Our Program
The Estuary Center (TEC), a private therapy program dedicated to life skills and community integration of teens and adults with autism. Our program is rooted in the scientific evidence-based practices of Applied Behavioral Analysis and Community-Based Instruction. We offer full day, year round services with a 1:1 student to therapist ratio.
Our Approach
The Estuary Center’s therapeutic approach is centered in Applied Behavior Analysis (ABA) with a modernized perspective and application. Our emphasis is on community-based and natural environment learning. The dignity, uniqueness, safety and autonomy of our students is paramount, and the skills we teach are all focused on helping students live a life of their choosing. All goals are set in collaboration with students and their families/caregivers, with a focus on independence, community connection, and passion-driven engagement/employment.
While our therapy program strives to teach students the skills needed to thrive, our community outreach will be of equal importance. We are committed to advocacy as one of our core values. We view ourselves as a catalyst for autism acceptance, and form strong partnerships with our neighborhood businesses, programs, leaders and members. We educate our students’ communities on the challenges and strengths of autism, to see the value each autistic individual brings, and give them the foundational understanding needed to form meaningful and lasting relationships.
Trauma Informed Approach to ABA
The Estuary Center utilizes a trauma-informed approach to ABA services. This means services and care for each student is highly personalized and student-led, with a focus on student assent, increased opportunities for students to make meaningful choices in an enriched environment, and by monitoring emotional and behavioral responses to the services they receive.
In this approach, every behavior is viewed through an expanded, sensitive clinical lens, one that considers the many experiences and setting events that may influence a person’s behavior.
A trauma-informed approach acknowledges the prevalence of traumatic experiences within the autistic and ID communities, the need to develop and utilize assessment and treatment approaches sensitive to the effects of these experiences, and aims to ensure that the student is always an active and willing participant in the process (Morgan, 2022).
“This treatment process is one in which the starting point is a happy, relaxed, and engaged autistic person. The themes of I see you, I hear you, I understand you, and I am here for you persist throughout the entire process” (Hanley, 2019, A Perspective on Today’s ABA).
Resources:
Hanley, G. (2020, June 4). A perspective on today’s ABA from Dr. Greg Hanley. https://practicalfunctionalassessment.com/2020/06/04/a-perspective-on-todays-aba-by-dr-greg-hanley/?fbclid=IwAR3CbZMwue8nr2JfF0kRBnGBIO66SbytTuePkkcAUVir0x9lmYuRN5gYOjc
Hoover, D. W., & Kaufman, J. (2018). Adverse childhood experiences in children with autism spectrum disorder. Current opinion in psychiatry, 31(2), 128.
Morgan, G. (2022, May 17). Resources for Engaging in Trauma-informed ABA Practice. BABAT. https://babat.org/news/605703/Resources-for-Engaging-in-Trauma-informed-ABA-Practice.htm
Prather, W., & Golden, J. A. (2009). A behavioral perspective of childhood trauma and attachment issues: Toward alternative treatment approaches for children with a history of abuse. International Journal of Behavioral Consultation and Therapy, 5(1), 56.
Rajaraman, A., Austin, J. L., Gover, H. C., Cammilleri, A. P., Donnelly, D. R., & Hanley, G. P. (2021). Toward trauma‐informed applications of behavior analysis. Journal of Applied Behavior Analysis.