Monday, December 1, 2008

Barbara Olson Center of Hope

Barbara Olson Center of Hope LogoBarbara Olson Center of Hope Heading

Barbara Olson Center of Hope
  • 3206 North Central Avenue
  • Rockford, Illinois 61101
  • Phone: 815-964-9275
  • Fax: 815-964-9607
  • TDD: 815-964-9388

The Barbara Olson Center of Hope has been providing services to children and adults with developmental disabilities for over 50 years. We provide a variety of vocational, employment, educational, social and habilitative services for teens and adults with developmental disabilities living in Winnebago and Boone Counties and surrounding areas.

Mission Statement

“Increase independence for people with special needs in a safe and positive place."


Wednesday, November 12, 2008

School Gives Autistic Students Way to Communicate

School Gives Autistic Students Way to Communicate

The Community School Believes Social-Emotional Development Is Key to Healthy Intellectual Growth


Nov. 12, 2008 —

Many autistic students such as 13-year-old Ty Martin find traditional schools are not able to deal with their condition.

For Ty, loud noises were crippling, and his former school couldn't handle his outbursts.

"Everyday moments could be catastrophic to him," said Ty's mother, Judy Martin. "I said, 'There has to be some place for my son. I do not accept that at the age of 9 or 10 that we're just at a dead end. I do not accept that.'"

After years of searching, Martin found the answer to her concerns at the Community School in Decatur, Ga. Founded by Dave Nelson, the specialized school consists of eight male students and 12 faculty members. It has given the handful of boys with varying degrees of autism a way to thrive and improve their communication skills, although it is open to female students, too.

Nelson, who has a 19-year-old autistic son, understands the students' plight. Some battle anger and obsessive behavior.

"These are kids who have struggled so much for meaning and contentment in their lives," said Nelson, who is also a licensed counselor who specializes in working with children. "As a result [the students] actually develop and grow. That's incredibly rewarding."

Student Kenny Busey said the three-year-old Community School is "definitely a better environment than his previous school.

"I would get bullied just about every day, and none of the teachers knew it was happening," the 17-year-old said. "Not even the principal knew."

His mother grew frustrated with the system.

"We were getting no support from the schools. They were all blaming it on him," said Kenny's mother, Lee Busey.

A New Way to Learn

The Community school is designed for students in junior high and high school between the ages of 12 and 18. It allows students to graduate with a GED and, while it's too new to have had any graduates yet, it's expecting to graduate two or three students this year.

The Community School is one of several in the nation that addresses the needs of students using Stanley Greenspan's DIR model. Greenspan, a child psychiatrist who teaches at George Washington University in Washington, D.C., believes a healthy, social-emotional development is key to healthy intellectual development, especially for autistic children. The model emphasizes engaging children and getting them to feel comfortable with intimacy.

In a teaching video from the school, for instance, a withdrawn little boy won't interact with his parents even as they continue calling him. But when his father entices him to interact, allowing his son to feel in charge, the boy suddenly opens up.

It's a simple change  enticing the child and meeting him in his world, rather than controlling it. The consequences can be huge, and the Community School offers the same kind of one-on-one instruction.

The educational institution offers teaching built around personal interest rather than fixed-lesson plans.

Now Ty, who turns 14 Nov. 21, is learning history in his own way.

"When we're teaching about the presidents, we're teaching that by starting with talking about bosses that Ty has had a lot of experience with," founder Nelson said. "And that personal meaning gives us an opening to then help him learn that more conventional material."



Tuesday, November 11, 2008

Merrymeeting Center for Child Development (Bath, ME)

Merrymeeting Center for Child Development
Our Mission

Merrymeeting Center for Child Development is committed to ensuring that children with autism, Asperger's syndrome and pervasive developmental disorder (PDD) have access to education, treatment and care that is objectively and scientifically validated as effective, delivered by professionals with specific minimum methodological competencies.

What's Unique about MCCD?

Interdisciplinary Teams (IDTs)

MCCD understands a disorder as complex as autism requires a comprehensive response not only from special educators, but from the medical and psychological communities as well. MCCD will assist the case manager, special education director and/or parents with assembling an IDT, comprised of individuals who are stakeholders in the child's long-term outcome. The traditional Pupil Evaluation Team is an integral component of the IDT. Meetings required under IDEA (PETs) and Medicaid law are no longer conducted separately. Aside from the efficiencies of holding only one set of meetings to manage the child's education and treatment, the IDT model improves communication, ensured consistency, and prevents duplicate or counter-productive services.

ISP + IEP = A Single Set of Goals and Objectives

Similarly, the IDT develops one set of goals and objectives for the child. Historically, a child's education and treatment plan(s) were developed in isolation from one another, segregated based upon funding streams and/or providers. This not only made coordination and consistency difficult, but information about the full scope of resources utilized in helping the child were nearly impossible to compile. In addition the lack of consolidated information prevented analysis of whether resources were being used as effectively and efficiently as possible.

The IDT develops the goals and objectives for the child based upon the child's needs, without regard to whether they are academic (A) and/or habilitative (T)-treatment. Once defined, the IDT then assesses each goal to determine whether it is academic, treatment or both in nature. The IDT chooses a service mix calculated to help the child achieve the goals and objectives. Consensus determination of academic and/or treatment responsibility for each objective is noted within the individualized plan.

