The ACCEPT Collaborative's Inclusion Specialist, Intensive Intervention and Consultation Programs are based on a developmental language model that utilizes behavior management techniques. There is a strong emphasis on child development being the building block on which students can acquire new skills. Therapists will focus on increasing language, social, play and academic skills. The staff will assess what level the student is functioning at and build from that information. The staff will work closely with parents and school systems to meet the individual needs and goals of each student. ACCEPT will work closely with school systems towards transitioning the child into a school environment.

Accept will work with local school systems to devise a package to meet the needs of the student, the parents and the school. Intervention will usually follow the Inclusion Specialist, Intensive Intervention or the Consultation Model or combinations of these services.

The Inclusion Specialist program is devised to provide a 1:1 Inclusion Specialist to work with students with various special needs within the classroom. The ACCEPT Collaborative hires and trains Inclusion Specialists to work within the public schools. Inclusion Specialists are trained in effective interventions, behavior management, technology and the use of computers and computer software. Inclusion Specialists work as part of the Team and attend Team meetings and planning sessions.

Supervision is provided by ACCEPT on a regular basis. Supervision is designed to help the Inclusion Specialist utilize and implement techniques in the most effective manner. Supervision usually occurs more frequently during the school year (approximately 2 times per month) and then fades to approximately every 4-6 weeks in the late fall. The supervisor works collaboratively with the Team and is available to attend Team meetings on request.

Consultation refers to providing intervention based on a consult model. This includes parent and school personnel training. Consultation services may include consultation with parents in the home or with school personnel in a classroom environment or both. Therapists will work to ensure that there is communication during the consultation period between home and school personnel to ensure consistency and maximum effectiveness.

Consultation to the home is usually a short-term therapy model consisting of 3-5 hours per week for a 12-week period. This model can be amended to meet the individual needs of the students and parents.

School based consultation can be provided on a short term or a year round basis. Frequency can be determined according to the needs of the student and the Team. This model includes helping therapists and teachers devise and implement strategies to decrease maladaptive behaviors, increase language, and improve social and play skills. Consultation takes place in the school setting and teaches staff how to implement these skills effectively. The therapist will work closely with the TEAM to establish a collaborative alliance.

This model refers to direct intervention with students in the home setting. It includes working one on one with children to increase and expand skills. This program will focus on working with children in the Early Childhood years (3-7). The goal of intensive intervention will be to transition the student into a school setting as soon as possible. If a student is already in a schoolbased program, our therapists will work closely and collaboratively with school personnel. Intensive Intervention packages will be devised in collaboration with school systems and parents to meet the individual needs of the students. Intensive Intervention will use developmental and behavioral techniques to decrease maladaptive behaviors, increase language, improve academics, and expand social and play skills. Intensive Intervention will utilize behavioral techniques and Applied Behavior Analysis as needed. Discrete Trials will be used at the discretion of the TEAM. Therapists will work closely with the TEAM to discuss goals and work towards the transition plan. Our goal is to work closely with school systems to ensure consistency and quality services.

Intensive Intervention Therapists will do an initial assessment to determine the current developmental level of individual students. Therapists will then work closely with parents and speech therapists to devise appropriate goals for students. Assessments, Individual Education Plans, and Progress Reports will be sent to school systems for review. During the transition period, the current goals and objectives will be reviewed with school staff. Parents participating in the Intensive Intervention Program will be required to agree to carry over recommended interventions through a Parent Contract.

Intensive Intervention Therapists will consult with speech therapists to devise speech and language goals. The program will have a strong emphasis developing language skills. Experienced speech therapists will be available to consult and guide Intensive Intervention Therapists in the use of visuals, picture exchange systems, sign language, and augmentative communication techniques. Intensive Intervention Therapists will have access to the necessary tools to best meet the needs of individual students.

Intensive Intervention Therapists will be trained regarding the current software that is available for students. Therapists will have access to software that is educational in nature and will assess which software programs are effective with individual students. Therapists will have the ability to use computer programs with children and will be able to make effective and appropriate recommendations to school systems.

Explanation of Rates

• ACCEPT provides supervision only to ACCEPT employees.
• All Rates will also include billing 1 hour of planning time for every 6 hours of direct service for home based services.
• Travel time and mileage is not billed.
• All services are provided weekdays from 7:30 a.m. - 5:00 p.m.
• Home based services are only limited to a minimum of 2 hours per day.
• Home based services are provided year round
• School based services are provided according to a 188-day school year.
• Inclusion Specialist Services will also be billed for .5 hours per day of planning time.
• Supervision of all personnel will be billed separately.
• Home based staff are supervised 2-4 times per month. School based staff are supervised 1-2 times per month. School based supervision usually decreases to once per month in the late fall.
• Supervision may be increased depending on the situation and at the discretion of the Program Director and the Team.

EMAIL  Marcia Berkowitz for more information