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New
Horizon Academy (NHA)
for
Exceptional
Students, Inc.
is a
not-for-profit 501 ( c ) ( 3 ) designated private school specializing
in the education of children living with autism spectrum disorders. NHA
strives to provide A Better Learning
Experience with Love and Faith for students
using effective and researched based strategies and procedures.
New
Horizon
Academy
was developed out of a situation of simple need. Many young children
with autism are unsuccessful in traditional school placements with large
classroom settings and the many constraints facing school systems today.
Research proves that intervention is most successful when implemented
proactively, consistently and by skilled providers. NHA is
structured to provide the necessary small staff to student ratio, in
order to immediately redirect maladaptive behaviors and teach
replacement skills. NHA provides a comprehensive model of instruction
which includes a focus in functional communication, social &
emotional skill training, academic instruction and applied behavior
analysis intervention. NHA also develops curriculum which is immediately
useful to the individual student in order to experience success in their
home, school and community environments.
Judy
Presley is the Program Director for NHA and is a Board Certified
Behavior Analyst with a Master’s in Education. Having a younger
brother with disabilities has been a strong motivator to work with
children. She has taught in the Special Education field since 1986 and
started a private practice Best Behavior several years ago.
Our
Mission Statement
Every child can
learn skills that will assist in reaching their individual potential.
NHA strives to match a child's strengths with learning opportunities
designed for success. Each child is unique; therefore each learning plan
is developed so that skills acquired will be relevant and immediately
useful for the learner. Finally, children need to be children first
so...learning must be fun!
Our
Curriculum
Each child
enrolling at NHA is individually assessed to determine their specific
ability level in each Core Competency. Information is obtained through
interviews with parents and caregivers, questionnaires, record reviews
and direct observations. Core Competencies and curriculum are aligned
with the Sunshine State Standards for Special Diploma (1999) Florida
Department of Education. Student goals are developed by considering each
child's abilities, progress and level of need. Individual goals include
specific and measurable objectives with criteria for mastery.
Communication regarding a child's progress is conducted through daily
communication logs and quarterly progress summaries. Every moment at NHA
is a "teachable moment". While the children do have recess and
earned reinforcement time, even these activities are structured with
staff interaction.
The following
are methodologies which can be observed at
New
Horizon
Academy
which results in
A Better Learning Experience:
Applied Behavior Analysis
– (Other recognizable names with similar
goals are: B.F. Skinner, Lovaas, Discrete Trial Training, Behavior
Modification and Compliance Training.) Teaching a child “how to
learn” by focusing on developing skills in attending, imitation,
following directions, receptive language, expressive communication and
self-help. Emphasis is placed on being proactive, ultimately
implementing positive reinforcement vs. punishment, fading levels of
prompting to promote independence and increasing the use of these skills
in all of the child’s environments. The following are primary
components implemented at
New
Horizon
Academy
:
Observable
& Measurable Goals
Consistent
and planned responding to behaviors
Antecedent
– a
directive or request for the child to perform and action
Behavior
– a response from the child that may include
successful performance, non-compliance or no response
Consequence
– a reaction from the staff which may include a range of responses
(praise, receiving a desirable item, graduated guidance, planned
ignoring, redirection, verbal correction, response blocking, time out
from reinforcement, loss of privilege, etc.) and,
Grandma’s
Rule –
Students quickly experience that in order to access highly desirable
items or activities it is necessary to first complete a less desirable
task. You remember…. you first must eat dinner, and
then you get dessert!
Structured
Teaching – a
philosophy developed by the
University
of
North Carolina Division TEACCH
(Treatment and Education of Autistic and related Communication
Handicapped Children). These strategies facilitate a person with autism in all
settings of their life and can be adapted to individual needs and
abilities. The following are primary components implemented at
New
Horizon
Academy
:
Clearly
organized and structured environments
Functional
teaching concepts with immediately useful results for student
Individualized
curriculum based on individual assessment
Work
system approach of tasks with clear start and finish of tasks
Emphasis
on visual learning modalities
Predictability,
planned and frequent transitions
Direct
Instruction of Skill Training
Independent
practice of Acquired Skills to promote fluency
Visual
Systems –
Typically, children with autism process visual information easier than
auditory information. Using assistive technology devices gives students
information through their strongest processing area. Therefore various types of technology, from “low” tech to
“high” tech, should be incorporated into every aspect of daily
living in order to improve the functional capabilities of students with
autism. The following are primary components implemented at
New
Horizon
Academy
:
Object,
Picture, Symbol and/or Word Communication Systems
Reinforcement
Choice Menus
Task
Analyzed Skill Training
Daily,
Weekly and Monthly Schedules
Informal
and Formal Augmentative Devices
Independent
Academic and Life Work Instruction Stations
Computer,
Language output and Video Instruction
Social
Skill Training –
Children having autism spectrum disorders have significant difficulties
with social interactions. However, the range of problems is so great
that it is necessary to provide a wide menu of approaches in teaching
social skills. Most training is done in very small group or
individually. Topics are quite varied and unique to the student’s
current situation. Each student at NHA has an individualized Behavior
Intervention Plan specific to their individual needs. The following are
primary components implemented at
New
Horizon
Academy
:
Social
Stories and Social Cues
Age
Typical Expectations
Role
Play of Common Social Situations
Teaching
Social “Rules”
Video
Production and Preview of Upcoming Events
Scripted
Scenarios to Practice Social Skills
Community
Experiences after Significant Practice of Necessary Skills
Self
Management Trials and Contingency Contracts
Structured
Play Groups and Imaginative Play Time
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