HJEC February 2024 Newsletter

What's Happening?

Body/ Emotion Activities in Speech Therapy

Here at Hopeful Journeys, we use sensation and perception for a variety of purposes. We have the gym, motor room, playground, bouncy balls, etc. to help our students meet their sensory-motor needs. Sensation and perception are also used in speech and language! 

One way we use sensation and perception in speech therapy is through teaching body part identification, which then aids in a student’s self-advocacy skills. Promoting body awareness in speech therapy for self-advocacy can be beneficial for individuals, especially those with sensory processing differences or autism. Here are some strategies and activities to integrate body awareness into speech therapy for the purpose of self-advocacy:

• Body Scan Exercises:

• Guide individuals through body scan exercises, where they focus on different parts of their body, noting sensations, tension, or comfort.
• Encourage the use of descriptive language to express how each part of their body feels.

• Emotion Cards and Body Responses:

• Use emotion cards or pictures to help individuals associate specific emotions with corresponding body sensations.
• Discuss and practice expressing emotions through body language and verbal communication.

• Sensory Mapping:

• Create a sensory map or diagram of the body, labeling areas where individuals may experience different sensations. 
• Use the map as a tool for self-advocacy, helping individuals communicate their sensory needs. 
• Applying sensations to different parts of the body and expressing where they feel the sensation (e.g., applying an ice pack to their arm and asking “Where do you feel it?”)

• Movement and Gesture Awareness:

• Incorporate movement activities that focus on body awareness, such as imitating animal movements or yoga poses.
• Discuss how gestures can be used to express thoughts or requests.

• Mindfulness and Breathing Exercises:

• Introduce mindfulness and breathing exercises to help individuals connect with their bodies and manage stress or anxiety.
• Teach deep breathing techniques that can be used as self-regulation strategies.

By: Rachel Brown M.S., CF-SLP and Shauna King M.S., CF-SLP

Clinical Corner: Reinforcement Systems

Many children with autism benefit from systematic teaching of skills using teaching methods grounded in Applied Behavior Analysis. Often, an important component of any teaching procedure is to develop a student-specific reinforcement system to support the acquisition of skills over time. A reinforcement system involves providing a learner with “rewards” for the successful completion of a skill or engaging in some other form of appropriate behavior. As we’ll soon discuss, although these systems may vary across students, they all serve the same purpose: to motivate students to want to learn, enhance their progress, and promote independence.

At Hopeful Journeys, many of our students benefit from an individualized reinforcement system that is focused on improving certain areas of their development. For example, some students may “earn” reinforcers for engaging in social development activities, such as attending social groups or interacting with peers appropriately. Other students may access these “rewards” for completing their classroom work or other instructional activities. In some cases, students may receive these reinforcers for tolerating difficult situations without having disruptive behavior and using their communication skills. As you can see, the goal of the reinforcement system varies based on the focus of the student’s programming. 

As you can imagine, an important aspect of developing a reinforcement system is identifying motivating rewards. There are several ways of doing this, however, this typically involves some form of getting input from the learner about their favorite things to do and then providing access through their reinforcement system. This can be accomplished by simply asking the student what they would like to access through their reinforcement system. For other students, it can be helpful to provide them with different choices and see what they choose most often. Additionally, getting input from family and caretakers can be helpful when identifying potential rewards. What students choose for their rewards often varies for each student. For example, many students enjoy interacting with technology. At Hopeful Journeys we have computer labs, iPads, and a teen clubhouse equipped with video games for student use. Other students may enjoy more physical activities such as playing in our motor room, gym, or playground. Other students may enjoy activities within their classroom such as playing games with peers, listening to music on a beanbag, or playing with their favorite toys. Some reinforcement systems may involve the use of “tokens” where students receive a check, token, or potentially fake money (e.g., plastic coins, or bills) that can be exchanged for preferred items or activities. For example, some students might receive a check on a board for every correct response during a work program. After they receive a certain amount of checks (e.g., 10 checks) they can cash in their checks for an activity of their choice (e.g., time on the computer or iPad, small snack, playground, etc.).

Developing an effective reinforcement system is always a key component of student programming at Hopeful Journeys. The first step is to identify skills or areas of development, that the system will be used to support. The second step is to identify items or activities that are highly motivating to the student. Both of these steps benefit from input from various team members, especially the student’s family and caretakers. Through this collaborative development, reinforcement systems can be an important component of enhancing progress across a variety of areas and promoting student independence.

