HJEC Spring 2024 Newsletter

What's Happening?

Incorporating Core Words Into Activities

At Hopeful Journeys, many of our students are working to expand their expressive and receptive language vocabularies. Whether our students are communicating with AAC or verbal speech, we incorporate core words into various activities to support our students’ understanding and use of these functional words (verbs, adjectives, and pronouns)! Core words are words that make up a majority of everything we say. When our students are provided with meaningful, fun, and ample opportunities to practice core words, they increase their understanding and increase their ability to use these powerful words across contexts and take control of their environment. Below are some fun at-home activities to incorporate using core words! 

• Baking/Cooking: We love our cooking groups here at Hopeful Journeys. Incorporating core words into any recipe like making sandwiches, pre-packaged brownies and cookies, and/or anything you cook at home is a great way to practice using core words! BCBAs can also send home recipes from the cooking group!
• Core word examples: I, you, put, in, on, move, mix, stir, bowl, spoon, pour, open, close, here, there, hot/cold
• Types of communication to model: Direct (You pour), Requesting (I put in), Describing (hot/cold, hard/easy, sweet/sour), Asking questions (Can I do?)

• Turn-taking games: Playing a simple game with a sibling, caregiver, etc. allows for many opportunities to work on core words during gameplay. Matching games (picture to word, word to picture), card games like Uno, and Go Fish, and guessing games are all fun options!
• Core words: My, your, turn, fun, want, see, move, pick, colors, win, lose

• Joint Reading: Reading with your student is a great way to build vocabulary!  Reading a favorite book with a repeated line is a great way to build core vocabulary!

• • Example: “Mr. Brown Can Moo, Can you?”, core words like or can, and engage your student by finding and reading the word on each page. You can also act out the sounds as you read through the story!

• • Example: When looking at picture books, use core words such as look or turn, and carrier phrases such as I see and I think to practice skills such as commenting, describing, and participating in the book together.

Our students will learn new vocabulary best if they are engaged in activities that are fun for them. Joining our students in their preferred play, and creating opportunities will help our students expand their interests while exposing them to new language concepts. Always feel free to reach out to your student's team to try some activities we do here at HJEC at home!

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

Clinical Corner: Thinking About Sleep. . . And Getting More of It

Getting enough sleep is important for children and adults, however, many people need more sleep on a regular basis. For example, it’s estimated that 30-50% of typically developing children experience sleep problems. For children with autism, these estimates are even higher, with 67-73% of children with autism having sleep problems (Jin et al., 2013). As you can imagine, or as you’ve possibly experienced in your own life, when children are not sleeping for a sufficient amount of time, it often means that one or more of their parents or caregivers may not be getting enough sleep. As a result, children and their parents may be irritable, tired, and less able to deal with small stressors throughout the day. 

Despite sleep problems being so common, they are rarely discussed. There are multiple types of sleep problems that can be organized into a few different categories: a. Non-compliance with the bedtime routine, b. Delayed sleep onset, c. Remaining asleep, d. Interfering behaviors. Non-compliance with the bedtime routine may include refusing to put on pajamas or brush their teeth, or difficulty getting or staying in bed. In an ideal scenario, a person should fall asleep within 15 minutes of getting into bed and if falling asleep takes longer than this, it is often referred to as delayed sleep onset. For those who have a hard time staying in bed delayed sleep onset may result in additional challenges to the overall nighttime routine. Some people may have their sleep interrupted by bed wetting or frequent waking during the night. There are also a number of interfering behaviors that may disrupt nighttime sleep including active play such as jumping on the bed, tantrums, or crying. Other children and adults may use a phone or tablet, look at books, or play quietly with toys rather than going to sleep. These behaviors are not inherently problematic but are problematic in that they interfere with quality sleep if they occur during the night. 

That said, the good news is that sleep can be assessed with many of the same behavior analytic techniques that we use for behaviors we see from our learners during the daytime. When we think about changing sleep patterns, we can use an Antecedent- Behavior- Consequence (ABC) analysis similar to how we identify methods to increase or decrease other behaviors for our learners. In the case of sleep, the behavior (B) we actually want to evaluate is falling asleep and the consequence (C) is sleep. One of the most important parts of this ABC analysis is the “A,” or antecedents (Blampied & France, 1993), which include interfering behaviors and non-compliance with the bedtime routine discussed above, as well as motivation to sleep and signals that indicate it is time to sleep.

