SCOTTSDALE PRESCHOOL AND KINDERGARTEN PREP
One of the leading causes of the current educational crisis prevalent in America’s education system is the tendency to blame the child for poor performance. At SCI, we believe that if effective teaching is in place, students will always learn. It is our goal to shift the responsibility of achieving success within the educational system away from solely the child and their parents because we recognize that as educators, it is our responsibility to provide high-quality instruction in an environment conducive to learning.
WHY APPLIED BEHAVIOR ANALYSIS?
Based largely on the CABAS® (Comprehensive Application of Behavior Analysis to Schooling) model developed by Dr. R. Douglas Greer and colleagues at Columbia University in New York City, our kindergarten readiness program offers an inclusive approach to education that incorporates scientific procedures for targeting the following areas: Assessment of kindergarten readiness, individualized curriculum design and delivery, efficient instructional methods, moment-to-moment decisions based on the child’s performance, class-wide behavior management strategies, self-monitoring and self-management strategies,
accelerated skill acquisition, fluency training, transitioning, following routines, communication, play skills, and social skills. SCI’s programming is entirely data-driven and measurement-based so we can provide our consumers with measureable student outcomes.
AN INCLUSION BASED ENVIRONMENT
Classroom make-up, as well as individualized goals, are determined by each child’s current developmental level of functioning and individual needs. Our structured, inclusive curriculum includes an alignment with the state standards for preschool and kindergarten to ensure that we target all requirements necessary for success in Arizona’s kindergarten classrooms. When it comes time for your child to enter kindergarten, it is our goal that your child be performing at, if not beyond, the expected level across all academic and social areas.
THE SCI DIFFERENCE
Each child learns differently and is motivated by different stimuli. It is our job to determine which type of learning plan will be most effective for each individual child. Our assessment helps our teachers and doctoral supervisors to discern which scientific teaching methods are going to bring your child the most success.
Every response a child makes is instantly recorded and then graphed so that their skills growth can be visually tracked over time. Each child has their own binder of charts, and weekly progress graphs are posted outside classrooms for parents to view.
We utilize this constant data collection to implement changes to children’s teaching programs. If an instructor has not had success teaching a child a certain skill within the appropriate time range for their learning style, then together we will come up with a new customized method for skill acquisition.
All of our students receive one-on-one instruction from our teachers. It is essential to our model that we have sufficient staff to manage each child’s case. Between our teachers, assistant teachers, student teachers, and supervisee’s we can ensure that each child receives the attention that they deserve.
Readiness encompasses not only what children learn but how children learn. We focus on providing a diverse range of experiences to help children learn in new and adaptive ways. An inclusive model allows for all children to develop critical behavior and social skills, whether they are neuro-typical or not.
In addition to weekly progress reports, our teachers are also responsible for writing student evaluations which contain data of your child’s growth over the span of multiple months. These in-depth reports allow parents and supervisors to make decisions regarding which skills should continue to be targeted and the most effective way to continue education.
Both of our classrooms are outfitted with one-way observation mirrors and private viewing rooms. This not only allows our supervisors to observe behaviors that may go unnoticed but also grants parents access to view their child’s progress in real time.
Dr. Kieva is the Clinical Director of Scottsdale Children’s Institute. Dr. Kieva received her bachelor’s degree in Psychology from Queen’s University in Kingston, ON and a post-graduate certificate in Behavioral Science Technology from George Brown College in Toronto, ON. She then went on to earn her master’s degree in Teaching as Applied Behavior Analysis from Teachers College, Columbia University, and her Ph.D. in Applied Behavior Analysis from Columbia University in New York City. Dr. Kieva is also a New York state certified teacher with certificates qualifying her to teach students from the ages of birth through 6th grade.
Our Assistant Clinical Director, Dr. Michelle Mackey, received her B.A. in both Psychology and English from Rutgers University in New Brunswick, New Jersey. She earned her master’s and Doctoral degrees in Applied Behavior Analysis from Teachers College, Columbia University in New York City, New York. Furthermore, she is a New Jersey state certified teacher with certificates qualifying her to teach students in both general and special education.
30 DAY QUICK START PROMISE
Time is precious, get your child on the right track now.
Our Promise to you is an initiation of the assessment and seated in a classroom within 30 days of initial contact.