Mission Moment: Inspiring Hope, Building Potential and Creating Opportunities

Our Mission

Hopeful Journeys’ mission is to provide quality and individualized education to children with autism spectrum disorders and other developmental disabilities.  We strive to build better futures for children and families by helping them to reach their fullest potential and enabling them to live more productive and independent lives.

"What I take from the mission is the last sentence, ‘we strive to build better futures for the children and their families by helping them reach their fullest potential and enabling them to live more productive and independent lives.’   We are not only helping our students, we are helping their families.  The families mean just as much to our mission as the students do.   If we can help our students reach their fullest potential, it will enable the families as a whole to have more productive and independent lives." -Matt Turski - Training Assistant

Student Spotlight: Joell

It has been a joy to have Joell on Team D and to see him blossom over his first year here at Hopeful Journeys. Through his imaginative play, and love for interacting with his teachers and peers, he shines bright on a day-to-day basis. Joell is known for his excitement to see his teachers. He enjoys working with all his teachers and loves to give big smiles when he sees them enter the classroom.

Joell began attending school at Hopeful Journeys in March of 2023. Joell’s improvement with his AAC device has been amazing to watch over the past year. Joell is a new AAC user and has grown to use his communication for various purposes including functional communication for things he wants or needs, social interactions with peers and teachers, as well as academic work. He has also begun to use some American Sign Language to communicate his wants and needs.  Joell has increased his independence with academic skills such as answering various WH questions and identifying actions, numbers, and body parts. Joell has also worked on using a multimodal approach to communicate his preferences throughout the day such as utilizing his AAC device as well as a choice board and visual schedule. 

Outside of academic work, Joell can often be found joyfully engaging in motor activities such as chase, “Ring Around the Rosey”, shadow play, or pretend play with dinosaurs, and many other various toys.  He enjoys squeezes and making faces in the mirror or the photo booth app on the iPad with his teachers. As much as Joell enjoys spending time in the cluster, earning trade-ins on the iPad, or playing with toys, you will also find him exploring other areas of the school such as the playground, the gym, and even the art and music room to play the piano. Joell has had a blast during school trips to Connor’s Farm and the Stone Zoo; where he loved looking at all of the animals, especially the flamingos.

Team D is so lucky to have a student like Joell. We are all so proud of him and his accomplishments and cannot wait to see his future progress in and outside the walls of Hopeful Journeys!

Student Spotlight: Julia

In this spotlight, we introduce Julia! Julia is a wonderful student, a kind friend, and a valuable member of our school community. In just a year, Julia has made remarkable progress at Hopeful Journeys, achieving milestones in both her academic and personal development. Julia's dedication has led her to excel in her gross motor skills and academic goals. Julia has made tremendous progress with ready-to-learn skills, including scanning materials and using a point. Julia does very well with joint attention and matching activities, as well as following one-step directions throughout her days! Julia loves working on leisure skills, exploring new toys, and learning how to use them. Her ability to meet and surpass these challenges showcases her determination and hard work. Julia’s personality shines when using her AAC device to communicate with her teachers and her peers. She enjoys requesting her favorite items and activities after finishing her work sessions. She is a Disney Princess fan and her face always lights up with a smile when listening to Moana or Elsa sing her favorite songs! Julia is always ready for adventure! You’ll often find her taking on new challenges, like mastering the balance beam in the motor room or trying out new exercises and games in gym class. Her enthusiasm for these tasks highlights her fearless nature and willingness to try new activities. 

Outside of the classroom, Julia loves joining in on school outings, such as our trip to Connors Farm, where she enjoyed riding the train with her friends and playing farm games. Her infectious smile and laughter bring a sense of light-heartedness and joy wherever she goes. Julia's positivity is a constant, even when faced with new challenges and goals. Her cheerful disposition and resilience are a source of inspiration to everyone at our school. Hopeful Journeys is so lucky to have Julia as a member of our school community. We look forward to seeing all that Julia will accomplish!

Transition Tip: Our Very Own Student Benefits Counselor!

Did you know that Hopeful Journeys partners with an MRC (Massachusetts Rehabilitation Commission) Student Benefits Counselor? Kathy Kelly is an excellent resource and it is highly recommended that you contact her if you are looking to find out more information about what benefits your child can and should be receiving. This relates to:

• Supplemental Security Income (SSI)
• The impact work may have on benefits
• Social Security Administration  (SSA) Work Incentives
• Student Benefits Counseling
• Food Stamps
• Housing

Kathleen Kelly MPA,CWIC

Student Benefits Counselor/ North Region

Kathleen.Kelly2@massmail.state.ma.us

(857) 319-1021

Getting to Work with Carlo!

