88lLl CCn1Ln1S

Self-Awareness and 8eslllence:

l. uevelop self-awareness, creaLe opporLunlLles for lnLrospecLlon, and fosLer personal
reslllence Lhrough ldenLlfylng physlologlcal, behavloral, and cognlLlve responses Lo
sLress and pracLlclng coplng skllls LhaL help regulaLe emoLlon and reduce sLress.
a. romoLe ablllLy Lo record LhoughLs, process feellngs so as Lo ldenLlfy common
anLecedenLs and Lrlggers.
b. Learn and pracLlce Lhe recognlLlon of physlologlcal, behavloral, and cognlLlve
responses Lo sLress. romoLe, Leach, and pracLlce acLlve self-monlLorlng.
c. ldenLlfy, develop, and pracLlce coplng skllls LhaL promoLe personal conLrol and
reslllence ln Lhe presence of sLress.
d. rovlde educaLlon on Lhe relaLlonshlp beLween coplng skllls and lncreased
personal reslllence.
CommunlcaLlon:
ll. uevelop poslLlve, funcLlonal expresslve and recepLlve communlcaLlon skllls Lhrough
assessmenL, educaLlon, ldenLlfylng lncenLlves Lo communlcaLe, and explorlng
modlflcaLlons whlch are LranslaLable across envlronmenLs.
a. Assess preferred expresslve communlcaLlon sLyle and connecL behavlor as a
funcLlonal aspecL of communlcaLlng need.
b. Assess preferred recepLlve communlcaLlon sLyle and explore sLrucLural
lnLervenLlons LhaL enable a supporL Lo clearly and predlcLably express
expecLaLlons, rouLlnes, roles, and relaLlonshlps.
c. LsLabllsh a relaLlonshlp beLween pro-soclal communlcaLlon and poslLlve,
funcLlonal ouLcomes.
d. rovlde educaLlon and asslsLance ln ldenLlfylng passlve, aggresslve, and
asserLlve communlcaLlon.
e. uevelop appllcable modlflcaLlons Lo enable more effecLlve recepLlve and
expresslve communlcaLlon.
Self-LsLeem
lll. uevelop poslLlve self-lmage and sense of self-worLh Lhrough educaLlon and pracLlce of
poslLlve self-Lalk, reallLy LesLlng, and valldaLlon of personal achlevemenLs.
a. romoLe Lhe adopLlon of poslLlve self-Lalk and encourage funcLlonal
communlcaLlon of core lssues surroundlng lncllnaLlons Lowards self-derlslon
b. lnvenLory personal sLrengLhs and valldaLe accompllshmenLs whlch promoLe a
poslLlve personal ldenLlLy.
c. laclllLaLe peer lnLeracLlons LhaL creaLe opporLunlLles for Lhe valldaLlon of
poslLlve self-lmage.
d. SLrucLure opporLunlLles for reallLy LesLlng.
e. laclllLaLe expresslve arLs acLlvlLles LhaL emphaslze self-worLh and poslLlve self-
lmage.
f. rovlde valldaLlon of lndlvldual dlgnlLy and respecL Lhrough acLlve llsLenlng and
reflecLlon of personal needs, deslres, dreams, feellngs, and LhoughLs.
Sensory lnLegraLlon
lv. romoLe Lhe ablllLy Lo successfully negoLlaLe challenglng sensory experlences and en[oy
a balance of mulLl-sensory sLlmulaLlon Lhrough: sensory assessmenL, developmenL of a
personallzed sensory dleL, and gulded LherapeuLlc exposure Lo dlfflculL sensory
experlences.
a. Assess over-responslveness and under-responslveness Lo dlfferenL Lypes of
sensory sLlmull (odor, llghL, sound, pressure, food flavors, LemperaLure, spaLlal
orlenLaLlon)
b. uevelop a personallzed sensory dleL whlch sLrucLures opporLunlLles Lo engage
preferred sensory acLlvlLles.
c. ulscover and mlLlgaLe overwhelmlng envlronmenLal sensory sLlmulaLlon where
posslble.
