Therapy Program Highlights

Reading. Spelling. Comprehension.

The center’s core methodology for treating specific reading and spelling impairments is Orton-Gillingham based multi-sensory instruction. This systematic and explicit research-based curriculum facilitates the acquisition of phonological awareness, the knowledge of six syllable types, the application of syllabication rules for reading decoding, the knowledge of orthographic probabilities and rules, the knowledge of roots, affixes, and morphology, and lastly, the recognition of sight words. These learned skills significantly improve student’s overall reading fluency, vocabulary, and comprehension. Adapted portions of the Lindamood Bell programs are also utilized for the treatment of reading, spelling, and comprehension. Reading Comprehension Therapy targets facilitative techniques that include but are not limited to visual imagery, restating key elements, and predicting story development. Higher level language tasks can also be targeted including the identification of main idea versus supporting details, fact vs. opinion, author’s intent, as well as, drawing inferences, and predicting problems, solutions or outcomes.

Written Language

Written Language Therapy targets descriptive, narrative, and expository writing, sentence structure, punctuation, as well as the process of drafting, editing, and revising. Research papers and book reports are also incorporated in treatment as deemed necessary. School assignments as well therapy-targeted assignments are used as opportunities for practice. Students learn to use facilitative techniques such as, brainstorming, to fuel their thoughts and ideas. Organizational strategies such as jot lists, outlines, index cards, graphic organizers are utilized to organize their thoughts and information into a methodical and sequential writing system. The therapy enables students to at least, independently generate a five-paragraph essay containing an introduction, a body (containing at least three key points with adequate supporting details), and a conclusion. Students are taught to write essays contain appropriate sequencing, cohesion (adequate transitional statements) and description. The editing and revising process can be peer-assisted when appropriate.

Auditory Processing

Auditory Processing Therapy targets the comprehension of language via the auditory channel (what the brain does with what it hears). Students are challenged to process and respond accurately to questions, statements, and directions of increased length and complexity. Vocabulary and Word Retrieval exercises are usually integrated in the therapy program. Students learn to modify their environment as well as, utilize facilitative techniques, such as, chunking, association, visualizing, key word extraction, and linking to maximize processing success. Auditory Processing Therapy also usually incorporates goals targeting social communication, reading comprehension, and/or written language.

Social Language

Social Language Therapy targets conversational discourse skills, such as, initiating conversation, topic selection (appropriate to audience), topic maintenance, turn-taking, conversational repair, and acknowledging partner’s feelings and ideas. Other social-language skills that can be targeted include developing and maintaining friendships, expressing emotions, problem-solving, conflict resolution, deescalating emotionally charged situations, interpreting and responding appropriately to body language, as well as understanding and expressing partner’s perspective. Real social conflicts occurring in student’s daily environment or scripted situational problems provided in therapy are used as opportunities for practice.

Organization/Study Skills

Organizational Skills Therapy targets organization of daily living tasks using memory aids (ex. calendars, lists, daily planners, schedules), goal setting using prioritization skills, goal execution with a daily monitoring system, organization of notes and assignments using designated folders/notebooks, minimization of clutter in workspace (book bags, notebooks, planners), as well as the development of a homework management system.

Study Skills Therapy targets identifying and extracting important information via note taking, outlining, and highlighting. Students learn the value of repetition and review to achieve mastery. Students also learn the benefit of teaching the learned material to their therapist, peers, or family members. Time management skills are heavily integrated through out therapy especially during management of daily tasks, long-term projects, and test preparation.

Autism

Autism therapy involves a variety of treatment approaches depending on individual strengths and deficits. Skills to be targeted are broken into smaller parts and taught using a pattern of hierarchy. Therapy is highly structured with ample opportunity for repetition and positive reinforcement. A behavior reinforcement plan is strongly integrated within therapy and heavily supplemented by environmental supports (picture schedules, calendars, adapted books). Use of prompting and prompt fading techniques are used as necessary. Once positive learning behaviors are shaped and a routine is established, auditory processing skills are typically targeted, followed by, or in addition to, social language skills, using social stories, social play/games, interaction with peers, and/or scripted conversation. As the student’s neural pathways are “rewired” and language processing connections are made, the complexity of language processing goals is increased. Nonliteral language (idioms, sarcasm, exaggeration, riddles) may ultimately be targeted in addition to higher-level social-language skills.