The Pingree Center's main site provides full day programming, Monday through Thursday, for the preschool and kindergarten children. Half day scheduling is in effect on Fridays for the elementary/secondary grades. All children attend half days, Monday through Thursday, during the summer session. Our school operates on an eleven month program with breaks for holidays, school district career ladder days, and other scheduled breaks. At the Pingree Center’s main site, children are transported in buses that arrive at school at 8:00 A.M.

Although as much effort as possible will be put into accommodating parent/caretaker needs and scheduling concerns, the bus which each child is assigned is determined by a number of factors (i.e. transportation, location, room assignment, etc). Transportation will pick up and return the children to various areas throughout the valley. Transportation is provided at no extra cost to families. However, in light of the large number of children attending the program and the wide geographical area served, parents may be required to meet the bus at a central location close to their residence and that of other children to assure arrival at the Pingree Center in a timely fashion.

A preschool satellite location in Jordan District, observes specific district holidays and breaks. Although the total number of hours that children attend is roughly equal in both of the Pingree Center’s preschool sites, the Jordan District location may run on a different daily schedule. Transportation in this site is provided by the district, and particular policies, procedures, and pick-up/drop-off information is provided by that district.

The philosophy of the autism program is based on achieving behavior change through the use of shaping and reinforcement. We work on teaching appropriate skills and behaviors to the child to replace any inappropriate behaviors. Teaching methods are based on the discrete trial format with programs taught using the Pingree Center’s "5-step" approach, which consists of prompting and fading techniques presented in a systematic approach. Programs are also taught using less structure as the child continues to learn and make progress. Data are recorded on a trial by trial basis and all behavioral data (attending, compliance, physical aggressions, etc.) is also recorded as it occurs. This assures that progress is documented, and that we can objectively track specific, measurable, and observable behaviors. Reduction procedures are used with behaviors that may be harmful or dangerous to the child and/or others. Any aversive consequence for an unwanted behavior is not implemented without first: evaluating any possible contributing factors or causes to the child's behavior, evaluating the child's reinforcement level for appropriate behavior, evaluating objective data on the behavior, discussing the specific behavior with parents, and discussing these factors with the unit manager and/or the unit director and clinical psychiatrist. If a decision is made to use an aversive consequence, the least restrictive form of consequence is chosen and written parental permission is obtained. We follow Utah State’s Office of Education’s guidelines as determined in the manual Selection of Least Restrictive Behavioral Interventions for use with Students with Disabilities, or the LRBI as its known in abbreviated form. Throughout the entire process, parents are expected to actively participate in the decision-making and problem-solving processes. Detailed information on the LRBI can be found at the Utah State Office of Education website www.usoe.k12.ut.us

A total communication approach (saying and signing) is used with students. For nonverbal students signing provides a possible mode of communication, while for verbal students it provides a visual cue for learning. We have also found that some children increase their verbalizations after they have used sign language. If signing is not appropriate for your child, a leading program, picture book, or computer program may be used. Recently, additional TEAACH programs www.unc.edu/depts/teacch and PECS, (Picture Exchange Communication System), models have been implemented with some students www.pecs.com

When a child enters the Pingree Center, formal tests and assessments are completed for the child and continue to be updated throughout the year. These measurements help to diagnose and clarify the target areas. These assessments as well as observations are used to develop a Treatment Plan. A Treatment Plan consists of goals for the child which may include areas such as attending, compliance, specific behaviors, language, cognition, social skills, fine motor, gross motor, integration, self-help skills, and a parent training and contact goal. It will be written within three weeks of your child's start date. At the time when the Treatment Plan is developed, parents are asked for ideas and input as well. When a child enters The Pingree Center’s preschool, the school district that the child resides in is notified if the parents sign a release of information. The school district representative is then contacted and asked to attend the Treatment Plan meeting, as well as all other meetings throughout the year. This is to inform the parent or caretaker of the services that the district could provide to the child and to provide an easier transition for the child when he or she enters the school district. The release of information form allows us to release any related information to the district representative, such as the Treatment Plan, testing, progress notes, etc. It is the right of the parent not to sign a release of information. However, the transfer of information to the receiving district often creates a smooth transition process. In the Pingree Center’s programs within the Jordan District site, school district personnel will be actively involved in the treatment plan process as well.

Most students in the Autism Program begin with the Pingree Center’s core management programs, which include Attending, Following Directions, and Imitation. Language skills are targeted throughout the day in all situations at the Center. This may consist of gesturing, choosing, or signing for desired items, or of a therapist modeling an appropriate sentence for the child to repeat. Upon completion of the core programs, students then progress through formal cognition, social, language and academic programs according to their developmental level and need, as outlined in their formal assessments. Fine motor and social skills are programmed daily while gross motor and self-help skills are programmed as needed.

Each student's progress is monitored carefully. The therapist/teacher in the child's classroom compiles the data taken on the child and then writes weekly progress notes on the student's achievement toward Treatment Plan goals. In addition, month end summaries are written. Every six months a formal report is developed and written by the child's primary therapist, in which all of the child's data is compiled and conveyed. Parents are then contacted to formally discuss the child's progress and any recommendations by the therapist/teacher.

The Pingree Center has a history of successful intervention and commitment toward children with autism. We have been providing a unique service for the state of Utah, often filling a void in the lack of programming for children with autism. The program is a model service, and is highly regarded on local, state, national, and even international levels. The Pingree Center offers an intensive learning experience for the student with autism, based on years of experience and research and monitoring by staff whose expertise is in the syndrome of autism and related developmental delays.

Finally, we expect direct involvement of the family in the program. We can learn much from you about your child. Behaviors that you have seen countless times and problem solving methods you have used will provide us with your insight into your child’s development.