In-School Services

The Board Certified Behavior Analyst (BCBA) observes classrooms and conducts assessments to identify why students engage in certain challenging behaviors. The BCBA works with the educational and clinical teams to identify alternative skills that can be taught as a replacement. Group contingencies to increase classroom participation are also developed with teachers to further assist with behavioral management.

See The ABCs of ABA

The Occupational Therapist (OT) specializes in social and emotional learning, sensory processing, task analysis, assistive technology, and activity and environmental modifications. Utilizing this specialized skill set and knowledge base, the OT promotes effective, evidence-based outcomes for students through individualized direct treatment to qualifying students per their IEP, as well as through consultative services for whole classrooms. The OT provides screenings and comprehensive assessments to qualifying students.

The Speech and Language Pathologist (SLP) services students with a wide range of diagnoses/disorders. The SLP promotes students’ abilities to appropriately express wants and needs and to self-advocate when necessary. The SLP identifies the level of support and accommodations needed to effectively access curriculum, participate in testing, and engage in social settings.

Our In-School Services:

  • Serve a wide range and variety of diagnoses. SLPs serve those including those involving receptive and expressive language, speech sound disorders (articulation and phonological processing), cognitive-communication, fluency, voice/resonance, and pragmatic language. OTs focus on fine and visual motor, self-help and sensory skills
  • Support academic achievement, educational relevance, and social participation by addressing personal, social/emotional, academic, physical, and vocational needs that have an impact on attainment of educational goals
  • Provide screenings and comprehensive assessments to qualifying students as requested by school districts, parents, or during IEP reevaluation periods
  • Refer and recommend students for additional services or assessment
  • Participate in the development and monitoring of behavior plans
  • Collaborate to lead weekly classroom skills groups in elementary classrooms addressing the following skill areas: self-regulation, social skills, fine-motor skills, social participation, emotional regulation, and sensory coping strategies

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