Trellis ABA

Trellis provides ABA therapy to help children with autism.

Autism

Immediate Needs

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Anne Arundel County  

DBAA—18 year old male needs an instructor Monday through Friday 9:00am-5:00pm in Pasadena.

GDAA—13 year old male needs an instructor Monday through Friday 4:00pm-8:00pm and Saturday 10:00am-3:00pm in

Baltimore City

ECBC–12 year old male needs an instructor Monday, Tuesday and Wednesday 3:00pm-7:00pm, Thursday and Friday 6:00pm-9:00pm and a flexible four hour Saturday shift and a flexible four hour Sunday afternoon shift in 21209. 

Baltimore County

BMBA—13 year old male needs an instructor Saturday and Sunday 1:00pm-4:00pm in Towson

BWBA—15 year old male needs an instructor for a flexible Sunday shift in Randallstown

CMBA—19 year old male needs an instructor Tuesday, Thursday and Friday 3:00pm-7:00pm and Saturday and Sunday 11:00am-3:00pm in Perry Hall.

JPSBA—13 year old male needs an instructor Monday through Friday 4:00-7:00 in Reisterstown.

JWBA—21 year old male needs an instructor Monday through Friday 9:00am-3:00pm in White Marsh

KGBA—15 year old male needs an instructor Monday through Friday 12:00pm-5:00pm and Saturday 12:00pm-4:00pm in Phoenix

MMBA—13 year old male needs an instructor Monday through Friday 5:00pm-8:00pm in Hunt Valley/Towson

MZBA—16 year old male needs a instructor Monday and Wednesday 4:00pm-9:00pm in Parkville.

SEBA–14 year old male needs an instructor Tuesday and Thursday 4:00pm-6:30pm and Sunday 4:00-7:00 in Reisterstown.

TWBA—12 year old male needs an instructor Monday, Wednesday and Friday either 9:00am-2:00pm or 2:00pm-6:00pm in Towson

XBBA—12 year old male needs an instructor Monday, Wednesday and Thursday 3:00pm-6:00pm and Saturday 1:00pm-4:00pm in Randallstown.

Carroll County 

CGCC—14 year old male needs an instructor Monday, Wednesday and Friday 4:00pm-7:00pm and Saturday and Sunday 12:00pm-4:00pm in Manchester

RGCC—17 year old male needs an instructor every other Saturday and Sunday 12:00pm-3:00pm in Hampstead

Cecil County 

JMCE—12 year old male needs an instructor Monday through Friday 3:30pm-6:00pm and Saturday 10:00am-2:00pm in Rising Sun

MOCE—18 year old male needs an instructor for a flexible every other weekend shift in Northeast

Harford County 

CFHA—19 year old male needs an instructor for a flexible 3-5 hour shift between the hours of 9:00am-2:00pm any three days per week Monday through Friday in Bel Air.

CLHA—18 year old male needs an instructor Monday, Tuesday and Thursday 9:00am-2:00pm and Friday 7:00am-10:00am in Bel Air.

GFHA—12 year old male needs an instructor Thursday and Friday 9:00am-12:00pm and Saturday and Sunday 4:00pm-8:00pm in Bel Air

HMHA—18 year old male needs an instructor Monday through Thursday 7:30am-5:30pm in Bel Air

IBHA—18 year old male needs an instructor Monday, Wednesday and Friday 12:00pm-3:00pm in Abingdon.