When assessing the behavior of falling asleep, there are two main types of antecedents. The motivation to sleep, or feeling tired, is an important piece of the sleep puzzle. If a person is not tired when they should be going to bed, sleep is not valuable to them at that time, and it is less likely that they will fall asleep quickly and stay asleep. Some of you may have had this experience when traveling to different time zones. 

The second antecedent category are the cues in the environment that signal to a person that it is time to sleep. This may include sleep dependencies or signals for sleep. Sleep dependencies are anything a person falls asleep with on a regular basis. Over time, these items become another signal for sleep. For infants and young children, a pacifier or bottle could be a sleep dependency. Other sleep dependencies could be a stuffed animal, a specific blanket, soft music, a night light, or a parent. Adults also have sleep dependencies which may include white noise, a fan, complete darkness, or a specific pillow or blanket. When trying to change sleep habits, it is important to examine sleep dependencies and find the most useful dependencies to improve sleep. For example, if a person has an inconsistent routine before bed, it is less likely there will be clear signals that it is time to sleep. In addition, in many bedrooms of both adults and children, there are signals that it is time to stay awake. Common items may be toys for children, which signal that it could be time to play. Phones, tablets, and TVs can also signal that it is time to stay awake rather than to sleep. 

Sleep problems are common for both children and adults and are more prevalent in individuals with autism. Behavior analytic strategies can be used to promote more effective sleep patterns. Often strategies can be matched to the specific type of sleep issue someone is experiencing. In an upcoming Clinical Corner article, we’ll explore some basic strategies that can help promote a better night’s sleep for everyone! 

References: 

Blalmpied, N. M., & France, K. G. (1993) A behavioral model of infant sleep disturbance. Journal of Applied Behavior Analysis, 26, 477-492.

Jin, C. S., Hanley, G. P., & Beaulieu, L (2013). An individualized approach to treating sleep problems in young children. Journal of Applied Behavior Analysis, 46-161-180.

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.

"Our mission is to work with students and families in order to increase our students' independence both at school and in the world! We strive to have students working in a least restrictive environment, in which we provide opportunities to engage in errorless learning and novel activities with peers." -Kelsey Corrazzini, Special Education Teacher, Team I

Student Spotlight: Charles

Meet Charles, he is a valued member of Team I and has been at Hopeful Journeys since September 2016. Charles greets all his teachers and friends with a smile, often paired with a “hello” and a high-five or hug. Charles brings an amazing positive energy everywhere he goes! 

When it’s time for work, Charles excels in the areas of independent living and vocational skills. Over the past year, Charles has tremendously increased his independence by completing daily living skills including but not limited to putting dishes away, vacuuming, sweeping, washing his face, and tidying his desk and area at school. With the amazing progress Charles has made, he recently began generalizing these skills to the home setting including vacuuming his room, making his bed, putting his dishes away, and helping his family with general chores! In addition to daily living skills, Charles uses his vocational strengths and general interest in toys to assemble toys using screws, screwdrivers, and other tools. In addition to assembly tasks, Charles can be found in the school store completing functional routines such as counting, restocking, inventory, communicating with customers, or making a purchase after a shift. Charles also completes functional skills with his iPad, for example, writing out his signature on Adobe Acrobat (as seen below!). As he continues to build his skills, he will sign in/out of his vocational shifts.

Charles’ communication skills have flourished over the past year with his AAC device and verbal communication. This year, Charles has been increasing his use of the verb “go” to request locations throughout his school day. Recently Charles began using multiple phrase sentences to request locations such as “go” “to throw away my trash” or “go” “to the beanbag.” Similarly, he uses the verbal communication of “go” while in the community during field trips, outings and in community settings with his family. 