Behavior Analyst Technicians (BATs)

Unit the child has achieved objectives that ensure he can benefit from group instruction, he is paired with a 1:1 BAT on a rotating basis. BATs undergo professional development supported by MCCD until they attain certification by the national Behavior Analyst Certification Board. In addition, BATs are certified as an Ed Tech I, II or III, commensurate with qualifications. BATs receive ongoing supervision from a Master's-level behavior analyst and a PHD-level behavior analyst on staff, and a consulting certified special education director. Also on staff are an occupational therapist, and a CCC-SLP-level speech therapist, both utilizing methods of applied behavior analysis.

Follow the Child

Fondly referred to as "plug and play staff" by MCCD developers, BATs deliver education and treatment in a variety of settings day to day, based entirely on the ebb and flow of a child's ability to succeed as determined by the IDT. MCCD is a what, not a where. It is a dynamic. MCCD has invested in sufficient transportation resources that, while the based of operations is our Bath center, children are not restrictively confined to that location. Academic and treatment goals can be pursued for all or part of the day in the child's sending school, other school site, the community, and the home. This is supported inclusion.

Supported Inclusion

Supported inclusion is defined as sending a child with autism into a regular education program or community setting with typically-developing, age-matched peers, accompanied by a technician trained in applied behavior analysis (a BAT). The BAT helps the child to participate fully in all activities. The decision to include supported inclusion in a child's education and treatment plan should be made by the IDT based upon desired outcome objectives. These might be to generalize social skills learned in a structured one-to-one setting, learn new social skills, generalize academic skills learned in a structured one-to-one setting to group instruction with typically-developing, age-matched peers, learn new academic skills, and to gradually and systematically increase the child's time in regular education and community settings, in preparation for a full transition. (Support staff are gradually faded until the child can succeed in the setting independently.)

MCCD will guide the IDT through the systematic planning, implementation and evaluation of supported inclusion.

Curriculum/Skill Acquisition

Although each child's individualized plan is unique, MCCD assists the IDT with developing plans consisting of measurable performance criteria, based upon empirically validated hierarchies or systematic sequences of instructional objectives. MCCD has selected the IGS Curriculum, version 9.

Margaret Murphy Center for Children

Margaret Murphy Center for Children
  • 27 Charles Street
  • Auburn, ME 04210
  • (207) 786-7708

Rainbows United, Inc. (Wichita, KS)


Rainbows United, Inc.

  • 340 S Broadway
  • Wichita, KS
  • (316) 267-5437
  • (316) 267-5444 (Fax)
  • Send email

Family Enrichment Center and Uptown Kids (main office)
340 S. Broadway, Wichita, KS 67202
Phone: (316) 267-KIDS
Toll Free: (888) 332-5437
Fax: (316) 267-5444

Ritchie Family Center
251 S. Whittier, Wichita, KS 67207
Phone: (316) 683-7061
Fax: (316) 683-1578

Kids' Cove
2258 N. Lakeway Circle, Wichita, KS 67205
Phone: (316) 945-7117
Fax: (316) 945-7447

Proctor Ritchie Center Koch Campus 4531 E. 37th Street N., Wichita, KS 67220
Phone: (316) 684-7060
Fax: (316) 684-5534

Bright Beginnings of Butler County
409 N. Main, El Dorado, KS 67042
Phone: (316) 320-1342
Toll Free: (800) 650-9260
Fax: (316) 320-1216

Smart Start of Butler County
730 Cliff Drive, Augusta, KS 67010
Phone: (316) 775-3556

Kansas City Autism Training Center

Kansas City Autism Training Center
  • 7501 Belinder Avenue
  • Prairie Village, KS 66208
  • (913) 787-3275
  • Send email

Our mission is to provide professional, research based interventions and training for children diagnosed with autism and their families. In addition, our facility provides education and training in the use of these techniques to parents, teachers, therapists, educators, and other direct service providers in the Kansas City area.

Autism spectrum disorders are behaviorally defined and include significant impairments in language, social interaction, and the presence of repetitive behaviors and/or interests. The autism spectrum covers a wide range of behaviors and abilities. Children diagnosed with autism (like all children) differ in their behavior and skill levels. In addition, behavioral characteristics will differ between children diagnosed with an autism spectrum disorder. These behavioral characteristics may include:

Social skills: Individuals may not make eye contact and may spend their time alone. They may have difficulty understanding other people's feelings or talking about their own feelings. Children may not like to be held or cuddled, or may only cuddle during specific situations.

Speech, language, and communication: Individuals may not speak or they merely repeat what they have heard (i.e., echolalia). The words may be repeated immediately or following a delay. For those with vocal language, they may not use the rules of grammar correctly (e.g., pronouns) and they may speak atypically (e.g., monotone, too loud).

Repeated behaviors and routines: Individuals may repeat the same behavior over and over. They may also have difficulty transitioning during typical routines, or when their typical routines change (e.g., snack at 10 am instead of 9:45 am).

