Individual & Group Programming

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Early Childhood Program (2-6 y.o. children)

Date/Time: Monday & Friday, 9:00am-11:00am

Evaluation:

  • An independent evaluation is inclusive of a records review, parent interview, and an observation to assist in identifying individual learning styles and pre-readiness skills to allow for improved behavioral planning and curriculum development.

Parent & Child Dyad:

  • Initial sessions will focus on assessment of skills and goal development to provide direction for future sessions. Sessions are structured to address the pre-determined academic, behavioral, and/or functional goals while caregivers observe trainer/s work with the child. Caregivers will have the opportunity to not only observe the entirety of the session but to ask questions and debrief at the end of each session. Identified skills and interventions will be individualized but may be addressed in either an individual or group setting dependent on the targeted skill at that time.

Child:

  • Initial sessions will focus on assessment of skills and goal development to provide direction for future sessions. Sessions are structured to address the pre-determined academic, behavioral, and/or functional goals. Identified skills and interventions will be individualized but may be addressed in either an individual or group setting dependent on the targeted skill at that time.
  • Example: The child is behind academically and the parents would like to work on attaining additional skills to better prepare the child for kindergarten. Targeted academic skills would be identified through assessment, goals developed, and worked on during sessions.

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School-Age Program (K -12th Grade)

Date/Time: Monday & Friday, 9:00am-11:00am & 3:00pm-5:00pm

Do you have a child old who is experiencing learning and/or behavioral challenges in their school and/or home environment which is impeding learning to potential? Would you benefit from seeing demonstration of best practices within a classroom environment and targeting a couple of specific learning and/or behavioral objectives? School-Age programming includes both individual and group formats. Group formats will be driven by integrated needs such that individuals involved within the group are working on individualized yet complementary goals. Programming is informed through skill-based assessment and involves a combination of goal-directed tutoring, general skills teaching, and training specific to the identified academic, behavioral, and functional needs. Such needs may be driven by current challenges impeding successful inclusion within academic, social, and community activities or placements. The school-age program is comprised of three service options that caregivers can select from:

Evaluation:

  • An independent evaluation is inclusive of a records review, parent interview, and an observation to assist in identifying individual learning styles and pre-readiness skills to allow for improved behavioral planning and curriculum development.

Parent & Child Dyad:

  • Initial sessions will focus on assessment of skills and goal development to provide direction for future sessions. Sessions are structured to address the pre-determined academic, behavioral, and/or functional goals while caregivers observe trainer/s work with the child. Caregivers will have the opportunity to not only observe the entirety of the session but to ask questions and debrief at the end of each session. Identified skills and interventions will be individualized but may be addressed in either an individual or group setting dependent on the targeted skill at that time.
  • Example: Mom and dad have a difficult time getting their son to complete homework after school. This typically results in refusal to complete the assigned work. A session may be structured in a way to show mom and dad how a homework area could be set-up and structured and how to work through the behavior while the child is refusing. The trainer will be working through this with the individual while mom and dad observe and ask questions.

Child:

  • Initial sessions will focus on assessment of skills and goal development to provide direction for future sessions. Sessions are structured to address the pre-determined academic, behavioral, and/or functional goals. Identified skills and interventions will be individualized but may be addressed in either an individual or group setting dependent on the targeted skill at that time.
  • Example: Due to coursework the child must complete to meet diploma requirements, there is not time for her to meet with the social skills group organized by the SLP. Sessions would be structured to work on identified social skills goals with solely her or with a group of other individuals working on the same or similar skills.

Register Online


Transition/Adulthood Program (14 years – adulthood)

Date/Time: Monday & Friday, 12:00pm-2:00pm

Are you working through transition goals with the school or service provider for your son or daughter? Is your son or daughter ready to begin or have they been working on vocational and community living skills? Are there social, communication, learning and/or behavioral challenges in their setting which is impeding their progress or may be barriers to achieving their potential? Would you benefit from seeing demonstration of best practices within a classroom environment and vocational setting targeted towards specific vocational, functional, community living, learning and/or behavioral objectives? The Transition/Adulthood Program consists of individual and group formats whereby each are working on skills necessary for successful transition into college, employment, and community settings. Training content involves consideration of strengths that excel and challenges that impede such transitions. Group formats will be driven by integrated needs such that individuals involved within the group are working on individualized yet complementary goals. The Transition/Adulthood Program is comprised of four service options that caregivers or providers can select from:

Evaluation:

  • An independent evaluation is inclusive of a records review, parent interview, and an observation to assist in identifying individual learning styles and job-readiness skills to allow for improved post-secondary placements and programming.

Caregiver & Individual Dyad:

  • Initial sessions will focus on assessment of skills and goal development to provide direction for future sessions. Sessions are structured to address skills related to independent living, community participation, employment, and education and training. Caregivers will have the opportunity to not only observe the entirety of the session but to ask questions and debrief at the end of each session. Identified skills and interventions will be individualized but may be addressed in either an individual or group setting dependent on the targeted skill at that time.
  • Example: An individual may have a difficult time understanding vocabulary in job applications or the proper structure of a resume; both affecting (is it effect or affect? ) employability. Sessions will be structured to teach the skills to make the individual more successful and independent in these areas to allow for better outcomes when applying for jobs. The trainer will be working through these skills with the individual while the parents observe and ask questions.

Individual:

  • Initial sessions will focus on assessment of skills and goal development to provide direction for future sessions. Sessions are structured to address skills necessary for successful transition to college, employment, and community settings. Identified skills and interventions will be individualized but may be addressed in either an individual or group setting dependent on the targeted skill at that time.
  • Example: An individual is going to live in a dorm for college, but he has an extremely difficult time with organization related to grocery shopping, cooking, laundry, dishes, etc. Sessions will be structured to address teaching these skills and developing supports for the individual to allow for independence and success in the dorm.

Trial Work Experiences:

  • A variety of job placements are available across the HANDS Center, units within Riley Hospital and departments on the IUSM and IUPUI campus. A placement will be decided upon determined by initial assessment of the individual’s interests and preferences. During the trial work experience, assessment will guide supports and level of coaching needed to ensure mastery of skills.

Register Online



Contact us at (317)274.2675 or hands@iupui.edu with any questions about this event.





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