OUR KINDERGARTEN READINESS PROGRAM
Readiness is not about being ready to learn, children are learning every moment of every day, it’s the type of learning we are interested in, for example, can children learn through observing others, or learn the names of things simply from hearing language being spoken by others in their environment? We know that the types of language experiences that children receive at home and in the community make a significant contribution (Hart & Risley, 1995). We focus on providing a diverse range of experiences to help children learn in new and adaptive ways. We focus on expanding children’s interests so that their world and the things they’re interested in help them succeed educationally and socially.
Just because we teach something, doesn’t mean children are perceiving or picking up what we taught in the way intended. VBDT looks at milestones that children acquire as a result of experiences. When these milestones don’t happen on their own, there are tools teachers can use to make them happen and increase a child’s success within the educational environment and beyond.
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.