Howard County 

CBHO—18 year old male needs an instructor Monday through Friday 8:00am-6:00pm in Columbia

GOHO 19 year old male needs an instructor Monday through Friday 10:00am-6:00pm in Columbia

KPHO—17 year old male needs an instructor Monday through Thursday 2:00pm-5:00pm in Columbia

MHHO—16 year old male needs an instructor Monday, Wednesday and Thursday 8:00am-1:00pm in Sykesville

MTHO—20 year old male needs an instructor Monday, Thursday and Friday 12:30-4:30pm in Columbia **this schedule may change weekly with shift times including 8:30am-12:30pm and/or 4:30pm-8:30pm

SHHO—19 year old male needs an instructor Monday through Friday anytime between 9:00am-8:00pm in Marriottsville

TKHO—13 year old male needs an instructor Saturday or Sunday 10:00am-2:00pm in Clarksville

ZGHO—18 year old female needs an instructor Monday, Tuesday and Friday 8:15am-3:15pm and a possible flexible Wednesday shift in West Ellicott City.

Talbot County 

BKTC—16 year old male needs an instructor Monday through Friday 3:00pm-6:00pm in Easton

It’s Lacrosse Season at The Trellis School

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Something wonderful is happening at The Trellis School. Adaptive Physical Education Teacher, Ian Mitchell has created a 6 week long lacrosse program for the children at Trellis.

On Saturday mornings, Mitchell and a group of volunteers work together to orchestrate a fun lacrosse session for some of the students from Trellis. Mitchell himself has worked at Trellis for almost 3 years. On top of his position of Adaptive Physical Education Teacher, he is also the Program Manager for the Therapeutic Integration Program at the Sparks location. The volunteers for the lacrosse program consist of other Trellis employees, Mitchell’s son, and a few of his son’s lacrosse teammates. Although this first session, which concludes on June 3rd, is only open to Trellis School students and related services clients, Mitchell hopes to open future programs to more families.
A typical session consists of modified games that help the children reinforce the skills that are already taught. “The best way to describe our sessions is ‘Organized Chaos!’” commented Mitchell. “Our sessions are very fast-paced, and we change things quickly so [the kids] don’t lose interest.” The activities start as soon as the kids enter the gym at Trellis. Immediately, Mitchell and the volunteers direct the kids to start an activity as a warm-up. This activity is usually a previously learned skill that they perform on their own. Next, Mitchell reviews what they did in past sessions, and the children practice these skills through various fun games. After the review, Mitchell guides the kids through new skills, which are first demonstrated to them by the instructors. When the demonstration is over, the children try these new skills with a little help from Mitchell and the other volunteers. The session comes to a close with a fun group game that gets everyone involved.
The equipment used for the program is modified to fit the children of Trellis. Instead of the usual lacrosse ball and stick, Mitchell’s group uses a soft ball and small lacrosse stick. The smaller stick is easier for the kids to use, and the soft ball alleviates fear of injury. Because of the soft ball and gentle nature of the activities, the children do not wear helmets or other equipment.
Mitchell says he was inspired by his love of lacrosse to create this program. He said he felt a desire to share his passion for this sport with the kids that he teaches. Physical activity for children with Autism Spectrum Disorder is particularly important because problems such as obesity and inactivity occur at higher rates in those with ASD. On top of the physical health benefits that come with exercise for children with ASD, research has also shown that physical activity has led to behavioral improvements. In their article “Promoting Physical Activity for Students with Autism Spectrum Disorder: Barriers, Benefits, and Strategies for Success,” Menear and Neumeier say, “Further research with exercise interventions supports the claim that exercise decreases disruptive behaviors in the short term for children with ASD.” Caitlin Sprouse, Occupational Therapist and Director of Related Services for Trellis Services commented, “Movement input from participating in sports gives great sensory input to all kids who love to move! Practicing lacrosse skills gives kids the opportunity to work on lots of motor planning as well.”
For Mitchell, however, the best part of the program is “seeing the kids smile!” As for future plans, Mitchell hopes to see his program grow and to see more kids involved. He also would like to eventually do other programs with other sports as well, particularly soccer. Ian Mitchell is always looking for qualified volunteers to help with this program. Those interested can contact Ian Mitchell at info@trellisservices.com.

Movement Education combined with a Social Outing = Ultimate Fun

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Trellis School seeks to provide our students with social interactions, community outings, and new experiences with their peers in out-of-school settings.  We look for educational opportunities to teach our learners how to interact in meaningful and appropriate ways with their peers within the community.

