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WHAT WE DO

WE PROVIDE SERVICES TO INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS & RELATED CONDITIONS

At The Shoreline Center we work with individuals who exhibit complex social, emotional, educational and behavioral profiles. Below is an overview of the range of services we provide to address this spectrum of needs and complexities, delivered within the framework of the best evidenced-based practices.

OUR CLINICAL SERVICES

SCIENTIFICALLY PROVEN & EVIDENCED-BASED INTERVENTIONS

IN HOME ABA THERAPY

In home Applied Behavior Analysis (ABA) therapy services are offered for individuals with autism and other developmental disabilities, under the supervision of a Board Certified Behavior Analyst (BCBA). Individualized treatment plans are developed in collaboration with the family to decrease challenging behaviors while helping to develop new, more functional skills. Areas that are often targeted in ABA treatment include challenging behavior, social skills, play and leisure, independent living, and much more!

Parent and family participation is crucial to the overall success of your child. We require family participation in all of our sessions. Our treatment models emphasize rapid behavioral stabilization, development of new functional skills, and family coaching and support to implement these strategies.

ASSESSMENTS & EVALUATIONS

Comprehensive behavioral assessments and educational evaluations are conducted in order to make recommendations for your child’s educational program so that they can benefit most from it. Functional Behavioral Assessments (FBA’s) include both direct and indirect assessment methods to better understand the environmental factors surrounding challenging behaviors. This can include structured interviews, formal rating scales, observations, and data collection and analysis. This systematic approach to assessing such behaviors provides valuable information in developing a functionally appropriate intervention plan that will reduce problem behaviors while increasing functionally equivalent, more adaptive replacement behaviors.

In addition to FBA’s skill assessments can be beneficial in understanding what skills your child currently has in their repertoire and identify those that need further intervention. These can include both criterion-referenced and normative-based assessments. Using a variety of assessment tools such as the Brigance, VB-MAPP, ABBLS, AFLS, and other rating scale tools, we can evaluate current levels of functioning across a variety of domains.

CONSULTATION & TRAINING

Training and support is provided to schools and other programs in order to help develop a program specific to individual needs for each learner, helping to adapt each program to the child’s needs. Consultation begins with interviews and observations to better understand the organizational structure, identify areas of need, and assess training needs to help develop more sustainable behavioral programming. A plan of action is then devised to identify consultation goals, plans for training and support, and finally a plan to fade these supports to allow the individual agency to become self-sufficient in it’s continued success.

INDIVIDUAL THERAPY & COACHING

Executive functioning deficits in those on the spectrum can make succeeding in higher education and new job settings challenging. Coaching can provide essential skills and feedback to help adolescents and adults living with spectrum related conditions.

In these individual sessions, a behavioral skills training and behavioral counseling model is implemented to emphasize skills building, practice and role-play, followed by feedback. Cognitive-behavioral models are integrated and ask participants to complete “homework” assignments while not in session. This therapeutic model is appropriate for those with high functioning autism and Asperger’s syndrome.

GROUP TREATMENT

Social skills are best taught in small groups to allow children to learn and have the opportunity to practice and generalize these new skills. Groups provide children the opportunity to develop new skills in a structured and supportive environment. To determine eligibility, we asked that families schedule a screening appointment with one of our clinicians. Social skills groups are appropriate for children with autism, nonverbal learning disorders, communication disorders, and other developmental disability effective language and communication.

WHY CHOOSE US?

The Shoreline Center, founded in 2015, set out to provide quality, sustainable behavioral treatment services for children, adults, and their families. We are committed to developing highly individualized programming within the framework of family-centered care.

AWARDS & ACCOLADES

The team at The Shoreline Center, both as an agency and individually, have received numerous awards for their work with children across settings including:

  • Margaret L. Bauman, MD Award for Excellence in Service to the Autism Community as a Therapy Provider
  • Certificate of Recognition for Supporting the Special Needs Community, West Haven CT Special Needs Support Group
  • Certificate of Recognition for dedication to individuals on the autism spectrum Stamford Education for Autism

RESEARCH & PRESENTATIONS

The clinical team maintains active research agenda’s and frequently presents at state and national level conferences on a range of topics. Research publications authored by the clinical team are included in several peer-reviewed academic journals. Below is a sample of our publications and presentations:

Voulgarakis, H. and Bendell-Estroff, D. (in review) Pain sensitivity in children with autism spectrum disorders: a topical review and recommendations for pediatric psychologists. Journal of Pediatric Psychology.

Voulgarakis, H., Bendell-Estroff, D. & Field, T. (2017). Autism and obesity: a population based analysis. Behavioral Development Bulletin.

Voulgarakis, H. & Cody, K. (2016). Addressing Executive Functioning Deficits for Behavior Analysts. Connecticut Association for Behavior Analysis 12th Annual Conference in New Haven, CT, March 16, 2016.

Anna Budzinska, A., Azimova, M., & Brennan, L. (2016). Panel Discussion: Identifying and Overcoming Challenges in BACB Certification and Supervision: National and International Aspects. ABAI 42nd Annual Convention; Chicago, IL

Voulgarakis, H., Forte, S., Giacomelli, C., Bendell-Estroff, D., & Krous, H. (2016). Effects of antecedent manipulations and social reinforcement to increase lateral sleeping in a premature infant with obstructive sleep apnea. Behavior Analysis in Practice. DOI 10.1007/s40617-016-0141-0

Voulgarakis, H., Kaplan, L., & Dunn, S. (2015) Ethical Issues in School Consultation. Connecticut Association for Behavior Analysis 11th Annual Conference in New Haven, CT, March 14, 2015.

Voulgarakis, H. and Forte, S. (2015). Escape extinction and negative reinforcement in the treatment of a pediatric feeding disorders: a single case analysis. Behavior Analysis in Practice, 8, 212-214. 10.1007/s40617-015-0086-8

Palmieri, M. & Azimova, M. (2014). Symposium: Distance Consultation and Capacity Building: Models for Bridging On-Site and Long-Distance Consultation. Connecticut Association for Applied Behavior Analysis

Rohrer, J., Marshall, K. & Azimova, M. (2013). Panel Discussion: Educator Training for Successful Inclusive Practices in Secondary School Settings. Connecticut Association for Applied Behavior Analysis

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