Merrymeeting Center for Child Development
- PO Box 34
- Bath, ME 04530
- (207) 443-6200
- Send email
Our MissionMerrymeeting 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.
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.