Carlo has been a student at Hopeful Journeys since July 2023. Recently, in addition to all of his hard work in academics and communication, Carlo has been showing off some amazing vocational skills. As he continues to express his love and willingness to try new things, Carlo has become Hopeful Journeys’ youngest student to have a weekly scheduled school store shift. Twice a week, Carlo works for 30 minutes in the school store where he completes such tasks as restocking, inventory, organizing, and cleaning. He also engages with customers as they shop at the school store. When asked what his favorite vocational task is, Carlo said, “restocking”. Carlo uses a written checklist while working in the school store, and once shown any sort of new task, he catches on very quickly and has a wonderful work ethic. Carlo recently tried a shift with HOJO Eats (our school store delivery cart service) and had such a fun time interacting with different staff and students throughout the school. He is very proud of himself for being part of the school store staff, and we are lucky to have him!

Celebrating Success and Camaraderie: A Recap of Hopeful Journeys' Festive Season

As the holiday season wrapped up, Hopeful Journeys School bid farewell to a remarkable period filled with joy, camaraderie, and celebration. The school community embarked on a journey of positivity and fun-filled activities, fostering an atmosphere of warmth and appreciation among staff members.

One of the highlights of this festive season was the distribution of "Positivity Tickets." Staff members were encouraged to recognize and appreciate their colleagues by handing out these tickets adorned with heartfelt messages of encouragement and gratitude. These tokens of appreciation not only uplifted spirits but also served as entries into a raffle, where lucky winners walked away with coveted Amazon Gift Cards.

Adding to the excitement, teams within the school engaged in friendly competitions, igniting a spirit of healthy rivalry. From scavenger hunts to altruistic endeavors in the community, and even quirky challenges like capturing photos with strangers, the competitions offered a delightful blend of creativity and camaraderie. The victorious team earned extra raffle tickets, amplifying their chances to win big at the grand finale—the annual Holiday Party.

The Holiday Party was a grand affair brimming with laughter, music, and merriment. Attendees reveled in an array of captivating activities, including dance-offs, a thrilling song-guessing game, and heartfelt anecdotes shared about students' progress. However, the pinnacle of the evening was the grand raffle, where staff eagerly anticipated the chance to win an array of coveted prizes ranging from PTO (Paid Time Off) days to various gift baskets. 

Beyond the glitz and glamour, the Holiday Party served as a poignant reminder of the profound bonds shared among colleagues. It provided a precious opportunity for staff to reflect on their collective achievements and celebrate the remarkable progress made by their students throughout the year. Amidst the hustle and bustle of daily responsibilities, such moments of reflection and appreciation are invaluable, reminding everyone of the meaningful impact they have on each other's lives and the lives of their students.

The resounding success of the holiday season at Hopeful Journeys School not only reflects the dedication and enthusiasm of its staff but also underscores the unwavering commitment to creating a supportive and vibrant community. As we bid adieu to the festivities, let us carry forward the spirit of camaraderie and positivity into the new year, fueling our collective journey toward excellence and empowerment.

We would also like to extend our sincere gratitude to our amazing HJEC families for their thoughtful and generous donations towards staff appreciation at Hopeful Journeys. Thanks to their kindness, staff were able to enjoy special treats and festivities throughout the holiday season. These heartfelt contributions truly make such an impact, and for that we are most thankful! 

Meet One of our New BCBAs: Andrea Fuller

Andrea Fuller is one of the newest BCBAs to join the Hopeful Journeys family! She started here at the end of November 2023 as the BCBA of the Vocational Team.  Fun fact about Andrea: she was previously a 1:1 staff from 2019-2022. We are so excited to have her back on the team! Andrea brings experience, positivity, and terrific ideas. She has been an incredible addition to our team of BCBAs.

