autism Consultants, and Specialists in music, art, fitness, etc.
Monthly team meetings: 1st Friday of each month
Monthly Tuition: $300.00
To schedule a meeting for registration,
please email DottyQ@panhandleautism.org