Over 40 years of scientific research within behavior analysis has resulted in a treatment and teaching methodology that has produced improved outcomes for children diagnosed with autism. This method--applied behavior analysis (ABA)—is recommended by the Surgeon General of the United States of America as the treatment of choice for children diagnosed with autism. The Kansas City Autism Training Center promotes these services and provides them to children and their families in the Kansas City area.

Sunday, November 9, 2008

The Verbal Behavior Center for Autism

The Verbal Behavior Center for Autism
  • 11720 Maple Street
  • Fishers, IN 46038
  • (317) 849-4653

The VBCA is a not-for-profit center founded by a grassroots movement of parents with children with autism who saw only very limited options to treat their children.

The VBCA provides therapeutic services to children and families impacted by autism by promoting Applied Behavior Analysis (ABA) principles and, specifically, verbal behavior therapy techniques. Children with autism undergoing this research-supported treatment have been known to show significant progress towards becoming normalized, or mainstreamed into society. The VBCA also offers consulting services in families homes.

The VBCA is committed to empowering family members to have a significant impact on autism. One way is through its commitment to outreach services for families with children with autism. Planned services include a chat room for families with children with autism, information on its web site and a hotline number to direct parents to resources. In time, the VBCA has plans to offer financial assistance for children with autism to attend the center.

The Applied Behavior Center (Indianapolis, IN)

The Applied Behavior Center
  • 6060 Castleway W Drive, Suite #135
  • Indianapolis, IN 46250
  • (317) 849-KIDS (5437)
  • (317) 842-5911(Fax)

Summit Learning Center (Roswell, GA)

Summit Learning Center

  • 700 Holcomb Bridge Road
  • Suite 400
  • Roswell, GA 30076
  • 770-552-1535
  • Send email
The Summit Learning Center aims to provide individualized, effective, and scientifically based treatment for children with autism and related disabilities that is not otherwise available in the state of Georgia. The Summit Learning Center provides effective treatment, based on the science of Applied Behavior Analysis (ABA) utilizing B.F. Skinner’s research in Verbal Behavior. We aim to maximize the potential of persons who are affected by Autism or other developmental disabilities by providing intensive instruction in the areas of behavior, social skills, and communication.

North Georgia Autism Center (Cumming, GA)

North Georgia Autism Center, Inc.
  • 5285 Lake Pointe Center Dr
  • Suite C
  • Cumming GA 30041
  • (770) 844-8624
  • (770) 844-8643 (Fax)
  • Send email
Discrete Trial Teaching—One on One Sessions
Intense one on one training to teach a variety of skills.

Social Skills Groups
A place children can go to make friends and learn valuable social skills.

Consultations are for short term goals or a little extra help either in the schools, home, or day care.

Chrysalis Project
This is a one on one intensive center based program.

Training Classes
Classes to increase knowledge about Autism, Developmental Disabilities, and ABA.

Supervision for BCABA or BCBA
Supervision for hours towards BCBA and BCABA.

Family Counseling
Families experience stress and a range of emotions, which begin as early as infancy with a child who shows the deficits in communication and social development of ASD.

Sibling Groups
Groups for siblings of children with autism can come to discuss and get support.

Summer Program
Fun sensory, social, and summer camp activities.

Saturday, November 8, 2008

Cherokee Pediatric Therapy (Canton, GA)

Cherokee Pediatric

Cherokee Pediatric Therapy
  • 1558 Marietta Hwy, Ste 210
  • Canton, GA 30114
  • (770) 720-0807
  • (770)720-2927 (Fax)
  • Send email

Cherokee Pediatric Therapy is the only Sensory Integration private practice in. We are committed to excellence in the identification, evaluation and treatment of children and adolescents in need of Occupational, Sensory related issues, Learning Disabilities, ADHD and Autism.

Our Philosophy
Each child is gifted and has numerous strengths to draw upon. So, we develop our treatment to focus on your child's strengths and improve on their areas of difficulty. Our goal is to help children become independent and achieve their maximum potential.

We also believe that families are an integral part of the therapy program and encourage parents to collaborate with us in making each session the best possible learning process.

In addition, we believe in collaborating with other professionals to obtain the most appropriate treatment and understanding of your child's abilities.

The Threshold Inc. (Goldenrod, FL)

Threshold, Inc.

  • PO Box 1110
  • Goldenrod, FL 32733
  • (407) 671-7060
  • Send email

Palm Beach County Public Charter School for Children with Autism

Palm Beach County Public Charter School for Children with Autism

  • 5800 Corporate Way
  • West Palm Beach, FL 33407
  • (561) 640-0270
  • (561) 640-0270 (Fax)

Quest Kids (Orlando, Fl)

Quest, Inc.

Quest Kids
  • 406 E Amelia Street
  • Orlando, FL 32803
  • (407) 872-3378
  • (407) 872-3378 (Fax)

Pinnacle Academy (Bradenton, FL)

Pinnacle Academy, Inc.
6215 Lorraine Road
Bradenton, FL 34202
(941) 755-1400

Our Mission

~To blend proven behavioral and developmental methods to create a program which meets the individualized needs of each child.

~To enhance a collaborative approach between home and school.