In an effort to increase our participation with different schools and organizations, we reached out to some elementary schools asking to have some of our older learners participate in social activities at their school.  Education Director Reyes Vera has a working relationship with Padonia International Elementary School, and he arranged a visit to the school that coincided with the travelling Whittle equipment came to their school for physical education classes.

Gerstung Movement Education equipment, also known as Whittle equipment, is made in Baltimore, MD and has been a part of Movement Education since the early 60’s. The equipment is used to allow children to refine motor skills and build confidence in creative ways through full body engagement, balance, coordination, and problem solving.  Baltimore County Public Schools has a few sets of Whittle equipment that rotate through the school system for a month in physical education classes.  Students are challenged to use their imagination in creative ways to traverse the climbing walls, curved bridges, rope walls, ladders and balance beams. The climbing rope is often themed as a way to cross an “alligator-filled” body of water, and students are encouraged to use new ways to climb, move, and explore safely.  Tall climbing walls become mountains to overcome and balance beams become ways to escape from fairy tale creatures.  When the Whittle Equipment comes to physical education class it’s as if the ultimate playground has come indoors to be conquered.

We want to thank Padonia International Elementary School for inviting us to participate in a few of their gym classes to experience the movement education and chance to exercise our imaginations while practicing social skills through play.  We are grateful to have such a good relationship with the elementary schools in our community.  Padonia gave our students a unique experience and we look forward to future events with the amazing students and teachers at Padonia.  A special thank you to the principal, Melissa DiDonatto, physical education teacher, Gary DeGroat, the 4th grade teachers and students!

ClassPhotoWhittleCombinedClassWhittle

Springtime and Sensory Play

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It’s that time of year again. Where old becomes new and the air becomes just a bit warmer. Even when it’s gloomy outside, there are plenty of sensory activities you can do at home. So here are three Spring time sensory activities to kill the boredom on these rainy Spring days. We all know the importance of sensory play, the opportunity for children to explore their world through the five senses.

Sight & Taste: Rainbow Cereal Sort

Cereal Sort

Photo courtesy of b-inspiremama.com

Find the calm after the storm with the easy and equally tasty activity. Rainbow Cereal Sort is the perfect activity for learning colors. Follow the helpful hints to add even for fun to the activity.

                What you’ll need:

  • Large muffin tin (one that makes six muffins)
  • Small to medium bowl
  • One box of fruit loops (Go for the store brand to save money, or go gluten free by using the Wegmans brand)
  • Construction paper in red, yellow, green, blue, orange, and purple

Helpful hints: Make this a fine motor activity by using thong or a clothes pin to transfer cereal pieces. Talk about taste texture by adding milk or water and watching/feeling the cereal as it changes from crunchy to soggy.

 

Touch, Smell, & Sight: Earth Day Sensory Bag

SensoryBag

Photo courtesy of handsonaswegrow.com

Pay homage to Earth Day with this sensory filled creation. Earth Day Sensory Bags.

What you’ll need:

  • 1 gallon size food storage bag
  • Tape
  • Small flowers and small leaves
  • Clear hair gel

 

How to: Gather materials. Add clear hair gel to bag (fill to about 1/3). Gently add in flowers and leaves, about ten total. Zipper bag and tape top closed. Have fun moving objects around in the bag.

Helpful hint: Tape to a bright window or door for added visual input.  OR, add a line down the center of the bag and sort leaves from flowers. OR, separate parts of a flower and slide pieces around the bag to rebuild the flower. Use the assembly as an opportunity to talk about smells and textures.

Touch & Sound: Easter Egg Shakers

Eggs

Photo property of www.rockabebabymusic.com

Looking for something to do with the dozens of leftover plastic Easter eggs? Try making egg shakers to intrigue your child’s sense of sound.

