Hope 4 Kids Program

Hope 4 Kids is rooted in Applied Behavior Analysis (ABA). We provide evidence based treatments that focus on all aspects of development. We understand that there is not just one way to promote learning and behavior change. We focus on functional communication through an Applied Verbal Behavior (AVB) model which provides us with the building blocks for consistent and meaningful communication.

We are committed to providing an environment that is conducive to acquiring meaningful and critical skills for all of our learners.


 

K-8 Program

Upon arrival learners immediately participate in functional skills such as putting their personal items where they belong and gathering necessary items for their work sessions. These adaptive and organizational skills promote the executive function that is required in day to day living. We use positive reinforcement and individualized motivational systems that increase a child’s success in executing these important skills.

1:1 Sessions

During 1:1 sessions learners are taught specific skills (or skill sets) by a behavioral specialist. 1:1 sessions are individualized for each learner in order to provide the most effective and efficient teaching that promotes behavior acquisition and change. 1:1 sessions are provided throughout the day at the center depending on the learner’s individual needs. 1:1 sessions provide opportunities for learning in a structured environment that is free of distraction. Evidence based repetitious and systematic procedures are utilized to promote the necessary skills all children need to learn from the world around them.

NET (Natural Environment Teaching/Training)

Our NET block is facilitated by our NET specialist. During this block children work together with our specialist or in a small group. Children participate in activities that promote generalization of skills learned in 1:1 sessions or skills that are emerging but not demonstrated consistently by the learner. We focus on co-regulation of movements (moving together as a group), joint attention by noticing what other children are doing, turn taking in movement and conversation, and nonverbal social communication. Learners are reinforced for observing, interpreting, and navigating their environment based on the social behavior demonstrated by within the small group design.

Motor Activities

Many learners that we see demonstrate difficulty in motor related activities such as bumping into objects or people, stepping on items on the floor, handwriting, and eye-hand coordination. These are prerequisite skills to learning and being successful. They are skills that require the executive function of organization and planning. We provide individualized support for our learners through fun and interactive games and positive reinforcement. A systematic approach through shaping and chaining is provided for learners that demonstrate difficulty in motor skills.

Working Together

Our learners are an integral part of the group. Each learner participates in preparing and cleaning up meals and activities. These are necessary adaptive skills that promote independence and success.

Independence & Being Socially Responsible

We teach our learners to demonstrate appropriate eating , self-care, and independence. For example, learners may need to be taught how to use a napkin or utensil. These are the adaptive skills we may work on. Attending to others, answering a question, or finding out about another child promotes social behavior.

Small Groups

During this time learners are provided opportunities to learn in a small group structure. These opportunities are necessary as we prepare learners to be successful across all environments. We use a variety of evidence based methods to teach learners in small group settings.

Social Thinking Concepts

We focus on teaching social skills for the children we provide services for.

  • Joining and maintaining group activities
  • Following a peer’s lead in play
  • Problem solving when things don’t go his/her way
  • Elaborating on a play theme by sharing ideas and accepting a peer’s ideas
  • Joint attention of attending to the world around us
  • Social Rules; body awareness, eye-contact, interrupting while someone is talking
  • Conversation; understanding that conversation is reciprocal, asking questions