~To provide a tailored educational setting, which addresses the full spectrum of autism treatment needs.

~To increase awareness and education through parent and professional training opportunities.

~To enable children to reach their potential in a setting where they feel comfortable, confident, and safe.

Friday, November 7, 2008

Jacksonville School for Children with Autism

Jacksonville School For Children with Autism

Jacksonville School for Children with Autism
  • 4000 Spring Park Road
  • Jacksonville, FL 32207
  • (904) 732-4343
  • Send email
Jacksonville School for Children with Autism (JSCA) was established in 2005 by two families in an effort to create a safe and flexible learning environment. JSCA families take an active role in the decisions that drive their children's educational programs. The school is designed so that children maintain high levels of one-to-one instruction with teachers as well as interact with peers in structured and unstructured activities.

The school is incorporated as a not-for-profit 501 (c) (3) private school. Funding comes from parent fees, the McKay and other scholarships, fundraising, grants and volunteer efforts.

Our Philosophy
The parents and professionals at JSCA believe that children with autism can learn to communicate, socialize and become productive members of society. Many children with autism are capable of learning age appropriate academics and given the proper amount of adult support, can thrive.

Guiding Principles
Given that no one child is just like another, JSCA offers the opportunity to integrate a variety of curriculums and methodologies to meet each child's individualized educational goals.

The common methodology at JSCA is Applied Behavior Analysis (ABA)/Verbal Behavior (VB) as described by B.F Skinner. ABA is utilized during group activities and natural environment teaching.

Additionally, students combine aspects of Speech and Language Therapy, Rapid Prompting Method, Greenspan DIR model, Relationship Development Intervention, Occupational Therapy/Sensory Integration, picture schedules, and socialization with peers.

Individual children, depending on their developmental level and symptoms, will need different amounts of each of these approaches in their program. The Integrated Model combines the best and most child-appropriate elements from each of these approaches in order to produce natural and spontaneous behaviors and language.

Thursday, November 6, 2008

Rebecca School (New York City, NY)

Rebecca School
Rebecca School, is a therapeutic day school, for children 4 to 18, promoting the education and development of children with neurodevelopmental disorders of relating and communicating, including PDD and autism.
We utilize the Developmental Individual Difference Relationship-based (DIR) model. The DIR methodology, developed by Dr. Stanley Greenspan and Dr. Serena Wieder, proceeds from the core belief that relationships are the foundation of learning. At Rebecca School we consider the variations in individual motor and sensory processing systems and tailor each child’s program to his or her specific needs. There is no “one-size-fits-all” for children with neurodevelopmental delays in relating and communicating. Each child has unique strengths to be developed and limitations to be remediated. Our goal is not to fit the child to the program but to fit the program to the child.
We provide students with a comprehensive therapeutic program in a real school environment that enhances their life experiences and nurtures their talents. Our enrichment program reflects mainstream private school offerings in science, art, music and movement, gym and technology. We provide the related services of speech, occupational therapy, physical therapy and counseling as appropriate. The curriculum incorporates academics, Floor Time, social skills training, sensory integration and behavior modification.
Classes are small, with eight children, one teacher, and three teacher assistants in each classroom. Children may work individually, in dyads or in small groups. We provide a 12-month program that includes a six-week summer program. Every Friday the school closes early for ongoing staff and parent training. The school day is Monday through Thursday 8:30 AM until 3:00 PM and Friday 8:30 AM until 12:30 PM.

We are committed to creating a bridge between home and school. A social worker will be assigned to each family to provide referrals, as necessary, for nutritional, medical and legal consults and to facilitate children’s admission and ex-mission at the school. We also offer sibling and parent support as well as parent training. We are partners with each of our students' families in creating an educational environment, both in school and at home, which meets their individual needs.

The Hope Center for Autism (Jensen Beach, FL)

The Hope Center

ABC School House (Orlando, FL)

ABC School House, Inc.
  • 113 W. Chapman Rd.
  • Orlando, Fl 32765
  • (407) 324-7772
  • Send Email

ABC School House is a unique and dynamic program unlike any other in the Central Florida area. ABC School House was designed to fill the deficits that are often found in traditional schools. Since we understand the difficulty families have of trying to get everything their child needs in one setting, we have designed a program that is sure to meet every childs individual needs.

What Sets Us Apart :
BCBA™ (Board Certified Behavior Analyst) and BCABA™ (Board Certified Associate Behavior Analyst) on site daily for program oversight and therapist supervision
Directors and Founders are Certified Behavior Analysts with Verbal Behavior backgrounds
Year-Round, Full-Day Instruction
Research-based Interventions and Curriculums
Approved practicum site the for FIT (Florida Institute of Technology) Behavior Analysis Graduate Program
Individual Learning Plans (ILP’s)
Computer Lab
Open-door policy for parents and outside therapists
We encourage parent involvement
All Behavior Therapists must have former experience with children with disabilities, Autism and Behavior Analysis prior to employement
Intensive New Employee Training and Accountability Program
Weekly Staff training in ABA/VB methodologies
Individual and group school picture days
Extracurricular enrichment programs
Low staff turnover
Approved McKay Scholarship participants
Active members of the Florida Association for Behavior Analysis and the Association for Behavior Analysis
Members of ASGO ( Autism Society of Greater Orlando)
Members of the Council for Exceptional Children
Members of the Winter Springs/Oviedo Chamber of Commerce
1:1, 1:2 or 1:3* student placement options
Half-day Early Intervention program

* Students must be pre-approved for placement in a 1:3 group, must have a Matrix score of 254 or lower, and be toilet trained.

