Therapeutic Emotional Support
The primary goal of the Therapeutic Emotional Support Program is to provide the support and structure for students who have been identified as requiring emotional and behavioral interventions. This academic program with a therapeutic component is designed to respond to a student’s individual strengths and needs. Specialized techniques in behavior management, group dynamics, and emotional development are employed to foster a better awareness of feelings, thoughts, and behaviors. Our program develops independence and autonomy of students necessary for successful reintegration into the regular school program.
According to IDEA 2004, Emotional Disturbance can be defined as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree: an inability to learn which cannot be explained by intellectual, sensory or health factors, an inability to build or maintain satisfactory interpersonal relationships with peers and teachers, inappropriate types of behavior or feelings, a general pervasive mood of unhappiness or depression, a tendency to develop physical symptoms, pains, or fears associated with personal or school problems. In regards to curriculum and instructions, a wide variety of educational approaches and techniques are used within the Therapeutic Emotional Support program to develop verbal skills, academic skills, and life skills, as well as to provide behavioral support. A strong link between school and family is developed in order to enhance the skills which lead to the student becoming an independent adult. The classroom staff consists of a teacher, associate teacher, and/or mental health worker. The classrooms are supported with bi-weekly/bi-monthly visits by licensed social workers, a program specialist, clinical coordinators, school psychologists, and educational supervisors.
Academically, students follow the school district curriculum where they attend. Within thirty days of a student’s start date, they are evaluated using standardized tests such as the WIAT-II-ABB. In addition, placement tests in math and reading are given to determine the student’s ability levels. Staff also uses progress monitoring (daily, weekly, and bi-monthly) to monitor student progress for both academics and behavior.
In order to develop independent and appropriate behavior skills, a wide variety of techniques and interventions are used: Individual therapy by a Licensed Social Worker, Group therapy by a Licensed Social Worker, Case Management by a Licensed Social Worker, Second Step Program (Social Learning), Skill Streaming - Social Skill Instruction, TACT II (Verbal De-escalation), Functional Behavior Analysis, Positive Behavior Support Plan, Therapeutic Activities, Daily Behavior Goal Sheets, Community Time (Daily Personal Goal-Setting), Empirically-Based Cognitive Treatment Interventions, Severe Behavior Crisis Plan.
Mr. Lee Van FleetSupervisor of Special Education6 Danforth DriveEaston, PA 18045(610) firstname.lastname@example.orgMr. Aaron SteinmetzCoordinator of Special Education6 Danforth DriveEaston, PA 18045(610) email@example.comMs. Erika WernerTreatment Coordinator6 Danforth DriveEaston, PA 18045(610) firstname.lastname@example.org