What you’ll need:

  • 8 plastic Easter eggs
  • ½ cup of uncooked rice
  • ½ cup of beans (any kind)
  • ½ cup of raisins
  • ½ cup of cereal (Your child’s favorite will do)

How to: Gather materials. Allow your child to explore the different textures and tastes of the materials. Fill 2 eggs of each food product and close them. Take turns shaking the eggs, guessing their contents and matching them with the egg of the same sound.

Helpful hint: Tape plastic spoons to either side of the eggs to turn them into maracas.

This blog was written by Kirby Allen, Trellis Instructor

Three Questions

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Anne McHugh recently joined Trellis as the ABA Program Director. We sat down to ask her three questions to learn more about her vision. Read her bio on our Leadership Page and read below for the answers to our questions.

Q. What attracted you to Trellis?
Trellis Services is client-centered. I have always been impressed with their dedication to each individual child and meeting his/her needs in every way possible.

Q. What’s your vision for your role as ABA Program Director?
My vision is to bring Applied Behavior Analysis (ABA) services to every child who can benefit. I look forward to growing the clinic, social skills and in-home programs so that Trellis can continue their excellent quality of care on a larger scale.

Q. What are 5 things you want parents to know about Trellis?
1. Trellis can provide ABA services to children in practically every aspect of their lives: home, school, clinic (for children under school age), and community.
2. Our ABA treatment plans are designed using only evidence-based procedures for children with Autism Spectrum Disorders.
3. When a child receives ABA services through Trellis, the child is always learning and getting closer to reaching his/her potential.
4. ABA services through Trellis not only teaches new skills but makes them usable in real life.
5. Trellis staff members are some of the most talented and dedicated individuals you will find in this field.

A New Perspective

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Reyes Vera joined Trellis earlier this Winter as the Education Director of the Trellis School. We recently sat down to ask him three questions to get to know him a little better. Read his bio on our Leadership Page and read below for the answers to our questions.

Q. What attracted you to Trellis?

Trellis has always been known for having high quality educational and clinical programs. As a BCBA and special educator, being part of a school that utilizes the principles of ABA and Verbal Behavior was very appealing to me. I am very excited to be a member of the Trellis team.

Q. What’s your vision for your role as Education Director?

Trellis is a well-established program. I want to contribute to the program to build on what is already in place. I see myself promoting professional growth within Trellis and providing families support to further the generalization of skills from school to home and community.

Q. What are 5 things you want parents to know about Trellis?

  1. The students are always engaged! The Trellis team is amazing at creating instructional opportunities throughout the school day.
  2. The Trellis team sets high realistic expectations for their students.
  3.  The Trellis team is passionate about their work with the students.
  4.  The Trellis team is dedicated to professional growth. We have multiple staff enrolling in programs to gain their BCBA certification.
  5.  The instructors, teachers, related services, administration, and families all work together to achieve a common goal…student success!

A Letter from a Trellis Parent

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Trellis means home to me…

I remember the first day I came into visit the school, two months after Max was diagnosed with Autism. For the two months before walking through the Trellis doors, I felt lost and, honestly, sad every time I met with an ASD service provider. The approach was “we know best” and “your son has this laundry list of limitations” … as a result my expectations were low and actually misguided.

When I walked through the door of Trellis, children were laughing, teachers were smiling. It was a school not a “treatment center”. I was asked all about Max and said “he sounds great” and I felt proud of Max for the first time after his diagnosis. I will never forget that moment. I have never stopped feeling proud of Max since then.

Thank you. All of you. Thank you for ignoring behaviors, counting and manding, working patiently when Max’s sensory needs carry him away and make him unavailable for a while and even taking a right hook or two.

Today, Max is soaring – he is talking. Yes talking. At one point in time, that was not clear he would talk. You all did that. You pushed him. You coached me and you never, never, never gave up on us. Max’s behaviors are manageable. Before Trellis, Max had broken my nose, and more things at home than I care to remember. Now he says “no” when he is unhappy at home. If he has behaviors, I know the ABCs and can manage them along with the latest protocol that we are generalizing at home. You did that. You implemented the protocol. You coached me and you never, never, never gave up on us.