Outside of working hard, you can catch Charles on the beanbag with a pile of books, or watching Cars on his iPad. You can always count on Charles to be engaging with his teachers and friends! In the warmer weather, Charles can be found outside on the playground on the swings with his notorious smile. Charles is a hardworking individual and an absolute pleasure to have at Hopeful Journeys. We can’t wait to see the amazing progress Charles continues to make, and hear all about his generalization of skills at home!

Student Spotlight: Mason

Introducing Mason on Team E! Mason came to Hopeful Journeys in January of 2023 and we are so fortunate to have him at our school! Mason is a curious and funny young man who loves to adventure throughout the school and community! Mason is a courageous student who is always willing to try new things, including rollerblading on our school trip to Roller World! He has a newfound love of playing the piano and has become quite good at playing different melodies. He also loves going for walks around the building, enjoying the playground during the nice weather, and hanging out in the teen clubhouse. In his one year here, Mason has made so much progress. He thrives on completing work both at his desk and around the school. Mason excels with matching items to complete vocational tasks in the school store, which includes him helping restock numerous snack and drink items in their specified locations. He has also made very impressive progress towards independently writing his name and navigating his keyboard to type on his iPad! Additionally, as a new AAC user, Mason recently made great progress with his communication skills. He is now working on using his device to respond to questions such as “where do you live?”, “where do you go to school?”, and “what is your name?”. Mason is also learning how to independently use his device to advocate for himself and express how he is feeling. His teachers have been blown away by how quickly he is learning these new skills! Mason does a great job using his device to request preferred items, such as paintbrushes, and preferred locations, like the teen clubhouse!

Mason always lights up a room as he walks in, and is constantly singing his favorite songs. His skills shine during cooking group and he never shies away from tasting his creations! Mason does a wonderful job trying new foods, which are out of his comfort zone, and taking turns with his classmates to complete each step of a recipe. Mason is working on following the steps of these recipes, and does a great job independently gathering ingredients.  Additionally, Mason enjoys attending and participating in our daily social group and academic groups. He does well with responding to his peers' questions and playing games with his classmates. One of his favorite games is Connect 4, and he loves completing arts and crafts activities. Mason excelled during a  recent science group, where he created a volcano and watched it erupt! Mason is always full of smiles and spreads positivity to everyone around him. He is a kind friend and a diligent student, who works hard to achieve his goals. Team E would not be the same without Mason!

Meet our new Occupational Therapist: Melissa Thompson

Hopeful Journeys welcomes Melissa, our new Occupational Therapist. Melissa graduated from the University of New Hampshire with her B.S. in Occupational Science and M.S. in Occupational Therapy in December 2014. She has almost ten years of experience in pediatrics including school-based, outpatient clinics and early intervention. She has experience working with students from infancy to young adulthood with varying diagnoses addressing fine motor, gross motor, executive functioning, sensory processing, and self-help skills. She is very excited to collaborate with staff and families to support the students at Hopeful Journeys.

Parent Advisory Group on Guardianship

Hopeful Journeys was very fortunate to have had Meredith H. Greene, Esq. host a virtual PAG meeting on February 28th to discuss guardianship. Meredith is a Special Needs Attorney and Partner at Day Pitney, as well as a Special Needs parent herself. She focuses on special needs planning, estate planning, guardianship, conservatorship, adult services advocacy, and government benefits advocacy. The process of guardianship can be very daunting, and it is important to get the correct information  from a specialist. Items discussed included: Guardianship, Supported Decision Making, Legal Emancipation, Presumption of Competence, and Least Restrictive Alternative. The presentation was recorded to be able to provide the information to those who could not attend.

Attached here are the slides from the evening.

If you were unable to attend, but would like to access this valuable content, please reach out to Sarah Knight, Educational Director, for a link to access the presentation. Sarah can also field any initial questions you have regarding guardianship and can guide you in the appropriate direction.

Student Vocational Interview: Evan

Meet Backbeat Marketplace’s newest worker: Evan! Evan had his first shift at Backbeat in March and was eager to have a new job where he can go off-site and practice his vocational skills. So far, he has been tasked with wiping tables, tidying up chairs (pushing in, orienting the correct way), and sweeping. Evan has displayed great independence with these tasks, and his supervisor at Backbeat noted that he is such a good worker! In the upcoming summer months, Evan will start preparing the outdoor dining area by cleaning picnic tables and setting up umbrellas. Additionally, Evan will enhance his communication skills by focusing on communicating with his supervisor throughout his work shifts. 

