The PACES Program

Research has shown that children cannot learn when their brains are in pain. When a child first arrives to ASD, treatment is the top priority. ASD’s PACES Program encompasses the critical supports unique to children and youth who benefit from a therapeutic environment. Our trauma-informed, positive reinforcement approach has changed lives.

 

Qualified mental health professionals, including clinicians, social workers, psychologists, and a child psychiatrist, create the healing treatment environment for children and youth in PACES. Individual Treatment Plans (ITPs) are developed to address the specific needs of each student, using an interdisciplinary approach that includes families, clinical and medical staff, and other community-based service providers. Every student’s individualized treatment approach focuses on the Antecedents, Behaviors and Consequences which contribute to their emotional and behavioral challenges. The treatment process includes a variety of therapeutic supports and interventions, including individual and group therapy, mindfulness activities, therapeutic yoga, art and music therapy, and animal-assisted therapy. Collaborative treatment planning meetings happen every 12 weeks.

 

If included in a student’s Individual Education Plan (IEP), available support services include:

 

The PACES Program knows that supporting parents and caregivers is an integral part of supporting students. To this end, PACES hosts many family-focused activities and events:

 

 

In PACES, students are provided with the appropriate academic opportunities to meet the needs of their unique learning styles. Staff prepare students for successful futures, whether entering college or pursuing vocational careers.

 

The ASD campus is culturally and linguistically accessible. Utilizing an American Sign Language/English Bilingual approach, students are provided with a dual language foundation in both American Sign Language and written and spoken English. This approach integrates American Sign Language, speech, auditory training, reading, writing, and the use of assistive learning devices.

 

Our Connecticut State-certified teachers, residential counselors and support staff are trained in Positive Behavioral Interventions and Supports (PBIS), an educational framework that focuses not just on academics, but also social, emotional and behavioral support. Class sizes remain small, allowing teachers to provide individualized instruction. As students prepare to graduate, PACES is committed to ensuring a successful transition from ASD back to their home communities.

 

For many students, PACES offers a new beginning, allowing them to grow, develop, and communicate in ways that were not possible in other learning environments. By supporting our students socially, emotionally, behaviorally, and academically, we help them improve their communication skills, minimize their frustrations and uncover the talents that allow them to thrive.

PACES Alumna Glendy Scaletta-Rocco’s educational journey at ASD embraces many aspects of our school’s credo; “you have what it takes – to think, question, decide, dream, achieve”. She was supported by a loving staff who guided her success and allowed her the confidence to transition to the outside world. Glendy is now thriving in college and ultimately hopes to help other deaf or hard of hearing individuals who struggle with mental health in the criminal system. She dreams of becoming a Peer Mentor for others who experience mental health challenges.

 

Glendy is studying at LaGuardia Community College in Queens, a school that has specialized services for deaf students beginning their college studies. Her goal is to attain her Bachelor’s Degree in Criminal Justice and Forensic Psychology. She is currently in the process of earning her Associates Degree in Psychology and then would like to gain work experience as a peer specialist in a mental health setting. Then she will continue her studies towards her BA in criminal justice so she can continue working with deaf and hard of hearing individuals who suffer from mental health issues and may be trapped in the criminal system. “We need more people in this field who actually have true life experience being deaf,” she said. Her desire to help others stems from her own experience at ASD. “ASD was my second family; I have so many good memories, especially when life was challenging for me.”

PACES provides extensive staff support for each student. All school-day and residential areas are monitored by digital, closed circuit TV as well as interior and exterior surveillance cameras. Staff are certified in Psychological Physical Management Training (PMT), and reinforced to use non-physical de-escalation techniques, and positive interventions within the PBIS framework.