When you are the parent of a kid on the spectrum you feel like you are either fighting or apologizing with everyone in your child’s path. When Max started at Trellis, for the first time that feeling changed. Now I feel like I have a team of people in my corner. From the front desk, the program managers, Occupational Therapists, Speech Pathologists and Instructors on our team.

At the end of the day, Trellis means home to us. Max is known and loved for his whole self. You accept him for who he is and at the same time push him to reach his potential. Thank you for teaching my son with love and respect. You will never know what you mean to Max and me. He and all of the children you serve will reach their potential thanks to you.

– Audra Jones

Tips for Making Homework Easier

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The school year is now in full swing. The once-new backpacks may already be showing signs of distress from their daily haul …and perhaps your kids are too. Homework is a task that few (if any!) kids enjoy, and children with autism can especially have trouble with such assignments. Some children, for example, can appear to understand what they’re doing while in the classroom but might not grasp what’s expected from home assignments. And many students on the spectrum don’t ask their teachers for help. Fortunately there are several strategies to help your child stay focused.

NEGOTIATE APPROPRIATE ASSIGNMENTS
Regular communication with teachers is important when it comes to homework: it helps clarify the level and amount the child can handle. Keep in touch so teachers can create individually appropriate assignments.  Also, make sure you know which assignments are due when and that your child is turning in their completed assignments.  Children with autism may have difficulty organizing and tracking homework assignments and due dates.

KEEP IT CONSISTENT
If homework always occurs at the same time and becomes routine, your child will eventually accept it. Initially it may be hard to hold the line, but persistence pays off. This works for almost all chores children prefer to avoid, from taking baths to brushing teeth.  You may also want to use a visual schedule and even a timer so that your child knows what to expect when.

SET YOUR CHILD UP FOR SUCCESS
Set a tone that homework time is important and a priority. Give your child an important place to sit, and ask siblings to stay quiet or have them work on their homework too! Ask how it’s going, and be sure to offer praise to help build your child’s confidence. Show that you care and want them to be successful.

MOTIVATE AND ENCOURAGE
Be firm but encouraging, being careful not to nag too much. This can be difficult when you’re frustrated so be conscious of your tone. Set solid standards for what the homework routine looks like, but be encouraging and motivating. Remind your child that you are proud of their efforts and that they are learning. Consider giving a reward for good effort (or even just sitting and attending initially) even if not everything is correct. As improvement is made over time, you can shift rewards to more academic goals. Rewards don’t have to be candy or toys, just ask the child what they might like to do with you once homework is done—it’s an opportunity for positive quality time you can both enjoy.  If your child has difficulty waiting until the end of homework to receive the reward, give them tokens (stickers, stars, etc.) throughout the homework routine, and when they reach a certain number of tokens, give them the reward.

OFFER CHOICES
Giving choices has been proven to increase motivation. You want homework time to become routine, but you can still offer choices such as where to sit, what writing materials to use, which task to start with and definitely the type of reward given for successful completion. Empower them by offering at least three options; they’ll like the (limited) control!

PICK YOUR BATTLES
Your child’s homework does not have to be perfect.  Maybe they misspelled a word.  Will the teacher be able to figure it out? Then let it slide.  Perhaps their handwriting is a little sloppy.  If it’s still legible, don’t spend a lot of time making them re-write something they already did.  The less you correct your child (and make them re-do their work), the less frustrating homework will be for both of you! Try to praise twice as much as you critique!

BREAK UP DIFFICULT TASKS
Seeing a full worksheet of 30+ math problems can be overwhelming for any child! Try covering the bottom of the page with a blank sheet of paper and working on one row at a time.  You can even switch to other assignments between rows if necessary. Ask your child to help you come up with a pattern (e.g., 5 math problems, 2 spelling words, 5 math problems, 2 spelling words, etc.).  If there’s a longer assignment due at the end of the week, work on a little bit each day to make it less overwhelming.

