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Helping Students Achieve More through Interoceptive Awareness

Interoceptive awareness is gaining attention for its ability to help students achieve more in school, improve their social interactions and increase their general sense of well-being.

The senses of taste, smell, touch, sight and hearing help individuals determine if food smells appetizing or spoiled or if water feels soothingly warm or scalding hot. Interoception, a lesser known sense, helps individuals feel and understand what is going on inside their body; for example, when their stomach or bladder feels full or when their heartbeat is fast and their muscles tensed.

Interoception sessions help students perceive information from their body so they may respond appropriately. A student sensing a rapid heartbeat during an exam may respond by taking deep, slow breaths. Another student, sensing his muscles tense up during a game with a classmate, may remind himself “it’s only a game” and focus on being a “good sport.”

Ultimately, interoception sessions help individuals better manage their behaviors, emotions and thoughts to improve success at school, at work and in their personal lives.

Contributions help LGS stay informed on the latest autism-related research and methods, and incorporate them into student services and supports.

Donate today.

Your support can change a life.

Sensory Supports Increase Long-Term Success

Sensory activities help students and adults experience success at school, at work and in their personal lives. Chewing gum, for example, reduces anxiety and improves concentration. A few jumping jacks or push-ups increase energy and attention.

Linden Grove School staff collaborate to create a personal sensory plan for each student.  A plan might include:

  • Walking – taking a brief walk at specified intervals.
  • Brushing – brushing the body with a small surgical brush.
  • Therapeutic listening – listening to carefully selected music.
  • Fidgets – objects to keep students’ hands busy.
  • Desk accommodations – standing desk, specialized seating, etc.
  • Objects to chew – pencil toppers, chewable jewelry, and more.
  • Push-ups, jumping – includes push-ups against a wall or jumping on a trampoline.

During the day, if a student is losing focus or becoming overly stressed a staff member might ask, “Do you need a break?” Ultimately, staff work with students to help them identify when they are feeling stressed or fatigued and the tools they can use to help them adjust and get back on track.

Contributions make sensory supports and resources possible.

Donate today.

Your support can change a life.

Small Class Sizes have Lasting Effects

Small class sizes enable teachers to provide individualized attention and encourage active participation among all students to increase academic achievement. More importantly, small class sizes boost student self-esteem which positively impacts students’ long-term ability to learn and interact positively with peers.

Linden Grove School (LGS) maintains staff to student ratios of 1:3 to 1:7 depending upon age and need. LGS program staff utilize evidence-based practices (EBPs) and carefully selected educational resources to encourage student learning and achievement.

Contributions make this possible.

The school relies on contributions to fund the gap between tuition and the actual cost of providing its specialized education and supports. The “gap” typically ranges from $1,700 to $3,000 per student each year.

Donate today.

Your support can change a life.

Social Skills Help Measure the Size of the Problem

Social Skills classes and one-on-one sessions not only help LGS students improve social interactions, they also provide students with tools to help them respond effectively to problems at school, in their personal lives, and—as they mature—in adult life. One tool LGS staff utilize with students is asking them to consider: “How big is the problem?” For example:

  • Small problems can be solved on one’s own: a broken pencil or losing a game.
  • Medium problems may require some help: trouble with a math problem or a lost coat.
  • Big problems need big help! Examples include a serious illness or disaster.

Once students learn to identify the size of the problem, they learn small or medium problems need small or medium reactions such as saying “It’s ok, it;s not a big deal,” or asking another person for help. Further, a BIG reaction to a small problem can negatively impact relationships with others—yelling and screaming over a lost game may discourage future invitation to play.

LGS social skills classes and supports are critical for success in school and life. The extent of these supports depends on contributions.

Donate today.

Your support can change a life

2-in-1 Approach Maximizes Student Potential

Linden Grove School offers traditional classroom experiences with peers as well as one-on-one supports in speech, occupational therapy, and social skills. This unique combination increases student achievement, and gives students the skills and self-confidence for long-term success.

LGS’s team of specialists provide intensive supports to help students with communication, coordination, social interactions, and more. Classroom experiences help students:

  • Positively interact with peers and teachers
  • Adapt to new rules and routines
  • Build self-esteem through classroom activities and presentations

More than anything else, classroom experiences create a sense of belonging – a feeling of being connected to and accepted by others. A sense of belonging not only increases student engagement, it encourages confidence which helps students face challenges and achieve success in high school and beyond.

Contributions ensure the continuation of 1:1 intensive supports in combination with traditional classroom experiences.

Donate today.

Your support can change a life.

Hope

You can give HOPE to students with autism and the parents and other family members who love them.

Your financial contribution to Linden Grove School will help us maintain small class sizes and implement new research-based programs proven to increase academic achievement.

Your support also helps us retain Board Certified Behavior Analysts and a full-time sensory coordinator to ensure supports for student success, as well as speech and occupational therapists to ensure students build skills to improve academically and socially.

More importantly, you can give students the confidence and self-esteem to build personal relationship and become actively involved in our community.

Donate today by clicking here.

 

Click the images below to learn more about Linden Grove School’s programs and supports. 

     

Enthusiasm and Engagement

I thank God for this school every day! I have never dealt with such a kind, compassionate, & POSITIVE, staff. These teachers, therapists, & administrative personnel truly are dedicated to their profession, and I see it among their interactions with the kids every day I enter the building. My son just said this morning as he was getting ready, “Yay! I get to go to school!” Never in a million years would I have ever dreamed of those words coming out of his mouth. Thank you LGS for being there for us and for all of your hard work & dedication to our son.

