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5446 Community-Based Social Behavior Development Programming for School-Aged Individuals with ASD

Saturday, July 9, 2011: 10:45 AM-12:00 PM
Miami 1 (Gaylord Palms Resort and Convention Center)
The Community Coaching Center is a community-based social behavior development program for children and teens diagnosed with autism. We provide a goal-oriented, community-based instruction and inclusion curriculum focusing on building, transitioning, and generalizing skills across a variety of natural settings. Meaningful relationships with peers, both within the program and out in the community, are developed utilizing a variety of evidence-based practices. By providing structured, supported, collaborative community access, CCC offers first-hand autism education and inclusion opportunities to our community. The Community Coaching Center (CCC) is a non profit 501(c)3, after school and Saturday community-based, social behavior development and inclusion program for children and teens diagnosed with an Autism Spectrum Disorder based in San Diego, California. We provided community training for kids with a broad range of behavioral support needs and of functional communication skills from verbal to non verbal and everything in between. CCC provides a goal oriented, community-based instruction and inclusion curriculum focusing on building, transitioning, and generalizing skills across multiple environments under a variety of naturally occurring conditions. CCC facilitates the development of meaningful relationships with peers both within the program and out in the community utilizing a variety of individually established evidence-based practices in the field of autism. By providing structured, collaborative community access with supported behavioral and social interactions for our program participants, CCC offers first-hand autism education and inclusion opportunities to our greater community.

In our presentation, we plan on:

  • Introducing a goal oriented, community-based instruction and inclusion curriculum focusing on building, transitioning, and generalizing skills across multiple contexts and environments under a variety of naturally occurring conditions.
  • Effectively using individually evidence based practices and skill based techniques, including data recording methods, of behavioral and social skill development. These techniques will ideally be collaboratively passed on to parents, educators and care givers of children and teens with ASD in order to bridge the various components in an individual’s life.
  • Identifying and cultivating individual proficiencies, strengths, and interests to build relevant, positive programming.
  • Teaching self-management techniques and socially appropriate behavior management strategies and replacement behaviors in potentially anxiety inducing, over-stimulating, or unpredictable real life.
  • Investigating and analyzing behavioral triggers and consequences in real life settings and using antecedent-based behavioral planning and implementation when identifying aberrant or challenging behaviors in multiple settings.
  • Offering practical sensory management strategies to “get you through the day”.
  • Teaching community safety and navigation techniques in a variety of natural community-based settings relevant in each individual’s life, including identifying potential environmental issues and simple accommodations and modifications that could be made to assist in a more successful community experience.
  • Supporting functional social and cooperative communication experiences in real life situations including environments that are transitional, fast-paced, uncontrolled, unpredictable, or transitioning environments.
  • Providing practical instructional strategies for challenging transitions, particularly from preferred to non preferred or unfamiliar, uncontrolled, or novel environments, including learning skills to become more flexible and adaptable.
  • Focusing on assisting individuals with ASD to become more functionally socially independent by becoming less prompt-dependent and more autonomous in navigating their community and social lives.
  • Facilitating the development of meaningful relationships with peers with similar challenges and abilities as well as “neuro-typical” peers and others in the community by providing education and inclusion opportunities.
  • Suggesting tips on how to more successfully include individuals with a developmental disability in their own community.
  • Teaching friendship and citizenship skills and a sense of community so individuals can hopefully better understand and appreciate the value of being included in their community.
  • Discussing collaboration and partnerships with an individual’s relevant environments and members of his or her “team, serving as a bridge between home, school and the community at large.

Learning Objectives:

  • Learn strategies for teaching social communication, socially appropriate behaviors, and functional community skills including safety and inclusion skills in the community at large.
  • Understand the importance of generalizing skills across multiple environments and learn strategies to teach skill generalization and maintenance.
  • Learn self-management strategies to help manage anxiety and aberrant or challenging behaviors and replace with socially acceptable behaviors in community-based settings.
  • Learn coping strategies to manage over-stimulating, stressful, and unpredictable real life environments and situations for children and teens diagnosed with an ASD.
  • Learn strategies for building meaningful and lasting relationships with peers as well as members of the community by teaching the community at large what they need to know to in order to better understand, accommodate, and include individuals with autism.

Content Area: Social Skills


Tina Waters, M.A., with certificate in autism
Founder/Executive Director
Community Coaching Center

Tina Waters, the Founder and Executive Director of Community Counseling Center, has an M.A. with a specialized certificate in autism. Tina has been working with individuals with ASD for over 15 years. She is an active member of several committees advocating for people with developmental disabilities in San Diego.

Rochelle Voth, Ph.D., BCBA
Director of Behavioral Services
Community Coaching Center

Dr. Rochelle Voth, is a Board Certified Behavioral Analyst and a licensed clinical psychologist. She has been working with children with developmental disabilities providing behavioral consultation since 1997. She has a wide range of experience with persons of varying diagnosis using a variety of individualized techniques and collaborative approaches.

Janine Delfino, M.A.
Program Director - CCC Central

Janine first started working with kids with autism and other disabilities in 2001 while living in the bay area. She graduated with her BA in communicative disorders and sciences in 2002. Janine continued working with kids in special education while completing her Master's degree. She gained a wide variety of experience working in schools, the home and in the community with kids of all ages. In 2007 Janine moved from Santa Cruz to San Diego. She spent the past four years working as a supervisor in an in-home ABA program for children. It is now nearly 10 years later since first starting in the field and Janine continues to work with kids, but now at CCC! She feels very fortunate to work at such an incredible program as inclusion is crucial for kids of all ability levels. Janine is thrilled to be a part of CCC, as it is such a unique program that offers so much value to the kids and their families. Janine is currently enrolled in a B.C.B.A.(Board Certified Behavior Analyst) program and very much looks forward to becoming a board certified behavior analyst ideally within the next year.