Augmentative Learning and Movement Center: Vermont-based Special Education Schools and Center with a focus on Autism

Augmentative Learning and Movement Center
   



 
 

RANGE of Services

For entire districts or individual students

  • ALMC educators and related service staff (Occupational Therapist, Speech and Language Pathologist, Special Educator and Clinical Behaviorist) provide consultation services and training through observation, modeling and collaborative feedback during regular visits with a focus on supporting 1:1 staff
  • Development of integrated Academic Support Plans incorporating academic, embedded therapeutic (OT, SLP), and behavior programs with an emphasis on Applied Behavior Principals (Positive Behavior Support)
  • Trainings and meetings conducted throughout the year to support district wide or individual student ALMC consultations
  • Services coordinated with local case management
  • Interactive relationships with parents through communication and meetings
  • Regular team meetings to review ALMC Academic Support Plan
  • Attendance at parent meetings and IEP meetings, as requested
  • Psychiatric/Behavioral Medicine consultations available with on-staff Developmental Psychiatrist and/or Pediatrician
  • Functional Behavioral Assessments with programming recommendations
  • Availability to collaborate on 3 year evaluations: academic, speech and language, occupational therapy, and behavioral assessments
  • Psychiatric/Behavior Medicine or Multi-Disciplinary evaluations (at additional cost)

Applied Behavior Analysis Programming and Consultations

The ALMC utilizes Applied Behavior Analysis in their local school settings and within their own schools. Applied behavior analysis (ABA) is the science of human behavior.  Applied Behavior Analysis is the process of systematically applying interventions based on the principles of the learning theory to improve socially meaningful behaviors and to determine that interventions employed are responsible for the improvement in behavior. 

ABA methods are used to support students with autism in at least five ways:

  1. To teach new skills (e.g., systematic instruction and reinforcement procedures to teach functional life skills, academic skills, communication skills, or social skills);
  2. To reinforce and maintain behaviors (e.g., self control and self monitoring procedures to main skills or reinforcing acquired skills);
  3. To generalize or to transfer behavior from one situation or response to another (e.g., from completing assignments in the resource room to performing as well in the mainstream classroom, teaching and transferring social skills to natural settings);
  4. To restrict or narrow conditions under which interfering behaviors occur (e.g., modifying the learning environment, antecedent modification); and,
  5. To reduce interfering or challenging behaviors (e.g., self injury, noncompliance, aggression)

Within ABA-programs, assessment plays a key role.  Essentially, assessment drives the delivery of interventions.  Functional Behavioral Assessment (FBA) is an ongoing process that occurs before and during the implementation of the intervention.  FBA before the intervention involves evaluation of the unique behaviors, needs and characteristics of the individual, the environment, and the complex interaction between the individual and his/her environment.  The results of assessment are used to design the individual tailored support plans and procedures.  Assessments are conducted during the delivery of interventions to monitor progress.  Analysis of assessment data and program data is crucial.  Analyzing program data on a regular basis allows the team to clearly evaluate the efficacy of interventions and when necessary, to make data based decisions regarding making changes of programs.

Meetings and Trainings

To increase local school capacity and ALMC’S effectiveness, the following meeting and trainings occur throughout the year.

Weekly implementation visits:
Weekly implementation visits by ALMC service coordinator and relevant ALMC staff, collaborating with 1:1’s, school-based case manager and relevant school-based staff.  Focus will be on daily issues, schedule review, up-coming events, questions or concerns developed that week, and data review.
Team meetings:
Every 4-6 weeks facilitated by ALMC service coordinator, with relevant ALMC staff, school-based case manager, relevant school-based staff, school administrators, outside agencies involved, and parents.  These updates will focus on presenting: data, educational and therapeutic progress, and materials.
Trainings:

4-6 hour introductory training of 1:1 staff and relevant school-based staff in basic operating principals, in the beginning of the program year.

Informal modeling during weekly implementation visits by ALMC staff.

Training to be attended by 1:1, and relevant direct services staff at combined time and place for all schools.  The local schools can have other school staff attend workshops and trainings (up to a total of 30 people). The workshops and trainings would focus on information pertinent to children with ASD incorporating behavior, education, occupational therapy and speech and language.
 
     
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