Additionally, one of his peers (Andrew) interviewed him about his work at Backbeat. Here is what Evan had to say:

How long have you been working at Backbeat?

“A couple weeks.”

What has been your favorite part about working at Backbeat?

“I get to spend time with friends outside of school and I get to work.”

What skills does someone need to have to work there?

“Cleaning and organizing.”

Which of your peers do you work there with?

“Cam P and Alec.”

If you need help with a task, what do you do?

“Ask Joanna.” (Evan’s supervisor at Backbeat)

Evan has been working on these skills at school and it’s wonderful to see him generalize the skills into a work setting. We are so excited to see your skills flourish, Evan!

Academic Groups at Hopeful Journeys

Hopeful Journeys consistently strives to provide students with opportunities to access less restrictive learning environments while remaining within a structured setting. Special Education Teachers work towards building opportunities for students by planning individualized group opportunities. Students across the school work on generalizing skills while working cooperatively with peers during academic groups. Each team structures academic groups based on individual student strengths and interests, offering a variety of opportunities across Hopeful Journeys. Academic groups aim to generalize skills into an engaging environment with a multitude of materials and opportunities to respond. Students work on a variety of skills including both previous academic goals as well as being introduced to new content area topics. 

Let’s hear from Teams ‘E’ and ‘I’ about their academic group! 

“Academic group for Team E is a highlight of the week for both staff and students! The group begins with a warm-up activity where students complete independent work such as a themed word search, color by number, or crossword puzzle. Additionally, each week focuses on a different current event or health and safety concept . Most recently, we discussed the Solar Eclipse/moon phases and internet safety! Students worked on conversation skills by asking and answering questions based on the group’s topic. For our group on internet safety, students started with writing or drawing what they like to do on the internet. Students then shared their responses with the group. Some responses included listening to music, playing games, sending emails, and watching videos. A student volunteer wrote down all the responses on the SMART board. Students worked on turn-taking, voice volume, and overall group skills. The main activity focused on identifying safe and unsafe internet scenarios. They watched an informational video on the topic using the Brainpop website. The group discussed scenarios from the video such as, if it is safe to share personal information to strangers and is safe to click on unknown links that may pop up during videos. To share what they had learned, students played a fun game. Students were provided with green and red notecards. Internet safety scenarios were read aloud. The group held up a green card for safe and a red card for unsafe. Every group ends with a movement break. Everyone had fun dancing along to music or following along to a guided dance video. Team E  loves to work hard and have fun!” - Team E

“Our academic group includes two different activities. During the first half, students work on their maintenance programs. Most students in this group have maintenance programs that require staff to fade proximity, which is an excellent opportunity for students to work more independently. This portion of the group models a study hall/independent work time in a traditional classroom, with the goal of ensuring students are maintaining previously mastered skills & promoting generalization. In the second half of the group time, students read nonfiction texts to learn more about science/social studies concepts. We recently covered cheetahs, penguins, and turtles, as the group currently has an interest in animals. We provide the group with two choices when starting a new text, and let the group vote on the next text. Reading these texts gives students more background knowledge to aid in comprehension when completing their other reading programs. For example, one student was recently reading a Magic Treehouse book and a topic previously covered in an academic group came up and he said "Just like in academic group!". It was amazing to see him make a connection between the two texts. When we first started this group the teacher was reading and students answered comprehension questions asked by teachers. Then, we moved to students reading and answering questions asked by the lead teacher. Now, some of our students are working on reading AND forming comprehension questions to ask their peers. This has been amazing to see, as it reflects a deeper level of comprehension. This routine also allows students to work on attending, reading fluency, forming full sentences to answer the questions and group social skills such as turn-taking.” - Team I

In the Game Field Trip

The sound of buzzing video games, cheers of excitement, and clinking of tickets filled the air as students embarked on an unforgettable field trip to In The Game, a local arcade and entertainment center. This adventure was more than just a fun day out – it was a chance for students to put their community skills to the test in a real-world setting.

