Specializing in the treatment of youth with Autism Spectrum Disorder
Wedgwood’s Developmental Treatment Specialist (DTS) staff seek to assist children with developmental disabilities in developing skills to maximize their individual potential so they can return to a less restrictive community setting. The DTS staff are specially trained to work with these youth and will show families how to help their child with his or her unique challenges.
PROFILE OF YOUTH SERVED
- This co-ed program serves youth ages 6 to 18.
- Wedgwood’s DD Program is geared to serve youth who fall in the Autism Spectrum (ASD) or Pervasive Developmental Disorder (PDD) diagnosis range.
- To be eligible for admission into the home, youth should have an ASD or PDD diagnosis and have a neurodevelopmental or mental health disorder that significantly impairs life skills in at least three of the following: self-care abilities, expressive/receptive language abilities, learning, mobility, and ability to make self-directed personal decisions.
- Children served can also have seizure disorder, traumatic brain injury, learning difficulty, genetic disorder or cerebral palsy.
AREAS ASSESSED FOR ADMISSION INCLUDE
- Feeding: Have an ability to swallow without the use of a feeding tube
- Bathing/Toileting/Bathroom Supervision: Have enough mobility to use the bathroom with or without assistance (no use of a hoist for lifting)
- Movement/Ambulatory Issues: Has the ability to assist with own mobility
- Physical Aggression: Does not present a severe and imminent danger to self or others requiring the use of seclusion, isolation or mechanical restraints
- Mental Health Status: Their psychiatric baseline is stable enough (without severe thought disorders) so as not to require psychiatric hospitalization
- Cognitive Abilities: Clients with severe or profound mental retardation will be assessed for program appropriateness
- The treatment program utilizes the principals of Applied Behavior Analysis (ABA) to teach skills and decrease negative behaviors. This is accomplished by:
- Breaking skills down into manageable units and teaching to each of those units
- Looking at the function of behavior and tailoring interventions based on addressing that function
- Focusing heavily on communication and ensuring that it is functional
- Looking at each student’s motivation and trying to make learning as fun as possible for them
- Occupational Therapy (OT) and Sensory Integration Services as needed
- Assessment, behavioral plan development as needed
- Speech therapy as needed
- Academic/Educational programming via community school partners
- Increasing functional communication
- Learning how to follow a schedule
- Learning safety skills
- Learning to interact respectfully with others
- Learning how to care for self
- Developing new interests and expanding leisure activities
- Learning skills to build relationships with others
SKILLS BUILDING FOCUS - CHILD
Individualized programs are built based on the needs of the child in areas such as:
- Social and functional play skills
- Joint attention
- Daily living skills (hygiene, cooking, etc.)
SKILL BUILDING FOCUS – FAMILY
- Tutoring parents on behavior intervention techniques
- Assisting parents with implementing the Behavior Intervention Plan in the home
PREPARATION FOR COMMUNITY LIVING
- Focus on skills for self-care, hygiene, social skills, laundry, meal preparation, managing free time, and knowing how to ask for help
- Community involvement and activities
LENGTH OF STAY
- The length of stay can vary depending on client needs. Placement can be for a few months to a year or more. Depending on availability, two to three night respite stays can also be arranged.
The Clinician for the program will work in collaboration with the referring agency and parent(s) in developing a comprehensive discharge plan whether that be discharge to family or foster care. The nature of the plan will be contingent upon services offered in the youth’s local community and the family’s needs.