PACES Program-ASD

PACES (Positive Attitude Concerning Education and Socialization) Program

The PACES Program is the response of the American School for the Deaf to the special needs of deaf and hard of hearing children and youth whose emotional or behavioral disorders prevent them from being served in more traditional programs. The first program of its kind, PACES continues to offer effective, comprehensive, individualized programming delivered by experienced, knowledgeable staff.

Effective, Appropriate Program Options

Since 1982, this unique residential program has served emotionally and behaviorally disturbed deaf and hard-of-hearing children and adolescents with comprehensive psychological and educational programming. Located on the school's 52-acre campus, PACES serves students in two program age-groups. Students age 5 to 13 and 14 to 21 are placed in separate groups with their own classrooms, residential units and staff. PACES offers a five-day enrollment that permits students to go home each weekend, as well as a seven-day enrollment for students whose emotional/behavioral disorders require supervision 24 hours a day, 365 days a year. During the regular academic calendar, students from both programs are in classes Monday through Friday.

An Integrated Approach

PACES is designed to address all areas of a student's life. Our integrated approach reinforces the individualized program therapies and goals designed for each PACES student. Areas of focus include:

Behavior Management

	•	Behavior Plan - Individual, structured behavior management programs, developed to meet each student's unique needs
	•	Family Service - PACES parents group, home visits by counseling and administrative staff, parent training and counseling
	•	Transitional Services - Support for students returning to regular academic and vocational programming
	•	Consultants - In psychiatry, neurology, occupational and physical therapy, and behavior management.
	•	Supervision – In addition to high levels of adult supervision, all classrooms are monitored via close circuit TV. Recordings of classroom activities are used to teach appropriate behaviors.
	•	Mealtime – Students new to the PACES Program participate in a highly structured “instructional lunch” program. Emphasis is on appropriate behavior and development of language/communication skills.

Education

•	Academic - Small, individualized classes
•	Vocational - Pre-vocational and vocational training; assessment, job training, work experience and job placement services.
•	Counseling - Full-time counselors using a variety of effective counseling and therapeutic approaches
•	Support Services - Access to ASD's comprehensive services in the areas of speech and audiology, psychological testing and evaluation, medical and health-related services, interpreter services for deaf and Spanish-speaking parents.

Extracurricular Activities

	•	Sports
	•	Student Work Program
	•	Supervised community field trips

Carefully Planned Residential Life Experience

	•	Residential counselors emphasize the development of independent living skills, problem solving skills, appropriate use of leisure time, and socially appropriate behaviors.
	•	Collaboration between Dorm and Educational Programs allows teachers and counselors to closely follow student progress and provide a structured and consistent learning environment.
	•	Students in the seven-day program participate in an activity-based, behaviorally managed weekend program staffed by residential counselors and a weekend administrator. The program focuses on life skills, effective use of leisure time, and communication development. Community events and services in the Hartford metropolitan area are utilized.

Family Education Program

In order to help the child develop and maintain positive relationships with family members, a family education program is an integral component of PACES.
	•	Students are accompanied by staff members for periodic home visits.
	•	Sign language classes, counseling, and family meetings are also arranged as needed.

Admission Considerations

Students served by the PACES Program have histories of repeated maladaptive behavior in school, home, and the community. Behaviors may include:
	•	Oppositionalism
	•	Resistance to authority
	•	Isolation
	•	Failure to respond to ordinary social stimuli
	•	Outbursts of verbal and/or physical aggression
	•	The absence of rudimentary verbal control
	•	Obsessive/Perseverative Behaviors

Many PACES students also exhibit language and learning disabilities. However, the program is NOT as a rule appropriate for students demonstrating the following behaviors and/or needs:
	•	Active risk of suicide
	•	Active risk of serious violence to others
	•	Primarily medical needs
	•	Severe or profound retardation
	•	Long-term custodial care needs
	•	Need for full-time psychiatric care
	•	Documented sexual offenders