The Groden Network

The Groden Center Day Schools are located in both Providence and Coventry, RI for school-aged (5-22 years of age) youth. Our treatment approach is rooted in a broad-based Behavioral Psychology and Positive Psychology approach that focuses on stress-reduction and self-control, using a wide range of innovative techniques complemented by core Applied Behavioral Analytic (ABA) and Positive Behavior Supports. Our treatment approach is evidence based and data-driven, and designed to enhance positive interactions across educational, vocational, recreational and community settings. Our in-school clinical and teaching staff includes:
• Clinical and behaviorally-trained PhD-level psychologists
• Behaviorally trained supervisors (BCBAs)
• Certified Special Education Teachers
• Speech & language pathologists
• Occupational therapists
• Adapted Physical Education staff
• Highly trained treatment staff
We strive to offer opportunities to develop positive coping skills, progress academically, develop skills for everyday life, and engage in vocational activities, recreation, and relationships with persons in the larger community.

PhD-level and BCBA Clinicians; Family services; Admissions; Vocational and Transitional Services; Speech Language Pathology; Occupational Therapy; Special Education; Adapted Physical Education

Published and individually-tailored, evidence-based programs for students learning in-school and those practicing skills with their families

Family services and Respite; Speech Language Pathology; Occupational Therapy; Special Education; Adapted Physical Education

Chromebooks distributed for distance learning students as necessary

The Groden Center supports children and adolescents with autism other developmental disabilities, and behavioral challenges to lead productive, dignified and satisfying lives by: Providing the most effective services; advancing knowledge and best practices; and involving educating and supporting families.

The philosophy of the Groden Center emphasizes stress reduction through strong relationships with staff that maximize learning and positive coping, along with active engagement with families. The Groden Center model emphasizes Behavioral and Positive Psychology approaches, with practices including ABA techniques, positive behavior supports, and improving well-being by providing programming to enhance kindness, resiliency, optimism, and other areas. Special emphasis is given to relaxation techniques and implementation of cognitive picture rehearsal, which was created by Dr. June Groden early in the establishment of the Groden Center.

In 1976, Dr. June and Gerry Groden opened The Groden Center in response to the absence of maximally effective services for youth with autism and other developmental challenges. The Center is comprised of two day schools dedicated to enhancing the lives of children and youth with autism, behavioral disorders, and developmental disabilities by providing a wide range of services. as well as providing functional and social development instruction to children and adolecents with learning disabilities.

Early Intervention; Day School, Residences, Community, Transition, Community and Home Based Services

https://www.facebook.com/thegrodennetwork

Our intake process involves lengthy and comprehensive assessment of skill development and need, as well as behavorial presentation, functional assesement of those behaviors targeted to decrease. This is along with measurements of the youth's socio-emotional functioning, stress and coping skills and family needs. Our intake process ends once the youth is comfortably transistioned into their classroom and has developed relationships with class room staff, and behavior plans are established.

IEP Goalsare derived using annual assessments that include gold-star standard assessments (e.g., VB MAPP, AFLS ABBLS). Each student receives intial and annual assessments to formally assess progress in academic, social, and functional skills, and to access progress and identify areas of need. IEP goals are derived using this data as well as input from families and clients themselves and a multidisiplinary team including special educators, BCBA clinicians, SLP, APE and OT professionals