SafeLy and Self-Care
v. uevelop healLh and promoLe dlgnlLy Lhrough Lhe pracLlce of AuLs.
a. romoLe hlghesL posslble lndependence ln baslc acLlvlLles of dally llvlng:
baLhlng, LolleLlng, brushlng LeeLh, dresslng, eaLlng, funcLlonal moblllLy, washlng
hands, shavlng, and applylng deodoranL.
b. romoLe hlghesL posslble lndependence ln lnsLrumenLal acLlvlLles of dally llvlng:
chores, Laklng medlcaLlons, money managemenL, grocery shopplng, uslng Lhe
Lelephone, uslng Lechnology.
c. Assess safeLy skllls.
d. ldenLlfy and develop safeLy skllls LhaL promoLe hlghesL posslble level of home
and communlLy lndependence.
hyslcal wellness
vl. uevelop physlcal wellness Lhrough: Lhe developmenL of a regular exerclse rouLlne,
engagemenL ln sporLs, engagemenL ln gross moLor games, and uLlllzlng naLural
opporLunlLles Lo walk, llfL, and sLreLch.
a. laclllLaLe sporLs acLlvlLles wlLh Llered emphasls on fun, group lnvolvemenL, and
flLness uslng approprlaLe modlflcaLlons where necessary.
b. uevelop boLh lndoor and ouLdoor gross moLor acLlvlLles LhaL meeL Lhe ablllLles
of Lhe lndlvldual and provlde aeroblc or non-aeroblc movemenL ln addlLlon Lo
rouLlne exerclse and sporLs acLlvlLy.
c. 8ecognlze naLural opporLunlLles Lo walk, llfL, or sLreLch wlLhln Lhe resplLe home
and Lhe communlLy LhaL lnLegraLe organlcally wlLh an lndlvldual's lnLeresLs.
d. Lncourage acLlve nuLrlLlon awareness Lhrough meal plannlng and preparaLlon.
e. rovlde educaLlon on Lhe beneflLs of healLhy eaLlng.
ersonal Meanlng
vll. uevelop personal moLlvaLlon and dally meanlngfulness Lhrough: Lhe developmenL of
skllls LhaL promoLe auLonomy, fosLer poslLlve ldenLlLy, explore personal lnLeresLs, and
fosLer soclal lmporLance.
a. ldenLlfy and develop lnLeresLs ln vocaLlonal or volunLeer opporLunlLles.
b. ldenLlfy and promoLe opporLunlLles for lndlvldual leadershlp as a parL of a
developed, lnLegraLed soclal ldenLlLy.
c. ldenLlfy and promoLe personal lelsure Lhrough Lhe exploraLlon of games, arL,
hobby, and recreaLlon.
d. valldaLe conLrlbuLlons Lo Lhe group and fosLer a developed, lnLegraLed soclal
role.
e. uevelop problem solvlng approaches and ldenLlfy approprlaLe opporLunlLles Lo
ask for help.
f. Assess personal sLrengLhs and ldenLlfy opporLunlLles Lo LhaL provlde an
approprlaLe level of challenge relaLlve Lo lndependenL sklll.
g. CreaLe frequenL opporLunlLles Lo demonsLraLe preferences, make cholces, and
exhlblL personal agency.
h. rovlde educaLlon on personal rlghLs.
Soclal LngagemenL
vlll. uevelop fulfllllng soclal engagemenL wlLh peers, famlly, communlLy members, and pald
supporLs Lhrough Lhe developmenL of soclal skllls.
a. ldenLlfy personal lncenLlves for soclal engagemenL.
b. uevelop an undersLandlng of dlfferenL soclal roles: self, famlly, frlends, pald
supporLs, chlldren and sLrangers.
c. CreaLe opporLunlLles Lo pracLlce soclal sklll bulldlng wlLhln peer groups.
d. CreaLe opporLunlLles for empaLhlc undersLandlng wlLh acLlvlLles LhaL
acknowledge a dlverslLy of soclal experlences.
e. ldenLlfy and faclllLaLe opporLunlLles Lo communlcaLe Lo members of Lhe soclal
ecosysLem ouLslde of Lhe S1A81 CenLer.
f. rovlde educaLlon and guldance on speclflc guldellnes of soclal lnLeracLlons (e.g.
Lurn-Laklng, eye conLacL, body language, Lelephone use, soclal medla, eLc.)
g. lrequenLly flnd opporLunlLles Lo afflrm poslLlve soclal engagemenL.
CommunlLy lnvolvemenL
lx. uevelop greaLer access, famlllarlLy, and ablllLy Lo navlgaLe communlLy resources
Lhrough: educaLlon, mapplng, and communlLy exploraLlon.
a. uevelop sLraLegles LhaL promoLe lndependenL access Lo communlLy resources.
b. ldenLlfy and promoLe parLlclpaLlon ln communlLy acLlvlLles LhaL are
developmenLally approprlaLe wlLhouL curLalllng lnLeracLlon Lo non-dlsabled
communlLy members.
c. Lncourage communlLy exploraLlon by presenLlng new communlLy acLlvlLles and
seLLlngs.
d. laclllLaLe and encourage parLlclpaLlon ln clvlc evenLs LhaL promoLe poslLlve self-
lmage and afflrm role as a conLrlbuLor and acLlve clLlzen ln local communlLles.