Andrea’s team of supervisors wanted to pass along some of their thoughts about her:

It’s been such a pleasure getting to know Andrea and seeing all of her wonderful contributions to the team and HJEC so far! I’m so impressed with the energy, positivity, and fresh perspective that she brings.  Andrea has shown tremendous capability with communication, staff supervision, clinical aspects, and more. We are so lucky she joined our team!! -Courtney DeVinney, Clinical Program Manager

Andrea’s first day on the floor at HJEC will always be a memorable one. It was a dynamic day. At the end of the day, she looked at me and said, “I can’t wait to come back tomorrow!” I knew after that that Andrea was here for the long haul. I had the honor of being Andrea’s BCBA mentor as well. Supporting staff through this process is rewarding, to say the least, but seeing someone come back as a BCBA has been an experience that can't be beaten.  Andrea’s continued dedication to HJEC, her students, and her staff is unwavering, and I can't wait to see all the amazing things she will do here! - Beth Kirby, Clinical Training Director

I’m really excited that Andrea has joined the BCBA team at HJEC! She’s hit the ground running bringing great ideas and making meaningful clinical changes to student programming. You can tell she’s “all in” when it comes to supporting our students and she has a positive attitude that’s contagious. I can’t wait to see the great things to come, as she continues to support progress through her leadership on our vocational team! -Caleb Davis, Clinical Program Manager

DESE Recognizes Student Progress!

Students at Hopeful Journeys work extremely hard on MCAS testing each year. The Department of Elementary and Secondary Education (DESE) requires MCAS testing in grades 3-8 and 10. Many students work towards completing English Language Arts, Math, and Science lessons to show everyone all of their amazing skills through an MCAS-Alternate Portfolio. 

Each year, DESE provides Student Achievement Awards to honor high-needs students who scored Exceeds Expectations or Progressing on the MCAS. The goal of this program is to recognize student success and encourage future testing. Award packets included items such as a Certificate of Excellence and a gift card for students to buy a special treat to reward themselves for all of their hard work!  

We are so thrilled to have had some of our very own Hopeful Journeys students receive these award packets for their determined efforts in the areas of ELA, Math, and Science. Those recognized for their outstanding achievements included: James, Grace, Jackson, Isabel, Luke, Frankie, Maddie, Donnie, Henry, Colin, Drew, and Evan. Hopeful Journeys is so proud of all the students who make up our school and their exceptional work each day to learn new skills.

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New Staff in the New Year!

The new year is off to an amazing start at Hopeful Journeys! In the past month, we have welcomed six new staff, each with the drive and compassion we look for to fulfill our mission of providing quality and individualized education to our students. New staff participate in an initial orientation period, then are welcomed by their team where they meet fellow staff, and most importantly, the students they are teaching every day. As new staff get to know the students, they develop rapport, and over time, they see the progress that students make each day and highly value their work. We are so happy to welcome these new staff and support them as they continue to learn and grow!

The training department is also looking forward to the year ahead and the staff development days planned in the coming months! These are such great learning and growth opportunities for staff to maintain and gain new skills. Stay tuned!

Gym Classes!

For some students, attending gym class is the highlight of their day! Not only does gym class provide an opportunity for students to engage in physical activity and exercise, but it also involves teamwork and social interaction. It can offer an important break from the rigors of academic work and give a chance to refresh both the body and mind. Attending gym class is always a blast here at Hopeful Journeys! 

Each week, we have a new workout for the students to explore and enjoy, keeping them engaged, motivated, and excited about fitness. All of our gym classes start with a five to ten-minute warm-up. Warming up our bodies before beginning class is important because it helps to gradually increase blood flow to the muscles and reduce injury. Some examples of warm-ups include plyometrics (high knees, squat jumps, lunges, etc.), freeze dance, and “Simon Says”. “Simon Says” tends to be a favorite! 

After completing the warm-up, we begin our main activity. Our most recent gym activity involved playing soccer. Students could either pass a ball back and forth with a partner or get into two lines facing each other to pass the ball. Depending on their skill level and interest, some students even got into a circle and passed the ball while naming a TV show or movie! This was a great way to teach our students a new skill while also engaging in social interactions. Some other examples of our main activities include hockey, kickball, limbo, bowling, and many more! 

We always make sure to have a cool-down activity before ending gym class. This is important because it can help the body transition from a state of high activity to a state of rest gradually. Cool-downs help our students adjust back to baseline and prepare them to return to academics. Similar to our warm-ups, cool-downs can include plyometrics, freeze dance, “Simon says”, stretching, yoga, and more. 

Gym classes provide opportunities for students to engage in structured physical activities, helping them improve gross motor skills, strength, coordination, and cardiovascular fitness. It is a great way to promote social interactions (e.g. turn-taking, cooperation, communication, and teamwork) in a structured, supportive environment. Gym class is a fabulous time for our students to take a break, have fun, and move their bodies!