CTC Program Outline
1. Developmental Individual Relationship-based
(DIR) intervention/
Floor Time (Drs. Stanley Greenspan and Serena Wieder)
The development of each individual
child is targeted through intensive child-led therapy (DIR). Therapists
work off the child's natural interests, emotions and affect to
create highly motivating, experience-based learning opportunities.
These play sessions can be one-on-one with a therapist/parent,
a therapist/parent and two children or a therapist/parent with
a group of children and can take place in the home, school or
community. Despite the organization of the sessions, it is imperative
that the lessons be experience based(with an emotional component)
and highly motivating. The idea is that all learning is emotional
and if a child experiences a concept she will more likely internalize
it and generalize the concept to other settings. The basis of
the DIR approach is to "help children with special needs
connect ideas and develop a logical understanding of the world"
(Greenspan/Wieder 1998). Dr. Greenspan states that "teaching
children to become independent thinkers enables them to do anything."
The way to do that is to "respect the child's excitement
while challenging her to become more logical and better adept
at abstract thinking" (Greenspan/Wieder 1998). More rigid
approaches focus on changing specific behaviors, or teaching very
specific skills. Children may memorize the skills taught but if
they cannot 'think on their feet' their ability to use and generalize
these skills will be limited. "Children with developmental
challenges often favor rote ways of thinking, and rote learning
only compounds the problem" (Greenspan/Wieder 1998).
2. Structured Social Skills Training
Social skills training is another
strong component of the program used to enhance the understanding
of specific social concepts. Because children on the autistic
spectrum are so visual, these skills are targeted using posters,
books, puppets, workbooks, social stories, teacher-made videos
and role play. Although this aspect of the program is designed
around visual presentation, teachers incorporate semi-structured
experiences reflecting the visuals to enable the children to internalize
the concepts.
3. Behavior Modification Techniques
Behavior modification and self-monitoring
techniques are implemented when needed to change specific inappropriate
behaviors. If a child's behavior is disruptive, socially inappropriate
or dangerous staff takes data to determine the function of the
behavior. Once the function is identified a behavior plan is written
for the child. This plan consists of an intervention strategy,
social skills training and sensory support if warranted. Social
skills training and DIR are a part of every behavior plan to strengthen
the developmental weaknesses responsible for the behavior and
to teach replacement behaviors.
Often children in the mainstream require some behavioral support
to facilitate self monitoring and independence(especially children
who have been exposed to more rigid interventions in the past
or have severe sensory disturbances). This support usually consists
of a plan to ensure consistency between staff and parents in responding
to the child, sensory breaks if needed and visuals to remind the
child of expected behavior, rewards or consequences, steps to
activities and schedules.
4. Academics
Academics are targeted using a variety
of approaches including DIR and visuals. Teachers incorporate
activities that target the different levels and learning styles
of the children. Visuals, sensory materials and activities, music
and movement are often part of academic lessons. Socialization,
creativity, problem solving and abstract thinking are also infused
into every learning experience. As soon as the children are ready
they are introduced to academic activities that mirror the mainstream
environment they will (or do) participate in. During these activities
independence is encouraged.
5. Speech and Language
Speech and language is a part of
every component of the program but targeted most intensively during
DIR sessions. Visuals are often used to teach and support children
with auditory processing difficulties. Specific language goals
from the program's curriculum follow a hierarchy of typical language
development with a heavy emphasis on age-appropriate social language.
References:
Greenspan, S., M.D., Wieder,
S., Ph.D. (1998). Learning to Think Abstractly. Scholastic Early
Childhood Today May/June 22,23.
Greenspan, S., M.D., Wieder, S., Ph.D. (1997).
The Child with Special Needs: Encouraging Intellectual and Emotional
Growth (1997). Addison Wesley, NYC.
Celebrate the Children
School for Children with Alternative Learning Styles
THE MODEL
Celebrate the Children provides
services for children on the autism spectrum (PDD-NOS), MSDD (Multisystem
Developmental Disorder), Regulatory Disorder, ODD, OCD, ADHD,
Down's Syndrome, expressive language delay, and mild physical
disabilities. The program is based in a public school in Mt. Arlington,
New Jersey where children ages 3-10 receive self-contained and
inclusion intervention focusing on development, social skills,
behavior, speech and language and academics.
Celebrate the Children also provides services to children (Pre-K
through 6th grade) and staff in many other public and private
schools in New Jersey. Support to other schools includes consultation,
training of staff, and therapy to children. Home programs operate
during off-school hours and are individualized to the child. A
six week summer camp is offered and open to out-of-district students
ages 3-15. The camp integrates typical and special needs children
full time and focuses mainly on social skills.
