The Children’s P.L.A.C.E. is located at Lincoln Elementary School, 40 Mill Street, Pompton Lakes, NJ 07442.Program Philosophy
The Children’s P.L.A.C.E. is a class developed and supported by the Pompton Lakes Board of Education in response to the growing needs of our children with autism. It provides a highly structured, individualized educational program that utilizes the principles of ABA. In addition to an intense regimen of discrete trial teaching or applied verbal behavior teaching, The Children’s P.L.A.C.E. utilizes other ABA based teaching methods such as shaping, prompting, prompt fading, backward and forward chaining, modeling, reinforcement programs, and functional assessments. It offers other specialized interventions such as speech/language therapy, occupational therapy, and physical therapy. In addition, opportunities for mainstreaming and inclusion with neuro-typical children exist.
Applied Behavior Analysis (ABA)
ABA is a set of concepts and principles “devoted to the understanding and improvement of human behavior” (Cooper, Heron, & Heward, 1987, p. 2). ABA is the process of systematically applying interventions based upon the principles of learning theory to improve socially significant behaviors to a meaningful degree (Baer, Wolf, & Risely, 1967; Alberto & Troutman, 2008; Buchanan & Weiss, 2006; Celiberti, Buchanan, Bleeker, Kreiss, & Rosenfeld, 2004; Sulzer-Azaroff & Mayer, 1991). The key components of ABA are: (1) focusing on objectively defined, observable behaviors of social significance; (2) improving the selected behavior while demonstrating a reliable relationship between the methods used and the behavioral improvement; and (3) using the methods of science - description, quantification, and analysis (Cooper, Heron, & Heward, 1987).
- Intensive 1:1 teaching
- Individualized goals
- Teaching strategies based on ABA and VB
- Highly structured small group instruction
- Program BCBA
- Ongoing home-school collaboration
- Parent training and workshops
- Speech/language therapy
- Augmentative communication (PECS, high tech devices, IPad, etc)
- Occupation therapy, including sensory input strategies
- Inclusion opportunities
- Collaboration with general education teachers and students
- Educational programming from ages 3 through 21
Nancy Finelli, Supervisor of Autism ProgramsPlease contact: The Department of Special Service Secretaries at 973 835-7100, #3 for Special Services, or ext 3572.
or Nancy Finelli's email: Nancy.Finelli@plps.org
Special Education: HS Self-Contained Life Skills Program
The high school self-contained program provides supports within a class program where both students from the MS LLD and MS Teen Place can spend a greater amount of time in a learning environment that they are accustom to and be systematically exposed to less restrictive high school expectations.
This program offers course offerings for Self-Contained Language Arts, Math, Social Studies, and Science with a modified, approved curriculum and mainstreaming options as appropriate. The Special Educators and trained aides have specialization for working with students who present with significant language learning disabilities and/or present with Autism Spectrum Disorders and have experience in targeted instruction, data collection and interpretation. Observation, reporting, and behavioral plan reviews would be included as needed. Related services will be provided based on the IEP needs. BCBA oversight will also be included as needed for students participating in this program.
The self-contained classroom is located in Room 101 of the high school.
Students in the HS Self-Contained Program has computers or iPads depending on their needs. Specific technology components, tools, skills, and training are provided for special education students and staff in this program in order to develop, monitor, and enhance student access to general education curriculum. A focus on the strategies of differentiated instruction and key elements of the Universal Design for Learning could reinforce skills in management, reading, composition of written material, writing mechanics, calculation, computer access, study and organizational skills.
Extended School Year is offered to students who have been identified in their IEP to require ESY in order to ensure maintenance of skills and no regression that would result in difficulty recoupment of skills.
Transition to Adulthood:
Additionally, a Community Based Instruction (CBI) component is integrated into the program, providing a greater exposure to the community where they can use essential skills they have developed within the program. These are sustained and repeated instructional activities that takes place in the community rather than within a school building in order to provide real life opportunities to teach the curriculum. Structured Learning Experiences (SLE), beginning at age 16, may include, but are not limited to: Job Sampling, Community Volunteer Opportunities, and Service Learning projects that develop students’ vocational goals.