FOREVER SKILLS ~ Individualized Goals (+ Instruction)

Free 30-Minute meet and greet! (see checklist on documents page)

Collaboratively design developmentally appropriate individualized, observable/measurable goal in order to increase skills or independence in one of the following areas ("FOREVER SKILLS"):

* Adaptive skills/self-care (Some examples:  dressing, feeding self/food preparation, brushing teeth, packing a lunch, getting ready for bed/school, bathroom steps, washing hands...)

* Emotional understanding/regulation of emotions (Some examples: "When I feel----, I need ----", how I feel and WHY, how others feel and WHY, handling emotions in a manner sensitive to those around you, using tools/strategies to calm when dysregulated, how to communicate feelings to those around you, establish an effective regulation space and set of tools for the home environment...)

* Social interaction/play skills (Most children crave social interaction and the ability to entertain themselves in a variety of ways, but may not know how.  Some examples:  increase the variety of ways the child plays and with what materials/toys, enhancing play skills to be more similar to same-age peers - which can lead to naturally occurring social relationships, decrease "self-stimulatory" behaviors...)

* Communication skills/strategies (Some examples: making requests for food/toys/preferred activities or people, asking for help in the home environment, protesting in a "non-behavioral" manner, expressing preference/choices...)

* Routine community skills/environments (Some examples:  going to the store/running errands, safety in parking lots/around cars, going to the park/church/sensory gym...)

* Handling large life events/transitions/changes (Some examples: holidays, new baby, new home/moving, person leaving/less access, new adult in their life, going to a new Dr/Dentist/Therapist, new school...)

I then design/implement engaging interactive lessons and create visual references to support generalization of the targeted skills in the home or community and facilitate family understanding and ability to support the client's independent use of the skill.

CUSTOMIZED VISUAL REFERENCES



(FOR KIDS WHO ALREADY HAVE A FOUNDATIONAL UNDERSTANDING OF HOW/WHY TO REFERENCE VISUALS. Paired with instruction on best practice for use for family)

People identified with disabilities are  often strong visual learners. They understand what they see better than what they hear.

Visual supports, also called visual references/cues, are tools that assist learners in a variety of ways. They enhance learning by helping visual learners understand activities, tasks, directions, and discussions. Visual supports facilitate attention-getting; make ideas and concepts more concrete; aid in recall of verbal information; serve as effective prompts; cue appropriate behavior; and ultimately facilitate independence. The usage of visual supports or cues can enhance learning and engagement thus reducing the potential for "maladaptive" behavior.  Visual references such as calendars or schedules can alleviate anxiety around variable schedules or upcoming events.

Examples may include customized:

* Social stories

* Emotional regulation tools/strategies

* Communication resources

* Checklists/daily routines

* Choice charts (controlled choices)

* Daily/weekly/monthly calendars or schedules

* Consistent expectations/rules at home

FAMILY/CAREGIVER/SIBLING EDUCATION

Free 30-Minute meet and greet! (see checklist on documents page)

Not understanding a person's "behavior",  social/communication styles, sensory needs, or self-regulation methods can sometimes lead to stress and anxiety  for others who live in the home.  Customized family education programs can be created to develop an understanding of a wide range of abilities and disabilities, as well as increasing prosocial interactions amongst family members!

Although having a person identified with a disability /psychosocial skill delay/behavioral health disorder can be difficult for parents/caregivers/support people, it can also affect the person's siblings as they are growing up together.  These circumstances can result in significant positive social-emotional effects for all with proactive interventions. Many siblings develop strong bonds and become more compassionate & understanding of other people's differences when given the foundational understandings they need. 

* Educate/understand

* Increase active engagement, interaction

    socialization, and communication amongst family

    members.

ALL OTHER "CONSULTING" SERVICES. 

Consulting Services are defined as “ the provision of expertise or strategic advice that is presented for consideration and decision-making”.

INCLUDING but not limited to:

Free 30-Minute meet and greet! (see checklist on documents page)

*   Any problem-solving on behalf of a person regarding proactive program modifications or supports in any environment, regulatory behaviors, sensory tools/strategies, communication, socialization, self-help skills, community resources available, IEP questions, Parent Rights, etc.)

*  Observations in other environments (Ex. School, therapy,

community setting, social gathering, etc.)

*   Coordination with other programs/services child accesses.

*   Formal SCERTS Assessment (designed for any child

identified with an Autism Spectrum Disorder)

*   Functional Behavioral Analysis/Behavior Intervention

Planning

** Time and Task analysis completed for each session together, including phone conversations **