Pathways education and treatment strategies are based on the principles of Behavior Analysis, an evidence based field that focuses on improving socially significant behaviors to maximize independence and enhance the lives of individuals.
Individually tailored curricula address speech and language, pre-academic and academic skills, daily living and self-care skills, play and social skills and assessment and treatment of challenging behavior. A one-on-one ratio of teachers to students is typically used, although small and large group activities may be provided for students who achieve the skills to learn in such settings. A comprehensive system of student evaluation allows for daily refinement of student lessons.
Pathways has state-of-the-art technology which allows for a multi-sensory interactive approach to learning.
Pathways teaching staff receive regular supervision and training from Master’s and Doctoral level behavior analysts to ensure teaching and treatment integrity.
Please click on the appropriate education level to learn more about our programs and services.
Students in our Early Childhood Program participate in activities that enhance their development in every way, including: social, linguistic, artistic, academic, and physical. Curriculum is guided by the Rhode Island Early Learning Standards. Students receive both individual and group instruction every day. Individual work sessions focus on self-care skills, learning the foundations of academics, and teaching social interactions in a small controlled environment. Group instruction in the classroom focuses on generalizing those skills as well as art and music. As prescribed in their IEP, students receive occupational therapy, physical therapy, speech and language services, art, and adaptive physical education in individual and/or group sessions.
Curriculum at this level is aligned to the Common Core Standards and Core Content Connectors. Students participate in groups that promote socialization as well as reading skills from Reading A-Z, News 2 you, Starfall, and various teacher-led activities on the smart board. Individualized sessions for age appropriate topics of interest (i.e.outer space, volcanos, bugs, the ocean, etc) are also offered. Independence is promoted in all aspects of each student’s daily routine through communication, self-care, and play skills.
Curriculum at this level is aligned to the Common Core Standards and Core Content Connectors. The students in this grade level learn about many important subjects and skills ranging from reading, math and writing, to social skills, functional communication, and daily living skills. The students use various materials and technology to increase these skills and their independence. They use IPads, Smartboards, various interactive curricula, and visuals to enhance. Some of the students are just beginning to learn about and explore various career options and vocational settings, as well as increase functional daily living skills. All of our students are unique individuals with different strengths and preferences that are incorporated into their learning and leisure. Students have opportunities to engage in preferred activities and interact with their teachers and peers. Many students work individually with 1:1 support and instruction. However, skills are generalized and enhanced through group instruction. Students work in small group settings to learn about health, art, adaptive physical education, current events and more. We are always exploring ways to achieve our goals and become more independent!
Curriculum at this level is aligned to the Common Core State Standards and Core Content Connectors. Students participate in community outings for exposure to leisure activities and attend business tours to explore possible vocational opportunities. Curriculum components include the use of Unique Learning Curriculum and News 2 You to supplement academic programming. Whole group instruction is provided to address life skills such as meal preparation, self-care, and household chores. Students are encouraged to use their communication systems functionally so that they are able to communicate their wants and needs as independently as possible in future settings.
Students age 14-21 participate in career preparation that focuses on integrated work- based learning experiences (work trials), soft skill development and job skill development. The Individualized Education Plan (IEP) team focuses on the development of transition skills and the development of self-determination and self-advocacy skills. Functional academic skills incorporate the development of community skills, pre-employment skills, and daily living skills. They participate in a variety of vocational exploration activities to determine areas of strength and preference. Students participate in job and bushiness tours, community-based volunteer and job opportunities. They participate in community outings to generalize learned skills and practice community safety. Functional curriculum targets skills that are needed to successfully transition from school to adult services. Coordination and collaboration with the Office of Rehabilitation Services (ORS) are implemented to assist students in obtaining integrated employment through vocational and situational assessments, job coaching and job development. BHDDH representatives also assist with transition planning and access to adult services and supports.
