Tomorrow's Voices - Bermuda Autism Early Intervention Centre
This organisation is a Centre on Philanthropy member
Our mission for Tomorrow-'s Voices is four-fold:
• To bring positive change to the lives of children (2 to 21) with autism, pervasive developmental disorders and other developmental delays through research based best educational practices.
• To provide training to allied health professionals, parents, teachers and others in the Bermuda community
regarding the scholarly research cited as best practices in the service delivery to people with disabilities.
• To provide a continuum of care for throughout the lifespan of people with autism, pervasive developmental delays and other developmental disabilities an effective and individualized educational program for children with autism and related disabilities.
• To improve the quality of life for persons with autism and related disorders by working on the systematic issues that affect their lives.
Tomorrow-'s Voices was founded in 2007 by parents and those touched by Autism to provide Applied Behavior Analysis-Verbal Behaviour Therapy and services for persons diagnosed on the Autism Spectrum. It was determined that there was a void in providing these necessary services in Bermuda especially with a potential rate of up... Read More
Tomorrow-'s Voices was founded in 2007 by parents and those touched by Autism to provide Applied Behavior Analysis-Verbal Behaviour Therapy and services for persons diagnosed on the Autism Spectrum. It was determined that there was a void in providing these necessary services in Bermuda especially with a potential rate of up to 1:150 of our population falling under the Autism Spectrum. Tomorrow-'s Voices is designed to meet the individual needs of children who are diagnosed with Autism or on the Autism Spectrum between the ages of 2 and 21 years of age. Tomorrow-'s Voices provides a maximum of 1:2 therapist-to-child ratio for our clients. A Language based therapy is provided within a Verbal Behavior (VB)-Applied Behavior Analysis (ABA) environment that initially is highly structured for acquisition of skills. The therapy environment becomes less structured as the child demonstrates the use of skills learned in natural settings and across routines throughout the day. The Centre is overseen by a Board of Directors consisting of 13 members. It is run by a Director and currently has a Senior Verbal Behaviour Therapist, Behaviour Therapists, and Assistant Therapists on staff. Show Less
Within Tomorrow-'s Voices-' unique generalization framework, our general curriculum teaches each child critical language skills, functional activities, socialization, initiation-spontaneity and generalization of mastered concepts-skills. These skills are built into every child-'s educational program and individualized to... Read More
Within Tomorrow-'s Voices-' unique generalization framework, our general curriculum teaches each child critical language skills, functional activities, socialization, initiation-spontaneity and generalization of mastered concepts-skills. These skills are built into every child-'s educational program and individualized to meet his or her learning style and unique needs. The overall goal is to prepare the student for reintegration into his-her neighborhood school.
Tomorrow-'s Voices programmes are developed within the framework of behavior analysis and are designed for in-home and-or school. Each child-'s program generally consists of 25 to 35 hours per week of 1:1 intervention. The treatment model is team-based, where Tomorrow-'s Voices provides individualized skills assessments, initial and on-going training, weekly consultation, supervision, lesson development-progression, and troubleshooting strategies at team meetings.
The focus of the child-'s program is based on his-her individual needs and learning style where systematic teaching focuses on those deficits that have interfered with the child-'s ability to participate and interact with his family, peers and the community. Critical skills such as language, play, self-help, communication and socialization skills are taught to the child. Day-to-day routines are also established in each child-'s repertoire to encourage the generalization of concepts and skills as they are taught within Tomorrow-'s Voices-' unique generalization framework. The focus is on teaching generalization during the acquisition of concepts and skills, mainly those deficits that impede on the individual-'s ability to engage in useful and purposeful language interactions with others. Initial teaching is done in a very structured environment, but within established routines that are representative of the person-'s daily life. Once the individual has mastered a broad spectrum of skills-concepts, the focus of programming is to bridge these concepts and skills in the individual-'s natural learning environment. The goal is to teach the individual more complex repertoires in order to enhance his-her quality of life to participate in the real world socially and functionally. All transitions from intensive programming (centre, school or home) to public or private school classrooms are done collaboratively and systematically over agreed timelines. Tomorrow-'s Voices encourages a team approach (staff, parents, school teachers, etc.) for a successful transition. Behavioral support is provided, as needed, in the child-'s new educational environment.
