RCS Behavioral & Educational Consulting is dedicated to helping students succeed within their district school, when possible. Through detailed assessment, the highly trained clinicians at RCS are able to evaluate classroom components and systems in order to gain information about how the classroom is currently running as well as to identify areas for improvement. Our clinicians are then able to work to create a plan to improve the current classroom structure and systems enabling students to reach their fullest potential within their current setting. Classroom observation and assessment is first conducted in order to determine the classroom’s baseline performance and identify areas of strength and need. Consultation with the classroom teacher and other involved educators is an integral component to designing effective classroom systems that are able to be implemented throughout the day. Areas assessed include: classroom environment (e.g. positioning of student workspace, utilization of textual/visual supports, organization of instructional materials), schedules of reinforcement (e.g. behavior contingencies, frequency of reinforcement, type/amount of reinforcement), instructional materials utilized, and rate/quality of student responding. Once a classroom assessment and teacher interview has been completed, a detailed outline of target areas to improve along with proposed strategies will be provided. RCS is able to provide support with any needed areas of implementation including training classroom staff, developing staff monitoring systems and providing ongoing consultation.
District Wide Educational and Behavioral Design
Behavior change systems demonstrated to be effective for individual students and classrooms can be designed to be implemented district-wide as well to create consistent systems and produce significant behavior change. RCS is able to help efficiently replicate successful classroom systems to be applied throughout a school district, while still individualizing relevant components. ABA-based classrooms are designed to include systems of reinforcement and behavior change, methods to increase rate/accuracy of student responding and overall classroom monitoring systems. When developing district-wide ABA-based classrooms, a sample of classrooms are evaluated and a sample of educators are interviewed. Based on initial assessment and report, several classroom models are proposed which include formats for any needed programming, data collection and reward systems. RCS is then able to provide support with any areas of implementation including training staff and providing ongoing consultation.
ABA Companion Classrooms
RCS Therapists and Supervisors have extensive experience providing direct ABA-based services within the public school setting. RCS’ ABA Companion Classroom utilizes qualified, experienced RCS staff to directly work with students within the public school classroom, in collaboration with the classroom teacher and district educational team. Additionally, RCS offers training to district staff in the implementation of effective methods and procedures. An RCS consultant is assigned to each ABA Companion Classroom to design various classroom components including environmental set-up, educational structure, classroom-wide systems of reinforcement and staff/classroom monitoring systems. All systems created will be unique to the needs of the specific classroom. An RCS Therapist will then be placed within the classroom to implement the outlined components. The Therapist will be responsible for working 1:1 with students as needed, as well as providing training to the classroom teacher and other classroom staff. Ongoing consultation from an RCS Supervisor is an integral component of the ABA Companion Classroom, to ensure effective systems are being implemented with high levels of procedural integrity. RCS will also detail a plan and provide support for transitioning the RCS Therapist responsibilities to internal district staff when appropriate.
Classroom consultation is provided for individual students as well as for classrooms. Consultation typically includes regular meetings with the classroom teacher, development of individualized or classroom programs/systems, development of data systems to monitor individual/group progress and ongoing observation/feedback. Classroom consultation is tailored to the needs of the individual/group, as well as the primary educator implementing the recommendations. Consultations can focus on behavior management as well as skill acquisition programs. The consultant’s feedback and recommendations will be designed to increase the educator’s independence in implementing and monitoring any behavior change procedures.
Curriculum Assessment, Development and Modification
Academic skill acquisition is often targeted through the use of specific curriculum designed to fit the individual’s current skill and/or age level. Different types of curricula have different benefits and are indicated for individuals with certain skill sets and learning history. RCS is able to guide selection of curriculum appropriate to the individual student by evaluating various factors such as the student’s current skill set, rate of acquisition and error patterns. Based on this information obtained through direct observation, record review and parent/teacher report, recommendations will be made as to appropriate curriculum modifications and/or alternate curricula.
When appropriate, individuals with developmental disabilities often transition from a private school setting to a public school setting. This transition, while a goal for students privately placed, involves a number of factors that should be adequately planned for to ensure a successful transition. Based on the student’s educational history, current placement and upcoming placement, a transition plan will be developed which outlines appropriate steps to gradually transition the student to the new setting. RCS is able to assist in all aspects of the transition including implementing the transition plan and training the student’s new educational team in the implementation of individualized strategies and techniques appropriate to the student.
An individual’s Individualized Education Program (IEP) is a legally-binding document outlining the student’s educational services, as provided by the school district. The Program should include a number of components to ensure the student’s educational needs are adequately addressed, including: detailed educational accommodations and modifications, clear and measurable objectives developed based on the student’s current skill set, clearly identified service providers and service delivery time allotment, transition planning and any other information critical to the student’s educational services. RCS is able to assist in this process by reviewing existing IEPs and providing recommendations/feedback, as well as working with the school district to develop a student’s IEP. As part of the development process, an observation of the student as well as interview with parents/teachers is a critical component to ensure the IEP is individualized to the student. Additionally a skills assessment may be recommended in order to accurately identify appropriate target objectives.
Intensive Student Programming
Individualized student programming is developed based on preliminary skills assessment, baseline data collection, and parent/teacher interview. Once the initial evaluation is completed, target objectives are identified and individualized programs and behavior plans are created. RCS provides extensive training to individuals responsible for implementing these programs, to ensure treatment integrity. Teaching methodologies utilized will be individualized for the student but may include discrete trial training and natural environment teaching. Skill areas programmed for include: communication, social, safety, self care, play/leisure and adaptive skills. Additionally decrease of maladaptive behaviors will be included as part of a behavior plan. Ongoing program consultation can be provided as needed.