24 Hour Care
Six of our seven residences provide 24 hour care to consumers to ensure that they have the services that they need to live a safe, productive life.
Our staff receives an extensive orientation and ongoing training to ensure that they are current on best practices to provide quality care. Our staff provides a range of services that include:
- Assistance with Daily Living Tasks (bathing, eating, preparing for
- Nutritional Assistance, Including Food Preparation and Dietary Monitoring
- Routine Medical Care
- Cleaning, Laundry, and assisting consumers keeping their personal space in good order.
- Therapeutic Recreation
- Medication Administration
- Transportation to appointments and community events
- Emergency Support
- Day and Vocational Programming
The Office of Adult Career and Continuing Education Services – Vocational Rehabilitation (ACCES-VR) offers services that are available on-site at our Tuytenbridge Road location. Our program offers transition planning and supported employment services to students with disabilities leaving secondary education and adults interested in entering into a vocational rehabilitation program and/or seeking other related services.
Eligibility is determined through an intake process that requires applicants to submit documentation supporting their ability levels, vocational interests/needs, and disabling conditions. Employment specialists work directly with consumers, their families, school districts, and other related service providers to assist in career planning.
Services offered through the program include:
- Assessment to help identify skills, abilities, interests and limitations.
- Career counseling and guidance.
- Rehabilitation and assistive technology.
- Supported Employment, job placement and job retention.
- Vocational training
- Work place assessments
Through the program participants are assisted in finding a position that matches their individual interests and skill sets. On-going support is provided to ensure reasonable accommodations are made to allow the participant to be successful and actively involved in all aspects of employment. Consistent collaboration with local business owners and corporations ensures our program participants have many employment opportunities in the local community. ACCES-VR services end when the individual is able to maintain competitive employment for at least 90 days.
Adaptive equipment allow individuals with disabilities to interact with the community and live a full and rich life. Wheelchairs, Smartboards, Walkers, modified I-Pads, and ramps are all examples of adaptive equipment used by disabled individuals each day. Cerebral Palsy of Ulster County is a leader in the use of adaptive equipment. Our Occupational Therapists have the capacity not only to work closely with disabled individuals to ensure that they are able to correctly use adaptive equipment but can modify and fix equipment as needed.
Our organization is also home to the Hudson Valley TRAID program. This program allows individuals to borrow adaptive equipment to see if the equipment is a good fit for a disabled individual prior to purchasing the item.
Service Coordination is a state service plan that assists individuals with developmental disabilities and their families in gaining access to services and support appropriate to their needs. Service Coordination is designed to help individuals strive for the highest quality of life. The diverse needs of individuals with developmental disabilities are best met in collaboration.
Service Coordinators play a significant role in helping individuals with developmental disabilities exercise their right to choose personal goals and decide which support and services they want and need to achieve these goals. This program promotes the concepts of informed choice, individualized services and support, and satisfaction. To implement person centered planning, the Service Coordinator brings together people who are committed and important to the individual with developmental disabilities. Together they help identify the individual’s interests, talents, preferences, and needs to create a plan for pursuing a fulfilling life for that individual.
The focus of Service Coordinator is to assist each individual in achieving his or her unique goals and desires. Assisting individual’s with developmental disabilities in becoming part of their communities is one of the most significant responsibilities of Service Coordinators. Service Coordinators work with families, friends, community members, and service providers to ensure that meaningful community experiences that will enrich the individual’s life are pursued. Through advocacy, the Service Coordinator can work to improve the quality and safety of the individual’s living environment.
The QMRP is the key person responsible for drawing caregivers and therapists together to discuss program planning and what goals need to be met in order to enhance independence and/or improve quality of life. QMRPs promote a person centered outcome-based approach to service delivery and the provision of support for people with developmental disabilities.
The QMRP’s role is pivotal to the agency’s residential program, since it is the role that is intended to ensure that staff provides needed services and interventions. QMRPs coordinate, integrate, and monitor each individual’s active treatment program and are responsible for ensuring the training for Direct Support Professionals to implement required plans. QMRPs observe staff working, evaluate effectiveness of programs, and work with the individual and team members when changes are required. QMRPs ensure that adequate environmental supports, service design, and delivery promote independence, health, and safety.
These professionals coordinate programmatic, medical, dietary and the vocational aspects of an individuals program. Active treatment is intended to be consistently implemented in all settings of the individual’s life. QMRPs accomplish this by speaking the individual and others across various environments such as day programs staff, residential staff, clinicians, parents, and advocates. QMRPs ensure that relevant team members, including the consumer, have provided input into the plan of services. Individuals’ routines and environments are organized to facilitate skill acquisition, appropriate behavior, choice, and greater independence.
As applications are the initial step in obtaining employment, it is essential for individuals to experience the expectations for completing each section and what type of information potential employers are seeking. Throughout this workshop, employment specialists assess each individual’s ability to write and correctly respond to questions asked to determine the level of support needed in the application completion process. This includes determining the individual’s ability to understand each question asked, appropriately answer, write a response, and the steps involved for submission. This assessment will indicate strengths and weaknesses in the areas of handwriting, speech/language, technology usage, and public relations skills.
Our supported employment program offers participants private work spaces to ensure confidentiality is maintained during the application completion process. To allow for accessibility, computer workstations are adapted to accommodate limited fine motor skills and iPads/Smartboards are available to participants who would prefer to use touch screen technology as their medium for application completion.