Program Components :
Comprehensive behavior, communication and skill assessments (at no additional cost)
Complete ABLLS/ABLLS-R and VP-MAPP assessments
Brigance testing, PEP-R testing and GAR-2 testing available
Behavior Management for mild-to-severe behavioral concerns
Verbal Behavior / communication training
Academics (use research-based and computer-based curriculums)
Play & Social Skills
Toilet Training
Self-Care and Independent Living Skills
Pre-Vocational Skills
Computer, typing & mouse skills
Field Trips
Parent education
Free Respite Care*
Before & After Care Program**
In-home parent –training and 1:1 ABA therapy
After school 1:1 ABA therapy on site

*Free Respite care is offered at the school every other month on a Saturday Night from 5:30pm – 9:30pm. Students and siblings are welcome.
**Additional fees apply for before and after-care programs.

Tuesday, November 4, 2008

The River Street Autism Program

The River Street Autism Program

(CREC - Capitol Region Education Council)

  • 601 River Street
  • Windsor, CT 06095
  • (860) 298-9079
  • (860) 298-8413 (Fax)
  • Send email

The River Street Autism Program
Serving Young Children with Autism and Their Families

The River Street Autism Program provides intensive year round services for children with autism between 3-10 years of age. Intervention is provided through one-on-one instruction using the principles of applied behavior analysis. The curriculum follows a developmental progression using discrete trial teaching with a strong emphasis on the generalization of skills to more natural learning environments.

The development of speech, language and social skills are the primary components of the treatment program. Facilitating the child's integration into normal peer groups and enrollment in preschool are the secondary components. In addition, training is provided to family members to encourage active participation in their child's program.

Service Delivery Models
Home-Based Programs: Children aged 2-6 receive intensive one-to-one home-based behavioral intervention from 30-40 hours a week. Program supervision is provided through weekly team meetings and monthly workshops where all tutors are observed working directly with the student.

Model ABA Classrooms: Located in public school systems, these classrooms are ABA programs that employ discrete trial intervention for initial acquisition of programs, with programming for generalization in group activities with other children. The public school classrooms provide opportunities for inclusion and peer integration. In these contexts, the children receive shadow support with the goal of transferring control to the classroom teachers.

Individual Consultation in Public School Classrooms: In this model, the child receives ABA services in the context of a regular or special education classroom. Similar to our model classrooms, discrete trial programming may be provided for initial acquisition of programs, and shadow support is provided for inclusion opportunities.

Coltsville School
The River Street Autism Program began offering intensive intervention as a satellite of River Street School (Windsor) in June, 2000. Due to increased demand for service, it substantially expanded operations in September, 2003. Our full day, intensive behavioral intervention program moved to a newly renovated site in Hartford near the Colt Manufacturing complex. The River Street Autism Program at Coltsville occupies approximately 33,000 square feet of space and can accommodate approximately 50 children with autism and 50 typically developing preschoolers.

  • 10 classrooms for children with autism spectrum disorders
  • 3 preschool rooms for inclusion opportunities with typically developing children
  • 6 instructional rooms with one-way windows
  • Cafeteria and kitchen
  • Gross motor and sensory motor rooms
  • Nurses station
  • Offices, staff lounge and conference roomsA portion of the new space will be used as a training site for parents and school district staff.

Program components include:

  • 30 – 40 hour weekly ABA program – up to 240 days per year
  • Videotaped reviews conducted by Ph.D. level Clinical Supervisor
  • Board Certified Behavior Analysts
  • Certified Special Education Teachers
  • 1:1 Staffing
  • Speech, OT and PT services provided by certified, licensed staff

What is Applied Behavior Analysis (ABA)?
“ABA is the science in which procedures derived from the principles of behavior are systematically applied to improve socially significant behavior.”
-Cooper, Heron and Heward, (1987)

What are considered to be the essential components of quality ABA treatment?
The River Street Autism Program strives to provide the highest quality treatment possible. Optimal treatment includes the following elements:

  • Treatment delivered by persons thoroughly trained in the methods, and supervised by degreed professionals trained in ABA.
  • Treatment occurring 30-40 hours per week
  • Family members actively participate in teaching their child.
  • At least two years of intensive intervention, beginning with one-to-one instruction, and followed by programmed inclusion with typical peers.
What are the qualifications of the staff?
Our clinical supervisor, Dr. Kathleen Dyer, is a Board Certified Behavior Analyst (BCBA) and a certified speech pathologist. She holds her doctorate in Speech and Hearing Science. Our staff supervisors are also Board Certified Behavior Analysts. All of our staff receive thorough competency training and ongoing supervision by our BCBA supervisors. All teachers are certified by the Connecticut Department of Special Education.

