Program Area

Little Plains Rd, Huntington (ages 5-15)

Hollywood Drive, Smithtown (ages 14-21)

Children’s Day Program goal

The primary goal of Children’s Day Program (CDP) is to teach all of our students the communicative, learning, social and vocational skills necessary for successful participation at home, school, and in the community.  At CDP, a variety of educational approaches are used to provide effective instruction for achievement of IEP goals and objectives.  All of our teaching practices stem from the replication of the documented research and principles of Applied Behavior Analysis.  Aligning our program with these principles requires that data are collected as evidence and support of curriculum and procedures used. 

Behavioral Interventions

Each student’s trans-disciplinary team develops a functional behavior assessment and a positive behavior support plan to be addressed across environments.  The team uses staff/family interviews, historical data analysis, ongoing data analysis, direct observation to develop an effective behavior support plan.  These plans include proactive and reactive strategies to reduce problem behaviors and increase appropriate social behavior.  Development of appropriate leisure skills, calming strategies, language development, functional communication training, social skills, independent activity schedules and training differential reinforcement systems are some examples of proactive strategies.  Some reactive strategies implemented are behavior interruption, non-verbal and verbal calming strategies, redirection to an alternate activity, altering the environment and increasing rates of reinforcement.  In general, we uphold a positive behavioral support approach to treatment.  All students receive “Psychological Services” by a behavior specialist to oversee the development and implementation of the Behavior Support Plan and positive behavioral interventions and supports.

Teaching Strategies

The majority of our teaching occurs during intensive individualized teaching sessions.  When teaching our students to discriminate stimuli, we employ errorless strategies within the discrete trial learning paradigm.  Shaping, task analysis, prompt fading, and chaining are the methodologies most often utilized to teach self-care skills, independent living skills and vocational skills.  We help ensure generalization by utilizing incidental teaching methods and training skills across staff and settings.  Group lessons are included as one of our teaching models to focus on IEP goals while teaching communication and social skills with peers. 

Community Integration

(weather and bus/van availability permitting)

Maximum 1 time a week which may include partial or whole class participation.  Teachers sign up for access to the bus/van. 

Some classrooms are scheduled for community integration 1x/wk which may include partial or whole class participation.  Other classrooms allow for teachers to sign up for access to the bus/van.  In addition, some students will have access to the bus/van to partake in vocational responsibilities.    

*Adaptive Physical Education

*Frequency of sessions is based on age as per NYS

*K-3 grade receives 5x/wk, 4-6 grade receives minimum of 3x/wk, 7^th grade + receives 2.5x/wk

*Entire class attends a 30 min session along with another class

*Playground

*Wii available

*All students follow an ABC day rotation providing 5 sessions across 10 days – receive 2.5x/wk

*Track, basketball court and playground

*Wii available

*Occupational therapy, Physical therapy and Speech Services

*as determined by IEP

Occupational (OT), physical (PT) and speech therapies are an integral part of the trans-disciplinary team at the Children’s Day Program of DDI.  OT, PT and speech therapy are considered related services.  Such therapies are considered supplemental to a student's instructional program. These services may be developmental, corrective, or supportive in nature. Related services support children's special education and are provided when necessary to help students benefit from special education.   

*SPEECH - Typically focusing on establishing communication modality, teaching taking ownership of the modality (if applicable), building receptive and expressive communication skills, and teaching functional communication associated with problem behaviors. 

*OT – Typically focuses on safety and self-help skills or adaptive living, positioning, sensory-motor processing, fine motor and gross motor performance and life skills training/vocational skills.

*PT – If applicable, these services generally address a student's posture, muscle strength, mobility, and organization of movement in educational environments. Physical therapy may be provided to prevent the onset or progression of impairment, functional limitation, disability, or changes in physical function or health resulting from injury, disease, or other causes.

• PT Gym available

*SPEECH - Same and in addition, there are typically more group sessions than individual sessions provided, push-in sessions into the kitchen for group lessons and into the community for generalization of communication goals.

*OT – Same and in addition, services may be pushed into the kitchen or have more of a concentration on vocational skills.

*PT – Same and in addition, yoga class is offered in the gym.

* Related services decrease as students increase their vocational experiences and transition to next settings.

• PT Room available

Lunch Program

Outside lunch option brought in 2 days a week( i.e. Wed. Pizza and Fri. Wendy’s)

Outside lunch option brought in daily.  Menu options and prices will be sent home the first week of school; earlier if available. 

Purchasing Opportunities

Vending machines near the front lobby

Vending machine available for student purchases in the kitchen.  In addition, several students have in-school jobs such as selling soda/juice and snacks (e.g. soda cart and snack cart).  Students will have the option of buying snacks from peers when the cart comes to their classroom as well.

Kitchen Time

Teachers sign up for kitchen time. 

Each class is slotted kitchen time once a week for approx 1½ hrs.   The size of the kitchen is the size of a full classroom.

After School Services

Megan McCoy 266-4480  ASP Supervisor

*In school leisure/recreation program

*It is the parent’s responsibility to request transportation from the school district or the parent has the option of picking up their child

Cristian Munoz 366-2902  ASP Supervisor

Two different programs available

*Leisure/Recreation Program where students may have some opportunity to go out into the community.  Fridays is typically movie day - typically McDonald’s is brought in-house

*After School Program is where students spend extra time working on their school goals- extension of their school day.

*It is the parent’s responsibility to request transportation from the school district or the parent has the option of picking up their child

*School breaks and Saturday ASP at HD will continue to be available for students that have the Medicaid waiver only (pending staff availability). Contact Cristian regarding all ASP, Weekend and school break hours)

Vocational/transition Opportunities

Planned activities are based on students’ needs, preferences and interests.  Beginning at age 12 the annual Level I Assessment is used to determine areas of interest, preferences and ability.  Beginning at age 14, a Statement of Transitional Services is prepared which results in recommended IEP goals in the areas of academic, social, communication, vocational, self-help, and self advocacy.   A variety of transition activities are designed to assure a smooth transition to the next setting.

Typically students 12 and older have pre-vocational responsibilities, primarily within the school building. 

 *Clerical Workshop

*Most of our students have experienced vocational opportunities/ in-school jobs/volunteer work in the community by the time they graduate 

Miscellaneous

*Smart Board in 1 Classroom

*Availability of iPod touch

*Portable video games on a cart for instruction

* All classes receive art, music and technology

* Anticipated expansion to add 24 Children’s Residential beds and an additional 4 classrooms to this site.

*Smart Board in 2 Classrooms and 1 in the Learning Center

*Availability of iPod Touch

All classes receive art, music and technology

*Lecture Hall Events/Movies

*Outside Picnic Tables under Awning

*Opti HealthCare

*Library

* Children’s residential Program on site