—Kathryn from Amelia, OH

 

The dedication and compassion of Linden Grove School staff is priceless.

It is apparent in day-to-day classroom activities, and also in the staff’s efforts to integrate students into community experiences.

Community-based experiences are an important part of student learning at Linden Grove School. Whether it’s attending a musical or theatrical performance, exploring a museum or nature park, touring local businesses to learn about different careers or dining out to eat to practice proper social skills and speech, all experiences connect kids to our community and provide opportunities for learning and engagement.

To all of the organizations and businesses who host students of Linden Grove or other schools – thank you!

 

Do you know of an organization or business who could host a visit from students of Linden Grove School? Email us!

 

You can help a student develop the community engagement critical to success. Read more here.

 

Click the images below to learn more about Linden Grove School’s programs and supports. 

Supports for Success

Our son is on grade level academically, he has grown more confident with his social skills and when his behavior goes awry, all kinds of modifications are made to help get him back on track.

—Angie from Loveland, OH

 

Scientific studies increasingly prove the effectiveness of behavior therapy for children affected by autism, particularly related to their cognitive and language skills. Linden Grove School’s Board Certified Behavior Analysts work in collaboration with the entire staff to help students develop the skills to manage their emotions, communicate effectively and learn and play cooperatively.

In addition, the school’s full-time Sensory Coordinator works closely with our Occupational Therapists to ensure every student has an individualized sensory plan to help each him or her stay focused and organized throughout the day. Adults may tap a pencil or chew gum to stay focused, or soak in a hot tub to unwind. Similarly, children need to engage in stabilizing, focusing activities.

For more on the importance of smart sensory work for student success, click here.

 

You can give a student the supports needed for success. Read more here.

 

Click the images below to learn more about Linden Grove School’s programs and supports. 

 

Potential

My son started in first grade and is now in the fourth grade. His focus is better. His planning, organization, and following directions have improved significantly. There is a comprehensive approach to each child and if something is not working, the teachers and administrators are incredibly flexible and open to new ideas and strategies.

—Wendy from Golf Manor, OH

 

For the first time ever my son says he loves school. He has always dreaded getting up every day. Homework is beginning to get easier and he is more aware of what he is being asked to do versus looking lost and not knowing what to do. He also talks about his friends, which he hasn’t ever done in the past.

—Tricia from Milford, OH

 

Many individuals with autism have great memories for facts and details, but they have trouble organizing their thoughts and accessing and integrating the information they have to make it useful for them. This is called Executive Function (EF) disorder.

Executive functioning skills include planning, organizing, prioritizing, multi-tasking and time management. These skills are important not only for success in school but in life. Yet they are rarely “taught” resulting in anxiety and dread among students, parents and teachers.

There are many ways to help students compensate for EF deficits. Many use Assistive Technology to help them stay organized and on track. These can include assignment notebooks or checklists, annotated calendars, picture schedules, and color-coded information to distinguish subjects or projects.

When faced with a large project, students benefit from having the project broken down into manageable pieces with intermediate deadlines. With help, many individuals can learn how to break down large assignments into smaller activities themselves.

Ultimately, the goal is to help each student increase their potential by helping them to develop skills and strategies for success in school and beyond.

 

You can give a student skills to develop his or her potential. Read more here.

 

Did you know? In the first six years after high school, only 35% of youth with autism attend college. Further, the combined unemployment and underemployment rate for young adults with autism is estimated at 90%.

 

Click the images below to learn more about Linden Grove School’s programs and supports. 

   

Linden Grove School Set the Stage for Progress

Linden Grove School recently received the following update on LGS alum Colin Spritzky from his parents.

 

People don’t typically plan to become a parent of a child with special needs, but our son, Colin, has truly been a gift. He has taught our family so many things that we wouldn’t have learned without him in our lives. He has allowed us to never take for granted a spoken word or consider any step ordinary.

As most families with children with special needs, we were not prepared for some of the challenges that we would ultimately face. We quickly realized that as parents, we needed to become Colin’s best advocates, find the best medical specialists, as well as the most appropriate learning environment.

Colin started kindergarten in public school which proved to be extremely challenging, until we found our solution with Linden Grove School (LGS). For the next eight years, Colin called LGS his educational home. LGS provided an inclusive, safe, and loving environment including individualized programming that helped him succeed. Colin learned reading strategies and was able to be coached on appropriate social behaviors. LGS provided the perfect foundation and instilled confidence that allowed Colin to move from a small, private, controlled environment to a large public high school. At Turpin High School, Colin flourished as a young adult cherishing the high school experiences of football games, homecomings, proms and school events. 

Colin is currently in his third year of a transition to work program at Anderson High School. As part of this program, he is responsible for shopping, paying for groceries, cooking a hot breakfast, doing dishes and laundry. He also has just secured his first job working for InReturn, a light manufacturing and warehousing company hiring many adults with traumatic brain injury, autism and other disabilities.

We can’t say how much Linden Grove School set the stage and helped him progress to where he is today. 

 

 

 

 

Colin (left) with two friends he made at LGS:

Jessica McCabe and Matthew Grafe.

 

 

 
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