SERVICES At Tomorrow-'s Voices. We understand that not every child learns in the same way. Through careful observation and interaction with each child, we can determine the best way to teach them, based on their individual learning styles. Our centre is unique in that a Behaviour Analyst, who not only provides program oversight, but will also teach directly in a classroom setting, develops all of our programs. We believe that the most qualified instructors should spend time working directly with each student, not just develop programs. Our teaching methods are based on the science of Applied Behavior Analysis and include a variety of different teaching procedures that are taught in both formal sessions and in the natural environment. Some of the procedures used include, Errorless Teaching, Incidental Teaching, Joint Control and Direct Instruction. All of our services are provided in a safe, nurturing and structured environment with a maximum of 1:2 staff-to-student ratio.
INCLUSION PROGRAM Tomorrow-'s Voices offers a weekly reverse-inclusion program. Each student over the age of 4 will be a student of either the government or private school system. This program offers a chance for our students to interact with their typically developing peers in their own classroom. Each week our students are accompanied by their therapists to attend their school to participate in group and individual activities with their typical peers. This schedule will be determined through consultation with the parents, the schools, and the Director and team at Tomorrow-'s Voices.
ASSESSMENT OF SKILLS DEFICITS AND PROBLEM BEHAVIORS Tomorrow-'s Voices will provide a Functional Behavioural Assessment for each child. The assessment will include the evaluation of problem behaviours as well as skill deficits. A variety of assessment tools will be used to determine the most important areas to target for change. Also included will be a full Reinforcer assessment, Preference assessment, and a full Assessment of Basic Language and Learning Skills (ABLLS) update. These assessments will be performed and completed in the first 6 weeks of the program to ensure accurate assessments are done.
BEHAVIOUR MANAGEMENT On an as-needed basis, each child is provided with an Individualized Behaviour Plan to meet his-her specific behavioural needs. Our treatment approach is based on the science of Applied Behaviour Analysis and only the most effective, and least restrictive treatment options will be chosen. The development and ongoing re-evaluation of your child-'s Behaviour Improvement Plan will be based on the analysis and interpretation of collected data.
VERBAL BEHAVIOUR-FUNCTIONAL COMMUNICATION At Tomorrow-'s Voices, we understand the important role that communication plays for your child. A main focus for our program is in the application of B.F. Skinners Verbal Behaviour. We place a heavy emphasis on language acquisition by incorporating language into every aspect of your child-'s day. We challenge each and every child to reach their maximum communication potential. Verbal Behaviour will be the main method of instruction, however each program is individualized and constantly re-evaluated, and alternative teaching methods may be incorporated to meet the child-'s needs. These would be discussed thoroughly between the parents and the Director of Tomorrow-'s Voices and must be cleared through the Board of Directors before implementation.
SKILL ACQUISITION Based on the results of each child-'s comprehensive assessment, an Individualized Learning Plan will be developed for each student. Areas where deficits are most pronounced will be targeted first.
ACADEMICS The therapists at Tomorrow-'s Voices will, as abilities dictate, teach skills in general academic areas. Sample areas include reading, writing and math. A variety of programs that have been successful in teaching academics to children with Autism will be used (ex SRA - reading mastery, language for learning and other academic programs).
PLAY-SOCIAL SKILLS Tomorrow-'s Voices recognizes the social impact Autism has on our children and their ability to engage in appropriate social activities with their typical peers. We are dedicated to using a positive approach to teach our children how to manipulate and spontaneously engage in appropriate toy play, reciprocal social interactions, and engage in turn taking activities and group directed instruction.
SELF-CARE Our team is able to overcome many toileting concerns in a brief period of time. Although the results will vary from child to child, we are dedicated to challenging our students to be as independent as possible in this crucial area. We are determined to teaching children the selfcare skills that will be most functional for them. Most of these skills are taught by initially breaking down the skill into several small components, and then each component is taught independently one after another until the student is able to complete the entire task. Show Less
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