We are proud to announce DDI’s Spring 2015 Film Forum!DDI staff and the entire community of movie lovers can look forward to more topical, engaging, award winning films than ever! Each film deals with the challenges of facing life with a disability. The season’s offerings will include some shorts and foreign language entries. Presentations are, as always, FREE and will be held on the last Thursday of each month in the Smithtown Hollywood Drive Lecture Hall from 7 to 9pm.
Following each film, a discussion will be facilitated by the person(s) who recommended it to the forum. Film themes will cover issues of first time independence, devastating misdiagnosis, abandonment, isolation and transcendence.
The goal remains the same: to provide entertainment and information while exploring issues faced by individuals with disabilities.
*** Refreshments will be served.
Our first 6 selections ( with trailers) are as follows:
1/29: The Station AgentThe Station Agent Trailer
2/26: My Flesh and Blood My Flesh and Blood Trailer
3/26: Refrigerator MothersRefrigerator Mothers Trailer
4:30 Wretches and JabberersWretches and Jabberers Trailer
5/28: The Collector of Bedford Street The Collector of Bedford Street Trailer
6/25: The Color of Paradise The Color of Paradise Trailer
A synopsis for each of the above films can be found (along with films planned for the latter part of 2015) in the attached overview. Films are indexed alphabetically.
* Please call Dr. Michael Romas at 631-366-5875 for a detailed description of each film - and be sure to RSVP.
DDI will be dancing for a cause-Autism. Adults served by DDI are partnering up with students of Vic D’Amore’s American Studio of Performing Arts for the fourth year to produce “Dancing for Autism” on Friday, May 15th at the Kings Park High School Auditorium. Tickets will be sold at $10 general admission or $5 for senior citizens and children under 12 to benefit DDI’s Adult Day Program. Raffles will also be available.
Dancers will take to the stage with numerous acts including tap dancing, freestyle dance, and Irish step pieces. The dance program originated with two devoted DDI staff members whose determination and passion to bring the arts to the adults served by DDI culminated with this very special collaboration with Vic’s studio.
DDI’s Day Programs serve adults with developmental disabilities and autism at seven locations throughout Suffolk County. Day programs assist adults served by DDI with education, personal skills development, recreation and job training services to help prepare each individual to become productive members of the community in which they reside.
“I would like to acknowledge the entire Adult Day Recreation Program recreation staff for putting on this unique and entertaining event to showcase the abilities of the people we serve,” commented John Lessard, DDI’s Executive Director. “It is an exciting process to watch the collaboration between DDI and Vic D’Amore’s Dance studio and the sheer enjoyment of everyone involved. I encourage everyone reading this to come out and support all of the performers.”
DDI and its Starting Early Program were the beneficiaries of some much needed help from a group of 10 volunteers courtesy of Goldman Sachs. On July 11th, volunteers spent the day greatly improving the aesthetics and creating an attractive gateway into the new “Busy Town” playground.
Rob Martin, a Goldman Sachs employee and parent of a child enrolled in the Starting Early Program, helped organize the beautification program as a “Community Team Works Project.” “Our group from Goldman Sachs was delighted to assist in this effort on behalf of DDI,” commented Martin. “It was the source of tremendous fulfillment for each of us when we saw the finished product and more importantly, the students playing in this beautiful environment.”
The work was completed at DDI’s Little Plains campus, which serves approximately 300 children with autism and other developmental disabilities. From infant to five-years old, DDI’s Starting Early Programprovides superior educational and therapeutic services for children who present with developmental delays. DDI graduates over 92% to their home school district kindergarten programs.
Goldman Sachs volunteers spent the day planting shrubs and flowers to enhance the look of the new playground. Students entertained the volunteers by singing some graduation songs to show their appreciation. “The staff and students are so thankful for all the hard work that the Goldman Sachs volunteers did to make "Busy Town" a delightful and colorful place to play and enjoy,” commented Michelle Lawrence, Education Behavior Specialist for DDI.
Alternative Augmentative Communication (AAC) is a great tool to help our individuals with moderate to severe language impairments. Many individuals are now coming to us with iPads with language software on their devices. Many times parents or caregivers have heard of the “miracles” that can happen when using iPads and will jump right in and buy an expensive language application, hoping they will be able to use it right out of the box, which we all know rarely happens. AAC therapy is generally geared for individuals who may have severe to profound apraxia, autism, aphasia, Down syndrome, or very young children who are not producing any intelligible utterances. The most popular AAC apps that are language based are Proloquo2go and Touch Chat.
The most important thing to remember when using these types of apps is to see if the individual understands basic cause and effect. Generally when working with a new individual, I will choose a page where their specific item is listed (if is not on the page, I will edit the page and add it). One of the icons will be a specific reinforcer that the individual wants. Try to choose something that you have direct access to. This could be a short movie or song (that could play for a short time), drink, food, etc… Be careful if it is something the individual wants to hold or use, because if they choose the icon for their preferred item, and they use it for 10-15 seconds, you will then need to take it from them in the hopes that they will learn to request it again. Many individuals may exhibit behaviors and will not give you their preferred item back and possibly have a temper tantrum, engage in aggression or self-injuring behavior. Always use a reinforcer that you have direct access to.