This post was written by Kelly Namanja, MA, BCBA,  Autism Spectrum Therapies’ (AST) Clinical Director for Chicagoland. AST and Trellis are part of the Learn It Family of Companies.

Creating a Great Halloween

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Halloween is just a few short weeks away. As we prepare for the decorations and fun activities to come, now is the time to consider some ways you can help your child to have a happy and fun Halloween experience.

PRACTICE
Know the route you plan to take on Halloween and practice the walk with your child before Halloween. Consider taking about 3 practice walks beginning 1 week before and leading up to the big day.

ROLE PLAY
Let your child play out the scenario of trick or treating by walking up to a door, ringing the doorbell. Enlist a friendly neighbor to help you act it out, or practice at your own front door. Give candy! If you give them an actual piece of candy they will be way more excited about what is in store.

CHOOSE CAREFULLY
There are so many fun and creative costumes to choose from but be cautious about getting anything that may irritate your child, particularly sensitive areas around the ears, eyes or throat.

HAVE A BACK UP PLAN
Stay flexible on the day. If your child is not up for the outing, have a back-up plan that includes fun indoor activities.

Click here for more great resources from our friends at Pathfinders for Autism.

Welcome Back To School Trellis

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-Submitted By Allison Barnes, Trellis Lead Instructor

The new school year is underway and the Trellis staff is so excited to see our leaner’s smiling faces once again. Jumping back into a routine after vacation is hard for any child, and can be especially difficult for a child with autism. Adjusting back to school after a summer break can feel frustrating and overwhelming for anyone. Fortunately, our learners have remained motivated to learn and are happy to be back.

Exciting changes have happened inside Trellis, making it more fun than ever to be back at school. Our NET space has been revamped with newer and more functional toys, allowing our learners to increase manding and pretend-play more appropriately and functionally.

“I love the new NET space. My learners need to use more communication to get what they want and it’s exciting to see them more motivated by functional play.” -Allison Killion, Early Intervention Instructor.

Additions to the NET include a play grill set, pretend laundry station, a brand new Dora The Explorer kitchen, improved train sets, and many more new toys. New items keep our learners MO high and promote functional play with peers. The staff is just as excited as the learners for these new additions and the opportunities they bring to teach new skills.

Inside the classroom, learners are adjusting enthusiastically to new curriculum and working hard with their teachers and instructors.

“We’re integrating the Baltimore County curriculum to incorporate ELA components of the Common Core. It’s exciting that I’ll be teaching the same concepts and using some of the same materials that a typical peer uses in public school,” explains preschool teacher Jessica Volz.

Guided by the Baltimore County curriculum, our learners get the opportunity to learn and interact with peers in groups of 3-4, in addition to our usual 1:1 instructor-to-child ratio.

Setting up the stage for success in social engagement is Julia Miller-Iarossi. Julia worked in the Love 2 Learn program from 2010-2014, and has recently rejoined the Trellis team as Social Skills Specialist this school year. We are so excited to have her back!

“I’m looking forward to meeting all the new students and getting to know them. I am excited to make our learners motivated by peer interaction, and to make social interaction as meaningful as possible so that they are still motivated in their homes and communities.”

Social groups at Trellis incorporate sensory strategies, gross motor movement, and academic skills to motivate each learner and fit their individual needs. Interactive peer play is essential to our students’ progress and independence, both in school and in the community. Our learners have happily jumped back into their social groups, focusing on skills such as greetings, sharing with friends, asking questions, high-fives, and other appropriate attention skills.

We’re off to a great start of the new school year. Our learners have had a successful transition back and we can’t wait to see the progress to follow. We hope everyone had a fantastic break, and that everyone is just excited for the fall as we are!