The May Institute

The May Institute (800) 778-7601 Send email

May Institute Corporate Headquarters
41 Pacella Park Drive
Randolph, MA 02368
Toll free: 800-778-7601
TTY: 781-440-0461

May Institute, Northeast Region

Cape Cod
722A Main Street
Yarmouthport, MA 02675

Southeastern Massachusetts
37 Purchase Street
Fall River, MA 02720

Western Massachusetts
1111 Elm Street, Suite 7
West Springfield, MA 01089

360 Tolland Turnpike, Suite 2D
Manchester, CT 06042

May Institute, Mid-Atlantic Region

1900 Mount Holly Road
Building 1, Suite A
Burlington, NJ 08016

May Institute, Southeast Region

280 Interstate North Circle, Suite 430
Atlanta, GA 30339

Southeast Regional Autism Center
705 17th Street, Suite 401
Columbus, GA 31901

1409 Kingsley Avenue, Suite 1A
Orange Park, FL 32073

May Institute, Midwest Region
900 West Heading Avenue, Building A
West Peoria, IL 61604

May Institute, West Coast Region
5400 Soquel Avenue, Suite F
Santa Cruz, CA 95062

For more than 50 years, the caring professionals of the May Institute have set a national standard for providing comprehensive, research-validated services to children and adults with autism, brain injury, mental retardation, pervasive developmental disorder (PDD), and behavioral healthcare needs. May's award-winning network of educational, behavioral, and rehabilitative programs blends science with service to help make progress possible for thousands of individuals every year.

With corporate headquarters in Randolph, Massachusetts, and regional offices in the Southeast, Mid-Atlantic and on the West Coast, the Institute offers a broad range of services in more than 200 sites throughout the country:

May Institute is an active center of research and training, maintaining affiliations with more than 40 universities, hospitals, and human service agencies worldwide. Our state-of-the-art services reflect the talent and expertise of our doctoral-level clinical leadership and hundreds of highly trained teachers, therapists, and other specialists. We also benefit from the expertise of a Professional Advisory Board whose members include leading authorities in the field.

Click here to download a May Institute overview brochure.

History of the May Institute
May Institute was founded in the seaside village of Chatham, Massachusetts, by Dr. Jacques M. May and his wife, Marie-Anne, in 1955. Their vision was to help children with disabilities lead the fullest lives possible. The Institute's first school developed as a result of Dr. and Mrs. May's determination to provide a supportive environment and progressive treatment for their twin boys with autism. Today, May Institute is among the largest, most respected, and innovative behavioral healthcare organizations in the country. May was featured in the book, In Search of America's Best Nonprofits (Jossey-Bass, 1997), and the Chatham school has been honored as one of the nation's "Schools of Excellence" by the U.S. Department of Education.

May Institute Philosophy
Our values and vision drive us to understand each person's unique needs and find effective means to help each individual reach his or her potential and live independently.

Auburn (In-home/Autism,DD)

San Francisco (Positive SchoolsSM)
San Jose (Pediatric Specialty Services)
Santa Cruz (Sp. Ed. School/Autism, PDD, DD)

Jacksonville (Children's Services/Autism)
Jacksonville (In-home/Autism, DD)

Atlanta (Pediatric Services)
Atlanta (Positive SchoolsSM)
Columbus (Southeast Regional Autism Center)
Georgia (In-home/Autism, DD)
Georgia (School Consultation)
Georgia (TAPP Program)

Manchester (Adult Services/Developmental Disabilities)

Wichita (Positive SchoolsSM)

Attleboro (Clubhouse/Mental Health)
Attleboro (Vocation & Education/Mental Health)
Barnstable (Positive SchoolsSM)
Brockton (Positive SchoolsSM)
Brockton (Sp. Ed. School/Brain Injury)
Central and Eastern Mass. (Home and School Consultation Services)
Chatham (Autism, PDD, DD)
Fall River (Pediatric Specialty Services)
Fall River (Children's Services)
Fall River (Clubhouse/Mental Health)
Fall River (May Counseling @ Hyland Clinic)
Harwichport (Clubhouse/Mental Health)
Hyannis (Clubhouse/Mental Health)
Leominster (Positive SchoolsSM)
Lowell (Positive SchoolsSM)
Marlborough (Positive SchoolsSM)
Mashpee (Adult Services/MR, PDD, DD)
New Bedford (Adult Services/Mental Health)
New Bedford (Child & Teen/Mental Health)
New Bedford (Clubhouse/Mental Health)
Northeast Region (Home and School Consultation)
Randolph (Corporate Office)
Randolph (Home and School Consultation)
Randolph (Positive SchoolsSM)
Randolph (Sp. Ed. School/Autism, PDD, DD)
Raynham (Adult Services/MR, PDD, DD)
Revere(Adult Services/MR, PDD, DD)
W. Roxbury (Eval. & Therapy/ Mental Health)
W. Springfield (Adult Services/ MR, DD)
W. Springfield (Home & School Consultation)
W. Springfield (Sp. Ed. School/Autism, DD)
Walpole (Eval. & Therapy/Mental Health)
Walpole (Vocational Services/Mental Health)
Woburn (Sp. Ed. School/Autism, PDD, DD)