When determining cause and effect, I will generally show the individual whatever item they are trying to obtain (food, drinks, preferred movie clip etc…). For this example, I will be discussing the basic communication vocabulary on Proloquo2go. From the home page, I will click on the food icon and the individual will be presented with various food icons to choose from. I will then say “look, here are the chips” while pointing to it on the screen, as well as having the actual potato chips in their field of vision. I would then say “If you want the chips, point to it” while giving them a gestural prompt, pointing to the icon on their iPad. Note the prompt level it took for the individual to ask for the item. I would repeat this until the individual shows mastery of requesting the chips (8-10 trials with over 80% accuracy). After mastering the chips, I would work on seeing if they are able to locate any other edible icons on the page and will ask “If you want cookies, show me”.
Once they are able to do this, I would then work on categorization. I would go back to the home page and show the steps it will take to ask for chips. “First, we press food, and then we press chips”. This is a hard step for our individuals but it opens the door to see if they understand the basic concepts of choosing icons that are not in their immediate field of vision. If they are able to do this successfully, you can move on to other reinforcers they can try and obtain (drinks, preferred places to visit, etc…). Learning how to link is very important. Don’t rush ahead and add more pictures until your individual can successfully link between 2 pages. If the individual can’t understand links and continues to show frustration, you may need to make a custom board with just the images they wish to request without category folders or go with something more low-tech ( PECS, communication books, etc…)
AAC is a great tool to help individuals be able to express themselves. As our individuals become more comfortable using AAC, they will hopefully become more compliant throughout the day. This can lead to a decrease in their overall frustrations, and allowing for more skilled intervention to occur, which may increase their overall language skills.
If you have any quesions about Alternative Augmentative Communication you can contact Steve Rossi here.
DDI is on the verge of opening up an expansion to our current Children’s Residential Program by bringing 24 students with intellectual disabilities back to their families in New York. Below are a few questions parents have asked us regarding enrollment of their child into our residential program.
How will you help my son adjust to the new environment?
We use the first 30 days as an assessment period where we get to know your son and your son gets to know us in his new environment. Although we know it may be hard for you, we ask that your son not visit home during this period because we do not want to unnecessarily confuse him while he adjusts. On the other hand, visits to the residence and phone calls are encouraged during the acclimation period and after. We only ask that you call the residence prior to your arrival. When your son moves in, it is inevitable that new routines will be developed in the new environment. For example, a student may have had trouble sleeping at home, we may find that they will sleep through the night without a problem once they move in. Conversely, the opposite can happen as well and we have no true way of knowing how a student will handle the change until they move in. As a parent, you should be prepared for this. After the 30 day assessment period, home visits can begin.
What kinds of activities will my daughter engage in outside the residence?
Your daughter will have the opportunity to engage in a number of activities in the community. Community outings are tailored to the likes of the students going. Our residences regularly take trips to a wide range of places like a Long Island Duck’s game, bowling, or to a movie. Our agency and agencies like ours are governed by the Office for People with Developmental Disabilities (OPWDD). OPWDD has minimum requirements for the amount of times a student should be going into the community. In the CRP, we strive to go above and beyond the minimum requirements and have as much community integration as possible. In any residence there are bound to circumstances that can affect the number of outings available such as behavioral and staffing concerns. Safety is always of utmost concern and we will never knowingly put our students or staff in a situation that is likely to become unsafe.
My son engages in aggression towards others and I am concerned for the safety of those around him. How will you ensure the safety of my son and his peers?
Staff members are always diligent about protecting students but not every situation is avoidable. In the event that a student is injured, for any reason, we will notify the parents of that child. All incidents are recorded and reviewed by a committee that looks for any trends or systematic concerns that may be present.
Will the goals my son is working in school be the same goals he has in the residence?
As a residential school placement we work hand in hand with the school to meet the specific needs of your son. With this collaboration, there may be some goals that are the same across settings, but not all are feasible. In the residence, we are in the perfect setting to help teach some of the independent living or self care goals, like completing laundry or showering that are not practical for the school setting.
How does my daughter become eligible for residential placement?
A residential referral must come from the child’s CSE (committee on special education) meeting. From the approved CSE a referral packet is sent out by district. A referral to DDI/CRP includes approval from both the Children’s Residential Program and the Children’s Day Program. Once a packet is received the CRP Social Worker reviews and assesses if the child is appropriate for our program. Several different factors go into assessing if a child is appropriate ex; diagnosis, age etc. Once a packet is deemed appropriate a screening team reviews the packet as well and if deemed appropriate a screening with the family and child is held.