The journey began with a bus ride to In The Game, an experience that required patience, cooperation, and respect for shared space. Students demonstrated maturity and enthusiasm, eagerly chatting about the games and activities they couldn't wait to try.

Upon arrival, the students dove headfirst into the arcade's vast array of offerings. From classic video games to cutting-edge virtual reality experiences, there was something for everyone. A key focus of the day was practicing the art of taking turns and sharing. Whether waiting in line for a popular game or yielding to a peer on a coveted machine, students showed remarkable patience and sportsmanship.

One of the biggest hits of the day was the ropes course, which challenged students to push their boundaries and step out of their comfort zones. With peers and teachers cheering them on, students harnessed their courage and problem-solving skills to navigate the obstacles. Laser tag was another favorite, promoting strategic thinking and active play.

After working up an appetite for fun, students enjoyed a well-deserved break to refuel and socialize over pizza and fruit punch. This provided another opportunity for practicing conversation skills and making new connections.

The grand finale of the day was the ticket redemption process. Students eagerly cashed in their hard-earned tickets for a vast array of prizes, from sweet treats to fun toys and trinkets. The excitement was palpable as students browsed the options and made their selections, beaming with pride over their chosen rewards.

As the buses headed back to school, the mood was one of happy exhaustion and glowing smiles. Staff and students reflected on the highlights of their day, already making plans for future visits to In The Game. This field trip was a resounding success, providing invaluable opportunities for students to build community skills in a unique and engaging setting.

Triumphant Strides Together: Yonatan and Schoan Quezada's Inspiring Journey at the 2024 Boston Marathon

In a compelling display of determination, Hopeful Journeys Educational Center's very own Schoan Quezada, alongside his father, Yonatan, participated as a duo in the 2024 Boston Marathon. Representing the LLEGO Boston Foundation, the Quezadas showcased the power of inclusion and the deep bonds of family as they coursed through the iconic marathon route.

Yonatan, a devoted father, has always been an active presence in Schoan’s life. Their participation in the marathon was not just a test of physical endurance, but also a celebration of their shared journey. “Running alongside my son Schoan is a dream come true, and we are excited to share this experience together,” said Yonatan, encapsulating the duo's emotional and inspirational endeavor.

Schoan, filled with gratitude and excitement, shared, "I am grateful for the opportunity to run the Boston Marathon with my father. Our journey to this moment has been filled with hard work, support, and love, and I can't wait to cross the finish line together." These heartfelt words from Schoan emphasized the duo’s dedication, which undoubtedly had a profound impact on observers and supporters alike.

Their run was also a significant moment for advocacy and awareness, resonating deeply within the community of parents and guardians of children with disabilities. Yonatan’s message on their GoFundMe page highlighted their mission: "We run together to bring awareness, to bring inclusion, to inspire dads out there to get involved, and to show that dads also need to be present at all times with their child with disabilities."

As the community of Hopeful Journeys came together to cheer on Yonatan and Schoan, the event became a beacon of collective effort and mutual encouragement. It was a vivid illustration of what can be achieved when families and communities unite in support of inclusion and empowerment.

We invite all members of the Hopeful Journeys community to join us in celebrating the remarkable achievements of the Quezada duo. Their journey continues to inspire and propel us forward, embodying our shared values of resilience, inclusivity, and unwavering support for every student and family.

Congratulations, Yonatan and Schoan, on your historic run at the 2024 Boston Marathon!

Our Spectacular Sports Clinic!

Hopeful Journeys has always made it a goal to schedule exciting activities into our days of learning. With this in mind, we developed our very own Sports Clinic for our students! On Thursday, March 14th, every team of students had an opportunity to participate in this event out on our basketball court. Our Gym Teacher, Ryan P., specially designed the Sports Clinic to ensure that every student would have access to the festivities that were offered, and he led the activity for each team. During that time, students were introduced to the game of baseball through a few different activities. 

First, we practiced throwing a few balls among each member of the group. We used tennis balls and velcro pads to practice passing back and forth. The velcro allowed the tennis balls to stick to the pads more easily, thus making the passing activity accessible for students who are still working on improving their gross motor skills. This movement of passing the balls back and forth between people helped students practice important skills like hand-to-eye coordination, the movement involved with catching & throwing and following directions. The activity also promoted a team attitude where students cheered for those who caught the ball and encouraged others to join in the fun. 

