Behavior Shadow
Welcome to our behavior shadow program, a specialized and compassionate service that provides individualized support to individuals with special needs. Our behavior shadow program pairs trained professionals with individuals who require additional assistance in navigating social environments, managing behaviors, and promoting overall well-being.
A behavior shadow serves as a dedicated companion, offering guidance and support tailored to the unique needs of each individual. Our highly trained behavior shadows work closely with individuals and their families to understand their goals, preferences, and challenges. Through careful observation, data collection, and implementation of evidence-based strategies, behavior shadows help individuals develop essential social and behavioral skills.
Our program promotes inclusion and independence, empowering individuals to thrive in various settings. Behavior shadows foster a positive and supportive environment, encouraging individuals to engage in meaningful interactions, practice coping strategies, and navigate social nuances.
We understand the importance of collaboration, which is why our behavior shadow program emphasizes open communication and partnership with families, educators, and therapists. By working together, we ensure consistent support and continuity of care across all aspects of an individual’s life.
Whether it’s in school, community settings, or daily routines, our behavior shadow program strives to enhance the overall quality of life for individuals with special needs. Join us on this transformative journey as we create a nurturing and empowering environment where individuals can flourish and reach their full potential.
| SHADOW TEACHER | BEHAVIOR SHADOW |
|---|---|
| A shadow teacher offers one-to-one support. | A Behavior Shadow offers one-to-one support with the supervision of an ABA therapist and/or clinical psychologist. |
| A shadow teacher has experience teaching and working with children. | A Behavior Shadow has experience teaching children and completes a mandatory 12-course training (including topics like the functions of behavior, prompting, implementing a Behavior Support Plan, and effective data collection). |
| A shadow teacher has occasional conversations with the child’s parent, the classroom teacher, and school support staff. | A Behavior Shadow leads a formal school team meeting held on a monthly basis with the LSH supervisor, the classroom teacher, school support staff, school administration, and the child’s parent to discuss interventions, review the data collected, and to agree upon target behaviors for the upcoming month. |
| A shadow teacher is given access to the student’s IEP, if available, and begins working with the student. | Before a Behavior Shadow begins work, an ABA therapist and/or clinical psychologist observe the child in the classroom setting. Using these notes, along with information from the child’s IEP, the supervisor creates a Behavior Support Plan with target behaviors and interventions. This plan is reviewed and implemented by the Behavior Shadow. |
| A shadow teacher implements strategies to improve behavior that was learned either formally (in an academic setting) or informally. | A Behavior Shadow attends an internal, LSH “hub huddle” each week. This meeting is run by an ABA therapist or clinical psychologist and includes one-hour of professional development/ training, followed by a roundtable of like-minded professionals reviewing each client’s data and interventions to offer additional insights for best practice. |
