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The Afterschool
program provides children with autism an individualized instruction in
a structured setting through a 1 student to 1 staff ratio. VAC’s
Afterschool program begins at 2:00 p.m. and ends at 5:00 p.m.
Services are available to those pupils between the ages of 6 and 22. Most
students transition to VAC from a public school. VAC uses research based
treatments for autism that are mostly based on Applied Behavior Analysis
(ABA). In short, ABA is a science in which specific behaviors are identified,
defined, measured, and changed. To do this, ABA uses a wide range of environmental
changes to increase or decrease simple and complex behavior. Also, VAC
utilizes a teaching technique known as Discrete
Trial Training (DTT). This method is described as the use of maximizing
learning, providing children with clear messages, and immediately attending
to the child’s knowledge of correct or inappropriate responses
through repetitious trials.
VAC also offers two different classrooms in the Afterschool program. These
classroom programs are designed to work as building blocks to mainstreaming.
The moderate classroom has a ratio of one teacher to two students. It's
focus is on learning appropriate interaction with peers as well as playing
through structured play. The integrated classroom has a ratio of one teacher
to three students. This program focuses on appropriate behavior as well
as social skills. |
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Communication
Part of VAC’s core foundation is to facilitate communication in
its students. Communication challenges are a common characteristic among
individuals with autism. VAC has adopted several approaches to help overcome
these barriers to communication with the goal being to provide our student
a method in which to communicate with others. Examples include picture
exchange, American Sign Language, Verbal Imitation Skills, and Conversational
Skills.
Functional Living
Part of VAC’s mission for all of its students is to achieve the
highest level of independence. VAC believes that in order for an autistic
child to be independent, he or she must be taught basic functional living
skills. At VAC, there are designated areas for all these skills to be
taught. These simulated areas are fully functional areas such as a kitchen,
laundry room, bedroom., dining room, library, and a school store. In addition
to these areas, VAC also offers fully functional apartment units nearby
that serve as a location for its students to generalize mastered concepts.
Motor Skills
VAC applies fine and gross motor instructional methods in order to address
motor coordination and developmental deficiencies in autistic children.
These techniques are incorporated into a student’s program whereby
enhancing several skills including: control, balance, strength, and hand
and eye coordination. In addition, student’s are able to establish
and expand play opportunities, awareness of body orientation in space,
motor planning, and social interaction readiness. Examples of VAC’s
procedures include: fine and gross motor drills and sporting activities.
Recreational/Leisure
Recreational/Leisure activities are an important part of a student’s
program; they help teach social skills in a variety of ways. Through activities
such as parallel, structure, and general play skills, our student’s
learn how to share appropriately, socially interact with peers, work on
sportsmanship, and participate in leisure activities appropriately. Students
also have access to computers, various board games, toy room and a variety
of sports equipment to help foster recreational and leisure skills.
Self-Help
VAC focuses on self-help skills that students can carry over into the
home setting. VAC implements a variety of skills ranging from basic hygiene:
brush hair, brush teeth, wash face, and putting on deodorant to dressing,
and toilet training.
Social Behavioral
VAC strives to improve social awareness and behavioral management through
the use of ABA techniques. VAC encourages students to participate in Community
Based Instruction (CBI) and peer interactions through social training,
role playing, and applied experiences. In order to improve behavior control,
VAC implements various methods of behavior intervention and instructional
strategies. Examples of VAC’s procedures include: CBI, eye contact,
peer integration, and compliance training.
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Alfred Buendia
After School Program Administrator
abuendia@autism-vac.org
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Alfred Buendia has
been employed with Valley Achievement Center since 1998. He started with
the company as an after school instructional assistant, he later became
a Basic Education instructional assistant. He also became a program manager
in the after school program from 2002-2004. Currently he serves as the
Program Administrator for the After-School Program. Alfred has received
specialized training at many workshops including the Institute for Applied
Behavioral Analysis (2000), Autism Partnership (2001) and Pyramid Educational
seminar for PECS (2002).
“In the years that I have been involved in the field of autism,
I have strived to provide the best possible learning environment for children
with autism and their families.”
Alfred attended East Bakersfield High School and graduated in 1990. He
attended Bakersfield College majoring in Psychology before transferring
to California State University, Bakersfield to continue with his education.
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Jessica Cox
After School Behavior Specialist
School Psychology Intern
jcox@autism-vac.org
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Jessica Cox has worked at Valley
Achievement Center for two years where she began as an Instructional Aide
before being promoted to the After-School Behavior Specialist. Jessica received
her B.A. in Psychology from Capital University, Columbus, Ohio and is finishing
up her last year for her M.S. in School Psychology from National University,
Bakersfield. She has also received extensive training in Applied Behavior
Analysis and Behavior Modification, as well as being a Certified Pro-Act
(Professional Assault Crisis Training) Trainer. Jessica previously worked
for an Autism Center in Columbus, Ohio for over 3 years doing clinical and
home based services. |
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Mariha Wyatt
After School Program Manager
mariharox@yahoo.com
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Mariha Wyatt has
been working at V.A.C for 4 years, and has been a Program Manager for 2
years. She began working as an Instructional Aide in the After-School Program,
then working in the Basic Education Program as well. She is currently attending
Cal State Bakersfield receiving a Bachelor's of Arts in Psychology. She
has received specialized training in Applied Behavioral Analysis, Professional
Assault Response Training (Pro-Act),and several other Autism training workshops.
"My goal is to bring each student to their highest potential so they
may flourish in life."
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