Next, students stepped up to the plate by using a wiffle ball bat to hit a ball pitched to them. Again, everyone cheered when someone was able to get a hit! Some even preferred to try pitching the ball for their friends to hit. It was such a fun time and seeing all the students get pumped up at the opportunity to play baseball was amazing! It was clear that when the event was over, most couldn’t wait for our next Sports Clinic! 

HJEC Spring Fling Brings Joy and Togetherness to Our School Community

On May 9th, our school hosted a memorable Spring Fling Dance, bringing together students and staff for an afternoon or evening of fun, laughter, connection, and dancing. The event was a testament to the spirit of our school community.

From the moment the first notes of music filled the air from our very own DJ (Ryan, a member of the vocational team), the atmosphere was electric. Our students, dressed in their finest spring attire, took to the dance floor with enthusiasm and joy in the beautifully decorated cafeteria. The DJ played a mix of popular tunes and classic favorites, ensuring there was something for everyone to enjoy. The dance floor was never empty, as students showed off their best moves, shared smiles, and created lasting memories.

One unique element of this event is that Hopeful Journeys students are involved in all aspects of planning and preparation for the dance. Students assisted with selecting and ordering decorations, snacks, and refreshments.  In addition, it is amazing to witness the teamwork and dedication of staff and students alike as they decorate the school for the event in the afternoon leading up to it. The decorations, featuring vibrant flower centerpieces, colorful streamers, and wall and window decor, transformed the gym into a springtime wonderland. Our dedicated staff and students worked tirelessly to set the scene, and their efforts were evident in every detail. The spaces were thoughtfully designed to accommodate all our students' needs, providing a welcoming environment for everyone.

One of the highlights of the evening was the photo booth set up in the school gym, where students could pose with friends and capture the magic of the night. The props and backdrops added an extra layer of fun, and the resulting photos are sure to be cherished keepsakes for years to come.

In addition to dancing, there were plenty of other activities to enjoy. Craft stations in the art and music room allowed students to express their creativity, while a refreshment table, stocked with a variety of delicious snacks and drinks, ensured that everyone stayed energized throughout the evening. Students enjoyed spending time on the playground and in the motor room for some extra fun or for a break from nonstop dancing! The sense of community was palpable as students and staff came together to celebrate and support one another.

The success of the Spring Fling would not have been possible without the hard work and dedication of our staff, student volunteers, and generous contributions from our school community. A heartfelt thank you to everyone who played a part in making this event a resounding success.

Events like the Spring Fling are a reminder of the importance of inclusion, celebration, and the joy of coming together. They highlight the unique strengths and talents of our students and provide opportunities for them to shine. As we look forward to the rest of the school year, we are excited to continue creating moments of joy and connection that enrich our school community.

Thank you to everyone who attended and supported our Spring Fling. We can't wait for the next opportunity to celebrate together!

Dr. Seuss Week

Hopeful Journeys recently celebrated Dr. Seuss Week, a time to honor the beloved children's author and his whimsical world of characters. The entire school community embraced the Seuss-tastic spirit, with students, teachers, and staff dressing up each day and participating in a variety of fun and vibrant activities. 

Throughout the week, classrooms transformed into exciting Seuss-inspired environments. Students immersed themselves in the stories of Horton, the Cat in the Hat, and other iconic characters. They engaged in creative Dr. Seuss games and activities and played a vital role in bringing his characters to life through art and craft projects.

The week concluded with a celebration of Dr. Seuss’s birthday, where students enjoyed creating birthday cards for the author and continued to embrace his spirit of kindness, thoughtfulness, and impact. 

Dr. Seuss Week at Hopeful Journeys was a resounding success. The students' enthusiasm and creativity brought the stories of Dr. Seuss to life, reminding us all of the magic and importance of imagination.

A big thank you to all the teachers, staff, and parents who helped make Dr. Seuss Week at Hopeful Journeys a memorable event. And the most thanks goes to our wonderful students for making the week fun!