Broad Street Center

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OVERVIEW - POPULATION - PROGRAM MODEL/THEORETICAL ORIENTATION - PROGRAM GOALS -
PROGRAM IMPLEMENTATION - THERAPUTIC ELEMENTS - CONTACT INFO

OVERVIEW

Program origin / organization: Center-based therapeutic special education day school program serving ED children ages 5-14. 6:1:1 ratio classes for both regular and extended school year. Developed in response to the growing need for comprehensive mental health and special education services for low income children & their families living I a rural area.

Mental health services: Individual and group counseling, psychiatric assessment, consultation and treatment, behavior therapy, child-focused family assessment, consultation, counseling and referrals, crisis intervention work.

Program staff /. Clinical services: School psychologist, school social workers, child psychiatrist, RN, elementary counselor, special education teachers, certified teacher assistants, speech pathologist, OT, PT, technology services team.

School psychologist’s role: Direct services to child and family, liaison with community agencies, behavior management consultant and trainer, consult on systems design and monitor data.

POPULATION

Number of students: 42

Primary disability: Emotional disturbance/DSM - IV diag.

Secondary disabilities: LD, ADHD, S/L & motor impairments

Age: 5-14

Gender: 11% female, 89% male

Geographic: Rural, (Southern Adirondack region)

Economic status: 72% free, 14% reduced, 14% paid lunch

Race / ethnic composition: Caucasian - 98%, Hispanic - 1%, African Am - 1%

PROGRAM MODEL/THEORETICAL ORIENTATION

Ecological-collaborative model utilizing multiple orientations (behavioral, humanistic, social learning, biological, ecological).

PROGRAM GOALS

Address child specific targets (e.g., teach specific social skills, reduce specific
behavior problems & increase appropriate replacement behaviors, and foster appropriate expression of emotions)

Increase parent involvement and skills

Improve academic functioning

Help stabilize and return child to less restrictive placement

PROGRAM IMPLEMENTATION

REFERRAL AND INTAKE PROCEDURES

FORMAT

Individual, small group, classroom-based, nonclassroom-based, school-wide

Behavior management continuum utilizing Glasser’s (1967) reality therapy and
Crisis Prevention Institute (Wyka & Gabriel, 1988) model. Staff orientation, refresher training and support are ongoing. Clearly articulated behavioral standards focusing on personal safety, respect and responsible behavior are emphasized.

Parent involvement/support

Initial intake process which sets the stage & expectations for support

Regular communications (daily notebook, phone contact, prescheduled meetings)

Parent conferences, education or counseling Home-school behavioral plans

THERAPUTIC ELEMENTS

POSITIVE, CARING STAFF

Effective communication skills

High expectations

Model mature adult behavior

COMPETENCY-BASED INSTRUCTION

CLEAR BEHAVIOR MANAGEMENT SYSTEMS

System-wide practices that provide unifirom structure and language

Consistent use of proven classroom management techniques

Individual behavior plans

MULTIPLE TREATMENT APPROACHES

Individual counseling & play therapy

Psychiatric care / medical management

Behavior therapy

Social skills training

Peer helpers

Group counseling

Parent education, training and support

Casework/ community collaboration

Systemic consultation & training

STAFF TRAINING

Program orientation

Crisis intervention training

Reality therapy

EVALUATION

Student academic & behavioral progress

Student placement outcomes

Parent satisfaction

ABOUT TRADITIONAL BEHAVIOR MANAGEMENT

Barkley, R. A. 1987). Defiant children: A clinician’s manual for parent training. New York: Guilford Press.

Bloomquist, M. L. (1996). Skills training for children with behavior disorders: A parent and therapist guidebook. New York: Guilford Press.

Forehand. R. & Long, N. (1996). Parenting the strong-willed child. Chicago, Illinois: Contemporary Books.

ABOUT FAMILY SERVICES

Berg, I. K. (1994). Family based services: A solution-focused approach. New York: W. W. Norton & Company.

For more information on the Broad Street Center please contact the following:

Kevin I. Coats, Ph.D., NCSP
School Psychologist
37 Broad Street
Glen Falls, NY 12801
phone: (518) 761-0804

Return to NASP Presentations

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	Program origin / organization: Center-based therapeutic special education day school program serving ED children ages 5-14. 6:1:1 ratio classes for both regular and extended school year. Developed in response to the growing need for comprehensive mental health and special education services for low income children & their families living I a rural area.
	Mental health services: Individual and group counseling, psychiatric assessment, consultation and treatment, behavior therapy, child-focused family assessment, consultation, counseling and referrals, crisis intervention work.
	Program staff /. Clinical services: School psychologist, school social workers, child psychiatrist, RN, elementary counselor, special education teachers, certified teacher assistants, speech pathologist, OT, PT, technology services team.
	School psychologist’s role: Direct services to child and family, liaison with community agencies, behavior management consultant and trainer, consult on systems design and monitor data.

Number of students:	42
Primary disability:	Emotional disturbance/DSM - IV diag.
Secondary disabilities:	LD, ADHD, S/L & motor impairments
Age:	5-14
Gender:	11% female, 89% male
Geographic:	Rural, (Southern Adirondack region)
Economic status:	72% free, 14% reduced, 14% paid lunch
Race / ethnic composition:	Caucasian - 98%, Hispanic - 1%, African Am - 1%

	Address child specific targets (e.g., teach specific social skills, reduce specific behavior problems & increase appropriate replacement behaviors, and foster appropriate expression of emotions)
	Increase parent involvement and skills
	Improve academic functioning
	Help stabilize and return child to less restrictive placement

	Effective communication skills
	High expectations
	Model mature adult behavior

	System-wide practices that provide unifirom structure and language
	Consistent use of proven classroom management techniques
	Individual behavior plans

	Individual counseling & play therapy
	Psychiatric care / medical management
	Behavior therapy
	Social skills training
	Peer helpers
	Group counseling
	Parent education, training and support
	Casework/ community collaboration
	Systemic consultation & training

	Program orientation
	Crisis intervention training
	Reality therapy

	Student academic & behavioral progress
	Student placement outcomes
	Parent satisfaction

	Barkley, R. A. 1987). Defiant children: A clinician’s manual for parent training. New York: Guilford Press.
	Bloomquist, M. L. (1996). Skills training for children with behavior disorders: A parent and therapist guidebook. New York: Guilford Press.
	Forehand. R. & Long, N. (1996). Parenting the strong-willed child. Chicago, Illinois: Contemporary Books.