The developmental philosophy, social skills and behavioral support,
and the involvement of typical peers and family members are important
factors in the success of the program.
STRUCTURE AND ORGANIZATION
The Mt. Arlington Program
The public school program includes a pre-school disabilities classroom,
a social skills/sensory room, full inclusion and mainstream support
for children in grades K-3 . It operates 187 days a year. Pre-schoolers
attend 9-2:00 and mainstreamed students attend 9-3:20.
A behavioral consultant works in all areas of the program overseeing
the behavioral, social and developmental aspects. A certified
special education teacher works closely with the behavioral consultant,
in addition to running the preschool program.
Staff trained by both the consultant and special education teachers
work as aides in the classroom and shadows in the mainstream,
as needed. Teachers in the mainstream classrooms are also trained
and have close communication with all program staff. Speech, occupational
and physical therapist work in the classroom and pull students
out for individual therapy only when necessary. A Psychologist,
Learning Disabilities Teachers Consultant, Social Worker, and
Registered Nurse comprise a full Child Study Team.
CLASS MAKE UP AND DESCRIPTION
The preschool classroom is comprised
of ten students with a range of deficits(including five children
from sending districts). Although the day is broken up into specific
activities, the following developmental areas are targeted throughout
the day:
- Affect
- Language/Communication
- Motor Planning and Sequencing
- Regulation/Sustained Attention
- Engagement
- Intentionality
- Sense of Self/Independent Thinking and Problem Solving
- Peer Awareness/Theory-of-Mind/Interpersonal Relationships
- Understanding Emotions in Self and Others/Appropriate Expression of Emotions
- Symbolic and Imaginary Play
- Abstract Thinking and Reasoning
- Much time is spent working on specific goals for each child that reflects the D.I.R. model. The flexibility within the classroom, allows for spontaneous follow the child's lead play, where learning is natural and the child is shown that his language and communication are meaningful and powerful. Some structured activities within the classroom include:
- Circle/High-affect, Experience-based, Group Academic and Social Skills Lessons
- Obstacle Courses/Thinking Goes to School activities
- Self Expression/ Creative Art
- Academics/Independence
- Specific play skills
- Exercise/Relaxation
RATIO
There is one full-time teacher and
six aides in the preschool classroom, as well as integrated speech
and OT services. Two of the mainstream students have aides. The
mainstream classrooms have one teacher and one aide to approximately
18-25 students.
INTEGRATION OF SERVICES
Speech, occupational, and physical
therapists work part time as staff in the preschool classroom.
Some of the children in the program get pull-out speech, OT, and
PT. All the children in the program attend social skills groups
and receive individualized social skills training, as needed.
The students in the mainstream receive academic support from the
resource center and developmental, behavioral and social support
from the behavioral consultant.
CURRICULUM
Celebrate the Children is an eclectic
approach designed to meet the needs of the individual child. The
backbone of the program is the Developmental Individual Relationship-based
(D.I.R.) approach created by Drs. Stanley Greenspan and Serena
Wieder. However, structured social skills training, behavior modification
techniques, speech and language and academics are incorporated
into the DIR model to maximize the child's success.
The program curriculum was created by Monica G. Osgood, Developmental
Behavior Consultant based on a variety of approaches. The predominant
component of the curriculum is the D.I.R. model. Goals and objectives
are written into each students IEP to reflect this model. Other
models used in developing the curriculum, goals, and objectives
include: Cognitive behavioral therapy, specific social skills
training, Visualizing and Verbalizing (Bell), Piaget's theory
of development (Thinking Goes to School Furth and Wachs),
Theory-of-Mind training (Teaching Children with Autism to Mind-Read
Howil, Baron-Cohen & Hadwin), and others. All sections
of the curriculum, including academics, reflect the above models.
FUNDING AND COSTS
The Mt. Arlington program is state
funded. In district students receives services paid for by the
district. Out-of-district students pay a full-time tuition of
$19,880 per year. Related services are additional. Costs for summer
camp, home programming and consulting vary.
Celebrate the Children
School for Children with Alternative
Learning Styles
(SCALS)
The following is our framework that reflects the DIR model while fulfilling the requirements of school districts. Teachers and school staff require specific measurable goals in all areas of development. Our standardized training, curriculums, planning tools, etc. foster the growth, understanding and acceptance of the DIR approach in public and private schools.
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