Age Group:
9-12 Year Olds
Class Size:
Class Size: 6:1:2
Welcome to Room 12, one of two school- age rooms serving the elder half of our school-age program, which extends to age 12. We utilize techniques of Applied Behavior Analysis (individual visual schedules, individual instruction, least to most prompting, forward and backward chaining, and task analysis) throughout our school day to assist in the acquisition and generalization of academic and social skills. In addition, we focus on building leisure, as well as daily living, skills. Other curriculum strategies such as Learning Without Tears and Touch Math, as well as music and arts and crafts, are infused to help enhance and individualize our program.
Recently in Room 12... our class stories
9/27/24 In Room 12, a calm moment settles over the typically busy school-age class. The kids gather together on the rug, relaxing and enjoying some quiet time before heading out for some fun on the playground. A perfect pause in their active day!
Goodbye Circle. 2.16.24
Part of the daily routine at Crossroads is Circle Time, which, depending upon the classroom, might fall in the morning, the afternoon, or both. It’s a time to come together for skills, songs, and camaraderie.
Here, at the end of the school day, Room 12 goes through their routine of the Goodbye Song, and turn-taking to have each student move his or her name from the school icon to the home one, a way to visually comprehend that everyone is now going home.
As you can see the children are happy and adept.
Individualized Work Sessions | 9.12.23
Imagine a typical morning in Room 12. The air carries a sense of purpose as students sit with educators for their individualized work sessions.
In this room, like others at Crossroads, magic happens through a method known as discrete trial instruction, a teaching strategy that has proven to be a game-changer for children, especially those who are diagnosed with autism. It’s like breaking down a complex puzzle into smaller, more manageable pieces.
The teaching team knows that, for these students, this is not just another lesson but a chance to conquer skills they’ve been working on tirelessly. Work buckets are filled with colorful, interesting materials that are created individually for each child. Powerful reinforcers are present, encouraging students to stick with the work; each child working for something different, something he or she has chosen to work for. Binders are open, and filled with meticulously detailed goals and data sheets. They are treasure troves of progress, capturing the milestones each child has achieved and those still being worked on. Every session is a symphony of patience and dedication by both students and educators alike.
But what makes this method truly remarkable is the gradual transition from one-to-one instruction to the broader world. As a student’s confidence and accuracy grow, his skill isn’t just confined to this room. It’s generalized. First, it’s a different setting – maybe the playground or a hallway. Then, it’s a new face delivering the instruction, like another staff member in the building, or even a peer, or a visitor. The skill becomes a part of the child’s daily life, seamlessly integrated into the fabric of his experiences.
In the background, the team meets regularly, analyzing data and tweaking the sets and steps to ensure that progress is tailored to the unique needs of the students. It’s a labor of love and commitment, a testament to the unwavering belief that every child can shine.
So, here in room 12, amidst colorful buckets, binders filled with dreams, and the resilience of children like these, the magic of discrete trial instruction unfolds. It’s not just about teaching skills; it’s about empowering children to conquer their world, one step at a time.