Additional resources available to workshop attendees include internet access, adaptive software applications such as Dragon Speech, Ipads, Smartboard technology, telephones, fax machines, and copiers. This process teaches participants the essential skills necessary to initiate job seeking and to utilize the technological resources that often associated with positions they are attempting to secure.
Cerebral Palsy of Ulster County offers a wealth of Assistive Technology services to assist people with accomplishing everyday tasks and promote independence. Assistive Technology can make functional skills possible, especially for people with physical, visual, cognitive, hearing and/or other needs. Assistive Technology applications range from “high tech” augmentative communication devices and computers to “low tech” devices such as weighted pencils, angled spoons and switch toys.
Evaluations and recommendations regarding Assistive Technology:
Through an evaluation process, various types of equipment and/or devices are recommended by the professional staff and then trialed by the individual. The ultimate goal of using Assistive Technology is to increase, maintain or improve each individual’s ability to participate in activities of daily living and improve his/her quality of life.
Assistive Technology devices such as switches to activate toys and computers or iPads with specific applications can allow students to have increased access to their classroom environments and experience increased participation and interaction with their peers, teachers, and therapists. Assistive Technology devices such as adapted computer keyboards can allow adults to experience increased success in their workplace environments.
Evaluations are available in the following areas:
- Augmentative / alternative communication to increase communicative ability and function
- Assisted listening devices to amplify and address sensory, conductive, and / or attention and auditory processing impairments
- Computer technology and adaptations
- Environmental control and modification
Referrals are accepted from individuals and family members, therapists, physicians, school districts and other service providers.
The Audiologist provides diagnostic assessment to individuals of all ages, including infants in order to identify any hearing difficulties. When appropriate, counseling and referral for appropriate medical treatment is provided. Hearing aid evaluation, prescription and fitting can be offered, as well as ongoing auditory training programs to maximize the client’s hearing abilities.
Augmentative and alternative communication (AAC) includes all forms of communication (other than oral speech) that is used to express thoughts, needs, wants, and ideas. We all use AAC when we make facial expressions or gestures, use symbols or pictures, or write.
People with severe speech or language problems rely on AAC to supplement existing speech or replace speech that is not functional. Special augmentative aids, such as picture and symbol communication boards and electronic devices, are available to help people express themselves to family, friends and/or co-workers. This may increase social interaction, school performance, and feelings of self-worth. AAC users should not stop using speech if they are able to do so. The AAC aids and devices are used to enhance their communication [ASHA, 2013].
Several of the vendors with whom we work with include Dynavox technologies, Prentke-Romich, AMDi, Enabling Devices, R.J. Cooper, Ablenet and Rifton Equipment.
One of the essential program components to ensure that consumers succeed is a well-coordinated process of strategies of engagement and intervention employed by the staff at every level of program services. Working as a team, our staff is dedicated to addressing emerging behavioral challenges before a crisis occurs.
The program offers a culture that is consistent, predictable, and reliable creating a feeling of calm and safety for the consumer. We will employ a myriad of innovative behavioral management techniques that utilize staff at every level of program to create and reinforce this culture. Staff is required to “move to” problems whenever they observe a consumer in need. Far too often, staff who are the most experienced are removed from day-to-day contact with the students placed in the program due the promotion or other management assignments.
The Cerebral Palsy of Ulster County CRP program will require that experienced staff offices are placed in close proximity to the consumers ensuring that there is support beyond the front line workforce that can be utilized to assist students in remaining in the program. Through this process the front line DSPs also witness experience staff role modeling effective interventions that they can use when working with the consumer.
Antecedent, Behavior, Consequence [ABC) behavior management will be employed by our staff at all levels in both the school and the residence. This three step process breaks down the management of behaviors into three key concepts:
- Antecedent – what happens before the behavior?
- Behavior – what you see and hear.
- Consequence – actions that reinforce will reduce behavior.
The key to any successful program providing services to consumers who present with cognitive and behavioral/mental health challenges is a behavior modification program that is designed to be forward focused, investing staff and students energies toward increasing the frequency of desired behaviors rather than decreasing the frequency of challenging behaviors.
Consumers referred to our programs may have experienced loss and lack of success in many life areas including multiple school placements, hospitalizations, inability to successfully participate in group or team activities. Our behavior modification program will form a process that maintains a culture and individual plan that is dedicated to building the life skills that the student will need to successfully reside in an IRA upon completion of their academic programming.
At the time of placement, staff will observe each consumer for a period of two weeks. The goal of this process will be to develop an inventory of challenging behaviors to be addressed by the behavior modification program. Working closely with the PHD Behaviorist three behaviors will be selected. The team will then review the selected behaviors and write a plan that focuses on increasing the frequency of the positive behavioral alternative. If getting out to program on time is the selected behavior, then “I was on time for school” might be the selected targeted behavior.
Once this process is completed a meeting with the consumer and the circle of support is held to discuss the behaviors selected, the criteria for success, and the consequences for achieving agreed upon goals. At the meeting the consumer will have the opportunity to comment on the behaviors selected and the team may change the targeted behaviors based on the consumers input.
A chart will then be created that includes a frequency for success by the CRP Psychologist. At the end of each week the checks (number of successes) will be counted and a reinforcement delivered. These reinforcements will include both a social and nonsocial component [staff taking the consumer for slice of pizza, staff taking the consumer shopping] with the goal of increasing prosocial relationship between the consumers and staff that then will allow for the staff to successfully intervene at the antecedent phase of an emerging behavior. Once there is mastery of a selected behavior a new behavior will be selected by the youth and the team.