School-Age Program (K -12th Grade)

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 Interaction Consultation:

Initial sessions will focus on assessment of skills and goal development to provide direction for future sessions. Sessions are structured to address the predetermined 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 predetermined 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.

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