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| When a child is in need of mental health intervention, problems may manifest themselves
in any of three settings: home, school and/or community. Although families are often
able to correct problems within the home, difficulties at school will often lead
them to seek outside treatment. Child Guidance Resource Centers (CGRC) is actively
aware of the effects of diminished school functioning upon a child's self-esteem
and overall coping skills. With this in mind, CGRC offers a variety of educational
services for children that will enable them to ultimately flourish within the least
restrictive educational setting possible. |
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SCHOOL BASED CONTRACTED SERVICES (SBCS)
Provides school districts with an array of services that covers all three tiers of
the positive behavioral support model. SBCS place staff directly in your school with
the goal of maintaining the students in the least restrictive environment. Services
are governed by each student’s behavior plan, which is developed in conjunction with
the Individual Education Plan (IEP).
| Why choose CGRC? |
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Guaranteed recovery of expenses |
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Reduce the number of out-of-district placements |
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Expertise in Mental Health and Education regulations |
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Assimilation into school culture |
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Experts in the Behavioral Healthcare System |
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Ability to navigate commercial insurances |
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Evidenced Based Treatment |
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Strong clinical supervision by Mental Health Professionals |
| What can CGRC offer the school district? |
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Functional Behavioral Assessment (FBA) development |
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Positive Behavioral Support Plans |
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Ensure compliance with the Safe School Initiative |
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Full support of the Risk Treatment Intervention (RTI) model |
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Vision-driven treatment design |
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Individual/group counseling provided on site |
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Service in all types of classroom settings |
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Provision of related services, such as crisis intervention techniques, immediate
behavioral reinforcements, timestructuring activities, time-out strategies, and psychosocial
rehabilitative activities |
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Community outreach |
An Example of School Based Services:
An Example of School Based Services:
CGRC initiated services with a school district by meeting with the administration.
The purpose of this was to discover how to best meet the needs of the district. The
school district had been experiencing difficulty with the effectiveness of the emotional
support classrooms and the number of out-ofdistrict placements.
Based on data and CGRC’s experience, the physical environment of the classroom and
the structure in the program were changed. School District staff were trained on
verbal de-escalation and staff effectiveness. These trainings emphasized the role
of staff in the classroom. A CGRC school-based employee was then added to the school.
This school-based worker completed FBA’s, met individually with students, assisted
school district staff in implementing a new behavior program, and referred students
to outside mental health resources.
By the end of the school year, the number of negative behaviors in the program decreased
by 50% and the district had decreased its need to refer children outside the district
by 25%. This saved the district over $250,000 in tuition and transportation related
expenses
By working as a team, this district saw major improvements in its emotional support
classrooms. The districts CGRC work with report fewer mental health issues in their
schools and the ability to maintain students in the least restrictive environments.
TRAINING/CONSULTATION:
Since 1960, CGRC has provided consultation to a variety of school systems in the
form of training and education and has worked with over 18 school districts in the
Tri-County area.
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On-site training available to all staff |
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CGRC center based trainings |
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Developed to meet the district’s needs |
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Act 48 Credits |
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Evidenced Based Trainings |
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Expertise in bullying prevention, crisis management, and verbal de-escalation |
ELEMENTARY EDUCATION SERVICES (EES)
EES is licensed as a Private Special Education School by the Pennsylvania Department
of Education. This school offers a systematic approach to instruction using data
collection and analysis to help make decisions on behavioral interventions. The
goal of this program is to develop an IEP that enables all children to successfully
transition back to the least restrictive environment in the shortest amount of time.
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Locations in Delaware and Montgomery Counties |
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Kindergarten through 8th Grade depending on location |
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Each year over 15% of students are transitioned successfully back to their home district. |
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Emotional support with a 1:5 teacher to student ratio |
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Autistic support with a 1:3 teacher to student ratio |
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45 day initial diagnostic program available |
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Maintains a small-school atmosphere that benefits students |
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On-site psychiatric services |
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CGRC staff on-site during transition |
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Behavior modification programming |
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Positive behavior reinforced continuously |
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Daily group and individual counseling |
An Example of EES Services:
John was struggling at school. His behavior was forcing him to miss a significant
amount of school work. John was often in detention and his parents were being called
on a regular basis. The school could no longer keep him in the least restrictive
environment due to his behaviors.
John was referred to CGRC. Upon arrival, John’s negative behaviors continued. The
staff worked diligently on discovering the root of the problem by completing both
school and mental health evaluations. It was discovered that John acted out for attention
and actually liked when his parents were called. This consequence actually rewarded
his negative behavior. By understanding the function of the behavior, CGRC was able
to put a behavior plan in place that effectively addressed this need for attention.
Within 4 months, John’s negative acting-out behaviors were nearly non-existent.
Like many of the students that come to CGRC John also suffered from low self-esteem.
John saw himself as the “bad kid” and thought no one liked him. John reported feeling
picked on and never given a chance by his teachers. Through counseling we discovered
that John would benefit from increased positive interactions with others. This idea
was then built into his IEP and implemented on a daily basis.
Within 2 years, John returned to his home school district. CGRC assisted the district
by being present in his school during transition and also providing the teachers
with training. He no longer required emotional support services.
TRUANCY TREATMENT SERVICES
A program designed to work with a student who is not attending school, is chronically
late and unprepared for school, or who is exhibiting behavior problems in school.
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Many different types of services may be offered including: |
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Family Counseling |
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Family Support Services |
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Individual Therapy |
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Behavior Management Programs |
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Provided in the student’s home, school and community |
EXTENDED SCHOOL YEAR PROGRAM (ESY)
Licensed under the Pennsylvania Department of Education, ESY is for children
between the ages of 6 and 12 (emotional support) and 6 and 21 (autistic support)
who meet the requirements for the service in their IEP.
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Locations in Chester, Montgomery, Delaware Counties, or in district |
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Full day programs (9am-3pm) |
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Special Education Certified teachers |
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Evidenced Based Programming |
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Data collection provided to the district |
PSYCHOEDUCATIONAL ASSESSMENTS
CGRC has experienced, certified school psychologists and licensed psychologists
on staff who can provide an assessment to best meet the needs of the child. Possible
components may include but are not limited to the following:
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Intellectual Evaluation |
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Achievement Testing |
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Visual-perceptual Assessment |
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Personality Assessment |
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Social/Emotional Evaluation |
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