Baltimore (Positive SchoolsSM)

Southern Maine (Home and School Consultation)

Southern New Hampshire (Home and School Consultation)

Mid-Atlantic Region (Home and School Consultation)
Trenton (Positive SchoolsSM)

Albany (Positive SchoolsSM)

Philadelphia (Home and School Consultation)

Northeast Region (Home and School Consultation)
Providence (Positive SchoolsSM)

South Carolina (In-home/Autism, DD)

Chattanooga (In-home/Autism, DD)
Knoxville (In-home/Autism, DD)
Knoxville (School Consultation)

Southern Vermont (Home and School Consultation)

LEARN ABA Center-Based Program

LEARN ABA Center-Based Program
  • 44 Hatchetts Hill Road
  • Old Lyme, CT 06371
  • (860) 434-4800
  • (860) 434-4837 (Fax)
  • Send email

Sunday, November 2, 2008

Connecticut Center for Child Development, Inc. (CCCD)

Connecticut Center for Child Development

  • 925 Bridgeport Avenue
  • Milford, CT 06460
  • (203) 882-8810
  • (203) 878-9468 (Fax)
  • Send email
Established in 1995, the Connecticut Center for Child Development, Inc. (CCCD) is a private, nonprofit organization dedicated to improving the lives of individuals with autism, Asperger's Syndrome, and other pervasive developmental disorders throughout their lifespan.
Our goal is to help each of our students reach their maximum potential and become active, productive members of their families and communities. Our instructional methods are based on applied behavior analytic learning principles implemented in school, home, work, recreational, and community settings.

At its inception, CCCD was a very small entity which initially only provided periodic conferences, workshops, and family support. By its second year of operation, the agency expanded to include provision of behavior analytic consultation services. The following year, CCCD opened a pre-school and elementary school program for a small number of young children in a church basement. Today, CCCD is a multifaceted agency housed in it's own dedicated facility.
CCCD currently operates the following eight programs:
  • A private school for children with autism 3-21 years of age
  • An Outreach Program for pre-school and school age children in home and public school settings
  • A professional education initiative which provides both basic and advanced training in applied behavior analysis
  • The Institute for Educational Planning, LLC, a diagnostic clinic serving children with known or suspected special needs
  • On The Move, a recreation and community access program
  • A Community Education Program, providing information and education to parents and professionals in Connecticut and throughout the tri-state area
  • School start-up consultation providing administrative and clinical expertise for behaviorally based service organizations
  • The Extra Steps Wrap Around Service Program provides leisure, recreational, and social development while giving respite services that will be customized to meet the unique needs of each participant, and their families

Area Cooperative Educational Services
  • 350 State Street
  • North Haven, CT 06443
  • (203) 498-6876
  • Send email

Saturday, October 25, 2008

CTC School
Celebrate the Children's founder and director, Monica G. Osgood, is an experienced behavioral consultant and therapist who specializes in teaching social skills to children with autism and other disorders in relating and communicating. Monica has been working with this population for eleven years. Her experience includes four years at a school for autism in North New Jersey. She began as a classroom behavioral assistant and was promoted to Home Program Coordinator and eventually Social Skills Coordinator.

The responsibilities with this position included the development and implementation, with very encouraging results, of the social skills program for the entire school. She conducted social skills groups at the school on a daily basis for children of all ages and various developmental levels.

In addition to running social skills groups, extensive work was also done transitioning special needs children into regular education settings. As a result of this work she has acquired an extensive range of materials and information on how to teach social skills to children with special educational needs. Currently, as a consultant to numerous school districts in New Jersey Monica's responsibilities involve curriculum and IEP development, teacher trainings, trouble shooting and the implementation of behavioral and social skills strategies for self-contained and mainstreamed students.

In September of 1998 she started a public school program in Mt. Arlington, New Jersey for pre-schoolers and elementary age children with autism. The program is based on her own philosophies in combination with DIR (Greenspan). The program consists of a pre-school classroom and partial and full inclusion for older children. The program has been very successful and currently there is a waiting list.

In conjunction with her work in the school systems, Monica also provides home programs and consultation for children with relating and communicating difficulties. This intervention includes social-emotional development, parent/sibling-child relationship support, self help skills, and academic support. In addition to therapy these positions include hiring and training staff and family members to work with the children; the implementation and monitoring of programs to be run with the children; staff management; and placement and support of the children into regular education settings.

Monica is a faculty member of the Interdisciplinary Council on Developmental and Learning Disorders(ICDL) and has had the opportunity to work closely with Dr. Stanley Greenspan and Dr. Serena Wieder who have been very supportive of the Mt. Arlington program and other projects Monica has created. Monica has completed a DIR certification program as one of the first professionals ever to receive this formal certificate. In July 2001 Monica worked as one of twelve faculty members (including Drs. Greenspan and Wieder) providing a DIR certification workshop to professionals.

In November of 2001 she presented at the annual ICDL conference as a faculty member with Dr. Brazelton, and Dr. Greenspan, Additional accomplishments include many speaking engagements at conferences, regular consultations to school districts and conferences in Wales, and the supervision of annual DIR summer camps both in the USA and Wales. Most recently, Monica has appeared on Welsh Channel 4 and BBC1 sharing the DIR approach with British parents and professionals documentary style.

