Frequently Asked Questions (FAQ)

CORYELL AUTISM CENTER

How does the Center promote independence? 
The Center promotes independence through person-centered planning founded on the student's own strengths and preferences, as well as the needs of their family. We consider the benchmarks our students must meet by the age of 22 in order to access an independent lifestyle, then break down those long-term goals into annual benchmarks until we are able to formulate the current-year IEP & ITP. 

We develop personalized curricula and schedules for each of our students which they are then in charge of following throughout the day.  Our students are taught to perform complete and complex tasks (shopping for groceries, riding the bus, checking email, making lunch) independently, and expected to apply those skills on a regular basis in a variety of settings.  They are encouraged to problem-solve novel situations and to ask for help when needed.  They are permitted to move freely about campus in accordance with their schedules.  They are encouraged to share and pursue their own interests, and to participate in activities with their peers.  They are actively taught to generalize skills and knowledge and, ultimately, to be independent of contrived prompts and reinforcement.

How is the Center different from other educational programs working with students who are transitioning to adulthood? 
To begin with, there are very few other programs designed specifically for transitional-age individuals.  Many programs serve individuals to adulthood, but are not significantly adjusted for older students whose needs and abilities are often quite different from their younger peers.  By thinking about our students in terms of where they need to be at the age of 22 and beyond, we are able to create ambitious yet reality-based programs with clear continuity from one year to the next.  Additionally, we are located in a residential area just a brief walk from public transportation, multiple parks, and useful commercial districts--all of which our students are immediately immersed in.  In other words, we are a part of a real community, and our students join that community on their first day at the center.

What services does the Center provide?
We focus on the life skills (academic, vocational, domestic, social, recreational, and community) that must be acquired by someone before he or she ages out of the educational system, and we facilitate the development of self-advocacy skills in our students.  We provide résumé-development opportunities and vocational training both on-site and off, both volunteer and paid.  Our students are encouraged to develop an understanding of time and money so that they may earn and spend with competence.  Additionally, we actively encourage families to begin considering independent living options for their child well before the age of 22, and provide support and resources for families during the often-daunting processes of conservatorship, applying for Social Security benefits and finding an affordable and appropriate independent-living environment.

What is a Nonpublic School (NPS) accreditation?
NPS is a certification that permits the Center to contract with the local county offices of education, the special education local plan areas (SELPA) or school districts, and receive reimbursement for special education services.


What are the Center's hours?
The students attend school Monday through Friday from 9:00 am to 3:30 pm. The teaching staff is available from 8 am to 5 pm weekdays.

Can I visit the center?
If you would like to visit the Center please contact us at 831-713-5186 or email lhyde@coryellautismcenter.org.

Does the Center require student records before enrollment?
Data forms must be on file in the student’s record at the time of enrollment. The forms include; release of information, emergency contact phone numbers, medical emergency and insurance information. Student records are considered confidential. No records will be released to other professionals or agencies without written permission of the student’s parent or guardian.

What is the Center's Nondiscriminatory policy?
The Coryell Autism Center school admits student any race, color, national origin, and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national origin, and ethnic origin in administration of its educational policies, admission policies, scholarship and loan programs, and athletic and other school-administered programs.

TRANSITION TO ADULTHOOD

Why is the Center focused on Transition to Adulthood? 
The needs of young adults with autism are radically different from the needs of children and of already-transitioned adults, and very few programs are designed with this in mind.  Once a student ages out of the educational system at the age of 22, support services are dramatically reduced.  In order to provide the best possible outcomes for adults with autism, it is crucial that we provide them with the highest quality services during their transitional years. 

What are some examples of the needs of individuals transitioning to adulthood?
To be treated in an age-appropriate manner. To be expected to behave in an age-appropriate manner. To have regular and useful access to their community. To have friends. To be able to seek and receive help. To know what to do in the event of an emergency. To be able to say "yes" to the things they want and "no" to the things they don't want. To experience success, and to handle failure. To know joy, and to survive disappointment. To communicate clearly, and to be heard and understood. To understand that decisions they make today may have lasting effects. To know how to find and hold a job.   To have an internalized sense of right and wrong.  To have a sense of personal achievement. To know how and when to perform the tasks of daily living.

AUTISM

What is Autism?
Autism is a developmental disability that by definition begins before the age of three and most often lasts throughout a person’s lifetime. Individuals with autism experience challenges in the areas of social interaction and communication. Many individuals with autism have repetitive behaviors or intensely focused interests. The severity of symptoms vary widely among individuals and run the spectrum from those who may not develop spoken language and require extensive support, to individuals who are highly intelligent but socially awkward.

What is the prevalence of autism?
In December 2009, the U.S. Centers for Disease Control and Prevention announced that autism now reportedly affects 1 in 110 children, including 1 in 70 boys. This represents a staggering 57 percent increase from 2002 to 2006 and a 600 percent increase in just the past 20 years. Many of these children will soon be entering adulthood.

APPLIED BEHAVIOR ANALYSIS

What is Applied Behavior Analysis (ABA)?
Applied Behavior Analysis (ABA) is the process of using behavioral principles to teach new skills and increase desirable behaviors. ABA methods break skills down into small, measurable units and use high rates of positive reinforcement. ABA is committed to objective measurement and data-driven analysis of behavior within relevant settings, like home, school, and the community.ABA uses many different teaching strategies to increase and maintain desirable behaviors, teach new skills, and generalize behaviors to new environments or situations.