Thursday, October 23, 2008

Center for Autism and Related Disorders, Inc. (CARD)

Center for Autism and Related Disorders, Inc. (CARD) is among the world's largest and most experienced organizations effectively treating children with autism and related disorders. Following the principles of Applied Behavior Analysis (ABA), a treatment for autism that has been thoroughly researched and empirically validated by the scientific community, CARD develops individualized treatment plans. CARD was established in 1990 and has several offices throughout the world. With our network of trained supervisors and therapists, we can provide services to families throughout the world.

The CARD Treatment Program

Description of CARD Program

The CARD Program recommends that 1:1 behavioral therapy be administered initially in the home setting, and then generalized to other settings such as school. The techniques used in teaching are based on Applied Behavior Analytic practices such as Discrete Trial Teaching and the content of instruction covers a wide range of skill areas such as speech and language skills, gross and fine motor skills, academic skills, self-care, and most importantly, socialization skills.

The CARD early intervention plan typically consists of intensive treatment in which basic skills are taught in the first years and advanced social and language skills are taught in the final years. CARD treatment is typically allocated in the following manner, allowing variance depending on each child's particular symptoms and rapidity of learning.

Services Skills Taught
40 hours of 1:1 in-home behavioral intervention. Simple compliance, self-help, motor imitation, receptive and expressive object and action labeling, simple requests, and basic toy manipulation.
5-10 hours of preschool with a CARD shadow targeting social skills, and 30-35 hours of 1:1 in-home behavioral intervention. Complex skills including imaginary play, describing and complex language, emotion recognition, and basic cause and effect, with an emphasis on generalization.
15 hours of general-education Kindergarten with a CARD shadow, targeting attention, classroom behavior, academics, and social development, and 20 hours of 1:1 in-home behavioral intervention. Abstract skills such as abstract reasoning, senses, observational learning, and social skills are targeted.
30 hours of attendance in general education First Grade, and 10-15 hours of in-home therapy. The final treatment year should focus entirely on social skills and academic achievement in first grade. Typically, theory of mind and executive functioning skills, understanding cause and effect relationships, and comprehending social cues are the primary focus. In addition, parent and teacher training is completed so that treatment gains may be maintained after therapy is terminated.

U.S. Locations:

Garden Grove, CA - Go

12399 Lewis Street, Suite 202

Garden Grove, CA 92840

Phone: (714) 750-0575

Fax: (714) 750-0160

Hank Moore, M.A., Regional Director


Rochester, New York - Go

6 N. Main Street, Suite 110

Fairport, New York, 14450

Phone: (585) 377-6590

Fax: (585) 377-6605

Denise Rhine, Managing Supervisor


San Diego, CA - Go

7297 Ronson Road, Suite H

San Diego, CA 92111

Phone: (858) 278-6603

Fax: (858) 278-660

Theresa Bruhn-Contreras, Managing Supervisor


San Juan Capistrano, CA - Go

27127 Calle Arroyo, Suite 1921

San Juan Capistrano, CA 92675

Phone: (949) 661-6753

Fax: (949) 661-6853

Jason Garner, Regional Director


San Jose, CA - Go

940 Saratoga Ave., Suite 105

San Jose, CA 95129

Phone: (408) 423-8076

Fax: (408) 423-8077

Se Mi Lee, Office Manager

Bakersfield, CA - Go

513 W. Columbus St. Suite A

Bakersfield, CA 93301

Phone: (661) 321-9700

Fax: (661) 321-9750

Hank Moore & Vince Redmond,

Regional Directors


Austin, CA - Go

3001 Bee Cave Road Suite 150

Austin, TX 78746

Phone: (866) 833-3898

Fax: (512) 330-9505

Erica Strange , Clinical Supervisor


Torrance, CA - Go

21253 B. Hawthorne Blvd.

Torrance, CA 90503

Phone: (310) 944-9809

Fax: (310) 944-9810

Vince Redmond , Regional Director


Springfield, VA - Go

6315 Backlick Road Suite 302

Springfield, VA 22150

Phone: (703) 229-0202

Fax: (703) 569-0321

Mary Ann Cassell, Managing Supervisor


Larchmont , NY - Go

1890 Palmer Avenue, Suite 404

Larchmont, NY 10538

Phone: (914) 833-1303

Fax: (914) 833-1805

Denise Rhine, Managing Supervisor


Temecula, CA - Go

28991 Old Town Front St. #208

Temecula, CA 92590

Phone: (858) 278-6603

Fax: (858) 278-6603

Theresa Bruhn-Contreras, Managing Supervisor


Sacramento, CA - Go

2945 Ramco St. Suite 220

West Sacramento, CA 95691

Phone: (916) 374-0800

Fax: (916) 374-0808

Sarah Cho, CARD Case Supervisor


Phoenix, AZ - Go

1620 N. 48th Street

Phoenix, AZ 85008

Phone: (602) 325-2485

Fax: (602 225-2485

Sarah Niehoff, Managing Supervisor